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By Effie G. Bathurst, Dirision of Elemtntarv Education

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-New Enterprises in Education Series

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Contents

Foreword Page .

How the People of Petersburg Live and Work 1

The Eighth Grade Initiated tfte Health Program________ iEverybody Wanted To Help 9

A Whole-School Project Took Root 9. ,

The Community Gave Assistanqe 10How the Children Learned To Do Their Part A Corn-

mittee at Work_ 13

Different Committees Used Different Ways of Digging Upthe Facts

_ _ 17Committees Exchanged Experiences 21Findings Were Pooled and Reported 22

1How the Project Fitted Into the Regular School Program_ 29The Second Year Brought a Recheck and Suitable Recom-

mendations32

How the Project Succeeded ;33

"And, as a Result" , ___ 35Children Are Learning To Eat the Right Foods_ _ _ _ _ _ _ _ 35Boys and Girls Have Become More Active and Interested

Citizens__ _ __I_ w am . 36 -

Children Have' Improved Their Ability To Work in Groups_ 38Adults, As Well As Boys and Girls, Are Better Acquainted

''Y , With Factors in Community Health_ _ _ _ _ _ _-..,.. ____ _ ___ 38The, Children Have More Self-Confidence and Social

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Ability 39, .School-Community Good Will Has Been Strengthened_ ___ 40 ,..

Childreri and Adults Are Assuming More Responsibilityfor Thei'i Own Health and That of Others_ _ _ mow Am MP . ... r. .w 41

Mktg Thought for Tomorrow _ _ _______ ______ ____......._ 42..3-,

, Fot Further Action in Petersburg i4 43

For Towns Beyond Grant County_ :'_________ _ ____ O. M OW Mm Oa 47The Project Moves On ,_ 48

PAGE 2 OF COVER: a fourth-grader puts her town on themap. The lines showing Petersburg's streets, businessplaces, and rivers are as real to her as the walks, cdrbs,buildings, and rivers which she knows so well.

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the State, for experimenting with ways of improving. school and com-

munity health. The Petersburg Elementary School became a center.Among the goals of the demonstration-center program were the follow-

ing: (1) to discover means of making health education as functional as

possible; and (2 ) to learn ways of using the community as a laboratoryand a field of civic service in health iinprovement. lt is the purpose of

this- bulletin to show IION% the Petersburg Elementary School and com-munity achieved these goals and thus took sevefal steps toward a wayof life not Only for today and today's citizens, but for toniorrow and the!day after, and the 'day after that.

The professional staff responsible for the development of the project*hided: (1) the teachers Ffelyn Hutson, Res Wolforki, PaulineSites, Mildred Insleep, Kathleen \louse, Niarizu rite Feaster, WilmaSites, Tracy Evans, Fietahobe, Bettv.Day Smith, Evelyn Henderson,Loi,s Ours, Frances Ever, Mabel liott,

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Keller Reid, and Mary Mc-Donald; (2) the county school supervisor, A. Neil Frye; (3) the countysuperintendent of schools, IC. I, Hott; (4) consultant from, flit- StateEducation Department, NÀtherinp Steinbicker; And (5) the principal ofthe Petersburg Elemeiwa-rv School, C. D. Sion"...

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Director, Dirision of Elementary Education

VIWE ASK NM. ix)WMAN Ask= Th RECUATION CZNTgi.

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Howt/fr Peopleof Petersburg Live and Work

,schoolETERSBURG, \\ . Va., has interesting resources {or and com-, .

mumty development. The town grew up in early days between twopicturesque branch6 of the Potornac Rjver in the eastern part of theState and eventually became the county seat 'of Grant County.

Petersburg was incorporated in 1910, hut some 150 years before thatthe earliest settlers built their simple cabins. In front of' the courthous.e,whose architecture belongs to the early 1900's, stands a plaque whichreminds us that the first setilers came in 0145 and that the Petersburgpeople many years lattl took part in the War Between the States. Asmall crude settlement stood on the present site of Petersburg in 1746vhen Washington and his group of surveyors vere laying out the tractof land whiCh I,ord 'Fairfax inherited 'earlier from his mother. It was,the westernmost settlement of that time. Here the part) stopped forprovisions and estab1i4hed the line of the Fairfax land.' The town wasnamed in honor of One Martin Peterson who was a .man of atiairs aroundthe middle of the igth century.' hie lived kout 5 miles south of thepresent site of Petersburg, but owned land in and around the settlement.)Today abou 2,0(X) people live in Petersburg. Streets of iieat businesshouses and hor es reach out with a welcome for traveler. casual visitor,or homecoming citizen. Two hotels'provide rooms for transient visitors,or make pleasant temporary homes for guests who return periodically to*hunt and fish in the mountains of Grant County and in 'MonongahelaNational Forest, a section of which lies in Grant County. Attractivetourist homes welcome visitors to town or country. The two bankshandle much of tile business of the peoplj of the county: Grocery stores,restaurants, a general store, a dime store, and filling stations help meetthe needs of citizens and' visitors in Petersburg.

Around Petersttrg, scattered patches of rich soil support a mixedagriculture and many beef and dairy cattle. Poultry raising ispopularin town and country. At-the edge of tówn stands a small! cadnery.saw mill receivesilumber frbm the private forests of the county. A fishhatchery helps supply the region with speckled and rainbow trout.

As for recreation, if one judges frxiirn places of commercial amusement,

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PETERiBURG 1317ILDS A HEALTH PROGRAM 41.

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, adults, rather than children; have the lion's shaie. The theater is clean,

.carpeted, and air-conditioned. Movies of interest to adults are showñMonday through Saturaay, with a matinee on Saturdayi and Sundays.A nightclub open tq, all adults provides dancing, music, ancrrefreshments.A bowling alley accommodates 25 adults and teen-agers. People over15 years of age can play pool in a certain restaurant. People who areat least 21 years old may, for a memberOip fee, dance at a privatenight-club. But for small children and forifbe teen-agers, for the most part,there are chiefly seasonal activities, such as .ice skating, roller .skating,hiking, bicycling, and church programs; and bowling, movies (whichusually are not suitable), and hool activities.

