p ... ‘.—...n..~-'...~...- ..

 

[a sway GFDEFENSE ENFQRMATION AND
- ‘ ammmnm PROGRAMS m smcm
Miamam HIGH SCHOOLS-

Til'mis foe the Dear» of Ed. D.
MICHIGAN STATE UNIVERSITY
Burman “J" Misen‘atl“

' 1936.1.

 

.1»

344’. r
. ‘ .

 

 

 

 

 

 

This is to certify that the
thesis entitled
A STUDY OF DEFENSE DIFORI‘ZATION AND

ORIENTATION PROGRAMS IN SELECTED

MICHIGAN HIGH SCHOOLS
presented by

Buman "J" Misenar

has been accepted towards fulfillment
of the requirements for

Ed .D . degree mm

Major lessor

Date Febmal'yg 1961

 

LIBRARY

Michigan State
University

 

A STUDY OF DEFENSE INFORMATION AND
ORIENTATION PROGRAMS IN SELECTED

MICHIGAN HIGH SCHOOLS

BY

Burman "J" Misenar

AN ABSTRACT

Submitted to the School for Advanced Graduate studies of
Michigan State University of Agriculture and
Applied Science in partial fulfillment of
the requirements for the degree of

DOCTOR OF EDUCATION

College of Education
Guidance and Personnel Services

1961

 

r“ ~ /’I’ . f—‘r - a ” _,/' , /
If V ' /

f ‘- ‘N
*\

Burman "J" Misenar AN ABSTRACT

The Problem

The purposes of this study were: (1) to trace the
development of the Defense Information and Orientation pilot
program in 18 Michigan secondary schools from its inception
in l95h through the spring of 1958 for use in the partici-
pating schools; (2) to study the organization and adminis-
tration of the Defense Information and Orientation programs
in each of the pilot schools; (3) to obtain indications of
the values of the programs; and (h) to include in the study
information, ideas, materials and resources which can be
utilized by high schools in setting up and conducting

Defense Information and Orientation programs.

Methodology

Since this study was concerned with quantitative and
qualitative aspects of the Defense Information and Orienta—
tion programs, adaptations of the descriptive method of
research were employed. The specific methods used in this
study were: (1) the questionnaire; (2) the structured
interview, and (3) analysis of printed material.

In the first year of the pilot program, information

relative to the organization and administration of the

Burman "J" Misenar 2
Defense Information and Orientation programs was obtained
from structured reports submitted by the participating
schools at a meeting of participating school representa-
tives in the spring of 1955. Data for the years 1956,
1957, and 1958 were gathered by utilization of a question-
naire. In order to study experimental changes, the same
questionnaire was used each of the three years.

During the spring of 1960 a follow-up study of
students who had participated in the Defense Information
and Orientation programs and then served in the Armed
Forces was conducted in ten of the pilot schools. Opinions
relative to the values of the programs were obtained from
107 of the students by means of a questionnaire.

In order to obtain further indications of the value
of the programs, a structured interview was conducted with
program instructors from 16 of the pilot schools in the
spring of 1960. Questions similar to those asked on the

student questionnaire were asked in the instructor interview.

Findings
Through the structured interviews and utilization of
questionnaires, facts and opinions were collected regarding
the organization, administration and values of the Defense

Information and Orientation programs.

Burman "J" Misenar 3

Organization and administration of the Defense Informa-

 

tion and Orientation programs. Although individual differ-

 

ences were shown to exist among the pilot schools, the
findings summarized here reflect only the more general
factors based upon the combined groups for the various
aspects which were studied.

1. All of the participating schools conducted their
Defense Information and Orientation programs in the twelfth
grade, and the majority of schools included both boys and
girls in the program.

2. There was little uniformity in the scheduling
pattern of the Defense Information and Orientation class
meetings. The classes in the 18 schools convened at inter-
vals ranging from daily meetings in seven of the schools to
bi-monthly in one of the schools.

3. No particular number of meetings was judged to be
optimum by the program participants. The number of meetings
in the pilot schools ranged from three to forty.

h. The schools indicated that no one course was most
beneficial for presenting the Defense Information and
Orientation program. Ten different courses were utilized
in the 18 schools to conduct the programs. All of the
pilot schools except three utilized teachers with Armed

Forces experience to conduct the program.

Burman "J" Misenar h

5. Although 16 types of problems were encountered in
the first two years of the experimental programs, only
four such problems were listed by the participants at the
completion of the fourth year.

6. Fourteen of the 18 pilot schools were maintaining
programs after four years of the Defense Information and
Orientation experiment. Since all 1h schools indicated
their programs were worthwhile, it would seem that in
general the programs developed in the experimental schools
were felt to be of value.

7. In a follow-up study of the opinions of students
and instructors regarding the values of the Defense Informa-
tion and Orientation programs, the majority of students
and instructors felt the 13 topics studied were appropriate
and that the program had aided the pupils in developing a
more positive attitude toward serving in the Armed Forces.

8. The follow-up study further revealed that both
students and instructors were in agreement regarding methods
of conducting the program and the importance of continuing
it both in war and periods of national emergency and in
peace time when the draft is in effect. Both groups indicated
that the programs as they were conducted were successful and

met with approval in the community.

.A STUDY OF DEFENSE INFORMATION AND
ORIENTATION PROGRAMS IN SELECTED

MICHIGAN HIGH SCHOOLS

By

Burman "J" Misenar

A DISSERTATION

Submitted to the School for Advanced Graduate studies of
Michigan state University of Agriculture and
Applied Science in partial fulfillment of
the requirements for the degree of

DOCTOR OF EDUCATION

College of Education
Guidance and Personnel Services

1961

Burman "J" Misenar
Candidate for the degree of

Doctor of Education

Final Examination: February 20, 1961, College of Education
Building

Dissertation: ‘A Study of Defense Information and Orientation
Programs in Selected Michigan High Schools

Outline of studies:

Major area — Administrative and Educational Services:
Counseling and Personnel work

Minor areas - Corrective Physical Education and
Rehabilitation, Vocational Education

Biographical Items:
Birthdate — July 25, 1915. New Berry, Michigan

Undergraduate Studies - Port Huron Junior College, A.A.
Port Huron, Michigan - 1938
Michigan State Normal College, 8.3.
Ypsilanti, Michigan - 19h1

Graduate studies - Columbia University, M. A.
New York, New York - 1947
Michigan State University,
East Lansing, Michigan - 1953—1961

Experience:

Port Huron Public Schools, Port Huron, Michigan, Teacher
High School Industrial Arts, 19hl~19h2

United States Navy, 19u2-l9u7

Veteran Administration Hospital, Mountain Home, Tennessee,
Chief of Corrective Therapy and Rehabilitation, 19u7-19h9

South Lake Public Schools, St. Clair Shores, Michigan,
Teacher High School English, 19h9-1951

Marysville Public Schools, Marysville, Michigan, Teacher
High School Science, 1951-1952

Uhited States Army, 1952-1953

Marysville Public Schools, Marysville, Michigan, Counselor
in Senior High School, 1953 to the present.

ACKNOWLEDGMENTS

The writer wishes to express his sincere appreciation
to the chairman of his guidance committee, Dr. Walter F.»
Johnson, for his patient instruction, timely assistance,
and direction throughout the entire graduate program.

He is also greatly indebted to Dr. Carl Horn for his
suggestions and sincere interest. A similar word of
appreciation is extended to Dr. Dale Kennedy and Mr. Omer
Bartow for their encouragement and help.

To Dr. Lawrence BorOsage, Dr. Willa Norris and
Dr. Randolph webster, the investigator is obliged for
their cooperation and helpful recommendations.

Special thanks are also due to the high school
administrators and teachers whose assistance and contribu-

tion made the completion of this study possible.

Dedicated to

My Mother

TABLE OF CONTENTS

CHAPTER Page
I. INTRODUCTIW .0.00.0.000000000000000.0000 1
Statement of the Problem ........... h
scope Of the StUdy OOOOOOOCOOOOOO... L‘-
Limitations of the Study ........... 5
Methods and Procedures of the Study. 6
Initial activities ............ 7
The saHlple OOOOOOOOOOOOOOOOOOOO 8
Procedures for obtaining the
data OOOOOOOOOOOOOOOOOOOOOOO 8
Procedures for analyzing the
data IOOOOOOOOOOOOOOCOOOOOOO 11
Organization of the Study .......... 12
II. HISTORY OF THE DEVELOPMENT OF THE PROBLEM
AND REVIEW OF THE PERTINENT
LITERATURE OOOOOOOOOOCOOOOOOO00.00.00. 11+
Historical Development of the Defense
Information and Orientation
Programs 0.0000000000000000000000 In
Literature Related to the Study .... 20
III. COMPILATION OF THE DATA SUBMITTED BY THE
PILOT SCHOOLS FOR 1954-55 SCHOOL
YEAR O00.0.0.0000000000000000000000.0. 26
IHLFOdUCtIOH 0.000000000000000000000 26
Presentation of the Data ........... 27

Implementation of the D10
programs OOOOOOOOOOOOOOOOOOO 28

vi

CHAPTER Page

Grade levels participating
in the program ............. 32

Extent of co-educational
participation in the
program 0..0000000000.0000.. 32

Time devoted to the program ... 32

Courses in which the D10
programs were conducted .... 33

outline of the course content
used in the pilot schools .. 33

Materials and instructional aids
utilized by the pilot schools 40

Resource personnel utilized in
the D10 programs ........... hi

Acceptance of the D10 program
by students, faculty and
community 0.0000000000000000 Ml

Problems and obstacles encountered
in the D10 programs ........ E2

Future plans for the D10
programs ..OOOOOOOOOOOOOOOOO 1+2

Survey of Opinions Relative to Defense
Information and Orientation
Programs OOOOOIOIOOOOOOOOOOOOOOOO [4.3

Hours devoted to the program
in the senior, junior and
sophomore years ............ uh

DIO scheduling patterns ....... uh

Course in which DIO should be
COHdUCted .0000000000000000. ”A

Comparison of student interest
in the D10 course with
interest in other subjects . A5

CHAPTER

Iv. PRESENTATION AND ANALYSIS OF DATA
SUBMITTED BY THE PILOT SCHOOLS FOR
SCHOOL YEARS 1955-56, 1956—57, and

1957-58 ..............................

Introduction .......................

Discontinuance of the D10 Program
in Five Pilot Schools ...........

V. EVALUATION OF THE DEFENSE INFORMATION
AND ORIENTATION PROGRAMS BY STUDENTS
AND INSTRUCTORS ......................

IntrOdUCtion .0000000000000000000000

Instructor Evaluations of the D10
Programs OOOOOOOOOOOOOOOOOOOOOOOO

Evaluations of the topics
studied in the D10
programs OOOOOOOCIOOOIOOOOOO

Development of positive attitudes
toward serving in the Armed

Forces ......OOOOOOOOOOOO...

Methods of presenting informa-

tion ......OOOOOOOOOOOOOOOOO

Times in which the D10 program
should be provided .........

Instructor evaluations of the
programs as a whole ........

Additional comments ...........

Student Evaluations of the D10
Progrms ......OOOOOOOOOOOOOOOOOO

Evaluations of topics studied
in the D10 programs ........

Development of positive attitudes
toward serving in the Armed

Forces ......OOCCOOOOOOOOOOO

vii

Page

He
He

55

56

56

56

57

66

67

68

68
69

7O

71

78

CHAPTER

Methods of presenting
Information 0000000000000000.

Times during which the BIO
program should be provided ..

students! evaluations of the
BIO programs as a whole .....

Additional comments ............

VI. SUMMARY, FINDINGS AND CONCLUSIONS, AND

RECOMMENDATIONS FOR FURTHER RESEARCH ..
Summary 000000..0000o0000000000000000
Findings and Conclusions ............

Recommendations for Further
ReseaI‘Ch 0.0.0000000000000000000IO

BIBLIOGRAPW 0.0.000.00.0...OOOOOOOOOCOOOOOCOOOCOOO

APPENDIX A ....OOOOOOOOOOOO’OOOOOOOOOOOOOOOOOIOOOOO

APPENDIX B

APPENDIX C

APPENDIX D

APPENDIX E

Report of North Central Association

Subcommittee on Military Information
and Orientation

Pilot School Committee Members, Schools
Participating in the Program and Locations
of the 1953 Regional Meetings

The Pilot School Questionnaire
The Student Questionnaire

Instructor Interview Schedule

viii

Page

79

81

81
81

83
83
85

89

91
93

95

100

101;

109

 

ix
Page

APPENDIXF .0000.......OOOOOOOO......OOOOOOOOC.... ll?

Pamphlets, Brochures, and Booklets
Available for Use in Defense Informa-
tion and Orientation Programs and
Sources of Motion Pictures Used in
the Programs

TABLES

II-

III-

IV.

VI.

VII.

VIII.

LIST OF TABLES

Courses or Activities in which the
Defense Information and Orienta—
tion Programs were Conducted .......

Instructional Aids Used in the D10
Pilot School Programs ..............

Number of Defense Information and
Orientation Meetings Conducted in
the Pilot Schools ..................

Units of study Conducted in the D10

Programs

Instructor Evaluations of Topics
studied in the D10 Programs ........

Instructor Evaluations of Methods Used
to Present Information to the D10

Classes

COO.........COOOOCOOOOOOOOOO

student Evaluations of Topics Studied
in the D10 Programs 0000000000000000

student Evaluations of Methods Used
to Present Information to the BIO

Classes

Page

33

Lo

50

51

58

67

72

8O

CHAPTER I

INTRODUCTION
Educators recognize in these times the many problems
faced by high school students who are approaching military
service. Every secondary school teacher, administrator
and counselor knows that high school students, the boys in
particular, are faced with uncertainty as they plan for the
future with the realization that unless the international
situation undergoes a change, many of them will be called
upon to serve a period of active duty in the Armed Forces.
Major—General Hershey, director of the Selective
service System, believes that the Nation must keep the
draft for the foreseeable future. Without it there is no
other way of maintaining the Armed Forces needed to provide
a minimum of security in a world of maximum danger. (D)
John A. Hannah, president of Michigan State University,
addressing the Region 11 conference of the Michigan Educa—
tion Association in October, 195h, told his audience:
we are likely to be living in a world of stress_
for a great many years. This period of abnormal
strain leads to the immediate consequence that
for many years to come the great majority of
physically-fit young men will be called upon to
serve in the armed forces of our country. The

primary and secondary schools can make education
serve the individual and national interest by

preparing youngsters for military service and
life under conditions of stress as well as by
preparing them for college or for a job or
profession. (3)

The youth of the country is faced with the Obligation
to serve a period of time in the military service. It no
doubt will continue to be a concern to them for an indefinite
length of time.

High school boys are confronted with such questions
as: Why must I serve in the armed forces? Should I enlist
or wait to be drafted? What does the service offer in the
way of educational opportunities? Should I go directly to
college after graduation from high school or wait until I
have completed my military service? What are the advantages
of joining a reserve unit? Are careers in the service
worth while? Will my training in the service equip me
for a job in civilian life? How does one Obtain a com-
mission in the service? What is military life really like?
What is the pay in the service? It was to help youth find,
answers to questions like these that the Committee on
Military Information and Orientation (10) of the North
Central Association was established in 19511.1

The young men and young women were then and still are

in need of sources of accurate information, unbiased and

objective judgment, and sympathetic personal and group

 

IBecause the Committee Report is not readily available
in many libraries, a reprint is included in.APP€ndix A.

guidance to help them take the fact of required military
service into consideration in their planning and to use

it to the best possible advantage for themselves and their
country. The high schools and colleges are the agencies

in the best position to provide for these needs for the
majority of boys and girls. Other agencies, including the
home, the church, friends, and other organized groups, have
a definite contribution to make, but for the entire group
of youth, the schools cannot evade their responsibility

and should use their resources in appropriate programs of
action. Some educators may deplore the necessity for
military service and may or may not approve of many aspects
of the situation faced, but they must recognize the experi—
ences that many of their students will encounter.

To prepare youth with positive attitudes toward
impending military service is an area in which the schools
and colleges may make an important contribution to their
students. To accomplish this calls for the collection of
much information not commonly available and not readily
organized under familiar headings. (3)

The Executive Board of the Michigan Secondary School
Association recognized the necessity for developing military
information and appointed a committee to study the problem
and work out a plan of action. (11) The committee, after

careful deliberation and study, proposed that a pilot

program be tried in 18 selected high schools located
throughout the state of Michigan. The present study is

designed to evaluate this pilot program as it was established.

Statement of the Problem

The purposes of this investigation, conducted in 18
selected Michigan high schools, were (1) to trace the
development of the Defense Information and Orientation
pilot program from its inception in 195D through the
spring of 1958 for use in the participating schools;
(2) to study the organization and administration of the
Defense Information and Orientation programs in each of the
selected schools; (3) to obtain indications of the values
of the programs in the participating schools; and (h) to
include in the study information, ideas, materials and
resources which can be utilized by schools in setting up

and conducting Defense Information and Orientation programs.

