Safety programs and activities for elementary and junior high schools

Front matter

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mult

i iiM?*

Foreword

I N a message to the National Safety Congress and Ex¬ position at Pittsburgh, Pa., in September, 1930, Presi¬ dent Herbert Hoover declared:

“The death by accidents of almost one hundred thou¬ sand persons in the United States is a challenge to the resourcefulness of the nation to devise measures to elim¬ inate this disastrous loss both of economic assets and of precious human values. Most of it is preventable and your educational campaigns to teach the methods of such prevention are worthy of praise.”

That Safety training in schools during recent years, to¬ gether with children’s Safety clubs promoted widely by newspapers and radio stations, has borne fruit is attested by the fact that child accident fatalities have increased only slightly since 1922, while those occurring to persons of all ages have increased 25 per cent.

To have kept child accident fatalities from increasing to any extent, while those occurring to persons over 15 years have increased tremendously, is a truly worth while achievement. But this is only the beginning of what may be accomplished through the inclusion of comprehensive Safety instruction and well organized pupil Safety activi¬ ties in the program of every public, parochial and private school in the United States.

While motor vehicles are shown to have caused 44 per cent of all accidental deaths occurring to children from

VI

Foreword

5 to 9 years old, and 30 per cent of those occurring to children from 9 to 14 years, reference to detailed acci¬ dent facts in Part III reveals that other hazards of child¬ hood are sufficiently serious to demand specific preventive training. Nor do fatalities tell the whole story of the toll taken by accidents of all kinds. Some types of acci¬ dents which record comparatively few fatalities rate high in physical handicaps, days lost from school attendance, economic losses and other undesirable results, though only limited statistics are available to prove these facts.

While accident prevention is the central objective of Safety instruction and pupil activities, it is by no means the only end that may be attained.

As a matter of fact no other subject or activity can be utilized so successfully as a nucleus around which civic consciousness may be developed in a natural way, because of the close relationship between Safety problems and the child’s daily experiences in the home, on the street, on the school playground and in the school building.

In this book of “Safety Programs and Activities,” it has been the aim of the authors to assemble the most im¬ portant factual material obtainable from widely scattered sources; Safety organization plans approved by experi¬ ence of schools in many communities of varying types and sizes; and pertinent songs, rhymes, slogans, games and stories with which the truths concerning “Safe Ways” may be impressed upon the child mind in an interesting and attractive manner.

This book does not purport to be a course of study in the ordinary sense in which that term is applied. It at-

Foreword

Vll tempts rather to bring within reach of every school system and every classroom group the materials and tools with which may be built on a framework of its own choosing the structure that will best meet the needs of the children whom it is designed to serve.

Acknowledgments

Much of the factual material and many of the slogans, rhymes, songs and games are reprinted by permission from various publications of the National Safety Council, all of which are listed in the bibliography. Access to the Council’s extensive library at its Chicago headquarters and the gracious assistance of the library staff, and of its head, Mrs. Mary Wells, in research work and compilation of the Bibliography, are gratefully acknowledged.

Of especial value was the reading and criticism of cer¬ tain portions of the manuscript by Sidney J. Williams, director of the Public Safety Division of the National Safety Council, and of portions on First Aid, Swimming and Life-saving by Dr. H. W. Gentles, Chairman of Com¬ mittee on First Aid and Life-saving, Chicago Chapter, American Red Cross.

Publications of the Automobile Club of Southern Cali¬ fornia, of the Cincinnati Automobile Club, and of school boards and Safety councils in Kansas City, Cleveland, Baltimore, Louisville and Worcester were especially help¬ ful and are acknowledged as sources of some of the slogans, rhymes, songs and games not specifically credited.

Practically all of the publications listed in the Bibli¬ ography served as sources of factual or other material.

Foreword viii

All copyrighted material reprinted herein is used with permission of the original publishers.