Like most country towns t ay, Petersburg has certain County- andState-supplied facilities to pr6tect the health of the town and the country

. around it. For other types of health protection, the town ,relies on thepublic-spirited cooperation of citizens and improvement of local resources.There are four practicing physicians; four nurses, including the publichealth nurse; and one detitist. The County Health Department servespart of a district of five counties. The Department has a public healthofficer, two sanitarians, a nurse, and a clerk. Thé public health officerand sanitarians serve the five counties, while the nurse and clerk workonly in Grant County. The nurse is a busy person: She cinnot meetail the needs of the town. Two and a half days eaci; week are spent inthé schools. She has to inspect the pupils once eacfi year; assist in im-munizing them for smallpox and 'diphtheria to meet requirements of theState law; and fill out a health record for each child. Grant County

- ali its public health clinics: One is an X-ray clinic twice a year; the othervenereal disease clinic once a week.Every morning the children of Petersburg saunter up a steep hillside

to their school, which they love. In spring, flowers and vegetable gardensborder the streets. *1 The yards are velvety with thick grass and whiteclover. In front of the school, the lawn has a neatly clipped hedgi.The playground at the back is big enough only for the younger children.For their games, older böys and girls sometimes borrow the larger grounds

. of the high school three blocks away.The elementary school has six giades; the high school has-six. Until

last year the seventh aficl eighth grades were part of the elementaryschool. There, as the oldest members of the school' group, they had

,special knowledge and ability whfch made them leaders in many waiiand gave them further opportunities to improve their leadership qualities.This responsibility of leadership was good experience for the seventh.-and eighth-grade boys and girls and fine aid to school mbrale. Now,however, these grades are taught as part of the high sc,hool. The sixth.grade pupils must step into the gsip as sch4ol leaders.in those projectsfor which they have enofigh knowledge and understanding. They _cand-

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not, as sixth-graderp, give as much service, or get ad much experience inleadership as they might have as eighth-graders.

Though not iew, the elementary school ipn attractive building. The t.classrooms are is8 arranged around central halls that all pupils have close

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and jssociations with those in other grades. The building ipkept clean, and the teachers and children make their classrooms attiactive.About half the children who attend the school live in Petersburg. Theother half are transported to school in busses.

Each grade is divided alphabetically into two rooms. There are ,1.4

classrooms and 1 music room. The usual enrollment runs slightly morethan 400 pupils, with an average teacher load of about 30 pupils. After3 y'ars on the program, 10 out of the original 13 teachers are there.

Some of the teachers live in town. Others live in the country anddrive to school in their own cars. One of the teachers lives 25 miles outof town on a 560-acre farm, which he manages.

The principal of the school lives in the country, too-8 miles from town.His farn'l is small, but it provides vegetables, fruit, and meat for his

thioughout the year. In town, he drops in'to homes now andthen to talk with families ábout the most profitable vegetables to growin small ¡ardens, the longest-blooming flowers, the latest insect spray,the future of the small-town hardware business, the effect of the Europevirecovery program on American business and agriculture, and other intei-ests that hold the community together practically and intellectually. Hedrives into farmyards, ready to advise, with rural parents about theirchildren's progress in school; o'r about the number of seasons duringwhich the valley soil will produce good corn without a change of crop,the kind of crops that pay best, the latest hybrids in corn, chickeia,

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EIghth Grade Initiatedthe Health Program

ENTERAL TIMES during that busy day on which the representative-140 from the State Education Department called, the principal thoughtabout the extra work which á schoQl-cornmunity project would mean forthe teachers. He wondered about their reaction to a type of instruction,in which the pupils would go on field trips, use the ci;mmunity as a lab-oratory for health activities, do their part in improving the health f4cilitiesof the community.

"Would the teachers welcome this new way of helping the childrenhave more meaningful health experiences?" he asked himself. Health,as a subject, had long had a place in the curriculum and the staff had*,been doing a good job in the traditional waychecking height Ind weightregularly; cooperating with the Public Health islurse whei she inspectedthe children; sen4ding notices to parents when further che *rig seemeddesirable; stressing the development of desirable health habits; carryingon health instruction in the classrooms; using the school lunch programto help teach children about nutrition. Could he ask them to take partin a wider health Program?

Later in the afternoon a vision of the group of idle pupils he had greetedin the entrance that morning came back to him. He knew they werenow in the clássrqom right next door to his office. He could almost hearthé scratch of their pencils as they struggled with the too-abstract topicof percentage. He could hear their teacher's patient explanation to helpthem understand the figuresfor which they needed more immediate usethan had been provided. Then an idea struck him.

"I'll ask the eighth grade," he said. 'nip is the kind of activity theyneed. If they are interested, I'll help them start the project and theother grades can take part. But first I'll see what the teachers thinkabout kt at staff meeting this evening. The burden of the work will fallon them, even if I do start the job and take the initiative to keep it going."

And so it came about that one day later when the last class was over,in the few

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"The visitor who was here from the State Education Departmentwanted us to have a health project," he said. "And the County Superinotendent thinks maybe we can do some things about community health!'

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"Community?" asked one boy. "You mean Petersburg?""You mein 'really do something?" asked another."Aw, he means brush our teeth." You could feel the children's interesi

drop."Well, I guess -you all do that anyhow," said the principal. "I mean

really do something to improve the health of the school, maybe the wholecommunity, if you think it a good idea and the community wants to help."

"Lots of the *kids have co,lds," said one girl. "But that's no project.""Building up our health so we wdn't have colds might be a project,"

said the principal."I know something," said Bobby Joe. "My mom says,, this com-

munity ought to get rid of flies. They carry disease. Would that bea projecta good one?"

"To my way of thinking Nye've named two good projeetsgetting ridof flies and building up our ealtil," said the principal. "June, supposeyou write them on the blackbovd." .

"Rats carry disease and filth," said one of the pupils."You've named thrtie things we can do something about," said the

principal. "Maybe we ought to look around the community and see ifthere aren't other dangers to health that we can do something about."

"I can ride iround town on my bicycle and see if there are junk heapsthat ought to be cleaned up," suggested one pupil.

"We can all look around and ask questions," said theprincipal. "To-morrow we can have anöther meiting."

."We'll be health scouts," said Jimmy. "Watch our stfioke!""Fine," said the principal. "Let's meet here again at 3:30 tomiifrow."When the eighth grade met the ne3h day there were dozens of ideas.

The boys and girls all wanted to talk at once .and the principal had tocall a halt and ask thai a chairman and secretary be appointed.

The chairman took charge. The secretary got ready to write the mainideas on the blackbOard. Once started, the children .knew how to con-duct a meeting in this way, becausé the school had for several yeari hada school _council, a committee of the citizenship club, to call meetingsand help make plans for many of the school activities. The council wasmade up of representatives from different grades.

"Do we have to consider just things that the school children can do,like cleaning up junk heaps?" one pupil wanted to know. . "Or can westudy about things tbe whole town ought to do?"

"Let's write 'em all down anyway," said Jimmy. "Maybe the schoolcan do something about all of them."

"Harry and I rode around town on our bicycles last night," said Junior."We saw where the sewer empties intó the river. There are two places."