Scope of the Study
In this study information was collected from 18 pilot
schools located throughout the state of Michigan. The
investigation has extended over the period August, 1954,
through August, 1960.2 Selection of schools to participate

in the Defense Information and Orientation program was

 

2see Appendix B for a list of the participating schools.

based on geographical location, leadership in the school
system, type of community being served, and potential
leadership of local educators in the Michigan Education
Association regions. Schools selected for the experimental
program ranged in size from senior high school enrollments
of 200 through 2,800. The study, designed after discussion
with members of the North Central Association of Colleges

and Secondary Schools, Michigan Secondary School Association,
and Michigan Education Association is further delineated

in Chapter II.

Limitations of the Study

In any research study there are certain limitations
which must be considered and accepted. These limitations
and weaknesses are manifested in the investigator, the
situation, and the method of research employed. In
recognition of these limitations, the following reserva-
tions are noted:

1. The investigator was a teacher of the Defense
Information and Orientation Course in one of the pilot
schools and worked so closely with the program that it was
impossible to react completely objectively. Being so
involved with the program, however, was also valuable,
since it afforded a much deeper understanding and more

meaningful interpretation of the data compiled.

2. This study was made of Defense Information and
Orientation programs in different types of schools, and a
wide latitude of freedom was encouraged in administering
the program. Needless to say, varying philosophies among
the administrators of the programs influenced some phases
of the programs. This made direct cmnparisons of the
programs more difficult.

3. As in other research studies employing these
techniques, the use of the interview and the questionnaire
is subject to criticism. Interpretations of responses,
conditions of the interview, and skill of the interviewer
are all variables which pose problems. Answers on the
questionnaire used in this study were undoubtedly influenced
by the dissimilar attitudes, understanding and philosophies

of the individuals who completed the form.

Methods and Procedures of the study

The purposes of this investigation were to study the
organization and administration of Defense Information
and Orientation programs in selected high schools and
obtain indications of their value. Since the project was
both quantitative and qualitative in nature, adaptations
of the descriptive or normative—survey method of research
seemed most applicable. The specific methods used were
those of (l) the questionnaire, (2) the structured inter—

view, and (3) analysis of printed material.

Initial‘Activities

 

The planning phase of this study was begun by dis-
cussing the need for obtaining and analyzing information
relative to the organization and administration of the
Defense Information and Orientation programs in the pilot
schools. Members of the staff of the College of Education,
Michigan State university, as well as key administrators
in the North Central Association, Michigan secondary School
Association, and Michigan Education Association, were
consulted regarding the need of such a study and various
factors that should be considered.

.A search was conducted for any information regarding
previous research studies or publications related to this
type of study. Materials reviewed included books, magazines,
pamphlets, bulletins, journals, unpublished dissertations
and theses. ‘As a result of this extensive review of the
literature, two conclusions were apparent: (1) little
research had been conducted and reported on Defense Informa-
tion and Orientation programs, and (2) no evidence was
found in the literature that a follow-up study had ever
been made of students participating in Defense Information
and Orientation programs.

After consultation with the sponsoring committee of
the Michigan Secondary School Principals and with the

doctoral guidance committee, it was determined to include

in this dissertation: (l) a descriptive study of the

18 Defense Information and Orientation pilot schools!
programs, (2) evaluation of the Defense Information and
Orientation programs by the pilot schools! instructors,
and (3) a follow-up study of students who participated

in the Defense Information and Orientation pilot schools!

programs.

The Sample

 

As indicated earlier, selection by the sponsoring
committee of the 18 pilot schools to participate in the
Defense Information and Orientation experimental program
was based on geographical location, leadership in the
school system, type of community being served, and potential
_leadership of local educators in the Michigan Education

Association regions.

Procedures for Obtaining the Data

 

Methods and procedures employed to obtain the data for
the study were as follows:

1. The data for the first year of the study were
obtained from reports submitted by the pilot schools at
their spring meeting in March of 1955.

2. A questionnaire to obtain data for the second,

third, and fourth years of the study was developed with the

9
aid of opinions and suggestions of Michigan State univer—
sity faculty members, key personnel in the pilot schools,
and North Central Association officials. In order to
accomplish the purposes of this study, an instrument was
developed which would cover as many of the aspects of the
Defense Information and Orientation programs as possible
without being so lengthy that it would discourage the
participants and produce an inadequate return.3 The
questionnaire was selected to obtain data because of its
adaptability to the gathering of facts and opinions.

3. In August and September of 1955, each of the
participating schools was visited by the investigator for
the purpose of validating the questionnaire responses.
Using the structured interview technique, the questionnaire
items were discussed with the instructors of the Defense
Information and Orientation courses in order to establish
more uniform interpretation and understanding. The
questionnaire was sent to each participating school in the
spring of 1956, 1957, and 1958.

A. While visiting the pilot schools, published
materials such as pamphlets, bulletins, units of study,
brochures and booklets were examined by the investigator

to obtain a better understanding of the materials and

 

‘3See Appendix C for copy of the pilot school
questionnaire.

10
procedures being utilized in the various Defense Informa—
tion and Orientation programs. A secondary purpose was
to obtain ideas, resources and materials which might be
summarized in one body of information and made more
readily available for subsequent use by schools.

5. In order to obtain indications of the value of the
Defense Information and Orientation programs, a student
questionnaire was developed with the aid of opinions and
suggestions of Michigan State University faculty members
and key personnel in the pilot schools.“ The questionnaire
was made up of topics covered in the Defense Information
and Orientation programs and students were asked to
evaluate the topics in light of their experiences in the
Armed Forces. The students were also asked to evaluate
methods of presenting Defense Information and Orientation
information and to offer opinions relative to the over-all
program.

The questionnaire was sent in spring of 1960 to pilot
school students Of the 1955 Graduating classes who had
served or were serving in the Armed Forces. Ten of the 18
pilot schools volunteered to participate in the follow-up

survey, and questionnaires were sent to students from these

 

usee Appendix D for copy of the student questionnaire.

ll
5

schools. The sizes of the schools participating in the
follow-up included small (senior high enrollment of 200-
399), medium (senior high enrollment of 400—899), and
large (senior high enrollment of 900 and above), and were
representative of the total sample in this regard.

6. In the spring of 1960 the investigator visited
16 of the pilot schools to obtain indications of the value
of the Defense Information and Orientation programs from
the program instructors. The items of the interview
schedule used in the structured interviews were evolved
from information gained by discussions with key personnel
in the Defense Information and Orientation programs and

6

members of the doctoral committee.

Procedures for Analyzing the Data

 

The nature of the data was such that they did not
lend themselves to extensive statistical analysis. Fre-
quency counts, along with descriptive discussions of
results, were employed in reporting results. Where
appropriate, comparisons were made among the various
schools. No attempt was made to establish exactness or

Statistical rigor in this initial exploratory study.

 

 

EB,

. Names of the participating schools are in the
lnvestigatorls file.

6

See Appendix E for copy of the interview schedule.

12
Organization of the Study

This dissertation is divided into six chapters.
chapter I, Introduction, includes a statement of the
problem, scope of the study, limitations of the study,
methods and procedures of the study, and plan of organiza-
tion.

Chapter II presents a survey of the literature
relating to the Defense Information and Orientation study
and history of the development of the pilot program.

Chapter III is concerned with the presentation of
the data relative to the Defense Information and Orienta—
tion programs in the pilot schools for the school year
195A-55.

Chapter IV offers an analysis of the data relating
to the Defense Information and Orientation programs in the
pilot schools for the school years 1955-56, 1956-57, and
1957-58.

Chapter V presents a follow—up study conducted in the
Defense Information and Orientation pilot schools. Evalua-
tions of the Defense Information and Orientation programs
'were made by students who served in the Armed Forces after
participating in the programs and by the instructors of

the programs.

13
Chapter VI consists of a summary, findings and con-

clusions, and suggestions for further research.

CHAPTER II

HISTORY OF THE DEVELOPMENT OF THE PROGRAM
AND REVIEW OF THE PERTINENT LITERATURE

Historical Development of the Defense Information
and Orientation Programs

On April h, 1952, the Commission on Research and
Service of the North Central Association appointed a
subcommittee of the Committee on Current Educational
Problems. (11) The mission of the committee was to
examine and collect materials which could be used in the
education of youth for military service. Special emphasis
was to be placed on the educational experiences which
would promote physical, mental, moral, and emotional
resources that enable youth to withstand the impact of
military service. It was named the Subcommittee on
Military Information and Orientation, and Charles Semler,
principal of Benton Harbor High School, was named chairman.

To find what programs of Military Information and
Orientation had been conducted, the committee contacted
150 high schools and 85 colleges through letters. They
sought answers to the following questions: (1) Is there
a need for such information and orientation? (2) What

methods are being used to fill such needs if they exist?

15
(3) What sources of material are being used? and (h) what
kind of personnel is being employed in the program?

No attempt was made to secure statistical data which
could be compiled into tables and graphs. .A descriptive
sampling of programs was felt to be more useful. (10: 300)

Results of the committee inquiry showed that almost all
high schools felt that they had a definite responébility
for orienting their students to military service. However,
there were a few who felt there was no need for such a
program. Most of the teaching material being used was
furnished by the military services. Many used the Coronet
Films,l while others made use of published materials. A
great deal of use was made of military personnel and teachers
who had served in the armed forces.

The National Association of Secondary School Principals
had been cognizant of the need for better guidance and
information for youth in this general area and incorporated
an expression of this in a report. (12) In 1951, and
again on March 11, l95h, in a reprint of the original
report, they emphasized this need. "The Nine Point Program
for Secondary Education and National Security," proposed
by the Committee on the Relation of Secondary Education to

National Security, was circulated among member schools

 

Isee Appendix F for a description of the Coronet Film
series and where they may be obtained.

16
throughout the country. Unfortunately, very little was

done to implement the program in the schools. .Point 5 of
this same report concerns the guidance services:

It is recommended that all secondary schools
provide guidance services that will relate directly
to those problems faced by youth following gradua—
tion from high school, especially problems related
to entrance into the Armed Forces. Qualified
members of the school staff should be appointed
to direct this work.

The present conflict, as in World War II, is
concerned with ideologies and philosophies of life.
The individualls adjustment to the situation created
by present world conditions is vitally important to
his personal welfare and to the maintenance of
national security.

Guidance services in all schools should be
extended to meet the needs of all youth. Some
specific proposals should be included in such
services as:

1. Assistance in helping youth to take a
positive attitude toward service in the Armed
Forces, and to regard it as a primary and necessary
obligation and responsibility.

2. Infonnation regarding the values of
remaining in school and the attitude of the Armed
Forces concerning this.

3. Information about opportunities offered
in all branches of the Armed Forces.

h. The problems faced and the adjustments
that must be made by the individual who will enter
the Armed Forces.

5. Information concerning civilian jobs
which are related to military training and for which
military training offers valuable background and
experience.

6. The purposes and functions of the various
branches of the Armed Forces.

7. Information to parents and students con—
cerning educational opportunities within the services

l7

and the educational benefits which veterans
may expect to receive after they have completed
their military service.

8. Information concerning personnel needs
and opportunities in college and in agricultural
and industrial production.

9. Nature of the present conflict.

In addition to the above services, it is
recommended that definite programs of co-operation
with the various branches of the military services,
industry, business, agriculture, and the colleges
be established. Moreover, schools have found
extremely helpful the advice and counsel of local
veterans and chaplains, the use of selected films,
and the analyses of check lists of selective service
and military problems. It is important that programs
such as these be organized on a continuous and
systematic basis. (12:9)

The Executive Board of the Michigan Secondary School
Association recognized the urgent need for Military Informa-
tion and Orientation programs and in May, l95h, appointed
a committee to study the problem and work out a plan of
action. Nicholas Schreiber, principal of Ann Arbor High
School, and president of the Michigan Secondary School
Association, was appointed chairman of the committee.2 The
committee, after careful planning, instituted the Defense
Information and Orientation pilot program (commonly referred
to as D10) and appointed Dr. Carl Horn, Professor of Educa—
tion at Michigan State University as director of the program.

One high school from each of the 18 Michigan Education

Association regions was selected to participate in the

 

2See Appendix B for list of committee members and
schools participating in the pilot program.

18

program. The selection was based on geographical location,
leadership in the school system, type of community being
served, and potential leadership of local educators in the
Michigan Education Association regions. Each school was
permitted and encouraged to develop its own program. It
was emphasized by the committee that the program was not
to be one of military recruitment, but of information
about military service and how it could be incorporated in
the students! future plans.

The first workshop conference for initiating the pilot
program was held at Higgins Lake August 10—11, 195h. The
purpose of the meeting was to explain and to discuss the
details of the pilot program with the representatives from
the 18 participating schools. The schools were asked to
conduct their programs during the fall semester and be
prepared to report details of the project at the next con—
ference.

Principals and teachers of the pilot schools participated
in a study tour of various military installations November 13-
20, l95h. The purposes of the study tour were: (1) to pro—
vide an opportunity for principals and D10 teachers of the
pilot schools to get first-hand infonnation to be used in
their programs; (2) to provide a means of bringing together

the program participants to study, evaluate, and determine

19
the specific types of information that should be presented
to high school youths relative to military service; (3) to
stimulate interest of the principals of Michigan in provid-
ing a more adequate program of interpreting to high school
youths their responsibilities and opportunities in relation
to the defense of their country; and (h) to provide an
opportunity for a key group of educators representing
Michigan high schools to observe and interview youths who
have recently left their schools and entered the military
service. Throughout the study tour key military personnel
expressed a deep interest in the D10 program and emphasized
the importance and need for such programs in high schools.

Eight months after the Higgins Lake conference, a
follow-up meeting was held at Kellogg Center in East Lansing
on March 27-28, 1955. The primary purpose of the meeting
was to hear progress reports from the member schools and to
discuss pertinent problems and issues.

.A second purpose of the Kellogg Center meeting was to
make plans for regional meetings throughout the state to
which all high schools in the state were requested to send
representatives to learn of the progress made in the pilot
schools and to encourage them to set up DIO programs in

their respective schools.

20
The regional meetings were held in areas throughout
Michigan in April, 1955.3 The meetings were structured
as follows:

1. Purpose and need for a D10 program for high
school youth.

2. Report of programs carried on in pilot schools.

3. Defense Department point of view toward DIO
programs.

A. How to implement a program of Defense
Information and Orientation.

a. Preparation of Board of Education, parents,
students and faculty.
b. How to fit it into the high school program.
c. Suggested materials and methods.
The regional meetings were the last organized function
of the pilot schools as a group. The investigator conducted

a follow-up study of the individual pilot schools programs

each ensuing year through the summer of 1958.

Literature Related to the Study
An extensive search of the literature revealed that
very little has been written in the area of defense informa-
tion and orientation. Pertinent material, though not
extensive, is summarized in this section. One of the obliga—

tions of the educational institutions in our country is to

 

3See Appendix B for places of meetings, dates and
consolidation of regions.

21
teach young people the history of our country and the
belief in our democratic system. The movement to educate
our youth and awaken them to their obligation to their
country was discussed at length by Hershey. (5:10—11)

There is a deep concern among military leaders about
the mental attitude of the inductees who have been called
to serve their country. (3:270-281) The attitudes of
many of them range from annoyance through resentment to
downright anger because their lives had been interrupted
for no good reason. This is properly a matter of concern
to military leaders, who fully understand the importance
of a good state of mind among the men who must necessarily
be in a state of positive military readiness to serve the
purpose for which they have been drafted or recruited.

McCombs (8:65) has pointed out that if we are to guide
youth effectively during their school days, we must neces—
sarily depend upon modern teachers whose subject matter is
human adjustment and whose primary concern is the development
of the whole individual.

Wannamaker (13:52-53) has explained that high school
boys have important decisions to make about education,
vocation, family and home membership. Young people need to
learn the value of planning. Experiences must be provided
from elementary school through high school to help students
face the question of the need for such planning and to master

the skills for a happy life.

22

In attempting to develop an instrument to measure
attitudes of youth toward induction and military service,
Yengst (1h: 229-232) constructed a scale after the methods
used by Thurstone, but with some modifications. The
instrument was used in three senior high schools, one of
which served an Illinois community of 20,000 population
and was located at some distance from any military
establishment. The other two high schools were located
.in a population center of 30,000 and near a major military
installation. The Attitude Scale was administered to 127
unselected high school boys in the Junior and Senior
classes of the three schools.

Results of the experiment by Yengst indicated that the
attitudes of the students to whom the test was given tended
toward a positive attitude in regard to induction. In
addition a majority of these high school adolescents
believed that life in the service would not be unpleasant,
that they would be allowed to go to good technical schools,
that travel in foreign land would be pleasant, that they
should do their best in high school so that they would get
maximum attention while in the service, and that they have
a moral obligation to serve their country. There was no
indication that any significant differences of opinion
toward induction into the Armed Forces of the United States
existed between the students in the two areas taking part

in the study.