To F. G. Bonfils, publisher of The Denver Post, whose devotion to child interests was responsible for that news¬ paper’s sponsorship of a Child Safety Campaign extending over a period of many months, and to the cooperation of parents, teachers and school .children of Colorado and other states throughout the Rocky Mountain region, appre¬ ciation is due for the opportunity accorded to glean infor¬ mation about, develop and carry through many practical ideas and plans now passed on to others through the pages of this book.

The Authors

Contents

Foreword . v

Views of Educators .xiii

As to the place and scope of Safety Education in the school curriculum.

PART I—ORGANIZATION How to Organize Safety Work in Schools. 1

Constitution for a classroom Safety Club—School Safety Councils, Departments and Committees—Per¬ sonnel of Safety Council or Committee—Work of Safety Council—School Safety Patrol Officers— Selection and Qualifications of Patrol Officers—Mis¬ cellaneous Duties of Safety Patrol Officers—School Safety Courts—Safe Ways Honor Roll—Club Buttons and Service Awards—Inter-school Cooperation— Some Measures by Which Municipal and School Authorities Safeguard Children.

Part Ii—programs

Programs for General Exercises, Safety Club Meetings, School Assemblies and Classroom Discussions...

General Suggestions to Teachers and Safety Work¬ ers—General Objectives—Safe Ways Code for School Children—Safe Ways Any Place—Safe Ways for Tiny Tots—Correlation with Health Teaching—Dis¬ miss Children with Safety Thought.

September.

General Topic: Using Safety Sense on Streets and Other Roadways.

Program I—Topic: Stop and Look Before Crossing. Program II—Topic: Cross Only at Corners. Program III—Topic: Do Not Play in Street.

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X

Contents

Program IV—Topics: (A) Traffic Signals. (B) Walk on the Left Side of Highway.

October . 59

General Topic: Using Safety Sense to Prevent Fires and Burns.

Program V—Topic: How a Good Friend Becomes a Deadly Enemy.

Program VI—Topic: Using Safety Sense to Prevent Fires and Burns.

Program VII—Topic: Using Safety Sense to Pre¬ vent Fires in the Home.

Program VIII—Topics: (A) Using Safety Sense after a Fire is Started. (B) Using Safety Sense in Halloween Fun.

November.. 86

General Topic: Making Our School and Homes Safer.

Program IX—Topic: Using Safety Sense at School.

Program X—Topic: Safe Ways to Avoid Cuts, Scratches and Other Wounds.

Program XI—Topic: Using Safety Sense to Prevent Falls.

Program XII—Topic: Using Safety Sense with Gas and Firearms.

December .

General Topic: Using Safety Sense to Insure Christ¬ mas Happiness.

Program XIII—Topic: Safe and Dangerous Toys.

Program XIV—Topic: Safe Ways with Christmas Trees, Decorations and Costumes.

Program XV—Topic: Using Safety Sense to Insure a Happy Holiday Vacation.

January .

General Topic: Using Safety Sense to Have a No- Accident Year.

Program XVI—Topic: Safe Ways for a Happy New Year.

Contents xi

Program XVII—Topics: (A) Safe Ways in Winter Sports. (B) Suggestions for Substitute Pro¬ grams in Warm Climates.

Program XVIII—Topic: Safe Ways in Winter

Sports (2).

Program XIX—Topics: (A) Using Safety Sense to Keep from Being Poisoned. (B) Some Safe Ways for Schoolroom Play.

February . 142

General Topic: Using Safety Sense a Patriotic Duty.

Program XX—Topic: Courteous Ways are Safe

Ways for Others.

Program XXI—Topic: Courteous Ways are Safe Ways for Ourselves.

Program XXII—Topics: (A) Courtesy and Careful¬ ness on Busses and Street Cars. (B) Safe Ways to Get In and Out of Private Vehicles.

Program XXIII—Topic: Courteous People Do Not Trespass on Railroad Property.