"Se*ers up above us in Franklin empty into theyiver, too," said Isaac."My dad says.the rivir water is' not firio bathe

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"Don't all sewrs emptyinto rivers PI'. asked one of the children."My dad says they oiight lo empty into a sptic tank or something,"

said George."That's something to look up," the principal suggesed. "Should

towns be allowed to turn their sewers into rivers?""Roy and John and I walked around the town and looked at some of

the back streets and the alleys, and, boy, you oughta see ho'w crummythey are," said Billy.

"Old tin Cans and broken boxdb and pans and weeds," s!tid John."Looks like people ought to be good enough citizens to clean up theirown back alleys."

"I've only got one word on the blackboarcit" complained the secretary."It seems likeve don't name things; we just talk."

"Better write down Stria Cleanliness," said the principal.Once started tI4' pupils could hardly %top naming things to make the

town healthier and more attractive. Somebody said that-people shouldnot be allowed to keep chickens and goats in town: Another mentionedmosquitoes and said mosquitoes breed in the low places near the city dump,anl.that the city could spray them. with DDT if soniebody would just

A boy asked If the city water was safe to drink. The prin-cipal explained that no one could be -sure about whether the water wasgood to drink unless it was tested, and he suggested that the- schoolmight be able to find out if tests were being made and how often.

The secretary did not complain again about not having any ng towrite. The list on the blackboard looked somewhat like this:

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The principal said that it would take a long time really to find outwhether the dangers to health were serious or not. "For example," saidthe principal, "Roy here ,mentions the rats around the city dun* Well,does anybody know if rats are dangerous to health?"

The children were not sure about the answer. Several of the boyssaid they, had seen rats in other places besides thé city dump.

The principal suggested that the children might "Infant to read aboutrats and otter animal pests and find out whether they sh9tild be destroyet.He said- they would all need to study the- entiiertist 46f health hazards.

"Thitit woul0 take too long," said someone. "We want to do some-thing right away."

"The sixth grade couk .help us," stid another. "Maybe all the gradescould."

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As a result of the discussion, the eighth grade decided to invite- theentire school to help them gather information.The principal approved the idea of iXiting the other grades and teacherstò help with the study. He said that he vould talic with the teachersthat evening and get their ideas and suggestions for planning the project.He would ask them to get ideas from their pupils. He asked the eighthgrade to plan a time for another meeting in which to set up a working

plan based on siiggestions from the teachers and the other grades.As a result of the next meeting's discussion the secretary wrote tlieirfirst steps on the blackboard:

I. We witl ask all the pupils of the school to take part in our he4lth project.1. Every grade that 'wants to take part will be a working committee to study onephase of the Aalth program, like garbage disposal or animal pests. Each teacherwill be the sponsor for her grade.3. Two pupils from the eighth grade will be helpers for each committee. One eighth-

s grade pupil will be chairman of eackwommittee. (This leadership was later takenby the Sixth grade.)4. The prihcipai and the teachers will help us find some books and bulletins thatgive us some useful information.S. Each working committee will choose a project and plan Iays of workinj.6. Each committee will report its accomplishments to the s ool and community.

This would be the schod's first attempt to carry an active health pro-gram into the community and to extend the children's study activitiesmuch beyond 'fixed periods in school. How,ever, the community hadpreviously helped to meet health needs of the children. The localKiwanis Club had financed the correction of defects of eyes, teeth, andtonsils. A community health committee sponsored by the County Teach-ers' Association had outlined a school health program, including coursesin first aid and safety, especially for the sixth grade.* .

a. The fuller program now anticipated would help achieve aims sugiesteds by the State Departments of Heilth and of Educatjon sómewhat asfollows:

1. To promote cooperative study, planning, and action by community groups.2. To wake the school health program broader and extend it into the community.3. Eventually to develop alituation in which a school health council could biorganized.4. TO organize a community health council.5. To base as much of the school program as seems desirable on surveys and analysise of school and community needA.

-4.) 6. To improve health education in the school by providing greater variety of healthexperielices and activities, and by using local, State, and national resources.!_-

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7. Recreation, third grade.8. Nblic Parks and Rest Rooms, fifth and seventh grades.9. City Dump, fourth grade.

10. Street Oeanliness, third grade.11. Water Supply, second grade.11. Control of Contagicius Diseases, second grade.13. Animal Pests, first grade.

Although' each grade had its own job to do, there was cutting acrossgrades, too. The eighth gtade, and after that, the sixth, gave help tothe younger pupils on their committees; All children gave informationwhich they discovered to the proper committee.

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OLDER PUPILS HELP YOUNGER Kona STUDY THE WATER SUPPLY.

The Community Gave ifssistanceThe children knew that their parents and the other citizens were proudof the scliool and willing to help in enterpriies which the school under-took. So the boys and girls whig, were doing the over-all planning dis-

cussed ways of informing the community about the project and askingpeople for help.

In making their contacts with the community the boys and girls hadthe help of their sponsoring teachers. Sometimes a teacher called onthe mayor or the representative of some community agency before thechildren planned their interview. Sometimes the principal made thepreliminary contact.

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After iireliminary contacts were made, there was still work for theleader of the subcommittee 'that made the interview. He had to intro-duce the members of his group to the person to be interviewed. Hé keptthe committee's plan of questioning in mind to make sure that all thedesired information was secured. He tried to see that each member of.his committee had opportunity to take part in the questioning.

The principal also offered to send a letter to parents and other adultsin the community whom the children expected to, interview. Teachersand the children who were serving on the u hole-school committee madesuggeftions for this letter, The principal used their suggestions. Amongthe items to be included were the following: fr

1. How Petersimarg Elementary School happened to undertake the study.2. What people outside Petersburg are helping.3. How the community can cooperate in the program. .4. What mulls can be expected.

Here is the final form of the letters. It was signed by the principal,mimeographed and distributed in the community, and published in the

*local paper, the Gram CO*lay Press. ,PETERSBURG GRADE SCHOOL SELECTS STUDY

The Petersburg Grade Schpoi 'has ekcted for a study for tin next three years,"Community . .

Many of the boys and 'irk will be asking questions and seeking information fromthe Town Omuta, Mayor and heading citizens ti our town. This is %walla for thepalms* ti informing you d their work so that you will answer their questiou and givethem encouragement. Thise boys and girk need a knowledge and understanding cicommunity pmbiems. Your help may lead to their becoming interisted in the civicimpiovements of our town instead of seeking jobs and hcnnes ehewbere and they willremain as citizens to cont'aete store to the town they have itelped plan. Letts goalong with them in any plo*u they may suggest that will lead to better communityhealth.

The following I. a Igan ci our organiution:Thirteen oommitiees have been organized, each with a definite phase of community

'midi' to study and each committee with four steps to take, u follows:

1 Carry on an investigation and record all facts they can find concerning illphase of ammunity !Keith warted' them.

2. Make commendations for improvement. a

3: I nform"the public of their: findings and rtcommendations.4. Take part in any actke necessary to . bring about improvemenu for better

community health.