23

Armed Forces recruiters state that many young men
entering the services do not realize the educational and
vocational opportunities available to servicemen while on
active duty and after returning to civilian life. French
(2:19—21) explains the many options offered to the
serviceman so he may advance both educationally and
vocationally rather than waste several years vegetating
while meeting his military obligation. lvener (6:31—3h)
has described the various programs of study offered by
the Uhited States Armed Forces Institute to servicemen
while serving both in the country and abroad.

The need for a clarification of the relationship
between the military services and the counseling and
guidance program was emphasized by Mills. (9:292—293)
Mills felt that in many schools the Armed Forces become
dumping grounds for baffling cases. When school authorities
find a case which seems to resist the usual guidance
techniques, Mills states, it is a common procedure to
attempt to influence the unfortunate student to join the
Armed Forces.

Mills also expressed the opinion that counseling and
guidance departments do not utilize the local facilities
available in their work with pupils. More frequent and

extensive use of these facilities might lessen the need to

2’4
encourage withdrawals from school as a method of dealing
with the serious problem cases.

The New York City Board of Education has given
special attention to a program of military guidance. (1:138-143)
Over the past several years the academic and vocational high
schools of the city have been encouraged to develop programs
under the guidance of competent teachers. During the fall
term of 1956, the New York City School system inaugurated
a new phase in its program of military guidance. A series
of five in-service sessions was organized for the orienta-
tion and instruction of those teachers who were responsible
for military guidance in the high schools. The success
of the course was due in a large measure to the enthusiastic
and understanding cooperation of the Armed Forces. Their
representatives provided well selected and prepared informa—
tion and capably presented it in terms of high school needs.

In outlining a program preparing students for military
service, Kenyon (7:26-29) has proposed the following sug-
gestions for setting up a program:

1. Survey the needs.

2. Decide whether group guidance is needed to
supplement the individual guidance available.

3. Make sure you have up-to—date information
and make it available to both staff and
students.

A. Utilize local resource persons, such as draft
officials, recruiting officers, and persons

25

who can speak with authority because of
previous military experience.

Use films, such as the excellent Coronet
series, Are You Ready For Service, which
can provide the background for many of
the meetings offered in the program.

start now to do something, even though it
will include a considerable amount of extra
work for those involved in the program.

CHAPTER III

COMPILATION OF THE DATA SUBMITTED BY THE
PILOT SCHOOLS FOR 195A—55 SCHOOL YEAR
Introduction

This chapter is concerned with compilation of the
data submitted by the pilot schools at the end of the first
year of the experimental DIO program. Data for this part
of the investigation were submitted following a meeting
of representatives from the pilot schools. It was at
this meeting that the investigator decided to undertake
a continuing study and evaluation of the experimental
programs as a basis for the dissertation. Thus, the
information obtained for the school year 195h-55 preceded
the investigator's entrance into the study. These results
are presented in this chapter, however, as a necessary
prelude to the more highly organized later phases of
the study.

A written report of the first year of activity of the
D10 programs was requested from the participating schools
by Nicholas Schreiber, chairman of the D10 Pilot Program.
The reports were presented at the March 28, 1955, meeting

in Kellogg Center. In order to maintain uniformity in the

27
written presentations, the participants were asked to
include:

1. How the D10 program was implemented in the school.
2. A description of the course as it was taught.

3. How the course was received by students, teachers,
parents and others in the community.

A. Problems and obstacles encountered.

5. Future plans for defense infonnation and
orientation.

Some of the pilot schools failed to follow the sug—
gested outline in their written reports, thus making
compilation of the data more difficult. One of the pilot
schools, Leland, made no written report of their program
for the 195h-55 school year.

In addition to the written reports submitted by the
pilot schools, a survey of opinions relative to the D10
programs was taken among the representatives present at the
Kellogg Center meeting. The representatives were DIO
teachers and principals from the pilot schools participating
in the experimental program. The results of this survey

are included in the last part of the chapter.

Presentation of the Data
Since the contents of the written reports submitted
by the D10 schools were grouped to facilitate their being

answered, the data are presented in the same order. Two

28
methods of presentation are used. One is concerned with a
compilation of data which utilizes short answers and can
best Show frequency counts in tables. The second is con-
cerned with a compilation of data which utilizes narrative

responses and is presented by descriptive discussions.

Implementation of the D10 Programs

 

In answer to the question as to how the D10 program
was implemented, the participating schools reported their
procedures of authorization for the program. The various
procedures of authorization employed by the respective
pilot schools are summarized below.

1. Ann Arbor: This was one of the two pilot schools

 

which had a D10 program prior to the pilot school experi-
ment. Their program dated back to the early months of
World War II. Inasmuch as the program was an approved
activity in the high school, it was not necessary to obtain
approval from the Board of Education or faculty. The matter
was, however, presented to the Parent Teachers Association
for their information.

2. Benton Harbor: This was the other pilot school

 

which had conducted a program before participating in the
D10 experiment. Originally, in l9h9, the program was
approved by the superintendent who called the attention of
the School Board, faculty, students, and parents to the need

for it.

29

3. East Grand Rapids: (Did not report authorization

 

procedures.)

A. Flint Central: Plans for approval of program were

 

presented to the superintendent by the principal. It was
then presented to, and accepted by, the faculty, Central
High School Community Association, and Board of Education.
5. Hastings: Program was presented to the super-
intendent who in turn presented it to the Board of Education.
6. Ithaca: .After the superintendent had received
approval from the Board of Education, the following steps
were taken: (1) explanation of program to faculty; (2) ex-
planation of program to student body; (3) special meeting
with seniors to explain details of program; (h) story of
program placed in school paper and local newspaper;
(5) explanation of program to Rotary Club; (6) explanation
of program to Lions club; (7) explanation of program to
Parent Teachers Association.

7. Lansing Eastern: Prior to setting up the program

 

a semester was devoted to studying the most feasible
method of incorporating the information into the total
school program. The program was approved by the School
Board faculty, counselors and Parent Teachers Association.

8. Marquette: The program was presented to the

 

Board of Education by the superintendent of schools in the

form of a report written by the high school principal. After

30
hearty approval by the School Board, it was presented to
the Parent Teachers Association, senior class, and faculty
who also gave it full endorsement.

9. Marysville: The principal and D10 teacher explained

 

and discussed the program with the following groups:

(1) School Board, (2) faculty, (3) parents of students
participating in program and any others in community who
wished to attend the meetings, (h) Lions Club, (5) American
Legion and Veterans of Foreign Wars, and (6) Parent Teacher
Association.

10. Melvindale: The plans for the course were first

 

presented by the principal to the Board of Education. .After
the Board of Education approval, the principal informed the
faculty, the community through the Parent Teachers Associa-
tion, service clubs, and newspapers.

11. Midland: After approval by the Board of Education,
plans were presented to the faculty and then to the seniors
who were to participate in the program.

12. Mumford: (Did not report authorization procedures.)

13. Petoskey: Faculty members and the superintendent
met with the Board of Education to explain the proposed
program. After approval by the Board of EducatiOn, the
program was explained to community service clubs, high school

seniors and editors of the local newspaper.

31

ID. Reed City: The superintendent discussed the

 

program and its objectives at a meeting of the School Board.
After the Board of Education had approved the program it
was presented to the students, faculty, Parent Teachers
Association, and editors of the local newspaper.

15. Sault Ste. Marie: The program was approved by

 

the Board of Education, faculty and high school students.

16. Wakefield: The Board of Education accepted the

 

program wholeheartedly, as did the parents, students, and
faculty.

17. Waterford Township: The program was received

 

enthusiastically by the superintendent, faculty, Board of
Education, Parent Teachers Association, and newspaper
editors.

Examination of the D10 authorization procedures
employed by the pilot schools showed them to be similar in
all of the schools except two. Ann Arbor and Benton Harbor
had incorporated defense information orientation in the
curriculum prior to the initiation of the pilot program.

All reporting schools presented the program to the
Board of Education for approval before integrating it into
the curriculum. Eleven schools informed parents and com-
munity members through Parent Teacher Association meetings
or written communication. Two schools presented information

through school papers and seven schools used the local

32

newspapers. Four schools utilized service clubs as a means

of acquainting the publc with the proposed programs.

Grade Levels Participating in the Program

 

The reports from the pilot schools indicated that with
but four exceptions the DIO program was offered to seniors
only. In two of these four schools the course was offered
to both juniors and seniors, and in one school the course
was given to juniors only. One school included sophomores,

juniors and seniors in its program.

Extent of Co-educational Participation in the Program

 

All but four of the pilot schools reported that both
boys and girls were included in the program. Three schools
gave the course to boys only, and one school indicated the
program was primarily for boys but one meeting was offered
for girls interested in obtaining information about the

Armed Forces.

Thne Devoted to the Program

 

The reports revealed that the number of DIO meetings
held in the participating schools varied considerably.
Three of the schools conducted 30 meetings; two schools
held 13 meetings, and two schools conducted ten meetings.
The number of meetings administered in the other 11 pilot

schools ranged from five to fifty.

33
Courses in Which the D10 Programs Were Conducted
A survey of the responses from the pilot schools
showed little uniformity concerning the courses in which
the DIO programs were conducted. The courses or activities

in which the DIO program was conducted are presented in

Table I.
TABLE I

COURSES OR ACTIVITIES IN WHICH THE DEFENSE
INFORMATION AND ORIENTATION PROGRAMS
WERE CONDUCTED

 

 

Course Pilot Schools

 

,Alternated the courses”
Social studies

History

Special course
First.Aid

Careers

Home room

“WHF‘RHD¥TO\

 

*These schools conducted their programs in several
different courses. For example, the first meeting in
history class, the second meeting in physical education
class, the third meeting in economics class, etc.

Outline of the Course Content Used in the Pilot Schools

Organization of the course content as reported by the

17 participating pilot schools who submitted reports is

summarized below.

31L

1. Ann Arbor: In the tenth grade, girls and boys

 

completed a one-week unit entitled "You and the Draft."
The objectives of this unit were to present information
about Selective Service and to make the students aware of
the fact that the Armed Forces want high school graduates
and not drop-outs.

In the eleventh grade, girls and boys devoted one
week in history class to the discussion of the challenges
which the united States and its way of life are facing. ,Also
included were discussions on the subjects: "Why Do We Need
Armed Forces?" and "Why Should I Be Willing to Serve?" The
boys in this grade had an additional eight meetings during
physical education Classes. These meetings dealt with
Armed Forces Reserve Programs and included excursions to
nearby military units and installations.

In the twelfth grade, 16 meetings were held for the
boys only. Units of study and discussion about Selective
Service, Armed Forces Reserve Programs, Army Classifications,
The World Situation, Deferments and Tests, Red Cross,
Chaplain service, Veteran Administration Functions, and
Branches of the Armed Forces were included.

2. Benton Harbor: Topics were presented in the

 

following order: Responsibilities and Rights Under the

selective Service Act, Opportunities in the Armed Forces,

35
Preparation for Military Service, Adjustment to Military
Life, Good Citizenship in Military Life, and the Rights
and Duties of Veterans.

3. East Grand Rapids: Class discussions were held

 

in conjunction with visits from representatives of the
Armed Forces. ,A list of questions, formulated by the
students, was presented to the Recruiting Officer several
days before his meeting with the class. In general the
areas covered in class discussions included military
services and life plans, basic reasons for military service,
available choices of military service, opportunities within
the military service and post-service opportunities.

A. Flint Central: The course was divided into three

 

major units of six weeks each. The first unit dealt with
pre-induction information which included high school
preparation, Armed Forces Reserve Programs, personal affairs,
draft and enlistment, and draft laws and rights. The second
unit was concerned with induction and included information
about basic training, assignment processes and the testing
program. The last unit presented information about service
schools, ratings, careers, discharges, and civilian adjust-
ment.

5. Hastings: Six lectures covering the six chapters

in the textbook, The Armed Forces and Your Life Plan (16),

 

were given by the D10 instructor. In addition pertinent

oral reports were presented by members of the class.

36
6. Ithaca: Content of the course consisted of

information presented in the text, The Armed Forces and

 

Your Life Plan. The textbook was supplemented by material

 

obtained from the various branches of the Armed Forces.

7. Lansing Eastern: In the 13 meetings consisting

 

of lectures and discussions, the topics studied were:

(1) You Must Be Strong to Be Free, (2) Selective Service
Laws and the Proposed Defense Program, (3) Education and
Your Life Plans, (u) choices of the Military Services,

(5) Vocational and Educational Opportunities in the Military
Services, (6) The Army and Air Force Reserve Programs,

(7) The Marine and Naval Reserve Programs, (8) The Reserve
Officer Training Program and Military Academies,

(9) Induction, Processing, and Basic Training, (10) Women
and the Military Service, and (11) The National Guard and
the United States Coast Guard.

8. Marquette: The first week was devoted to orienta-

 

tion and background information which included discussions
about freedom, responsibility, united States foreign policy,
the "Cold War," and the draft. The following four weeks
were spent on programs of the Army, Navy, Marines, Coast
Guard, and Air Force. During the last week each boy was
interviewed individually and his future plans discussed

with the counselor.

37
9. Marysville: Units covering the following subjects

 

were included in the DIO program: (1) Cause of the Present
Emergency and Why Youths Must Serve, (2) Change Courses or
Revise Curriculum, (3) Whether to Go to College Under a
Deferment Plan, (h) Opportunities in the Services Which

Are Related to civilian Occupations, (5) Educational
Opportunities in the Services, (6) Specialized Training in
the Services, (7) Life Careers in the Services, (8) Pro-
viding Students with Essential Information About Themselves,
(9) Benefits in the Services and Following Discharge,

(lO) Advantages and Disadvantages of Enlisting and Being
Drafted, (ll) Reserve Officer Training Programs in the
Various Branches of the Service, (12) Reserve Programs,

and (13) Filling Out Forms and Taking Tests.

10. Melvindale: Course content followed rather

 

closely the textbook, The Armed Forces and Your Life Plans.

 

Uhits of study included Education and Your Life Plans,
What Your Life Plans Should Be, Choices of Military Services
Available, Vocational and Educational Opportunities in the
Military Services, Opportunities After Military Service,
and Why You Should Be Willing To Serve.

11. Midland: The outline and material in the text-

book, The Armed Forces and Your Life Plans, were followed

 

very closely. The three main subjects of study were:

38
(1) Your Life Plans, (2) How Military Service Can Contribute
to the Achievement of Your Life Plans, and (3) Educational
Opportunities Available in the Armed Forces of the United
states.

12. Mumford: Representatives from the various branches
of the service lectured and presented information about the
service. Questions and discussion periods followed each
lecture.

13. Petoskey: The textbook, The Armed Forces and

 

Your Life Plans, was used as basis for the course. A large

 

amount of the class time was devoted to self-expression of
likes and dislikes, needs, desires, fears and obstacles
connected with military life. The DIO instructor encouraged
private conferences to discuss personal problems concerning
the military life.

In. Reed City: Outline of course content included:

 

(1) Why Students Must Serve, (2) Service Responsibility of
Students, (3) Service Options Available to Students,

(A) Career Training Available in the Services, (5) Cor-
relation of Services and Civilian Occupations.

15. Sault Ste Marie: The subjects WDrld Conditions,

 

Self-Analysis, Vocational Plans, Educational Plans, Use
of Test Results, and Vocational Opportunities in the

Services were discussed and studied in the course meetings.

39
lo. Wakefield: Course outline included the following

 

topics: (1) Why We Must Serve, (2) Your Life Plans and
Military Service, (3) Survey of Military Services That Are
Available, (u) Vocational and Educational Opportunities

in the Military Services, (5) Life Adjustment of the
Recruit and Enlistee, and (6) Post—Service Opportunities.

17. Waterford Township: Military life was traced

 

from registration through separation. Informational units
included When to Go Into the Service, Reserve Programs,
Obligations to Your Country, Procedures in Induction, Life
in the Ground Forces, Educational Opportunities in the
Services, Service Benefits, Technical Schools in The
Services, Benefits After Separation, and General Information
About All Branches of the Service.

The responses from the pilot schools indicated that
the content of the courses varied among the participating
schools. However, all of them used topics and subject
matter from a textbook2 prepared by the Defense Committee

of the North Central Association entitled, The Armed Forces

 

and Your Life Plans (16). The extent to which the book

 

was utilized ranged from making it a reference book, for
oral and written reports, to using it as a text. Methods

of instruction in all the schools included lectures and

 

?A brief description of the textbook and where it may
be obtained is included in Appendix F.

40
discussions. Two of the schools gave examinations at the

completion of the course.

Materials and Instructional Aids Utilized by the Pilot Schools
The reports from the participating schools revealed that
the materials and instructional aids used in the programs
varied and as a whole showed little consistency. Table II
lists the various instructional aids utilized by the pilot

schools in the DIO programs.