March . 161

General Topics: (A) Safe Ways with Electricity.

(B) Some Safe Ways for Outdoor Play.

Program XXIV—Topic:. Safe Ways with Electricity Indoors.

Program XXV—Topic: Safe Ways with Electricity Out-of-doors.

Program XXVI—Topic: Some Safe Ways for Out¬ door Play (1).

Program XXVII—Topic: Some Safe Ways for Out¬ door Play (2).

April . 181

General Topic: Safe Ways for Springtime Joys.

Program XXVIII—Topics: (A) Safe Ways in April Showers. (B) Safe Ways for Our Bird Friends.

Program XXIX—Topic: Using Safety Sense in Vari¬ ous Ways.

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Contents

Program XXX—Topic: Safe Ways with Some of Mother Nature’s Gifts.

Program XXXI—Topic: Safe Ways with Animals.

General Topic: Safe Ways in Public Places.

Program XXXII—Topics: (A) Cleaning Up for Safety and Health. (B) How Safe Ways Save Mothers Sorrow and Worry.

Program XXXIII—Topic: Safe Ways on Public Playgrounds and in Parks.

Program XXXIV—Topic: Using Safety Sense When Hiking and Camping.

Program XXXV—Topics: (A) How Safe Ways

Honor Our Dead Heroes. (B) National Safety Measures.

June . 216

General Topic: Safe Ways for Summer Sports.

Program XXXVI—Topic: Using Safety Sense with

Water Sports.

Program XXXVII—Topic: Using Safe Ways for a Happy Vacation.

PART III—PROJECTS AND FACTS School Projects. 235

Community Projects . 237

Safer Driving—Home Survey—Newspaper Publicity. Accident Facts. 240

With Reference to Programs—Aviation Accidents.

Course of Study, Textbooks and Periodicals—Cor¬ relating Safety Instruction with Other Subjects— Psychology of Safety Education—For Vocational Schools and Classes—Fire Prevention—For Rural Schools—Outdoor Hazards and Conservation of Natural Resources—Illustrative Material—Legisla¬ tion—Statistics—Motion Picture Films—First Aid and Life Saving—Miscellaneous—Addresses.

VIEWS OF EDUCATORS

AS TO THE PLACE AND SCOPE OF SAFETY EDUCATION IN THE SCHOOL CURRICULUM

E. George Payne, Professor of Educational Sociology in New York University, says in Bureau of Education Bulletin No. 32:

“Obviously the large number of accidents and deaths in every community warrants the school in seeking to develop controls that will protect the child of to-day and the adult of to-morrow against hazards of the complex life of a modern American com¬ munity.”

H. M. Buckley, Assistant Superintendent of Cleveland (0.) Public Schools, states in “Safety Syllabus, for Cleve¬ land Schools”:

“What does it profit a child to learn a little arithmetic to-day and lose his life to-morrow? If habits of Safety can be taught, then such instruction should not be left to accident or given in¬ cidentally. Safety involves not only a state of mind, an attitude, a point of view, but also some very specific knowledge, skills and habits.”

From the Introduction to the “Course of Study in Safety Education,” prepared by E. B. Lefferts, Ella M. Nevell and Raymond Pollich, of Los Angeles schools, and pub¬ lished by the Automobile Club of Southern California:

“Children will learn to avoid hazards if they are taught to recognize their existence, the nature and the reason for these hazards, and if they are allowed an opportunity to develop an actual experience in avoiding them.

xiii xiv Views of Educators

“To assist in the further development of the Safety attitude, the child should be allowed to participate in a program which calls for the elimination or safeguarding of recognized dangerous con¬ ditions. Teachers should keep uppermost in their minds the fact that Safety is an attitude of mind.”