The ce.ganized committees Akre as follows: Garbage Disposal, Sewage Disposal, Waterinpply, Ctty Dump, Animal Pests, Insect Pests, Street Oeanfirm ,s, Poultry and Live-stock Within Town Units, Control of Contagious Diseases, Recreation, Public Parksnd Rest Rooms, School Health, and Food Handling (names of pupils and sponsoringteachers were given also).

Sincerely yours,

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How the Children Learned To Do TheirPart----A Committee at Work

In most mal-life group projects, children need to learn %kills and teh-niques of working with others. These skills and techniques includeorganizing tommittees, cooperative planning, and working together inthe solution of prc6lems.

The children of Petersburg Elementary School had had a fair amountof skill in organizing committees and other working groups before theybegan the pro*t. They had learned how to elect a chairman and howto conduct and take iNkrt in business meetings.' They learned somethirvgof what it means to be a member of a group and to share work andexperience in achieving common goals. These things had come aboutlargely through participation in the school council mentioned on page 6.he children also had learned how to express opinions and give in-formation to a group of peopk. They had pleasing manners. They hadbecome sensitive to the needs of their school organization and quick totake responsibility tforadvancing, the welfare of an entire group. Con-sequently, when the health pròject was undertaken, it was not necessaryfor the principal or the teachers to help the children take the first stepsin learning how to conduct business meetings 'and make interviews andachieve 'other group skills.

The children did, however, need to improve their ability in solvingproblems cooperatively. They needed to learn how to set up largeproblems whist* required gathering information and planning wórk to bedone and evaluating resulti. These skills were to be developed furttierin connection with the new project. For example, in every one of the13 small group projects children had to think through situations, stateproblems, gather facts which would be useful. in finding solutions of theproblems, recheck the facts, and plan activities to be carried out inimproving situations. They tieeded continually to evaluate what theyhad done, to criticize, to plan for improvements. To help the childrenlearn these skills was an important aim of teachers and principal.

Take a brief overview of the esperiences of the 4fth- and seventh-graders, who were assigned to public parks and rest ro9ms the first yearof the project. When they begin talking about the rest rooms withoutstudy of the situation, the pupils found their knowledge very memer.A preliminary survey showed 10 public rest rooms available in town.No one knew whether these rest moms served the people kdequately or

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20. Is your rest room heated in wineer monthst21. It your rest room well ventilated?12. Is your rest room kept free from offensive odors?23. Is your rest room kept open at all times, or do you keep it locked and present

a key only to the people Asking for it?24. Do you teep your rest room fret from flies and other insects?25. I% you have foot scrapers available for use during muddy weather?

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aaThe children knew that in order to answer the question of adequay

of the rest rooms they would have to learn how many pt7opie used tit*rest rooms.

"Looks like we will have to count the people who come to town," saidone.

It was decided that six of the children would do the counting. Twopupils would take each of ihe three roids rupaing into Petersburg--North Fork Road, Franklin Pike, aRdMoorefieintoadv.

The committee decided to count on Wednesday and on Saturday.The total count on Wednesday was 1,220 cars, nd 2,150 people. Tketotal count on Saturday was 1,310 cars and 3,030 people. The reitrooms could easily accommodate 647 people. The greatest number whichcould possibly b.e accommodated was 1,900.

Two children were appointed to visit the rest rooms and see how wellthey were taken care of. Following is part of. the information reported:

Seven rest rooms have paper towels, and one has sanitary paper seat covers. Ninefurnish these accommodations without charge. All have toilet paper, mirrors, wastebaskets. Thcy arr well lighted, ventilated, kept fret from offensive odors, are thor-oughly cleaned every day, and krpt free from flies and other insects.

Only two rest rooms furnish liquid soap. Six have both hot and cold water andonly four have only cold running water.

We found that seven out of ten art left in fair condition. Two of these rest roomshave lounging roms which are fdrnished with table and chairs. None of the restrooms furnish reading material.

Seven of the rest rooms- are heated during the winter months and seven lire keptopen at all times. Two rest rooms supply foot scrapers for use during muddy weather

This information was compared with the children's summary of thefacts gathered through the questionnaiie. With all facts before themthe children decided to visit the ininagers of the rest rooms and givethem a report of the information which the committee had gatheredthrough all its activities. report mainly pointed to th-ree conclusions:

1. For the most part the present rest rooms are in good condition.2. Some need soap.3. More rest rooms are needed.

To improve the situation, said the pupils, it was more rest rooms, notbetter, rest rooms, .tha0 the town needed. A recount the second yearshowed similar data. The children planned tentatively that their work

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'the third year would be fo visit managers of bainesa places that providedno public rest rooms, %give them facts about the probable effect of goodrest rooms on business, and make recommendations nigh as:

1. Petersburg is the center of a farming district. Therefore many country peopleare coming to town. We need a large public rest room for their convenience.

2. A large rest room should be built from public funds. It should Wive a loun.gingroom and toilets. The best location for a. rest room would be the parking lotbeside the fire house.

3. The many people coming into Petersburg need a place. that they may go to restand spend some time talking and visiting with their friends. During their visitsto town is the only time that many of these people have the oppprtunity to visitwith their friends.

4. A publV rest room is needed in the town to protect the health of the town people,bec use the alleys are being used forlpilets. This condition mild be impmvedby building a rest room with a large and comfortable lounging room.

S. The rest roomi how available are not able to accommodate more than half thepeoOle that come to town on any one day. Due to this the town has becomeinsanitary, apd diseases are being spread by insects and animal pests.

afiLDREN\P Till EIGHTH GRADE mADe nus MAP SHOWING THE REGULAR CITY DUgMP ANDTHREE ILLEGAL DUMPS.

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22 PETERSBURG BU ims A NIALTH PROIDRAM

he Was searching the region along the stream where the sewer emptieshe found rat nests and saw several large rats. He also saw a riv entera storage rope and go into a sack of potatoes. He believed people oughtto "gang together" against the rats and showed the other children a Red-Cross pamphlet to help.

Johnny reported that his fathir had just completed the building of alarge apartment house. After the painting.was done, a number of emptytin cans and buckets which had held thi paint were left to accumulate.When, under the sponsorship of the Street Clliness Committee, thetown had a clean-up week, John reported that he had put these cans ina pile for the trash collector, saying to himself, "Tin cans! Tin cans!I didn't think there were so many in town. And just to think they allcame from our own yard!" He added that he could see how importantthe job of the Street Cleanliness Committee was.