TABLE II

INSTRUCTIONAL AIDS USED IN THE DIO
PILOT SCHOOL PROGRAMS3

 

 

 

 

Instructional Aid Frequency
Textbooks 17
Films 15
Armed Forces Pamphlets lu
Projection Slides n
Bulletin Boards 3
Magazines 3
Charts 2
Posters 2
Maps 1
Newspaper Articles 1

 

 

3Titles of films and pamphlets used by the schools
is included in Appendix F.

hl

Resource Personnel Utilized in the DIO Programs

 

All of the reporting schools except two utilized
Armed Forces representatives in their programs. It is of
interest to note that the two schools who did not employ
the use of service personnel indicated in their plans for
the future to include Armed Forces representatives in their
programs. Other resource persons utilized in the programs
listed along with the frequency of mention were as follows:
Service and Ex-servicemen, eight schools; Selective Service
Representatives, three schools; Red Cross Representatives,
two schools; Veteran Administration Representatives, two
schools; High School Counselors, one school; College
Students, one school; and High School Administrators, one
school.

Acceptance of the DIO Program by Students, Faculty and
Community

 

 

In all of the reports except two the pilot schools
indicated that students, teachers, and parents received the
DIO program favorably. Although the teachers accepted the
program in Reed City, some students and parents wa‘e sus-
picious of the possibility‘that it was a scheme for recruit-
ment. In Petoskey the faculty felt that the values of the
course were definitely apparent. However, there was
skepticism among some students and parents as to whether

the course had sufficient value in this first year to justify it.

u2

Problems and Obstacles Encountered in the D10 PrOgrams

 

The responses revealed that relatively few problems
were encountered by the pilot schools in their DIO programs
and that those problems which did appear varied considerably
among the schools. The data showed that eight schools had
no problems, three schools were allotted insufficient time
to complete course material and two schools felt that keep—
ing the DIO material and instructor up—to—date relative to
the changing military situation posed a difficult problem.
The remaining nine problems or obstacles reported as having
been encountered were unique to individual schools. These
nine problems included: (1) maintaining student interest
in the program; (2) obtaining a location for students to
read military brochures; (3) obtaining resource people;

(4) getting DIO to students dropping out of school before
reaching senior year; (5) obtaining and scheduling films;

(6) obtaining pertinent information for the girls; (7) Armed
Forces information often too technical; (8) obtaining
interesting and well-written DIO textbooks, and (9) dovetail—

ing DIO course into social problems class.

Future Plans for the DIO Programs

 

An examination of the data relative to the future
plans of the seventeen DIO programs for which a report had
been submitted revealed that all of the reporting pilot

schools intended to continue the program in the school year

1955-56.

N3

Eight schools indicated they would make no changes in
their programs, three schools planned to increase the number
of DIO meetings, one school planned to decrease the number
of meetings, and one school intended to include the tenth
and eleventh grades in their program.

Minor changes to be made by individual schools were:
(1) add a pre-course test; (2) use women representatives
from the Armed Forces; (3) utilize more resources; (A) change
DIO Class schedule pattern from block to weekly meetings;
(5) procure more instructional aids, and (6) install a
reference file with military information in library and
counselorts office.

Survey of Opinions Relative to Defense
Information and Orientation Programs

.As has been stated previously, the pilot school
representatives who attended the Kellogg Center meeting
were asked their opinion concerning the organization and
administration of DIO programs. The 29 representatives
from the 18 participating pilot schools included high school
administrators and instructors of the DIO courses. In
answer to some of the questions, a few of the representa-
tives did not express opinions. Therefore, the total
responses did not equal 29. The opinions of the representa-

tives concerning the DIO programs are presented here.

 

All

Hours Devoted to the Program in the Senior, Junior and
Sophomore Years

 

 

Five of the representatives said seniors should receive
ten hours of DIO, 16 said the seniors should be given twenty
hours, six representatives felt that thirty hours should be
devoted to the program and two felt that forty hours should
be allotted for the program. For the junior year, one
representative judged five hours should be utilized for
the program, seven felt ten hours should be devoted to the
program, three preferred twenty hours, and one representative
indicated thirty hours for the program. For the sophomore
year seven of the representatives felt five hours should be

devoted to the program and one said ten hours.

DIO Scheduling Patterns

 

In answer to the question concerning course scheduling,
ll representatives preferred a unit of consecutive days,
three preferred two sessions a week and 13 preferred one

session a week.

Course in Which DIO Should Be Conducted

 

Eighteen representatives felt the DIO program should
be integrated with a required course, and six felt it
should be offered during homeroom, study hall, or free
periods. Five of the representatives felt that a special

period should be established for the program.

11.5

Comparison of Student Interest in the DIO Course With
Titerest in Other Subjects

 

Two of the representatives thought interest was much
greater in the DIO course than it was in other subjects.
Eight representatives felt that interest was greater, and
ten of them felt it was equal to that of other subjects.

None of the representatives thought interest was less.

CHAPTER IV

PRESENTATION AND ANALYSIS OF DATA SUBMITTED
BY THE PILOT SCHOOLS FOR SCHOOL YEARS
1955-56, 1956—57, and 1957-58
Introduction

This chapter is concerned with analysis of the data
submitted by the pilot schools relative to their DIO
programs for the school years 1955—56, 1956—57, and
1957-58. These years were the second, third, and fourth
of the Defense Information and Orientation experiment.

Five of the pilot schools discontinued their programs
while this study was being conducted. Hastings discontinued
the program at the end of the first year of the pilot
experiment and Leland at the end of the second year. Flint
Central, Ithaca, and Waterford terminated their programs
at the completion of the third year of the experiment. The
data in this chapter include the questionnaire information
from these schools when they were conducting programs as
well as the information from the 13 schools who were still
maintaining DIO programs in the spring of 1958.

The participating schools were sent questionnaires

concerning their DIO programs in the spring of 1956, 1957,

Ll?

and 1958. In order to study experimental changes, the same
questionnaire was used each of the three years.1 ‘As has
been stated previously, in the fall of 1955 the investigator
visited the pilot schools to discuss the questionnaire with
the DIO instructors and establish a more uniform inter-
pretation of the questionnaire items. The investigator
visited 17 of the schools again in the spring of 1960

while making the follow-up study.

Since the contents of the questionnaire were grouped
to facilitate their being answered, the data will be
presented and analyzed in the same order. The data sub-
mitted by the participating pilot schools on the questionnaire
for the school years 1955-56, 1956~57, and 1957—58 are
summarized below.

Question: In what grade or grades is the DIO course
taught? The data pointed out conclusively that the 17 schools
felt the senior year was most appropriate for the DIO program.
All of the participating schools included the seniors in
their program. For the junior year one school conducted a
program for three years, two of the schools conducted
programs for two years, and three schools conducted programs
for one year. One of the pilot schools conducted a program
in the tenth grade for two years and then discontinued it.

It is significant to note that in the final year of the

study all pilot schools with programs were teaching the DIO

 

1See Appendix C for the DIO pilot school questionnaire.

IIS
course in the twelfth grade while only two included eleventh
graders, and none of the schools was conducting programs
for tenth graders.

Question: .Are girls and boys included in the DIO
program? The responses revealed that 12 of the 17 participa-
ting schools included boys and girls while five conducted
the program for boys only. Taking the frequency count as
presented here, the majority of schools felt both boys and
girls should be included in the DIO program. As to the
frequency with which the DIO classes met, an analysis of
the responses showed little consistency among the pilot
schools in the scheduling pattern of the DIO class meetings.
Classes met at intervals ranging from daily in seven schools
to bi-monthly in one of the schools. Other scheduling
patterns employed in the schools were every other day,
weekly, bi-weekly and tri-weekly. Some of the schools did
not follow a set pattern in scheduling the days for the DIO
class to meet, but varied the number of days between meet-
ings (for example, classes were scheduled when resource
people or films were available).

Question: How many DIO meetings are held? There
appeared to be no uniform pattern with respect to the number
of meetings conducted in the pilot school programs. The

meetings varied in number from three to forty with a mean

49
of fifteen meetings per year. The number of meetings for
each of the three years are summarized in Table III.

Question: In what course is the DIO program being
taught? The data revealed that in general the schools felt
no one course was most appropriate for the D10 program.

Ten different courses were used by the various pilot schools
in which to conduct their programs. It is interesting to
note that only two of the participating schools changed
the course in which their DIO program was taught over the
three year period. The courses in which the DIO program
was conducted listed in order of frequency of mention were
as follows: (1) Social Studies; (2) Special Course for
DIO alone; (3) Physical Education; (A) Alternated Classes;
(5) History; (6) Homeroom; (7) Careers; (8) American
Problems; (9) First Aid and Safety; and (10) Security
Education.

Question: Has the DIO instructor served in the Armed
Forcesr A survey of the responses revealed that in general
the pilot schools utilized instructors who had served in
the Armed Forces. With the exception of two schools in
the second year, two schools in the third year and three
schools in the fourth year, all of the DIO program
participants used instructors who had served in one of the

branches of the Armed Forces. In regard to the general areas

TABLE III

NUMBER OF DEFENSE INFORMATION AND
ORIENTATION MEETINGS CONDUCTED

IN THE PILOT SCHOOLS

5O

 

 

 

Number of Number of Number of
School Meetings in Meetings in Meetings in
School Year School Year School Year

1955-56 19553-5? 1957-58
Ann Arbor l8 l8 18
Benton Harbor 7 6 9
East Grand Rapids 2O 2O 10
Flint Central 38 5 No Program
Ithaca 3O 20 No Program
Lansing Eastern 13 la 8
Leland 30 No Program No Program
Marquette 25 25 3O
Marysville NO 20 N
Melvindale 10 10 10
Midland l7 16 15
Mumford 6 7
Petoskey 2h 6 4
Reed City 25 3O 15
Sault Ste Marie 2O l5 l5
Wakefield 3O 15 10
‘Waterford 8 3 No Program

 

51

of units of study included in the DIO courses, the responses
pointed out rather conclusively that the member schools

felt the same units and areas of study were of importance.
By the end of the fourth year of the experimental program,
all of the participating schools were including Armed Forces
information and with but one exception all were including
Military Obligations as a topic of study in their program.
More than half of the schools were conducting units on
Educational and Vocational Opportunities in the Armed
Forces, and nearly half of the schools were including Your
Country as an area of study. The various units of study

provided in the DIO programs are listed in Table IV.

TABLE Iv
UNITS OF STUDY* CONDUCTED IN THE DIO PROGRAMS

 

 

 

 

 

Units of Study School Year School Year School Year
1955-56 1956—57 1957—58
Armed Forces Information 16 14 13
Military Options and
Obligations 13 1h 12
Your Country 9 9 9

Educational and Vocational
Opportunities in the
Armed Forces 7 8 7

Veterans Benefits 5 N 2

Conscientious Objector
Information 1 l l

 

%By frequency mentioned

52

Question: What materials and instructional aids are
used in the DIO program? The compiled data showed that in
the second year, as well as the third year, of the pilot
program ten types of instructional aids and materials were
utilized by the participating schools in their DIO programs.
In the fourth year of the program the instructional aids
used in the participating schools had narrowed down to
three types. The three types of instructional aids listed
along with the frequency of mention were as follows:

.Armed Forces Literature,2 11; Films,3 6; and Textbooks, 6.

Pertaining to resource people utilized in the DIO
programs, the evidence offered by the data revealed Ulat
in general the member schools utilized resource people from
the same agencies. All of the participating schools employed
Armed Forces representatives in their programs. Other
resource personnel used in the DIO programs in order of
frequency of mention include: (1) Armed Forces Reserve
Representatives; (2) Selective Service Representatives;

(3) servicemen and Ex-servicemen; (A) Red Cross Representa-
tives; (5) Armed Forces Chaplains; (6) High School Counselors;
(7) Conscientious objector Representatives; and (8) Veterans

of Foreign Wars Representatives.

 

2Pamphlets, brochures, and booklets available for use
in DIO programs are listed in Appendix F.

3Sources of films available for use in DIO programs are
included in Appendix F.

53

Question: In general do the students, teachers and
community approve of the DIO program2 The data pointed
out rather conclusively that the DIO program was accepted
by students, teachers, and community. Only one of the
participating schools experienced feelings of dissatis—
faction with the program. In the fourth year of the experi-
ment, a few teachers and community members in one of the
schools were in doubt as to the value of the DIO program
and expressed some disapproval with it during a parent
teachers meeting. The dissenters felt that there were
other programs which were more urgently needed in the school.

Question: What types of problems were encountered in
conducting your DIO program2 Concerning the problems
encountered in connection with the DIO program, there
appeared to be little uniformity among the schools in the
16 types of problems encountered during the second and third
years of the program. The 16 types of problems experienced
in the schools were:

1. Evaluation of the DIO program.

. Keeping DIO information up—to-date.

. Obtaining sufficient time for the program.

. Scheduling the D10 program.

2
3
u. Obtaining resource people for the program.
5
6. Repetition of information by resource people.
7

. Obtaining time for individual counseling with students.

8. Obtaining qualified instructors for the DIO 5“
program.

9. Maintaining instructor interest in program.
10. Scheduling and obtaining films.
11. Classes too large.
12. Getting DIO information to drop-outs.
13. Maintaining student interest.

lu. Developing positive attitudes in the students
above serving in the Armed Forces.

15. Keeping lectures on an informative basis.

16. Obtaining cooperation of faculty members.

It is noteworthy that in the fourth year of the experi—
mental program the number of problems encountered by the
participating schools had been reduced to four types and
that one-half of the schools were meeting no problems. .A
listing of the four problems in order of frequency of mention
was as follows: (1) maintaining student interest; (2) ob—
taining qualified instructors for the DIO program; (3) evalua-
tion of the program; and (M) keeping DIO information up-to—
date.

As to whether any type of program evaluation had been
made, the data revealed that the majority of the schools
who attempted to evaluate their programs discontinued the
procedure. In the second year of the pilot program 11 schools
conducted evaluations; in the third year of the program
seven schools made evaluations while in the fourth year only

two schools conducted evaluations. In the second and third

55
years of the experimental program, evaluations were made
by utilization of student opionnaires, administrator
opionnaires, and opinions of former students who served
in the Armed Forces. In the fourth year the student
opionnaire was used by the two schools who conducted
evaluations of their DIO programs. None of the pilot
schools who conducted evaluations included the results with
their questionnaires.

Question: Do you feel your program is worth while?
Since the responses were unanimous in the affirmative, it
would seem that the pilot school instructors believed their
programs were of value.

Discontinuance of the D10 Program
In Five Pilot Schools

In the spring of 1958 a letter was written to each of
the five pilot schools who had discontinued its DIO course
to determine the reason for abandoning the program. The
reasons given for discontinuing the program listed in order
of frequency of mention were as follows: (I) lack of per-
sonnel to conduct the program; (2) lack of student interest
in the program, and (3) insufficient amount of pertinent

material to present in the DIO class.

CHAPTER V

EVALUATION OF THE DEFENSE INFORMATION AND ORIENTATION
PROGRAMS BY STUDENTS AND INSTRUCTORS
Introduction
In this chapter the findings concerned with the
evaluations of the DIO programs by students who served in
the Armed Forces after participating in the program and
by the instructors of the programs are presented. Data
were obtained from a questionnaire which was mailed to
students from ten of the pilot schools who participated
in the follow-up study and from a structured interview
which was conducted with the instructors from 16 of the
pilot schools. For the purpose of comparison and analysis,

similar questions were asked the students and instructors.

Instructor Evaluations of the D10 Programs

As stated in Chapter IV, two of the 18 pilot schools
discontinued their DIO programs during the first two years
of the experiment. The instructors! evaluations of the
programs include the opinions of representatives from the
remaining 16 pilot schools. Since the questions in the
structured interview were grouped to facilitate their
being answered, the data are presented and interpreted in

the same order.

57
Evaluations of the Topics studied in the D10 Programs

 

Question one through thirteen in the instructors!
interview concerned topics the pupils studied in the D10
programs.1 The instructors were asked what value they
would place on each of the topics (i.e. "very much,"
"much," "some," and "little") and to offer comments
relative to the topic. Table V presents the frequency
responses (in percentages) made by the instructors. The
data concerning the various topics are presented here.

1. Selective Service Procedures and Military Obliga-

 

tions. It was revealed in the study that eight-tenths of

 

the instructors were of the opinion that this topic was of
"very much" importance, and two-tenths felt it was of "much"
importance. None of the participants indicated the topic

as "some" or "little" value.

The instructors were unanimous in their belief that
Selective Service representatives can best handle this
topic and that the best source of literature relative to
this subject is available from the Armed Forces. The
instructors were also unanimous in feeling that informa—
tion about this subject changes so often that it is
impossible for DIO teachers to keep as up to date as

necessary.

 

TSee Appendix E for copy of the Instructors! Interview
Schedule.