W. W. Clement, Chairman Curriculum Revision Com¬ mittee, in the Kansas City (Mo.) “Course in Safety In¬ struction”:

“It is not expected nor desired that Safety work shall be prose¬ cuted as something separate and apart from the regularly estab¬ lished school activities. Nothing will be found of greater inter¬ est and in more vital contact with child life to serve as a basis for language activities, whether conversations, dramatic play, written or oral stories or debates, than the experiences of the children themselves in the field of Safety. It is as interesting to figure percentages in Safety as in those of the countinghouse. It is as vital to the child to work out a poster or other art form with a Safety theme as it is to picturize any other of his exper¬ iences. Especially has it been proved that the Safety Council organization and the Safety work of the school can serve as a nucleus around which civic truths and civic attitudes can be de¬ veloped in the most natural way through the personal participa¬ tion of the children in the regulation and control of the school’s social life.”

Randall J. Condon, former Superintendent of Schools, Cincinnati, in a “Course of Study for Safety Training for the Cincinnati Public Schools,” writes:

“Schools that do not include the teaching of Safety and Acci¬ dent Prevention in their curriculum are omitting an important educational function. Moreover, in Ohio, such teaching is re¬ quired by law, and must not be neglected.

“How shall it be taught effectively? Not by words only; not merely by talking about Safety. By class discussion of accidents,

Views of Educators xv their cause and prevention? This phase of teaching has its place, but by itself will not result in the formation of the Safety habit. Actions must be suited to words, and by repeated right action, habit becomes fixed. Nor is it enough to teach Safety incidentally, nor entirely in connection with other subjects.

“Safety must be strongly emphasized; must be made to stand out by itself; must have a definite place in the teacher’s program; and must then be applied both in action and in connection with all other subjects, so that the entire life of the pupil in school and out shall be shot through and through with ideals of Safety and with safe action.

“To think in terms of Safety; to avoid unnecessary danger; but always to think and act in terms of Safety of others quite as much as of our own selves—we must follow this line of teaching if we would make our instruction fruitful in terms of good citizenship.”

Harold Rugg, Professor of Education, Teachers Col¬ lege, Columbia University, says:

“Safety education will become most effective only when its ramifications permeate the daily activities of the school. . . . Safety education does not wish to create a new subject in an already overcrowded and badly organized program of studies. Rather it seeks a thorough diffusion of Safety activities—readings, games, exercises, drills, pageants, class discussions and debates, Safety organizations, what-not—throughout the work of the school. By some such program the sponsors of Safety educa¬ tion believe that their fundamental conception of an ordered world will work itself out in safe and intelligent human con¬ duct.”

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Part I How To Organize Safety Work In Schools

How to Organize Safety Work in Schools

In the teaching of Safety, as in the teaching of any subject referring to conduct of the individual, much more can be accomplished if pupils are given the fullest possible opportunity not only to arrive at conclusions of their own, but also to aid in bringing about the practical application of those conclusions.

This desirable end can be brought about best through the functioning of a student organization as a recognized school activity. The machinery of organization needed for carrying through a program of' Safety activities will depend largely upon the type and size of group desiring to take up the work, and the kind and number of student organizations already in existence.

Student Safety Patrol officers have a practical function in every classroom and in every school. Some schools limit their Safety organization machinery to a club com¬ posed of these officers; but far more can be accomplished through a plan which embraces educational activities touching the entire student body and thus utilizing the services of many pupils engaged in widely varied ac¬ tivities.

Safety Programs and Activities Some Successful Plans

Some of the most successful plans developed in different

schools include:

a . For one classroom or a one-room school:

A Safety Club, with officers and activities determined by the ages and number of pupils, location of school and hazards most common in the school community.

A Safety Department in any existing school organiza¬ tion, such as the Literary Society, Junior Red Cross, Four-H Club, Junior Farmer’s Club, Service Club, etc.

b. For an elementary school having two or more classrooms

or a junior high school having home rooms or ad¬ visory groups:

A Safety Council or Committee composed of one or more representatives from each classroom, home room or advisory group.