A spirit of freedom characterized ihe work of all groups. For example,when the fourth grade and their teacher were well along with their studyof the city dump, they were elated to learn that they had the whole-hearted help of the mayor, who, incidentally, is the local undertaker.One day at a. group meeting, the boys and girls planned an interviewwith the mayor to learn about recent improvements in the city dumpand to put before him if necessary the need for still more improvements.After several questions had been suggested with a view to learning moreabout improvements under way, the class took up the case for the future,some of them feeling the need of "selling" the inayor on their ideas.

"We might ask him if he wants all the people in town to die of disease?"suggested one boy earnestly.

Immediately another youngster laughingly objected with, "What ifhe'd say 'Yes' to that!"

Findings Were Poolea- and ReportedWhen one comtittee took a field trip, otner pupils were interested.

The boys and girls who "stayed at home" exixcted those who had takenthe trip to return with interesting reports. Parents began asking about

They were looking forward to the outwmeawhat the children learned.of the study.

Experience reports which were more or less formal came to ix theimmediate means of keeping the parents and stay-at-homes up to date.To make their reports more efiktive the pupils learned to use maps anddraw sketches to illustrate facts.

When committees began pooling the information gathered theresuggestions for improviNg the situations found in the community.sponsoring cpnunittees 'itudied reports, made suggestiom;iiidltigid

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1. Enkrce quarantine of diseases.2. Get rid of chicken houw.s.3. Clean the streets.4. Cneck the water supply and the disposal of waste more often.5. Hare a community for the garbage.6. Extend the r Aver line to take care of the streets that do mt have inside toilets.7. Get rid oi insects and Ammo which =r---c-va them.

The committee on communicable diseases reported its findings on achart and added a list of recommendatio s as follows:

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DUCATIONi - -ROGRAM SO,THAT THE CHILD AND PARENT

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°kill Y WARTED TO HELP 29

How the Project Fitted Into the RegularSchool Program

At first much of the planning and work on the project was done beforeind after school. Trip were taken and interviex:vs made on Saturday.The regular and formal school program between 9 a. m. and 4 p. m.permitted little or no time for field trips and similar adjustment.. to pupilneeds or community mourcei. For children who had few worth-whileintemts for their time over the week end, the project activities wereIwipful. But for owntry pupils and others who had out-of-school inter-ests, it became evident that some of the project work should be done inschool time.

When the project was well under way, the principal and the teacher-sponsors of the study discussed the growing worth and ramifications of-the work. It seemed advisable to find a way for all children to takesome part in the project in school.

Every day there were interesting jobs for individuals and groups. Theproblem was to adapt the daily schedule to the project. Every pupilneedesi opportunity and time in the daily schedule to read informationon the questions which arose in connection with his job on the project.For some of the children the project was motivation for the letter writingin which they needed varied experience according to individual abilityand previous study. The pupils all needed the experience of planningsome activities together, such as uking trips, writing summaries, makingsketches anciprinting posters, evaluating what they'd learned or achieved.How could such activities be drawn into the regular daily program?The principal advised the teachers to follow the plan that seemed tomeet their own pupae' needs best.

"I think in our room we will use some of our reading periods to gatherinformation," said the fifth-grade teacher one day. "Reading will seemmore important to the children when they can see bow useful it is forthe project."

"My pupils have planned to write for materials to those places whichyou mentioned," said the sixth-grade teacher at another time. "We'regoing to study letter writing this year, anyhow, so why can't we have thechildren use the language period to learn how to write letters for theproject?"

"It seems more sensible to do that than to have them write make-believe letters," said the principal.

The fiiistograde boys and' girls, who had undertaken the study of live-stock and pxdtry withizr the town limits, were delighted when theyfound that they amid count enough to summarise paru of the question-ware. "We often found ourselves counting and adding pigs or chickens

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NII

I II

PETERSBURG BUILDS A HEALTH PROGRAM

in our arithmetic period;'!.- said theirteacher. "It's the most *citingreal use we've found for arithmetic re. céntly.'"A third grade -learned to make a simple questionnaire and to planquestions for an interview. "We've had enthusiastic language lessonsever since the project started," said their teacher. "The children se'emjust as much interested in woang questions fpr.an interview committeeas. they would if they all ws*.to be the intervliiers."several' teachers said the 'project imitated Abkaildren's interesttilnspelling, reading, arithmetic, and Some said that dieyhad now iind .then combined, all the .subjects -that had anything to dowith the project. ..That is; instead of having 4. short time f9r readingon some topic for which. the childreh had no immeiiiiate use, aid 'anotherfew minutes for leirning to spell isolated lists of words, the teacherarranged for the children to work an hour or more on thir "project"and to learn the letter writing', arithmetic, or spelling which tiveli wouldneed. Asignments 'were adipted to the individual abilities of the, chit-dren. Learning to spell the words to write an irti8e on health for theaper was a pleasure; not a task. The children seemed to rememberbetter the words they learned that way, too.Daily schedules were not all changed immediately to include the project.But once in awhile, perhaps just one day a week at first, time was plannedso that subjects were studied in connection with the project. Eventuallywhen teachers and children anti community entered intó the action partof the project, time for the work was more frequently scheduled in thedaily program of the school.For example, before the próject one might have found classroom sched-6ules yith classes arranged completely by subject and exact number ofmiiiutes for each regardless of individual or-smaIl-group needs or inter-ests. At first probably no schedules were any more flexible than the onebelow. Some were even more fixed and static.

DAILY SCHEDULE

P. fn.Opening exercises Social studiesLanguage arts: Reading, writing Artspelling, language

Ram Rats:Arithmedo Science

gow, lathe third year of the project, ask a flith-gritti-*pitcher whereher "daily schedule" is, and she may say sornating"I've got a séhedule posted here on the liOd,:of tjle kookease, with40 niinutes for each major subject. But we sIdd fogairits A schediiiethat's blocked off by iubj P is not much good,lit seems tki me." Rightnow, for example, the proj s abwrbed the pubjects. They're all there,

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Studying different science kxake vt the informatbn we need for beienr:" she

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Taking care of our animals and plants. emrting at ihe close of the period.wff-04,

Whensecondas would

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of the woject. p , makeRecontnwndations were made in

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pIanninginrnittee ivas taIin abotfl a ¡hice for flIçn to swim withtcbr to help them lEarn, t:ry appointe=d a committe-e to interviewthe Ifl:aR!. This cC=nftnittee vai instructed to iern de-taita añd reportto theàIass

.