58

 

m.m~ ©.®H 0.0m m.mH mfloocom OOH>cOm mo doHpOOHmm
m.mH 0.00 m.NH 0.0 mcwcfiwch Owwmm
m.ma 0.0m 0.mm m.mH wocsumoocm 6cm mmmoonm CQHOOBUOH DQH
0.0 m.mo m.mm 0.0 m>cmm op COHCZ CH OOH>cOm map mo cocmcm w mafiwoocu

0.0 m.mo 0.0 0.0 LOOHMmO OchHmmHEEoo
. m mcHEoomm mo mvocpmz 0cm monoumoonm
0.0 0.0H m.~m 0.0: bumso HchHpmz mafivsflocH mEmcmocm m>cmmmm

0.0 0.0 0.0 0.00H mofipfiomamo
6cm mmeHHfin< AHOCH mcfiucmpmnovc: mpcOOSDm

0.0 m.wm m.~m 0.mm OOOCan mcfimm no
mewumfificm Mo mmmwpcm>0mmHQ 6cm mommpcm>v< Och

0.0 0.0 w.®H m.H® muofipmmfifino
Sumpfififiz 6cm mmcsvmoocm mofi>com o>HuomHOm

Ammmmpcoocomv
mappfiq mEow £652 cos: zcm> wofiaoh

wofiaoh mo Cofipmdfim>m

 

 

AOHHZV

mz<moomm OHQ mrh 2H QMHQDHm mUHmOH m0 mZOHH¢54<>m mOHUDmeZH

> mgmiH

59

 

 

m.wm m.mo 0.0 0.0 mmcchmHQ mafizofifiom mpfimchm
®.m: 0.0m 0.0 0.0 nowan m mm mofi>nmw kcmpfififlz Ugh
m.mH ®.mH 0.0m m.mH mmofi>com map CH wOHpHCBDLOOQO chOfiDwosvm
o.mm m.mo m.© o.o maofiomaaooo cmHHH>AO on umpmumm
mc< OOHCZ wmofi>cmw map ca mOHpHGSDLOQOO
Ammmmpcmocmmv
CHAD“; oEom c652 Cos: >cm>

lll‘l'lll

mewaoh mo dofipmsfim>m

wofiaoh

ACOBCHDCOOV > mam<H

60

Less frequently mentioned comments by the instructors
were: "Sophomores and juniors, as well as seniors, should
be included when studying this topic." "This topic should
be the nucleus of the DIO program." "There are not enough
up-to-date films on this subject." "Since many of the girls
will be marrying boys going into the Armed Forces, they
have an interest in this topic and should be present when
it is studied."

2. Advantages and Disadvantages of Enlisting or

 

Being Drafted. One-fourth of the instructors judged this

 

topic to be of "very much" value. Four-tenths felt it was
of "much" importance, and a like proportion indicated it
was of "some" value. Again no one believed it to be of
"little" importance.

In discussing this topic with the instructors, all
expressed the belief that this subject should be handled
on an individual conference basis and that the most up-to—
date information was obtainable from the Armed Forces.
Three of the participants suggested that this topic should
be one of the major units in the program.

3. Students Understanding Their Abilities. The

 

instructors were unanimous in feeling this subject should
be handled by the guidance services and should not be
included in the DIO class sessions. It should be noted,

however, that all of the instructors felt this topic was

 

61
very important but that it would be more appropriately
covered by the school counselor.

One of the DIO schools did not have a counseling
department so the instructor assigned each student to make
a profile sheet of his Differential Aptitude Test results.
An individual conference was then conducted with each student
during homeroom period and the test results discussed.

A. Reserve Programs Including National Guards. Eight-

 

tenths of the respondents felt this topic was either important
or very important. Two-tenths believed it was of "some"
value, and again no one submitted it was of "little" importance.
It is of interest to note that the schools which indicated
this topic to be of "much" or "very much" importance were

all located in areas with access to Reserve Training

Centers. The schools which designated the subject as

"some" value were situated in areas which had no reserve
units. Better than one—half of the instructors commented

in the interview that since students often become eligible

for reserve programs in their sophomore and junior year,

this information should be made available to all senior

high school students.

5. Procedures and Methods for Becoming a Commissioned

 

Officer. With but one exception the instructors indicated
their belief that although this subject was of importance,

it should be handled by the counseling department on an

62

individual basis. They felt that since relatively few of

the students would be going into officers! programs, the

time allotted for this subject could be more appropriately
spent on other important topics. It is interesting to

note that the only school which believed this subject was
important enough to be studied in the DIO class had 95 per
cent of its graduates enrolling in colleges. The instructors
further commented that the Armed Forces representatives
covered this topic briefly and that those students interested
in the Commissioned Officers Program could obtain additional
information at the Recruiting Offices.

6. Choosing a Branch of the Armed Forces in Which to

 

Serve} Most frequently, as reflected in Table V, the
instructors indicated this topic as of "some" importance.
One—fourth submitted that the subject was of "much" value.
One of the 16 respondents felt this topic was of "very
much" importance; whereas, a like number judged it to be
of "little " value.

All of the instructors expressed the belief that this
topic was adequately handled by the Armed Forces representa-
tives in their routine presentations of service information
and that students who desired further detailed information
could contact the recruiters. The instructors also noted
that literature about the various branches of the Armed
Forces is abundant and may be readily obtained at service

recruiting offices.

63

7. The Induction Process and Procedures. The tabu-

 

lated data disclosed that one—half of the responses labeled
this topic "some" importance and one-quarter indicated it
was of "much" value. Although one—eighth of the instructors
signified this subject was of "very much" importance, a

like number reported it as of "little" value.

One of the schools located on the outskirts of Detroit
reported that they made a very important unit out of this
topic. A photographer from the high school followed a
couple of their students through the induction center at
Fort Wayne and took moving pictures of the pupils partici-
pating in the various induction processes. The films were
then used in the DIO course.

Other comments mentioned by the instructors were:
"data on this subject changes often and is difficult to
keep up-to-date," "recently returned servicemen can give
accurate information on this subject," "there are not
enough good films covering this topic," and "since the
induction process is so short, little time should be
allotted for it."

8. Basic Training. The data in Table V revealed

 

that nearly seven—tenths of the respondents judged this
topic to be of "some" value. One-eighth were of the

opinion it was of "much" importance, and a like number held

61+
it to be of "little" value. Only one of the 16 instructors
believed it was of "very much" importance.

Once again the instructors were unanimous in feeling
that this area of study should be covered by Armed Forces
representatives. They also felt that since basic training
changes so often and varies with the different branches of
the service, recently returned servicemen could offer a
more realistic account of the training to the DIO classes.

9. Selection of Service Schools. Slightly over one-

 

half of the instructors indicated this subject was of

"much" value, and nearly two-tenths reported it was of

"some" value. About one—tenth of the respondents felt

the topic was of "very much" importance and the same pr0por-
tion judged it to be of "little" value. Nine—tenths of

the instructors commented that this topic could be best
discussed by Armed Forces representatives and that returning
servicemen could also present accurate pertinent information.

10. Opportunities in the Services Which Are Related

 

to Civilian Occupations. All of the instructors again

 

expressed the belief that this subject is covered ade-
quately by the Armed Forces representatives in their
routine presentation of service information to the DIO
classes and that students who desire further information
can obtain it from Armed Forces recruiting offices. Three
of the respondents felt the students lacked interest in

this subject.

 

65

11. Educational Opportunities in the Armed Forces.

 

The tabulated data in Table V disclosed that the opinions
of the instructors varied as to the value of this topic.
However, nearly nine-tenths felt it was of "some,"
"much," or "very much" importance. Comments mentioned

by the instructors were: "since Armed Forces representa-
tives have the most up—to—date information on this topic,
they should cover the subject in the DIO class," "this
subject should be emphasized so students will not vegetate
while serving in the Armed Forces," "students are hard to
motivate on this subject because they are tired of going
to school," and "best source of information about this
topic is Armed Forces literature and may be obtained

from service recruiting offices."

12. Military Service as a Career. The responses

 

revealed that slightly over one-half of the instructors
believed this topic was of "some" value, whereas slightly
under one—half felt it was of "little" value. None of the
participants submitted the topic to be of "much" or "very
much" importance. It was noted in the comments that all

of the instructors felt that the Armed Forces representa-
tives could cover this topic in their routine presentations
to the D10 classes. It was also noted that the participants
believed students should serve for a period in one of the
branches of the service before deciding on the Armed Forces

8.8 a career.

66

 

13. Benefits Following Discharge from the Armed
Forces. From the data in Table V it can be seen that
approximately six-tenths of the respondents judged this
topic to be of "some" value and about four-tenths indicated
it was of "little" value. None of the instructors indicated
it was of "much" or "very much" importance. The instructors
were agreed that because post-service benefits change so
often, the most appropriate resource persons to discuss
this subject are Armed Forces representatives.

Development of Positive Attitudes Toward Serving in the
Armed Forces.

 

 

In answer to the question "Do you feel that in general
the DIO program aided the students in developing a more
positive attitude toward serving in the Armed Services,"
four-tenths of the instructors indicated "much," whereas
slightly less than this proportion signified "some". Two
of the participants responded "little" and one of the 16
instructors said "very much."

All 16 of the respondents expressed the feeling that
it is very difficult to determine and measure attitudes.
They also noted that their only evaluation of students!
attitudes toward the service was based on student interest
in the D10 class. The majority of instructors also believed

that since developing positive attitudes toward serving in

67
the Armed Forces requires considerable time, the number of
hours allotted for the DIO program should be extended.
Over one-half of the respondents commented that as the
number of men being drafted decreases, the problem of
motivating student interest in the Armed Forces becomes

increasingly difficult.

Methods of Presenting Information

 

The responses, as shown in Table VI, revealed that

the majority of instructors indicated that films were the

TABLE'VI

INSTRUCTOR EVALUATIONS OF METHODS USED TO
PRESENT INFORMATIOE TO DIO CLASSES
(N=l )

 

 

 

Method First choice Second Choice Third Choice
(Percentages)
Lectures 25.0 56.3 18.8
Discussions 18.8 25.0 56.3
Films 56.3 18.8 25.0

 

most effective single method to present information to the
D10 classes. The majority of participants judged lectures
to be the second best single method and discussions were

the third most effective single means of offering information.

68
All of the respondents expressed the belief that no one
method was best in presenting information but that com-
binations (i.e. films followed by discussions, lectures
followed by discussions, etc.) should be utilized. Typical
of the comments given in response to this query were:
"Films can offer information not available in other sources
of information." "Films can cover a large amount of
information in a limited period of time." "students should
be adequately prepared before observing films." "Films
seem to motivate students more than lectures or discussions."
"Individual conferences with students are effective, but
this takes a great deal of time." "ley up—to—date films

should be used in the program.

Times in Which the D10 Program Should Be Provided

 

All of 16 of the instructors indicated that a program
of Defense Information and Orientation should be provided
during a period when the United States is engaged in war
and in times of national emergency; all but one of them
felt that the program should be offered in periods of peace.
Further all of them noted that the programs should be

flexible to meet changing needs and times.

Instructor Evaluations of the Programs as a Whole

 

In answer to the question "how would you evaluate your

DIO program as a whole?" one instructor rated his program

69

"excellent;" four rated their programs "very good;" eight
regarded theirs as "good;" two indicated theirs were
"fair," and one felt that his was "poor." Again the
instructors were unanimous in noting that evaluation of
the programs was very difficult. Methods employed to
evaluate the programs, in order of frequency of mention,
were as follows: (1) student opinions, (2) returning
servicements opinions, (3) teachers! opinions, and
(A) school administrators! opinions.

Approximately five—eighths of the participating schools
made evaluations, but none of them had available records
of the results. Among the comments given by the instructors,
however, were: "More time should be allotted for the DIO
class." "Instructors should be given time for class
preparation." "Information could be more effectively

presented if class was broken down into small study groups."

Additional Comments

 

The last question in the structured interview asked
the instructors to add any additional remarks which would
aid in evaluating the DIO programs. Comments and suggestions
offered by the instructors included:

1. Students should be encouraged to discuss their
Armed Forces plans with their parents.

2. Counselors should present Armed Forces informa~
tion to students who drop out of school before
participating in the DIO program. This could
be accomplished in the exit interview with
students leaving high school.

70

3. The high school counselors can assist the DIO
instructors in handling some of the activities
and functions of the DIO program (i.e. aid
students to understand their abilities and
capacities, aid students who have personal
problems relative to entering the service, etc.).

h. Servicemen home on leave can be utilized
effectively to lecture and lead discussions
in the DIO class.

5. .Attractive and up-to-date infomnation placed
on bulletin boards can stimulate and motivate
interest in the D10 program.

6. DIO students should be encouraged to remain
in touch with their instructors after entering
the service. This would help in keeping up-
to-date the information which should be included
in the program.

7. Since some of the girls in high school are
interested in entering the service, a woman
representative from the Armed Forces should
meet with interested students and present
the pertinent information.

8. Pictures taken of the DIO class and printed
in the local paper can aid in keeping the
public interested in the program.

9. The full cooperation of the high school adminis-
trators is needed if the DIO program is to be
successful.

10. DIO instructors should make periodic visits to
military installations to keep up-to-date on
service information.

student Evaluations of the DIO Programs

As indicated earlier, a sample of the high school

graduates who had participated in the DIO programs and were

now serving or had completed a period of service in the

Armed Services was sent a follow—up questionnaire to obtain

71

their reactions to the value of the program in preparing
them for their service experience. This aspect of the
study was conducted in the spring of 1960.

,A total of 200 student questionnaires were sent out to
students from ten of the 18 pilot schools who agreed to
participate in the survey. One hundred seven, or 53.5 per
cent, were completed and returned. Since the student
questionnaire was similar to the instructor interview
schedule, the data are presented and interpreted in the
same order as in the instructor evaluations. Although
the participants completed all of the check—list sections
of the questionnaire, relatively few of them offered

information in the comment sections.

Evaluations of Topics Studied in the DIO Programs

 

In questions one through 13 of the questionnaire, the
students were asked to evaluate topics studied in the DIO
program in light of their experiences in the military
service. The information submitted by the participants
is summarized here.

1. Selective Service Procedures and Military Obligations.

 

The total responses, as evidenced in Table VII, showed that
29.9 per cent of the students felt this topic had helped
them "very much," and 30.8 per cent believed it was of

"much" value. Only 3.7 per cent of the participants thought

72

 

m.Hm 0.00 N.mm 0.mH mmcsumoocm Dam mmooocm COHDOBUCH one

0.0m 0.0m :.mm 0.0m w>umm on
soficz CH oofi>cmm Ocp Ho cocmcm w mafiwooco

0.0m H.H: 0.0m :.0 - AOOHMCO vmcoammHEEoo
m mafieooom mo mvocpoz 0cm mocsvmoocm
H.NH m.m0 0.H0 0.0m Duane Hchfipwz 0cflusflocH mamcmocm o>cowmm

0.00 H.H: ®.~H m.w mofipfiomamo
Sam mmubufinqq usage mcsucmumamnc: maCUUSAm

m.os 0.0m :.~n m.:m smAumtO acsmm Ao acupmuucm
mo wmmmpcm>6mmHQ 0cm wmmmpcm>u< one

N.m m.mm 0.0m 0.0m mucubmmusno
Sumpfififiz Ucm mmcsvmoocm mofi>pmw m>HpomHOw

AmommpcOocmmv
mfiguwd 6800 £032 £052 >cm> ofiaoh

mofiaoh mo dofipmsam>m

Asouuzv

midmoomm OHQ mmh ZH QMHQDHm mUHmOH m0 mZOHH¢SA<>m HZMQDHm

HH> MAQ<H

73

 

 

H.m: H.H: H.NH m.: 60cchmHQ mafizofiflom mpfiwocom
0.0m H.m: 0.0H 0.0 cwmcmo 6 mm OOH>cOm Acapfififlz Och
m.HH m.m0 ®.H0 m.Hm mofl>nmm Ocp cw mmHDHCBDLOQQO Hmcofipmosvm
®.H0 0.0: 0.0H 3.0 mcoHumasooO amHHH>HO op nonmamm
mc< coficz mmofl>com Ocp CH wofipflcsucoaao
o.jm H.H: 0.6H m.s msoocom m0u>amm no cesoomsmm
3.0m n.0m m.os 0.:H mauafimae Oummm
AwmmwpcOocmmv
333 meow nos: 5:: 05> 038.

mofiaos mo doflpwsflw>m

 

Auwscspcoov HH> mum<a

74

it was of "little" value, and 35.5 per cent deemed it of
"some" importance. .A few of the students commented that
this subject should be made the nucleus of the D10 program
and that more time should be devoted to this area of study.
Several respondents also believed this subject should be
highly organized and details covered more thoroughly.

2. Advantages and Disadvantages of Enlisting or

 

Being Drafted. It was revealed in Table VII that 61.7 per

 

cent of the students judged this topic to be of "much" or
"very much" importance, whereas 38.3 per cent believed it
was of "some" or "little" value. Some of the respondents
felt that the recruiting officers tend to over—emphasize
the importance of enlisting.