A Safety Department in the Student Council or other existing all-school student organization.

A Service Council composed of president and secre¬ tary of each classroom Service Club embracing promo¬ tion of various interests such as Health, Courtesy, Safety, Thrift, etc.

c. For a City, Township or County embracing a number

of separate buildings or districts:

An Inter-School Safety Council composed of repre¬ sentatives from each building or district.

A Safety Department or Safety Committee in any existing inter-school organization that is inclusive in scope.

Constitution for a Classroom Safety Club

If the pupils of but one classroom or home group wish to organize for Safety work, a Safety Club may be formed.

The following constitution is purely suggestive and may be adapted or altered to suit the needs of children forming the club, and other local conditions.

ARTICLE I-NAME

The name of this club shall be.. Safety Club.

ARTICLE II-OBJECT

The object of this club shall be to learn of Safe Ways for doing things, and encourage our members to look out for their own safety and the safety of others at all times.

ARTICLE III-MEMBERSHIP

Section 1 . There shall be two classes of members, namely, Active and Honorary

Section 2. Active members shall be those pupils in this room who believe that Safe Ways are best, and who will try to carry out the object of this club.

Section 3 . Honorary members shall include the teacher, parents and others not pupils in this room who use Safe Ways themselves and who aid and encourage the work of this club and the Safety cause in this community. Honorary members may be recommended by any active member and accepted by vote of the club.

ARTICLE IV-OFFICERS

Section 1 . Officers of this club shall consist of the fol¬ lowing: Safety Commissioner, Deputy Commissioner,

Safety Clerk, Captain of Patrols, and the Safety Guides.

(Many cities now have a Safety Commissioner who directs the work of police and fire departments and all oPher activities of the city government in the interest of Safety. The title “clerk” is suggested also because this is the title used by city and county governments for the officer who keeps records. However, the ordinary titles of president, or chairman, and secretary may be substituted if preferred and will be more suitable in clubs formed by younger children. If there are club dues or other funds, a treasurer will be needed.)

Section 2. The Safety Commissioner, Deputy Com¬ missioner and Clerk shall be elected by ballot by the active members of the club.

Section 3. The Captain of Patrols shall be appointed by the Safety Commissioner with the advice of the teacher.

Section 4. Any club member over ten years old may qualify as a Safety Guide by submitting a letter from his or her father or mother or guardian showing that the applicant guides two or more younger children to and from school regularly. (If the classroom organizing the club is composed of children under ten years, this section of article may be omitted, and Safety Guides omitted from the list of officers.)

ARTICLE V-DUTIES OF OFFICERS

Section 1 . The Safety Commissioner shall serve as chairman of all club meetings and with the advice of the teacher direct the activities of the club in the interest of Safety and appoint officers and committees.

Section 2. The Deputy Safety Commissioner shall act as chairman of meetings held in the absence of the Safety Commissioner* and assist the Commissioner in any way that this officer may desire.

Section 3. The Clerk shall keep the minutes of all club meetings and other club records, including records of accidents to club members and those to other persons reported by club members, together with information as to cause of same.

Section 4. The Captain of Patrols shall appoint, with the advice of the teacher, such patrol officers as may be needed for duty in the classroom, on the playground and at street or highway crossings. He shall direct these officers in the performance of their duties. (See section on “School Safety Patrols.”)

ARTICLE VI-COMMITTEES

Section 1 . There shall be five standing committees, consisting of three members each, namely: Program, Safe Ways Code, Safe Play, Information, and First Aid.

Section 2. The Program Committee shall be respon¬ sible for planning the programs for club meetings and general exercises.

Section 3. The Safe Ways Code Committee shall draw up Safe Ways as suggested by discussions in club meetings or by conditions observed by members of the committee, and submit these for adoption from time to time.

Section 4. The Safe Play Committee shall plan games and other safe playtime activities for recess and noon periods.