Not all çf tji tabulating and repct ori findings on which reconmeda.tiOiis had to t'e based could be rnacie ttic tirt :'ear So tnese Were carne-clintothes-ecoid yéar When imnìd;iate aclion as needed, it ;'as taken,but in the inan, action was ¡-ostponed to the thi,rd year.

i:low the I'rviject :cceeded

This is not the time to pass final judgment on the succeas of the project.That can nost efictivei= be done when activities are on the way toSohle accoznpIjhmej 44 improve ways c4 living in school and cornmunit}T. From the firt, it was expected that most of the action partc,f the prg:ai& woiiiti i,e etarted after substantial ¡acts were gathered.

:R%jt some aCtivities, adc:11aÉ tite capaign to get rki of insect peats,were begui aa sc-a aS CIUIti-ren ana parents became we!' aware of tjeneed for c1cing something. %Vere these succeufui }1ere re stateinent

p¡flPflifl1.

Already a =ttLtoward controlling x*iItry nJ

. witb-ii the cj limita. A town ordinance has pj which requires bui1d¡ng permitL TJth mesn the barns and chicken housei to be built ¡n the future.

n be coistruc-id acoerding to peciûcaton, and then only with a speciat permit'

fT ton cetuicli. Çi'fifldP*»

2 'The if continued, will an t cleaner and healthier community. (A

s. Lithsathomc1, two w funt*Ins h*ve been n!aced in ekerooins. Hall føunt_ bave repaid. C1iiIdrn are me indined to eat the basic sevenio L.'w

I L " A4. Breedmg tIe ot insecte uave i tiuntnati (A teacbez

L:

munity as a wh!e. Throgh the OUIkZ:EI t!C bElk it acauaint the'

.

cart be Mayûr

' A new eew;r 1a rectìrI= brn nt ¡r t*vv aw the waite from the cannery '

oz the iIi. wbkh pevuy bad cae4 niuch trouhe w horn« on Pe &reet,

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Mqt N t. _, -* we rui tha we need a îe:îau. I

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carriCCI out in our town, we will han garnP= grea deal Ipy it. (A ..t).

.,

9. This is the beginning of a better and more healthful Petersburg. (A parent). 10. The health study hot only makes an excellent study for the pupils, but alw heinsto improve the health of the community. (A parent) .

11. the children learned wmething about tolerance and respect for the right' andopinions of others when they found out the different attitudes toward raisingpoultry for commercial purplies within the city limit (Committee of pupilsand teacher)

From time to time committees made group evaluations of the schooland community's achievements. Following are examples of statementsmade by the second grade with their teacher and sixth-grade vonsors:1. More boys and girls are being immunized.2. Our boys and girls are . . thinking of others u well as themselves when theyhave a disease.

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3. We have obtained pasteurized milk for Our hot lunch.4.- We are trying to get rid of animal and insect pests. I

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The real teat. of an educational project is intter vi. E laays o ,e, t!..q Didthe project change 1 lary's and John's lives? Mak them healthier? 11.2D--

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pier? more active citizens? The answers to such 'questions may be inthe statements quoted above and in others like them.

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, _EN WE MEET with inconveniences or lacks in public' service,most of us shrug off our responsibility with, "Somebody ought to cib

qt. nlehing about iti" ,ut in Petersburg, now, you frequently hear, Lete

.us Go something aDout iti" . Sell ,.,' ...d %..#4,LALluniLl ale united, and boys_ o=e, ,,, .".... . ... .

and gills are, well on the 'way to yard becoming the kind of adult citizensho are aware of the importance of a healthful community and 'capable

of keeping it that way. . ,

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Through schml and coinmunity activity, Petersburg children are learn-ing whgt kind of foad to eat mid how to plan ouvitious meals. They alare eat n the kinds of fm-ds which children need most to give themh-=aith and ivate growth, 'and help io kee0-'them. from getting st

They ave. discovered useful knowledge about foods: The informationhas meaning becau e they got it in conneetion with everyday living. Forexample, one u made statements such as the following:

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1. Gar blAies WC up, or burn, certain kinds of food. These are carbohydrates, pro-terns, and fats. These foolis make us stmng. They give us energy.

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2. Our nccd proteins to help us grow. Proteins help bur bodies recover from.siciarKss or injury. The proteins that we g-_-et from meat and dairy pmducts aremre effective than those we gv.t from vegetabl.

3. kcra-s-' have other.sulmtances that we need called vitaminare sfte nratP IPts-Prs as A Rp g a -I IC9 D9 #.e.s.... E. goods with vitamins areftnd

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P---;etum and phmphorus help build trN.h. Tne Woe!requires iron, Iodine helps control the work off the thyroid giand.smintftrfth from viigetables, fraitR, dairy pro-duets, aqd meat.

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have accepted resporiiibilities for improving t or ownr-Annoting the he.aith of their --oup. For exashp!e:

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4. They h've made themselves familiar with ablicattolno on froz!---ds.

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S. They are Necoming interested in improving community health likes.it-it spreadinginformation about nutrition.t6. They are developing appreciat. of why and how the different kinds of fc-4,--d aregood for us and throu.gh the gram are helping others to develop appreciati-onsof good food.

7. They are learning how to observe and evaluate the milts t)f proper diet in them.selves and their playmates in bright eyes, shining hair, physical energy, enthusiasm,and cheerful dispositions. .

Sound practices, t(x), resultedbeginning of the study a checkmany children were eating theyear, the committee sponsored abasic seven food gro'ups are andwas made at the end of the year. A large intreas-e own in the

from the study. For exampze, in thewas made on eating habits, to ne howbasic seven food groups. ,uring hecampaign to teach the schll what thewhy they should be e'aten. A recheck

number of children who were eating these foods.

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The childrea's eyes are being opened to what ma.e a town attractiveand healthful. Going shopping for her mother, for ,example, a little girlis likely not to buy rolls that are not properly protected--, from flies or otherinsects. Childreri are caraul not to run across peoples' lawns. antonpulling of other peoples' flowers does not occur. Boys a girl arepleased when a Saturday brings an unusually large crowd f coushoppers into town, and are happy to reflect that Petersburv is thekind of host to them. Teachers report corn thaithis new alertness on the part of the children, such as: I

"Miss were you down town Saturday?of people here! Isn't that fine?"

"I told a little girl and her motherchildren are

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becoming better citizens of Lheirquicker to report the need for improvcare of gc col and classroom pro- .

about' cominu. it-- p,k.nfilerns.For example, consider the concern shown by the fifth gr and thj

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bOlirde bk the bsinit the foltowingsuitemen

as made a complete survey of the town

.ro it it ancestor); to destroy their braiding places. 717:our there are twenty-sii barns- within this tdwn, one s'

hundred eighty-five pig pens, one hundred fohyeightoutdoor one swamp, anct one open cesspool. The audacity -

of these such a way as to mAe tbe bnocring of Janetteimpossible.