3. Students Understanding Their Abilities and

 

Capacities. Only 25.3 per cent believed this subject was

 

of "very much" or "much" importance while 7h.7 per cent
judged it to be of "some" or "little" value. .A few of the
participants felt that results from the screening tests
administered during basic training determined in which
component military personnel will be assigned. A few other
students believed that the services placed personnel on

the basis of need rather than on the basis of ability or
aptitude.

h. Reserve Programs Including National Guards. It

 

was revealed in Table VII that slightly more than one—half

75
of the participants felt this topic was of "very much" or
"much" importance. Thirty—five and five—tenths per cent
of the students judged it to be "some" value, and 12.1 per
cent thought it was of "little" importance. Several
respondents expressed the belief that servicemen who had
participated in reserve programs before entering the
Armed Forces received more desirable assignments and were
promoted more rapidly.

5. Procedures and Methods of Becoming a Commissioned

 

Officer. The tabulated data in Table VII disclosed that
although 29 per cent of the respondents judged this topic
to be of "very much" or "much" value, 71 per cent thought
it was of "some" or "little" importance. The few comments
offered about this topic were that "more time should be
devoted to this subject" and "information in this field
should be kept up-to-date."

6. choosing a Branch of the Armed Forces in Which to

 

S3313. An analysis of the responses showed that opinions
relative to the value of this topic varied considerably.
Twenty-eight per cent of the students felt the subject was
"very" important, whereas 29 per cent thought it was of
"little" value. Twenty and six-tenths per cent of the
participants indicated it was of "some" importance, and

22.h per cent designated it as "little." Several students

noted in their comments that there is little difference in

76
the various branches of the Armed Forces and that the
programs offered are similar. Other students commented
that they had known since childhood in which branch of the
Armed Forces they desired to serve.

7. The Induction Process and Procedures. The data

 

revealed that the majority of respondents judged this
subject to be of "little" or "some" importance. Forty
and two-tenths per cent signified it was of either "much"
or "very much" value. A few of the respondents felt that
in order to understand this topic an individual must
actually go through the induction process.

8. Basic Training. As shown in Table VII, approxi-

 

mately 75 per cent of the returns indicated this topic

was of "little" or "some" value, and only 24.3 per cent

designated it as of "very much" or "much" importance.
comments, listed in frequency of mention, were:

a. This topic is too large to be covered
adequately in the DIO program.

b. An individual must go through the training
to understand it.

c. Basic training procedures change so often
that it is impossible to present a true
picture of the processes.

d. The best way to learn about basic training
is to talk with servicemen who have recently
completed the training program.

e. Basic training information presented by the
recruiters is often misleading and out of date.

f. More time should be spent on this topic.

77

9. Selection of Service Schools. The total responses

 

indicated that the majority of participants felt this
topic was of relatively small importance. Whereas 75.7
per cent of the returns designated the subject as of
"little" or "some" value, only 2h.3 per cent deemed it to
be of "very much" or "much" importance. Approximately
one in ten of the respondents felt that the recruiters
tend to present misleading information relative to the
choice of service schools.

10. Opportunities in the Services which Are Related

 

to civilian Occupations. Although 25.2 per cent of the

 

participants believed this topic was of "very much" or
"much" value, 7418 per cent judged it to be of "some" or
"little" importance. comments offered by the respondents
were that "recruiters present misleading information

about this subject," "the Armed Forces offer very few
occupations which are related to civilian jobs," "more
detailed information should be presented about this topic,"
and "more emphasis should be placed on this topic."

11. Educational Opportunities in the Services. The

 

data showed the responses to this category to be 21.5 per
cent "very much," 31.8 per cent "much," 35.5 per cent
"some" and 11.2 per cent "little." Four per cent of the
participants noted that this topic should be emphasized

and covered extensively in the DIO program.

78

12. Military Service as a Career. As revealed in

 

Table VII approximately 70 per cent of the respondents
believed this topic was of "little" or "some" value,
whereas nearly 30 per cent thought it was of "much" or
"very much" importance. Some of the participants com—
mented that individuals should serve in the Armed Forces
before deciding to become career men.

13. Benefits Following Discharge frmm the Armed

 

Forces. Once again the data disclosed that the majority
of students felt the topic was of "little" or "some"
importance. Only 16.8 per cent judged it to be of "much"
or "very much" value. One in ten of the respondents noted
that benefits offered by the Armed Forces are so few that
the tune allotted for this topic should be devoted to
other subjects.

Development of Positive Attitudes Toward Serving in the
Armed'Forces

 

 

In answer to the question "to what extent did the
D10 program influence you in developing a more positive
attitude toward serving in the Armed Forces," the responses
reflected diverse opinions. Although 25.2 per cent indicated
"very much," 19.6 per cent designated "little." ,Approxi—
mately 30 per cent of the participants felt it had influenced
them "some" and like number believed the program had

influenced them "much."

79

Comments, listed in order of frequency of mention,
were as follows:
1. The DIO course pointed out why young men must
serve in the Armed Forces and to take advantages

of the opportunities offered them.

2. Prepared us for what to expect while serving
and make use of available opportunities.

3. The program prepared us for the change from
civilian life to the military.

h. The DIO course showed us why we should do our
best while serving our country.

5. The DIO class pointed out both the good and
bad sides of the Armed Forces.

6. The program did not change my attitude toward
the service.

Methods of Presenting Information

 

The data in Table VIII reveal that for first choice
the most frequently mentioned methods of presenting defense
information were question—answer (30.5 per cent) and films
(29.h per cent). As second choice the most frequently
indicated methods were lectures (25.3 per cent), question—
answer (22.1 per cent) and films (21.1 per cent). In
third choice the most numerously mentioned methods included
lectures (25.3 per cent), films (18.9 per cent) and class

discussions (17.9 per cent).

TABLE VIII

STUDENT EVALUATIONS OF METHODS USED TO
PRESENT INFORMATION TO DIO CLASSES

 

 

 

(N=107)
First Second Third
Method Choice choice choice
(Percentages)
Lectures 17.9 25.3 25.3
Textbooks 0.0 0.0 7-H
Films 29.h 21.1 18.9
Discussions (class) 6.3 13.7 17.9
Discussions (small groups) 5.3 8.U h.2
Student reports 2.1 1.1 1.1
Question—answers (with former
servicemen) 30.5 22.1 lh.7
Visits to military
installations 8.h 8.h 10.5

 

81

Times During Which the D10 PrOgram should Be Provided

 

The ratio of responses pointed out rather conclusively
that the participants felt a program of DIO should be pro—
vided in periods of war (93.5 per cent "yes" and 6.5 per
cent "no"). As to whether a program should be offered in
peace time, the participants responded 97.2 per cent "yes"
and 2.8 per cent "no." "

Should the DIO program be provided in periods of
national emergency? It was practically unanimous among
the respondents (98.1 per cent "yes" and 1.9 per cent

"no") that a program of DIO should be provided in periods

of national emergency.

students! Evaluations of the D10 Programs as a Whole

 

concerning students! evaluations of their DIO
programs as a whole, the total frequency count showed
11.2 per cent "excellent," 2H.3 per cent "very good,"
35.5 per cent "good," 21.5 per cent "fair," and 7.5 per
cent "poor." The few participants who offered comments on
this question noted that although they felt their DIO
programs were poor, they believed that programs could be

developed which would be beneficial to the students.

Additional Comments

 

The last question of the student questionnaire aSked

the participants to add any further information they felt

82

would aid in evaluating the DIO programs. .A summary of

the comments, listed in order of frequency of mention, is

presented here.

10.

11.

The DIO program is very important and should be
continued in the high school.

more time should be devoted to the program.

Recruiters often present misleading information
and portray an unrealistic picture of the
Armed Forces.

servicemen home on leave are best source of
up-to—date military information. (some of
the students noted on their questionnaire
that they would be glad to talk to the D10
classes.)

It should be emphasized in the DIO class that
the Armed Forces are necessary and that it is
an honor to serve onets country.

The undesirable aspects of the services should
be presented as well as the desirable.

The importance of discipline in the services
should be emphasized in the D10 class.

Ex-servicemen would be employed as instructors
of the D10 course.

students in the D10 classes should be required
to look up Armed Forces information and present
it to the class.

Visits to military installations by the D10
class are an excellent way for students to
learn first—hand information about the Armed
Forces.

More emphasis should be placed on the importance
of taking advantage of the educational opportuni-
ties offered in the services.

One of the students outlined a program of DIO which he

thought should be used in high schools.

CHAPTER VI

SUMMARY, FINDINGS AND CONCLUSIONS, AND
RECOMMENDATIONS FOR FURTHER RESEARCH

The purpose of this chapter is to present a summary
of the investigations made in this study, the conclusions
which seemed justified from observations of the data

obtained, and suggestions for further research.

Summary

The problem. It was the purpose of this investigation:

 

(1) to trace the development of the pilot program from its
inception in 195M through the spring of 1958 for use in

the participating schools; (2) to study the organization

and administration of the Defense Information and Orienta—
tion programs in each of the pilot schools; (3) to obtain
indications of the values of the programs; and (h) to include
in the study information, ideas, materials and resources
which can be utilized by schools in setting up and con—
ducting Defense Information and Orientation programs.

Methodology. Since this study was concerned with the

 

quanitative and qualitative aspects of the Defense Informa—
tion and Orientation programs, adaptations of the descriptive

method of research were employed. The specific methods used

8A
in this study were: (1) the questionnaire, (2) the
structured interview, and (3) analysis of printed material.

In the first year of the pilot program, information
relative to the organization and administration of the
Defense Information and Orientation programs was obtained
from structured reports submitted by the participating
schools at a meeting of DIO school representatives in the
spring of 1955. Data for the years 1956, 1957, and 1958
were gathered by utilization of a questionnaire. In order
to study experimental changes, the same questionnaire was
used each of the three years.

During the spring of 1960 a follow-up study of the
two hundred students who had participated in the Defense
Information and Orientation programs and then served in the
Armed Forces was conducted in ten of the pilot schools.
Opinions relative to the values of the programs were
obtained from 107 of the students by means of a question-
naire.

In order to obtain further indications of the values
of the DIO programs, a structured interview was conducted
with program instructors from 16 of the pilot schools in
the spring of 1960. Questions similar to those asked on
the student questionnaire were asked in the instructor

interview.

85
Findings and Conclusions
Through the personal visitation of each pilot school
and extended interviews with Defense Information and
Orientation instructors, facts and opinions were collected
regarding the organization, administration and values of
the DIO programs. In addition, questionnaires were
utilized to gather data from the instructors and students
participating in the program. .A summary of the general
findings and conclusions are presented.

,A. Organization and administration of the Defense

 

Information and Orientation Programs. Although individual

 

differences were shown to exist among the pilot schools,
the findings summarized here represent a composite of the
various aspects which were studied. Briefly these were:

1. .All of the participating schools conducted their
Defense Information and Orientation programs in the twelfth
grade. Instructors indicated that the senior year was the
most appropriate for the course.

2. The information collected from instructors and
students indicated that in the majority of schools there was
a belief that both girls and boys should be included in the
Defense Information and Orientation program. Five of the
18 participating schools did not include girls in their

courses, however.

86

3. An analysis of the data revealed little uniformity
in the scheduling pattern of the Defense Information and
Orientation Class meetings. The classes in the 18 schools
convened at intervals ranging from daily meetings in seven
of the schools to bi-monthly in one of the schools.

A. The study disclosed that no particular number of
meetings was judged to be optimum by the instructors in
the program. The number of meetings in the pilot schools
ranged from three to forty.

5. The data pointed out rather conclusively that the
schools did not hold any one course as most beneficial for
presenting the Defense Information and Orientation program.
Ten different courses were utilized by the 18 schools to
conduct the programs.

6. .A survey of the responses showed the majority of the
pilot schools utilized teachers with Anmed Forces experi-
ence to conduct the program. With the exception of three
schools, all used ex—servicemen as instructors to teach
the Defense Information and Orientation course.

7. On the whole the data showed that the Defense
Information and Orientation program was approved by students,
teachers and communities. In two of the schools, however,
a few parents and students did express the belief that the
program might be a scheme to recruit personnel for the

Armed Forces.

87

8. Although 16 types of problems in conducting the
program were encountered in the first two years of the
experimental programs, only four problems were listed by
the instructors at the completion of the fourth year.
Eight schools noted they had no problems in the fourth
year of the program. From the evidence offered, it would
seem that through experience the instructors had been able
to resolve many of the problems confronted in the early
stages of the programs.

9. Thirteen of the 18 pilot schools were maintaining
programs after four years of the Defense Information and
Orientation experiment. Since all 13 schools indicated
their programs were worth while, it would seem that in
general the programs developed in the experimental schools
were felt to be of value.

B. Student and Instructor Evaluations of the Defense

 

Information and Orientation Programs. A follow-up study

 

of the opinions of students and instructors as to the
values of the Defense Information and Orientation programs
revealed these findings.

1. The majority of students and instructors felt the
13 general topics studied in the Defense Information and
Orientation programs were of very much, much or some value.

Topics judged by the majority of instructors to be of much

88
or very much value were: Selective Service Procedures and
Military Obligations, Advantages and Disadvantages of
Enlisting or Being Drafted, Understanding Your Abilities
and Capacities, Reserve Programs Including the National
Guard, Selection of Service Schools and Educational
Opportunities in the Services.

Topics believed by the majority of students to be of
much or very much value were: Selective service Procedures
and Military Obligations, Advantages and Disadvantages of
Enlisting or Being Drafted, Reserve Programs Including the
National Guards, Choosing a Branch of the Service in Which
to Serve and Education Opportunities in the service.

2. Approximately four-fifths of the students and
seven-eighths of the instructors felt that the Defense
Information and Orientation program had aided the pupils
in developing a more positive attitude toward serving in
the Armed Forces.

3. In general, the students and instructors judged
the same methods of presenting Defense Information were
most effective. The instructors believed films, lectures
and group discussions, respectively, were most effective,
whereas the students felt question—answer periods, films
and lectures were the most beneficial method of offering

the material.

89

A. Since more than 90 per cent of total responses
of the students and their instructors indicated that a
Defense Information and Orientation program should be pro-
vided in the schools during periods of war, peace and
national emergencies, it would seem that courses developed
in the experimental program were beneficial.

5. The data pointed out quite conclusively that
both instructors and students felt their programs as a
whole were successful. Approximately seven-tenths of the
students and eight—tenths of the instructors indicated their

programs were good, very good or excellent.

Recommendations for Further Research

The pilot study described in this study gives some
reasonable indication that schools might very well institute
some type of program of orientation information for youth
who will be affected by a period of obligated service in
the Armed Forces. With the changes in military demands and
needs for national defense which occur constantly, and with
the termination of Armed Services requirements still in
the future, one of the important research needs at the
present time is an analysis of what should be included at
the present time in such a program and a more rigorous

study of what minimum period of time is required to discharge

90
this function effectively. With the many demands upon
school time, any program such as this one must be justified
in terms of time, effectiveness and appropriateness for

the consumer.

10.

BIBLIOGRAPHY

Donovan, Bernard B. "Military Guidance in the New
York Schools," Bulletin of National Association
of SecondarygSchool Principal, 4T: I38:Iu3,
February, 1957.

 

 

French, Joseph L. "Counseling Prior to Military
service," Journal of Personnel and Guidance,
33: 19—21, September, I954.

 

Hannah, John A. "The Schools! Responsibility in
National Defense," College and university, 30:

 

Hershey, Lewis B. "Hershey Sees Draft As Vital to
Our Strength," The Army Reservist, 5: 10-11,
March, 1959.

"Obligation to Serve in the Armed Forces,"

School Life, 36: 131, June, 195H.

 

Ivener, Martin H. "The High School Graduate -— college
or Military Service?" The school Counselor, h: 31—
3A, January, 1957.

 

Kenyon, Lawrence B. "Program Preparing for Military
Service," Personnel and Guidance Journal, 32:
26-29, SeptEmber,TI953.

 

McCombs, Newell D. "Students Need Better Counseling,"
School Executive, 70: 65, June, 1951.

 

Mills, Eugene S. "Military Service and the High School
Counseling Program," School and Society, 76: 292—
293, November, 1952.

 

Semler, charles E. "Report of the Subcommittee on
Military Information and Orientation," The North
Central Association Quarterly, 28: 298-305,TNO. 3,
January, 1954.

 

 

ll.

12.

13.

1h.

15.

92

schram, Hugh, "Pilot study," A Report on Defense
Information and Orientation Programs in
Eighteen Michigan Schools, published by
Michigan Secondary School Association, April,

1955.

"The Nine-Point Program for secondary
Education and National Security," The Bulletin
of the National Association of secondary School
PrincipaIs, 35f"54I2, May, 1951.

 

 

Wannamaker, Pearl E. "Teaching understanding of
World Tension," School Executive, 70: 52-53,
June, 1951.

 

Yengst, C. M. "Scale for Measuring Adolescents!
Attitude About Induction," Progressive Education,

31; 229—232, May, 195A.