Section 5. The Information Committee shall collect newspaper clippings about accidents and accident preven¬ tion, and shall obtain information and material about Safety from other sources, for posting on the bulletin board and for preservation in a Safety scrapbook or library for permanent reference.

Section 6. The First Aid Committee shall be prepared to give First Aid to club members who suffer minor in¬ juries, or report serious injuries to the proper persons im¬ mediately. This committee also shall give First Aid dem¬ onstrations at club meetings or for other programs on which First Aid measures are discussed.

ARTICLE VII-MEETINGS

It is suggested that regular meetings of the club be held weekly, bi-weekly or monthly, according to the preference of each group. A good plan would be to hold a regular club meeting once a month for the adoption of Safe Ways and the transaction of other business, while having one Safety Program as suggested in Part II each week, and a brief Safe Ways reminder period at the close of each day.

ARTICLE VIII-ORDER OF BUSINESS

The order of business at each regular club meeting shall be as follows:

1. Meeting called to order by Safety Commissioner.

2. Club song.

3. Roll Call by Safety Clerk. (Those present respond with a Safety thought, slogan, or jingle.)

4. Minutes of last meeting read by clerk, and ap¬ proved (with corrections, if needed).

5. Reciting in unison of club motto, Safety yell, or some portion of Safe Ways Code that has been previously adopted.

6. Report of Captain of Patrols.

7. Approval of new Safety Guides as recommended in communications presented by Safety Clerk.

8. Reports of Committees.

9. Unfinished Business. (Anything that was brought up but not disposed of at last meeting. If the matter was referred to a committee, it will have been brought up under committee reports.)

10. Miscellaneous new business, such as arrangements for the next meeting, naming of special committees, pre¬ sentation of names of new honorary members, etc.

11. Program.

12. Adjournment.

ARTICLE IX-AMENDMENTS

This constitution may be amended by a two-thirds vote of members present at any regular club meeting, notice having been given at the next preceding meeting as to the amendment to be proposed.

Club Yell

Who are we? Who are we?

We are members of the .... S. C.

Are we careful? Well, I guess!

Safe Ways! Safe Ways! Yes! Yes! Yes!

Club Motto

Safety Always—And All Ways.

Club Song

“Join the Safety Ranks.” (See Part II, Program II.)

School Safety Councils, Departments and Committees

Whether an all-school Safety program is taken up as a department of work in an existing student organization, or is to be conducted by a separately organized Safety Council or Committee, certain officers will be needed for the performance of specified duties.

The following officers are suggested for the average elementary or junior high school: A Safety Commis¬ sioner , who shall be chairman of the Safety Council, or if appointed by the Student Council, director of the Depart¬ ment of Safety.

A Deputy Commissioner, who will preside in the absence of the Commissioner and assist this officer in various ways that may be deemed desirable.

A Safety Clerk, who shall be secretary of the Safety Council, or Safety Department, as the case may be. In addition to keeping the minutes of Safety meetings, the duties of the clerk will include the keeping of records of Safety activities and projects conducted by the school.

Safety Guardians —Each room in the school should elect a Safety Guardian, whose special task will be to assist the teacher with Safety projects in that room, bring to the pupils information and suggestions from the Safety

Council or Safety Department and other sources. The Safety Guardian will act as chairman of any Safety meet¬ ings held in his room.

Captain of Patrols and Patrol Officers —The Captain of Patrols will direct the work of the Patrol Officers. The number of such officers and the duties to be performed by them must be determined largely by the size of the school, its location with reference to traffic hazards and other local conditions.

(See section on “School Safety Patrols.”)

Safety Guides —Any pupil who is ten years old or over may qualify as a Safety Guide by submitting a letter from parent or guardian stating that he or she guides two or more younger children to and from school regularly.

Safety Sponsor —It will be a good plan to designate one member of the faculty as Safety Sponsor, who will advise with the Safety Council or Safety Department as to activi¬ ties, projects and programs undertaken.