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People learned the names of. other, people's children. A. a result, the.comm , ame moie unified. Winnie Mae is known to nearly everyone an.-%*

ke her forthrightness and her kindliess and enthusiasm. Ifone sees a boy on the outskirts of Petersburg examining the river, thecreek, the fish hatchery, the chances are more than even that it is JimmyBush and that he is concerned about making Petersburg, in some way,a better Petersburg. People wave to him in friendliness. If they askhim a question about Petersburg, he usually has a well-infotmed andready 'answir. When the Committee on Parks and Recreation.visited .Mr. Bowman, Chairman of County ReCreation Committee, he knewthem by name, as he knew their parents by name. He gladly give themall the information he could.

Most people were not actively aware, until the children began ioiatherinformation, that more could be done to have a better cdmmunity health'program. But as the children carried Nome the facts and posted on thebulletin board in town the stories of their findings and interesting eideas

A etfor the future, more people were drawn wholeheartedly into the projectIt has been spid that each person lives in the ives of all around him andin the lives (6f all who follow. lf this is true, the people of Petersburg'.are building not only for richer and better lives. today, but for futurehappiness as well. .

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Childr n and /Mats ilre Taking MoreRespimsibilitylor Their Own

Health and Tkat o/Others'IMO

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-Before the program was under way herl's what you might have beardfrom John's mother ofTniarnink when John got up with a cojd:

"Well, bundle up ivarm, and you'll be all right in school. Don't gooutdoors at recess."

Now you are much more likely to hear John's mother say: If

, .."No school for you today, young mail: I'm 7t, going to have you. . .spreading germs.!' . .,

Once it was not surprising to hear: "Did says no one is telling him thathe can't raise chickens or pigs in his orn back yard." Today, pewleare accepting without complaint, some even 'kith approval,. certainrestrictions on building chicken houses. ,

The incidents Nast cited arc significant in- titemselves. As an index or. public spirit and of a consciousness that éacji of us ii"his brotheA. they are of tremaidous impkwt.1

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it 0 'THOUGHT FOR il'OMORROW

- sa

PUI3LICIZiNG

2 schtx4 I>ulktin -board attractive and up to -dale.

bulletin board dispky on the project by the town bank attractive and upto date.

Writing artides for the school news sheet.Wrìtfrs &nick/ for Grow COUR:y Pre.r.r.Making postexs for bulktin boards and oth.r displays.Taking part in Crant County School Day.

DOINGTaking tripe.Making batmen and raphs and Boats to be used in Grant Oaunty School Day.'

-nning queicionnaires, inquiries, and interviews to follow up first year's study aadlearn at:out improvernents made..

Manning and carrying out community campaign to rid the town and country oÑmsquitoes.

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Gettitif parcnv interes ed in town improvements, so that bond issue for imilkovementscriu.d be pafted.

Carrying on Improvement Week' in school to make-the children more consckws of theirrt-4Nnsibility lot making and keeping school building and classrooms pleasanthealthful places to work.

MA-king Oans for a whoie-ochool health book on the projfct.informa inquirici ot committees and interested citizens about things which

schtxli cvmmunity need to do in the future.

The principal called attentipn to the aims (p.00) they had wiLn thiystarted program.. A sixth-grade boy had sketched these on achart.

Pointing to the first aim, To Pihomote Cooperative Study, Planning,and Act* by Community Grourn, the principal said: "I don't knowabout the 'promoting' part. It seems like 'promotion' hasn't been neededin Petersburg. Folks have certainly worked torther, though. They'vebeen wmiderful about helping develop die school health program. Nowwhat's next, I wcmder."

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C ve never organized that school h., 4-7- council," said one of 'theteidiers Io

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KinTz anead on the list of objectives.

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answered.ii600i health coundf do?" wmeone wanted

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:ivfou think we should do it scx-m?VP

A Aa Yv satti the Drir.---4na1. u advise anda

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. :.at's. a fact,"" igierLd the principil.. "But., will a council .b.e. 004 for::':¡Wren of .Petersburg-that.'s die chief thing tó be considereit I' thi.

.

.:7''.:'-'....iiiiti. after ihat, whether the commutity desires a council énough to. help' ,r

r organize it and serve on it.""The chi1dres health is so much a 24-hour job that w; need the adviceof parents practically all thi time," said another. "A school health council

:

ought to give us that.""We need technical knowledge," said another teacher. "Let's ask 'adoctor to be on the council." A

The group decided that working for a school health council should be.,bin of their next steps, but that first a c'ommittee would be appointed toconsult with the planning committee of the Parent-Teacher Association..The most likely members oft a school health ¡council, was pointed out;wolild be a partnt, the principal, the teachers, pupa. reprisentatives, ai.physician, a dentist, the county nurse, and the janit6rs. The teachersmentioned things such a council might do, as:f 4 -,

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I. Decide what place the school might take in a community-wide continuous health

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f 1program.

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..2., Help plan on-going surveys aid investigation of school and communi4 health

4.t,. . needs to which a school-health program could be directed.,

S. ileip the school plin wats of getting information and suitable materials to aidis;health instruction.,e 4. Make plans for a standard health examination for each pupil.

5. Advise about making die school ttinch educational.6. See that every child has the opportunities for recreation and personal and .social

.r development which he needs.

"When the council% appointed and at work, the members'll probablyput their heads together and think of things to do in their own wig,"said the principal, "but it's good to have these ideas to start off with.","Whether we have a school coundl or not," said a teaCher, "I think weought to keep this -iroject going. Good health isn't something you can takean examination on and forget about; even after 3 years.".

."It's seemed to me as I've observed our work and study that the things.s> ,

we do to. get good health go along with right ways of living," added thepiincipal. ..'"Like eliminating flies afi'd rats each year and mainaining-clean and. sanitary *lunchroom conditions and nutritious menus,. and pro-Oding plenty bf wholesome recreat,On and having health. exiiiiinations..'ind nurse's 4tre. Those things havtit to go on year .after year." ,"I don't think we can expect that all the same things'll need to.be done».e yea; Added anòther.. . "One swimming pool,. for ixamplè, will la*(1104 A *hilt.- .But soine. things need attòntion all the:time, and .year will pytibabbr, ng new résponsi)Alities. and new wit*" 4

ing up their d¡st.u.sionI

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ihé health work, "wit keep our program of heAlth and 'phyiical tiogoingadapting it continuously. to the needs of the boys and girls.remember that their needs are changing as,, 6.4 grow up. Lees thi

.,.over'irhat weAave learned about the children's nee& and interests. anhow we can find out more. In our next meeting we can plan &stk. ,

for next year's health *gram:"A third-grade teacher suggested that they consider another point.

the nieeting broke up. "It's tkle importance of taking our entire ,program. .