 

, Your Life Plans and the Anned Forces.
Washington, D. C.: AmerTCan counciITOn Education,

195A-

 

APPENDIX A

REPORT OF THE NORTH CENTRAL ASSOCIATION
SUBCOMMITTEE ON MILITARY INFORMATION
AND ORIENTATION

REPORT OF THE SUBCOMMITTEE ON'
MILITARY INFORMATION AND
ORIENTATION

BY
CHARLES E. SEMLER

Reprinted from
THE NORTH CENTRAL ASSOCIATION QUARTERLY
Vol. XXVIII, No. 3, January 1954

 

CHARLES SEMLER, C bairman,1 Benton Harbor, Michigan

Report of the Subcommittee on Mili-
tary Information and Orientation

 

ON APRIL 4, 1952, the Commission on
Research and Service of the North
Central Association of Colleges and
Secondary Schools appointed a new
sub-committee of the Committee on
Current Educational Problems, “to
explore and collect materials which
will be useful in the education of youth
for military service, placing particular
emphasis on the educational experi-
ences which will promote physical,
mental, moral and emotional resources,
that will enable youth to withstand the
impact of military service.”

The Committee felt that its respon-
sibilities under these instructions fell
into four general categories.

I. To make some statement of the
responsibilities of the North Cen-
tral Association and its member
schools in this matter.

2. To find out what is being done in
schools and colleges to assist

‘ The other members of the committee are
Russell Rupp, principal of the Shaker Heights
High School, Shaker Heights. Ohio; Nicholas
Schreiber, principal of the Ann Arbor High
School, Ann Arbor. Michigan; and J. E. Stone-
cipher, director of secondary edumtion for the
schools of Des Moines. iowa.

NOTE: So urgent has this matter become with-
in recent months that the Department of De-
fense turned to the North Central Association
with the request that the Association survey the
educational program of USAF I. In response to
this request, the Executive Committee of the
Association appointed a special committee to
render this service. Printed here is its first report.
Within a few months detailed and specially
prepared materials will be forthcoming—Tm:
Comm-ran.

youth in orienting themselves to
military service.

3. To suggest a few types of pro-
grams which seem to have some
merit in orienting youth to their
probable military service.

4. To make available sources of ma-
terial and personnel which may
aid schools and colleges in imple-
menting any program of orienta-
tion and information which they
may undertake.

For the duration of the Selective
Service Act of 1948, amended and ex-
panded in 1951, every physically and
mentally acceptable young man may
expect to serve his country in one of
the branches of the Armed Forces.
This is a fact which must be accepted
and planned for in mapping out per-
sonal, educational and vocational pro-
grams. Such a statement does not im-
ply a stand for or against a permanent
program of universal military training
but it recognizes a fact with which
secondary schools and colleges must be
concerned if they meet the needs of
their students. The impact of this situ-
ation affects the life plans of both
young men and young women, al-
though in such diflerent ways that
separate programs are in order.

The young men and young women of
today have need of sources of accurate
information, unbiased and objective
judgment, and sympathetic personal
and group counseling to help them

298

gift". it”:

In Mil-
ration

themselves

yrs cf gt-
,0 have 93::
nth to is
rite.
turns of :3-
Tiité [if
:95 in that
: of ore}-

REPORT ON MILITARY INFORMATION AND ORIENTATION 299

take the fact of required military serv-
ice into consideration in their plan-
ning and to use it to the best possible
advantage for themselves and their
country. The high schools and colleges
are agencies that are in the best possi-
ble position to provide for these needs
for all or nearly all youths. Other agen-
cies, such as the home, the church,
friends, and other organized groups,
can give important help, but for the
entire group of youth, the schools can-
not evade their responsibility and
should use their resources in a care-
fully planned program of action. Again,
It must be emphasized that educators
may. deplore the necessity for military
semce, and may or may not approve
many aspects of the situation faced,
but they must deal realistically with
the eXperiences that most of their
students are certain to encounter.

The understandings of our demo-
cratic way of life, and the basic knowl-
edge of communication arts, science,
and vocational skills are not greatly
dlfierent for military service and civil-
am his. Both need the most complete
and well learned skills and knowledge
the students are capable of achieving.
There is not much need, therefore, for
altering the subject matter of such
basic courses as English, social studies,
mathematics, science, and physical
education to serve military needs.
Some applications may be made with
more pointed realism, but few special
courses are called for or recommended.

The appropriate psychological ori-
entation of youth toward impending
military service is the area in which
the schools and colleges may make a
comparatively new and very important
contribution to their students. To make
this contribution calls for the collection
0f tnuch information not commonly
avaIlable for dealing with content, not
feadll)’ organized under familiar head-
lugs, and for assuming responsibilities

which have not regularly been assigned
to schools. It requires caution that the
school remain in the position of inform-
ant, guide, counsellor, and questioner.
It emphasizes the mature responsibility
the student must carry for making
important decisions for himself, but for
making them in the light of accurate,
authentic information, sound thinking,
and careful estimate of the conse-
quences. This Committee recommends
that North Central Association schools
and colleges accept this responsibility.

It will be noted that the Committee
felt that the basic understandings,
skills, and knowledge which schools
and colleges attempt to impart to their
students as useful assets in civilian life
do not difi'er greatly from those needed
for military life. If these do not suffice,
improvement in our present oflerings,
rather than special courses, seem to be
called for. But it is in the field of psy-
chological orientation to impending
military service that schools and col-
leges should make an important con-
tribution to their students.

Many veterans who left high school
before graduation, achieve a soberly
revised attitude toward educational
values and return to civilian life with .a
desire to get a high school diploma if It
is possible. The most natural place for
them to turn to is the high school .In
their home community. The most d18-
heartening response the veteran can
meet is a statement to the effect that,
“We have no program to offer You and
we don’t know anything you can do
about it.” (Such a response encourages
him to alibi to himself in the future

that he “had no chance,” and that his

service duty doomed him to a life-long

educational handicap.) Even though
the school administrator knows that
anything he has to offer or suggest Is
difficult and may not be carriedi to
completion, the veteran lS entitle . to
the chance to try out his determination.

 

300

Many schools are too small to offer un-
usual opportunities, but almost all may
offer encouraging advice or service
along one or more of the following lines:

I. Correspondence study with a col-
lege or university extension ser-
vice which any high school may
accept for credit towarda diploma.

2. Supervised correspondence study
for high school credit, used by
many small schools.

3. Information about a large school
system where vocational courses
are available, even though tuition
must be paid. Veterans’ educa-
tional rights may be used.

4. Information about communities
which may have evening courses
for high school credit.

5. Information about colleges which
will accept as special students
those without high school di-
plomas who can pass certain scho-
lastic aptitude tests.

6. The evaluation of certain training
experiences in military service
which may merit high school
credit and reduce the time neces-
sary to earn a diploma.

7. Readiness to accept USAFI

' courses completed and certified to
the school. The service man who
uses some of his leave to come
back to his high school may be
advised as to the courses which
will be accepted toward his
requirements.

8. Directions to consultants and ad-
visers who can help him outline
his assets and the possibilities of
using his veteran’s benefits so
that he may make his choices on
the basis of accurate and complete
information.

The community which has a junior
college and which ofl’ers terminal edu-
cation courses or a school system which
has adult education courses acceptable

THE NORTH CENTRAL ASSOCIATION QUARTERLY

for high school credit is in a fortunate
position to help the veteran, educa-
tionally. If the high school offers voca-
tional courses suited to the veteran’s
aptitudes and plans, he is likely to find
an easier social adjustment for regular
high school attendance there than in
the more academic classroom situa-
tions. It is necessary to make clear to
the older person enrolling in school
that our secondary schools are essen-
tially for teen-age youth and that the
major social adjustments must be made
by the occasional older person in the
group. It would be helpful if each
school system, or each high school or
junior college, could have at least one
person who is prepared to counsel sym-
pathetically but realistically with re-
turned service men and who could help
them to explore all of the available pos-
sibilities for continuing their educa-
tional progress. The spread of informa-
tion and the number of possible ave-
nues of assistance are great enough that
most schools will find it necessary to
assign the responsibility to individuals
who are willing to spend the time neces-
sary to inform themselves well.

To find out what programs have been
carried on in schools and colleges about
150 high schools and eighty-five col-
leges were contacted through letters
which sought answers to the following
questions.

I. Is there a need for such informa-
tion and orientation?

2. What methods are being used to
fill such needs if they exist?

3. What sources of material are be-
ing used?

4. What kind of personnel is being
employed in the program?

N o attempt was made to secure sta-
tistical data which could be compiled
into tables and graphs. A descriptive
sampling of programs was felt to be
more useful.

.3 a h'rtazé?
tirmi, inf-vi.
Ci.
. l '
"Jl [MES '33:.
l .
' 5 ..
Inc them:
> .Liiffi' iii:
"‘1 '3]? PM"
4' V»! has,
I I .
Inert Inez:-
.:5ra-:i:: 5:322-
“ T» -I '
..359 1.3.2:: lci
715-: ill 9:230:
US if? C“?
an? 3:22:12:
:usttrrizi
650.“; i213
i ;;
'.Ul .1 UL
'll {J‘L‘r‘fili '7'
a: fear is
i - ~
3:355; 94'
t i V
iv W333 .‘r

l 'f'iihli fi.’

REPORT ON MILITARY INFORMATION AND ORIENTATION 301

Most high schools expressed the be-
lief that they had a definite responsi-
bility for orienting their students to
military service. However, there were
a few who stated definitely that they
felt there was no need for such a pro-
gram.

Most of the teaching material used
was that furnished by the military serv-
ices. Many used the Coronet Films,
while others made considerable use of
the material which has only recently
been published by educational writers
for this specific purpose. A great deal of
use was made of military personnel and
teachers who are veterans. None men-
tioned that they were doing much spe-
c1fically to help those who do not join
the military services, especially girls, to
meet the social problems created by
such service.

A study of the replies of these schools
and colleges reveals that the following
types of programs are being used with
a considerable degree of success. It
should be pointed out that in many
schools some elements of several of
these are being used.

I. In a few high schools separate
courses have been organized.
Usually these courses are elective
for senior boys. They vary in
length from relatively few meet-
ings to a full semester of five days

. per week. In most cases the re-
sponsibility for the organization
of the course rests with the guid-
ance stafi, but the actual teaching
is done by persons deemed best
qualified for the particular phase
of the program under considera-
tion.

2. In a larger number of high schools
the content of courses already
established has been modified to
include military information and
orientation. In most cases these
courses have been in the fields of

social study or physical education.
This modification has usually
been accomplished in one or both
of two ways. In some cases a unit
on military information and ori-
entation, quite distinct from the
remainder of the course has been
introduced. In other cases the
emphasis and general content of
the course has been modified and
redirected to take into account
this new objective.

3. By far the greater number of high
schools which replied are making
their efiorts in this field a part of
their organized guidance program.
This expansion is accomplished in
a variety of ways. In nearly all
schools the probability of military
service for the student is taken
into account in the individual
counseling procedures. Oppor-
tunities are provided to inform
and counsel students as to their
military service on a group basis.
In some cases parents are urged or
invited to participate in these pro-
grams. In many schools impend-
ing military service has become
an important part of Career Day
programs. It should be pointed
out that most schools do not rely
on any one of these procedures
for the efiectiveness of their pro-
gram but use a combination of

several of them.

Regardless of the method of organi-
zation of the program in these schools
there is a good deal of agreement on
what sort of information, counsel and
training should be provided. The fol-
lowing items seem to appear most often
in the programs of these particular high

schools.

3. Schools attempt to keep students
informed concerning the detailed
operation of Selective SerVice as it
afiects them: when they must

 

302

THE NORTH CENTRAL ASSOCIATION QUARTERLY

register, how they fill out their
questionnaire, how they are classi-
fied, what tests and examinations
they will be asked to take, etc.
They also attempt to keep their
students advised as to the latest
policies of Selective Service on
both national and local levels as
to quotas, deferments, and the
like.

. The opportunities for enlistment

in the various services form an
important part of the program of
most schools. Whether students
should enlist or wait for Selective
Service induction is a question on
which most boys seek advice and
counsel.

. The question as to whether boys

should perform their military
service immediately upon com-
pletion of their high school pro-
grams or should ask for deferment
in order to complete their college
and professional training is an im-
portant one. Closely allied with
it are the opportunities offered in
colleges through ROTC and other
programs for either general or
specific training for military serv-
ice before induction into the
services.

. Most schools attempt to provide

all possible information which
students may find helpful in
selecting the branch of service in
which they would like to serve.

. The opportunities for instruction

in the services, particularly that of
a vocational nature, which may be
useful in later civilian life, are of
great interest to all boys as they
look forward to their military
service.

Several schools indicate that they
are placing increased emphasis on
their health and physical educa-
tion programs in order to increase
the physical fitness of their stu-

dents for future military service.
g. Perhaps the most important func-
tion which these schools indicate
they are attempting to perform
through their programs of pre-
induction counseling and informa-
tion is to help their students
adopt and maintain a rational
and objective attitude toward
such service, and to relieve them
of the emotional tensions which
seem to be present in the minds of
many of them. Indeed it should
be pointed out that this psycho-
logical balance is the final objec-
tive of all such programs. Basic
to this concept is the philosophy
that ignorance and uncertainty
breed tensions and worry, and
that they can be relieved only by

accurate information, sympa-
thetic understanding, and wise
counseling.

h. Nearly all schools indicate that
they are making greater efforts to
help their students understand
present world tensions and prob-
lems and the necessity for keeping
our country strong—economi-
cally, morally, intellectually, phys-
ically and militarily—so that we
may defend ourselves against
actual physical attack or ideolo-
gies foreign to our way of life.

The problem of the college student
with regard to military service is difier-
ent from that of the high school stu-
dent. Responsibility for military serv-
ice for most college students is not a
thing of the future. Most of them are
immediately responsible for such serv-
ice and are being permitted to forego
it temporarily and remain in college
so that they will be more valuable to
their country when they are called
upon to render that service. The re-
ports received from colleges indicate
that they recognize this difierence and

 

REPORT ON MILITARY INFORMATION AND ORIENTATION

that they have premised their pro-
grams on this recognition.

Practically all colleges which replied
to our inquiry expressed a grave sense
of responsibility to their students in
this field. In most cases their programs
were highly individualized and were
being handled through their guidance
and counseling services. The following
general objectives seemed to be present
in most of the college programs.

1. Make the student aware of the
factors underlying current world
tensions and conflict, and impress
upon him his moral and patriotic
duty to render that service which
is necessary to protect and per-
petuate the blessings of freedom
and democracy which he enjoys.

2. Keep the students constantly in-
formed as to current Selective
Service and military service regu-
lations and opportunities.

3. Assist him in keeping himself
constantly advised as to his own
status as far as Selective Service is
concerned.

4. Create an atmosphere and per-
sonal attitudes which will help
students rid themselves of a sense
of insecurity and tension.

5. Provide programs such as ROTC
which will give students an op-
'portunity to train themselves
directly for military service.

6. Help students to continue their
educational programs as long as
possible before entering military
service.

As stated above, inquiry was made
of eighty-five colleges. Sixty-five re-
plied. They represented all types of col-
lege and university organization. All
who replied indicated that they were
carrying on some type of orientation
program relative to military service.
About three-fourths of these indicated
that such programs were part of their

 

303

guidance and counseling service. The
other one-fourth reported some other
type of organization.

Perhaps the most valuable service
which the North Central Association
can render in this field is to list some of
the sources of materials which are
available in this field. The most pro-
lific source is the military services
themselves. Millions of dollars have
been spent by the military services to
prepare this material and in most cases
they have done an excellent job. How-
ever, schools and colleges should con-
stantly keep in mind that with few ex-
ceptions this material was not prepared
for an unbiased orientation and infor-
mation program such as most schools
and colleges contemplate. Most of this
material was prepared for one or two
specific purposes: I. To encourage en-
listment in a specific service. 2. To as-
sist in the training program after en-
trance into the service. However, much
of this material is valuable for pre-
induction orientation of this purpose
and background is recognized and
taken into account. Most of the ma-
terial is available at little or no cost.

Recently some very excellent ma-
terial has been prepared by educational
writers and by schools and colleges
themselves.

In the list which follows no attempt
has been made to evaluate any of this
material, nor has any attempt been
made to include all the valuable ma-
terial that is available. Rather it is an
attempt to furnish a descriptive list of
sufficient comprehensiveness to be
valuable to any school interested in
such a program.

BEFORE YOU ARE DRAFTED.
A Guide for Young Men of Selective
Service Age—Army, Navy, Air Force,
Marines, Coast Guard. Greenberg
Publisher, New York, 1951. This book
gives complete and concise information
on draft regulations and procedures

304

and the opportunities offered in the
Services for education and promotion.
It also furnishes information on the
status of both high school and college
students.

STUDENTS AND THE ARMED
FORCES. Department of Defense,
Armed Forces Information and Educa-
tion Division. United States Govern-
ment Printing Office, Washington,
1951. This is an excellent source book
of information about the various
branches of the Armed Services. It dis-
cusses draft and enlistment procedures
and contains examples of the various
forms used. It describes the educa-
tional, vocational, recreational, and
moral opportunities and responsibili-
ties of members of the Armed Services.