Personnel of Safety Council or Committee

The Safety Council, Committee or Department may be made up of officers listed above, or may be limited to the Safety Commissioner, Deputy Commissioner, Captain of Patrols and Room Guardians. This will be determined by the size of your school and whether or not the group meets during school hours.

In many junior high schools, meetings of the Safety Council or Committee are held during the club period. In some schools, meetings are held once a week immediately after school.

Work of Safety Council

Some schools have found it more practical to have rep¬ resentatives in the Safety Council or Committee from upper grades only (above the third or fourth grade), while having a sub-committee that cooperates with teachers of the primary grades in any way that may be deemed desirable.

The object of the Council, Committee or Department, as the case may be, is to consider problems affecting the safety of the pupils and to propose rules or “ways” and activities that will promote the safety of these pupils at school, on the street, in other public places and at home.

Frequency of meetings will depend largely on local conditions and needs, time available for each meeting and other factors which each school must determine for itself.

The work of a representative group of this kind will not accomplish the desired results unless its findings and recommendations are carried to the entire student body through classroom Safety programs and discussions, or frequent assembly programs. The latter should be held as supplementary to classroom programs, rather than as a substitute therefor. Material provided in Part II of this book is suitable for either classroom or assembly use. Songs and slogans learned in the different rooms may be repeated at assembly programs, held mainly for the pur¬ pose of arousing more Safety spirit in the school.

The following order of business will be suggestive as to scope of Safety Council, Committee or Department activities:

1. Meeting called to order by Safety Commissioner.

2. Safety song.

3. Roll call by Safety Clerk.

4. Reciting of motto and yell in unison, or some por¬ tion of Safe Ways Code.

5. Minutes of last meeting, read by clerk, and ap¬ proved after any necessary corrections have been made.

6. Report of Captain of Patrols. (This will include information about any hazards discovered on school grounds or in the community and any other suggestions in the interest of Safety, also the report of the last session of the Safety Court and status of the Honor Roll.)

7. Reports of Room Guardians on work done in their respective rooms, recommendations for Safe Ways code, names of pupils qualifying for rank of Safety Guide, slogans or rhymes written by pupils, etc.

8. Approval of Safety Guides as recommended by Guardians.

9. Consideration of additions to code and other sug¬ gestions brought by Guardians.

10. Reports of Committees.

11. Unfinished business. (Any matter that was brought up at a previous meeting and not disposed of in some way.)

12. New Business, including arrangements for next meeting, plans for Safety Assembly or other all-school projects, appointment of new Safety Patrols by Captain and approval by Council, suggestions from Safety Sponsor.

13. Safety Song.

14. Adjournment.

(Committees may include all or part of those suggested in Constitution for a Classroom Safety Club (page 7), and any others that may be deemed desirable.)

School Safety Patrol Officers

The School Boy Patrol Officer plan was originated to meet the situation created by motor traffic on streets in the vicinity of school buildings, but has been developed by many schools so that it now includes Safety Patrol work on school grounds and in school buildings.

The term “Junior Police” has been adopted in some cities, but in “Standard Rules for Operation of School Boy Patrols,” adopted in 1930 by a joint committee of the National Safety Council and the American Automobile Association, with representation from the National Con¬ gress of Parents and Teachers, and approved by W. J. Cooper, United States Commissioner of Education, the following statement is made:

“Patrols should not be charged with the responsibility of directing vehicular traffic, nor be allowed to do so, other than signaling to a motorist who approaches the crossing after student pedestrians have left the curb.

“Patrols need not, and should not, therefore, be recog¬ nized by city ordinance. They must not be termed ‘police’ nor organized as such. When a patrol member raises his hand to warn a motorist approaching a group of children who are crossing the street, he is not directing or con¬ trolling the motorist but merely calling his attention to his obligation under the law to respect the rights and safety of pedestrians*at cross-walks.”

PLAN OF DUTY