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-when they've r!ally bnyr4)mething to improve Petersburg." ;_ -ss-T 4,

"I feel that way, Icio," said a sixth-grade teacher. "It's. wonderful!'I used to think I was. doing all that could be expected when I took thechildren oi trips to learn about the_ community and environmentusingthe Foinmuni4r like a textbook, a source of information.. We used to , . f

that kind of study 'using co.mmunity resources.' But as educati*was far short of what we've done this year when we've actually wOra. rid studied as members of the commun4y to improve ways_ of livingall of us."

"What more do you think we ought to do in that line?" asked the.principal. is

"Will; there'll always be some hind of health service that childrencati, help with. But I was really trying to think of some hing in sal r

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once," siggested another."it NM okp a pretty careful atudy to know what kind of t fee.

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a. .-type,vrittr po.stiler and-cannot:don. pt 3 anl,.paints.Boys andigiris aid teathirs, tcio;seek infornisitkin front kocos experts an

and. Physical education field, stich as iubili health ettses, physicians, dechOcil nurses, health department unitariitis, public itealth officers, A' ItemExtension Service workers, Arnerican 'Red Cross personnel, physical elucationteachers, coacbes, and recreation leaders.

12. County curriculurn committees of teachers and superviurs exchange ideas and

4"-4

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experiences in the development of up-to-date health programs and projects.13. Thbere is cOntinuous evaluation of activities. Results 4re shown by, imprgirement

in the children'Aealth, by changes in their attitudes, and by the maintenance ofbetter healtgfacilities and resources in the community.14. Adulti Ai well as boys sand girls really work at the job of personal and communityhealth.

What Petersburg did to meet its needs in its way, other towns can doto meet their needs in their way. No two health programs can be exac*ite. They Will always be different as the children who tak: rt; as

hysical characteristics of the environments; as the' 'economic cone)tand soci al. and cultural backgrounds of the p-eople.

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this bulletin goes to press in' the thiryeaòftcontiitueti to enrich and exteild its health progrant:

etppncipat Opcniyes dcrtakcnP

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t..., fito?idults. Anóther is an al, With ',play foi ,..merican.

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a.by. *the 'present committees On.,,,.....L.,-:!-_

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I ob-am, describing the worit :of eich coinmittce frominning of the enterprise. A third is school repreieniittion in certain ,...'t civic service groups. Excerpts from ihe principal's description of...

the last two activities especially show -how the health program is coni,,:._"'tiniiing to broaden the vision and increase the civic understanding of :::

children and adukts in.Petersburg.,

1118 Oct heaitri sore

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OUR HEALTH PLAY

. Ater I Animal pelts are a menace to any healthy community--aren't they?

CliARACTERS: JudgeFirst MouseTommySecond MouseMickeyFirst RatChartieSecond Ratjack

GirlsMariflja-ne,

Scene 1. (In dialog, Nan and Mary Jane review with somewhat warranted satisfact.the find;ngs and work of their committee, which culaated in a campai0,R--14t Extermination Week. just as Nan concludes the conversation with theself-satisfied statement, "Now we can iiye in peace," the scene shifts, showingthat the campaign against rats and mice inust be continuous.) .".

Scene 2. MICE SLIP, IN FROM DIFFERENT DIRECTIONS. GREAT COMA1.1TION. GIRLS JUMP AND SCREAM.

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M4RY JANE. Where did. you come from? ,'

T. Mousx. I came from Farmer Brown's chicken house. 9 4.

NAN. What have you been living on?T. Mouse. I steal iced from the chickens.N (to Mickey Mouse'). Where do you live?M.

AN

MOUSE. I live in people's pantries.JUDGE. What do you eat?AL MOUSE. I eat cake, cheese, bread, and everything.

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Nam Oh, Jere are s-orne nts. You ire fat. Where have you been hiding?j. Itart. l live in sewerea tw

MERE IS GREAT EXCITEMENT AGAINRATS COME IN

UAL pid you, wme. 'rota t he sewers, tmot

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Ju.si:. to you jive in pctersturgMousz. i do.

JUDCL Art yo guiity of stealing food from people'. pantries? Do 'ou run over fc¡ left unoevereci?

gg\ M.MousE.Ido.

I1brJUDGE. Nszt Qiarlie Rat. (Swear, him ìn) Where do you Iive:ir:; cii. RAT. I IifC around the feed mills in Petersburg.'Wt 4cE. Have you been eating the feed, running ovrit,and carrying it away?

RAT. Yes, I have.+juDGE 1ext witnesa. jack Rat. (Swearshrn in.) Rave you been eating from uiiJ. RAT. Ye; I have. Peorle a1ou1d keep ehem covered. :'.

JUDGE. m rat8 and mice) You, Mickey Mouaeand you, Charlie Rat, are repreeentatjv, - - . . ,L« il 7'our grour. o navc admitted stealing foou ¡Foin panli ics, en noue, garbage can,,I. : . #tta!LI zeed irom the mills, andeven running ovci ¡x wnic ¡ei unc-oy.By doizig üìese tiins, you carry gcrm which apread disease. You'e guilty ofthe laws of health. Ofitkers, put them to death at once. (Officers strike them witsJthy Ikovr as if dead). f

TZtNAì. coàiimittce b. done a fine job securing information, n!akin omend! Jtdi*, arid ¡n conduct41 :our campaigns. wc have !earned, these peits are veri diffic!t;;; j:id of. There are o many nlgces for thiem to hide and io many things for them toie.dup.sthat we allnieed to Leon guard at aB tinea.in Order tO protect the heaIthof

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ran t1-e lines of the children's play. Acts IIXI resent'ot! activities oLthe health program. ThroucI tibe xIa

. i iii____ . . r t i.t;T$fTts fl( ffi:Ihjrffl gatned an overview G! Wït ha been accoipI. a visicn of needs ¿f the luture. .

rFà!.fl QU!1CiI, Service Qub, Kiwanis CItb, and Rod atid Gu»haviflvited to their eguIax pIannr tigcØ1*hooi *1t1i mnittee.. Ti-is is a preliminary step tow:ard mntinichool * hare repreaetation in the-se Civic groups. In thlsway üie:öchI wiij be cio.ely tied in with civic grotcs and tue boys: and girl. i4__ .:; kfi

t. ,ùñ ihat thUs croups s-tand for arid vhat they dL_IneasuredL b': te ducüoaI yardstick, "Vv'h*t' oo4fcrplldre!I, the Peter;Lur program IS 'IfiVIf:-g ItSe!! a socii and eòmic

tò I cofthiflt4ty; HIç T1ggh i t this çbiI4reñ are bçci,*#;,* '+ø';' l-_

Those *b renan will be ¡è ÙIVJe1tIs. (1CStbLJ-2 i iu a higher qit:.r: i' ;!k;

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