YOU AND SELECTIVE SERV-
ICE. A Statement prepared by the
Indiana Association of Collegiate Reg-
istrars and Admission Officers, William
White, Secretary, Purdue University,
West Lafayette, Indiana, 1952. This is
a very fine presentation in brief and
concise form of selective service regula-
tions and procedures as they affect
students and their educational pro-
grams, particularly on the college level.

YOU AND THE DRAFT. William
S. Vincent and James E. Russell, Science
Research Associates, 57 W. Grand
Avenue, Chicago, 1952. This not only
describes concisely and clearly the
mechanics of selective service and the
opportunities offered by various
branches of the military service, but it
also is a splendid presentation of the
background of present world conflicts
and tensions. It is a rational and sensi-
ble discussion of a citizen’s obligations
and responsibilities to his country
which should do much to help a young
man orient himself to impending mili-
tary service.

CORONET INSTRUCTION
FILMS: ARE YOU READY FOR
SERVICE? Coronet Building, Chi-

THE NORTH CENTRAL ASSOCIATION QUARTERLY

cago. This is a series of fourteen films
designed to assist citizens in general
and young men in particular to adjust
themselves to the necessity of military
service. Teaching guides and outlines
are available. They stress the obliga-
tions of citizenship; the need for physi-
cal, mental and moral adjustment to
military service; life in the military
services; and the basic conflict be-
tween democracy and Communism.

COUNSELING HIGH-SCHOOL
STUDENTS DURING THE DE-
FENSE PERIOD. Leonard M. Miller,
Office of Education. United States
Government Printing Office, Washing-
ton, 1952. This little booklet is a good
one for high school counselors and
teachers to have. It contains valuable
information and suggestions for the
counseling of youth in relation to
military service.

HOW TO GET AHEAD IN THE
ARMED FORCES. Reuben Horchow,
Doubleday & Co., Garden City, New
York, 1951. This down-to—earth prac-
tical discussion on how to get along
in the Armed Forces contains tips for
recruits, how to take tests and do well
in interviews, how to win promotions,
how to get the assignments you want
and how to make military training pay
off in later civilian life.

CATALOG OF ARMED FORCES
INFORMATION MATERIAL. De-
partment of Defense, United States
Government Printing Ofice, Washing-
ton, 1950. This is a catalog of informa-
tional and teaching material available
through the Armed Forces. It includes
pamphlets, motion pictures, posters
and radio programs on a great variety
of subjects directly and indirectly re-
lated to service in the Armed Forces.

OCCUPATIONAL HANDBOOK
OF THE UNITED STATES AIR
FORCE. Headquarters, United States
Air Force, the Pentagon, Washington,
1951. A handbook giving detailed in—

REPORT ON MILITARY INFORMATION AND ORIENTATION 305

formation concerning the many careers
open to men in the Air Force and the
qualifications and preparation neces-
sary for these jobs.

UNITED STATES NAVY OCCU-
PATIONAL HANDBOOK. Bureau of
Navy Personnel, Washington, 1950.
A handbook giving detailed informa-
tion concerning the many careers open
to men in the Navy and the qualifica-
tions and preparation necessary for
these jobs.

NROTC BULLETIN OF INFOR-
MATION. College Training Program
for class entering 19 5 3. Bureau of Naval
Personnel, Department of the Navy,
Washington, 1952. This bulletin sets
forth the latest information concerning
the training programs of the N ROTC
and the requirements and procedures
for admission.

Certainly no one can predict what
effect the Korean armistice will have on
the responsibility of youth for military
service. Perhaps the only thing that
can be safely predicted for our current
international and military situation is
that it is constantly and rapidly chang-
ing from day to day. If schools and col-
leges are to be of service to their stu-
dents in this rapidly changing world

they must be ever alert to it and be
ready and willing to change and adjust
their programs to keep them abreast of
the current needs of their students.

Two other statements can also prob-
ably be safely made in light of the most
recent happenings: 1. Until more per-
manent and satisfactory international
agreements are possible the need for
military service for most youth will
continue. 2. Under present interna-
tional and military conditions the task
of maintaining a healthy and whole-
some morale among youth in the mili-
tary service and those who face such
service, which is good both for the na~
tion and for the individual, is a very
difficult one. In times of active cam-
paigns toward definite objectives it is
fairly easy to maintain military and
civilian morale. But in times of uncer-
tainty and indefinite activities and ob-
jectives morale may easily deteriorate.

In the presence of these facts there is
little doubt that schools and colleges
face a continuing and increasingly dif-
ficult problem in this field of military
orientation and information. It is a
time to revise and review such pro-
grams but not to drop them.

 

   

   

 

 

 

9H

 

.APPENDIX B

PILOT SCHOOL COMMITTEE MEMBERS, SCHOOLS
PARTICIPATING IN THE PROGRAM, AND
LOCATIONS OF 1953 REGIONAL MEETINGS

96

MICHIGAN SECONDARY SCHOOL ASSOCIATION DEFENSE
INFORMATION AND ORIENTATION COMMITTEE

The committee members included: Charles Semler,
Benton Harbor; C. E. Frazer Clark,Mumford High School,
Detroit; Roy Larmee, Waterford Township High School;
Mahlon Moore, Midland; Donald Gill, Hastings; Eugene
Randall, Ithaca; Robert Nunn, Melvindale; Glenn Smith,
State Department of Public Instruction; E. Dale Kennedy,
Executive secretary MSSA; Carl Horn, Michigan State
university; Captail Robert w. Lundquist, State Selective
service; Col. Henry J. Y. Moss, chief, Education Division,
Office of Armed Forces Information and Education, Department
of Defense; Nicholas Schreiber, Ann Arbor, Chairman.

The Permanent Committee included all principals of

 

the pilot schools.

Steering Committee: Carl Horn, Dale Kennedy, Glenn Smith,
and Nicholas Schreiber.

Director of the Project: Carl Horn, Michigan State universihr.

97

 

 

 

Copgfiam .m .m maooz doflzmz id Ucwfivfiz NH

aoxmm vam:om Hfimpcwm odomsm m momsz HH

mask: .3 .m mooao> Hfizm <. Hmppcoo pcfiam OH

Copponpom kom cchomsm cfi>Hm2 m wwwamm cameo pwmm m

aofim ocmfizm amfiomaz Com _< chmpwmm mcfimfiaq @

xocszom EmfiHHHB smegma kom ¢. mangSQH whomaopmz m

wxcm: .< wfiaaoz zopawm pogo m mHHH>w>awz b

Hflmcopfiz .o .w amHEom mmfinmzo _¢ nonnmz Condom m

mama .z .4 HHHO UHmCQQ m mmcfipmmm :

kwufim xomw pmofimazom mmaocofiz .¢ pooh< CQ< m

mcm>m .Q namzofim dcsz phenom m mHmUcH>HmZ N

:mmcflchQ aszph< xnmflu .0 powwow d. paoapmm «phages: a
ucmucmpcficoadm Hmafiocflam mmmfiu Hoozow *COHmmm

wz<moomm ZOHH<HzmHmO Qz<
ZOHH<EmOmzH mmzmmmm mom QMHOmgmw wqoomom 30H: HOqu

98

.wdofimom CofimeSUm cwmfinofiz map 0p whommm

Iasl
so

 

 

meoah .3 snow poppsw .m .3 O Uamfimoxw3 wfl
cmEp333 .2 .3 33o33pom .w .3 m opposvnmz NH
c3333 mmom modam .3 .3 m mfiamz mom pfidmm 03
nofipfiaw .0 .3 cprpsg Cmapm3 m kmxmopom m3
LoHBmd .3 .m UcmHMLsm mango .mp2 Q Ucmfimg :3
cmEpoz .H .0 nodmmmz Hnmm o kpfio poem m3
“dopampcfiaoasm Hmafiocfiam mmmfio Hoocom *COHmmm

 

DATES AND PLACES or 1953 REGIONAL MEETINGS

99

 

 

 

 

 

Regffifis SchEoIs Respon—
Date Place Included sible for the
Meetings

April 18 Lansing Eastern H.S. 8 Lansing Eastern

April 19 Kalamazoo Central H.S. A, 5 Hastings, Benton
Harbor

April 20 Ann Arbor High School 3 Ann Arbor

April 21 Waterford Township

(Pontiac) 6, 7 Marysville,

Waterford

,April 22 Mumford, Detroit 1, 2 Mumford, Mel-
vindale

,April 25 Marquette High School 16,17, 18 Sault Ste. Marie,
Marquette, Wake—
field

April 26 Higgins Lake 12, 1h, 15 Midland, Leland,
Petoskey

April 27 East Grand Rapids H.S. 9, 13 East Grand
Rapids, Reed
City

April 28 Flint Central H.S. 10, ll Flint Central,

Ithaca

 

APPENDIX C

THE PILOT SCHOOL QUESTIONNAIRE

lOl

DIO INFORMATION FOR SCHOOL YEAR

School

 

In what grade or grades is the DIO course taught?

Are girls and boys included in the program?

 

How often does the class meet? (i.e. daily, weekly,

monthly, etc.)

 

Number of meetings held

 

In what course is DIO being taught? (English, History,

etc.)

 

Has the DIO instructor served in the Armed Forces?
What general topics or units of study are covered in

the DIO course?

 

 

 

 

 

 

 

 

 

10.

11.

102

 

k.

 

what instructional aids are being utilized in the program?

 

 

 

 

 

f.

 

g.

 

What resource people are being used in the program?

 

 

 

 

 

In general do the following groups approve or disapprove
of the program?

a. Students

 

b. Teachers

 

c. Community

 

What problems are being encountered in connection with
the D10 program?

a.

 

b.

 

12.

13.

103

 

 

 

 

g.

 

Has an evaluation of your program been made?

If answer is yes, what type of evaluation?

 

 

 

Do you feel your program is worth—while?

 

 

 

APPENDIX D

STUDENT QUESTIONNAIRE

105

STUDENT QUESTIONNAIRE

Listed below are some statements and questions relative
to the Defense Information and Orientation program in which
you participated in high school. In items 1 through 13 are
listed various topics and subjects covered in the DIO course.
Indicate by placing a check in the appropriate box, how
much the DIO program assisted you in understanding and
preparing for military service. Please fill in any comments
on the various topics you feel would further aid us in
evaluating the D10 program. If additional space is needed
write on the back of the sheet.

1. How much did the DIO program help you in understanding
selective Service Procedures and Military Obligations?

E:::I Very Much I I Much E:::I Some I ILittle

Comments

 

2. How much did the DIO program aid you in understanding
the Advantages and Disadvantages of Enlisting or Being
Drafted?

[:3 Very Much E: Much [:3 Some I: Little

Comments

 

HOW'mUCh did the DIO program help you in Understanding
Your Abilities and Capacities?

[:3 Very Much I::I Much [:1 Some E: Little

Comments

 

h. How.much did the D10 program help you in understanding
the Reserve Programs including the National Guards?

:I Very Much I I Much :3 Some I:I Little

Comments

 

5. How much did the D10 program help you in understanding
Procedures and Methods of Becoming a Commissioned Officer?

[:::] Very Much I I Much I I some I I Little

Comments

 

10.

ll.

12.

106

How much did the D10 program help you to decide in
Which Branch of the Service to Serve? .

[:::I Very Much I I Much I I Some I I Little

Comments

 

How much did the DIO program help you in understanding
the Induction Process and Procedures?

[:::I Very Much I I Much I I Some I:::] Little

Comments

 

How much did the DIO program help you in understanding
about Basic Training?

[:::I Very Much I ”I Much I Some [::3 Little

Comments

 

How much did the D10 program help you in understanding
the Selection of Service Schools?

:3 Very Much E: Much [:3 Some I I Little

Comments

 

How much did the DIO program help you in understanding
the Opportunities in the Service Which Are Related to
civilian Occupations?

I: Very Much [:3 Much E:I Some [:I Little

Comments

 

How much did the DIO program help you in understanding
the Educational Opportunities in the Service?

[:1 Very Much :1 Much :1 Some E: Little

Comments

 

How much did the DIO program help you in understanding
the Military Service as a Career?

:3 Very Much [:1 Much I I Some I: Little

Comments

 

13.

1h.

15.

16.

107

How much did the DIO program help you in understanding
the Benefits Following Discharge?

E I Very Much I l Much I Some l I Little

Comments

 

To what extent did the DIO course influence you in
developing a better or more positive attitude toward
serving in the Armed Forcesz

:I Very Much . I Much-I I Some [:3 Little

Please explain how

 

which three methods of presenting DIO information do
you feel were most effective. Indicate their relative
importance by marking l, 2, and 3 in the boxes.

a. Lectures

b. Textbook reading
c. Films

d. Slides

Class discussions
Small group discussions
student reports

Question-answer session with former students
who served or are serving in the Armed Forces

Visits to military installations

UDUUDUUDU

Others

 

Do you believe that the DIO program should be provided
in the school during:

War time Yes NO

Peace time Yes No

 

 

National emergency Yes No

17.

18.

108

In light of your experience in the Service, how would
you evaluate the DIO course as a wholez

: I Excellent I I Good I:::] Poor
[:::I Very good I I Fair

Please add any further comments or suggestions you feel
would help us to evaluate the DIO program.

 

 

 

 

APPENDIX E

INSTRUCTOR INTERVIEW SCHEDULE

llO

DIO INSTRUCTOR INTERVIEW SCHEDULE

Below are listed the general topics studied in the
DIO programs. Please comment on the weakness, strength,
problems encountered, value, etc., concerning each of the
topics.

1. Selective Service Procedures and Military Obligation

 

 

 

 

 

In general, what value would you place on this topic?
Very Much Much Some Little I
2. The Advantages and Disadvantages of Enlisting or Being

Drafted

 

 

 

 

 

In general, what value would you place on this topic?

Very Much Much Some Little

Ill

3. students understanding Their Abilities and Capacities

 

 

 

 

 

In general, what value would you place on this topic?
Very Much Much Some Little ‘

h. Reserve Programs Including National Guard

 

 

 

 

 

 

In general, what value would you place on this topic?
Very Much Much Some Little

5. Procedures and Methods of Becoming a Commissioned Officer

 

 

 

 

 

In general, what value would you place on this topic?

Very Much Much Some Little

112

6. Choosing a Branch of the Service in Which to Serve

 

 

 

 

 

In general, what value would you place on this topic?
Very Much Much Some Little

7. The Induction Process and Procedures

 

 

 

 

 

 

In general, what value would you place on this topic?
Very Much Much Some Little 1

8. Basic Training

 

 

 

 

 

 

In general, what value would you place on this topic?

Very Much Much Some Little

113

9. Selection of Service Schools

 

 

 

 

 

 

In general, what value would you place on this topic?
Very Much Much Some Little ’
lO. Opportunities in the Service Which Are Related to

civilian Occupation

 

 

 

 

 

 

In general, what value would you place on this topic?
Very Much Much Some Little

11. Educational Opportunities in the Service

 

 

 

 

 

 

In general, what value would you place on this topic?

Very Much Much Some Little

12.

13.

1h.

1114

Military Service as a Career

 

 

 

 

 

 

In general, what value would you place on this topic?
Very Much Much Some Little ‘

Benefits Following Discharge

 

 

 

 

 

In general, what value would you place on this topic?
Very Much Much Some Little l

Please comment on whether you feel that in general the

DIO course aided the students in developing a more

positive attitude toward serving in the Armed Forces

 

 

 

 

What degree of influence do you feel it had?

Very Much Much Some Little

15.

16.

17.

115
Please comment on the effectiveness of die various
methods of presenting DIO information (i.e. films,

lectures, discussions, etc.)

 

 

 

 

 

Which three methods do you feel are most effective?

(In order of importance)

 

 

 

 

Do you believe that the DIO program should be provided

in the school during:

 

War time Yes No
Peace time Yes No
National emergency Yes No

How would you evaluate your DIO program as a whole?
Excellent Good Poor
Very good Fair

Comments

 

 

 

 

 

116

18. Please add any further comments or suggestions you

feel would aid in evaluating the D10 prOgrams

 

 

 

 

 

 

 

 

 

 

APPENDIX F

PAMPHLETS, BROCHURES, AND BOOKLETS AVAILABLE FOR USE
IN DEFENSE INFORMATION AND ORIENTATION PROGRAMS
AND SOURCES OF MOTION PICTURES USED IN THE PROGRAMS

118

PAMPHLETS, BROCHURES AND BOOKLETS

THE UNITED STATES AIR FORCE
Graduate, Then Fly with the USAF. Recruiting Offices.

 

1953. This booklet explains the mission, history, heritage
and aviation cadet program in the USAF. no pages.

The Jet Air Age and Your U. S. Air Force. Recruiting

 

 

Offices. 1954. A booklet explaining the Air Force commands
and opportunities in the USAF. 31 pages.

Occupational Handbook Bf the United States Air Force.

 

 

Recruiting Offices. 1960. A manual for vocational guidance
counselors and air force personnel officers. It details
information concerning career fields open to air men (both
men and women) and shows the relationship between military
and civilian education and careers. 190 pages.

United States Air Force Academy. Recruiting Offices.

 

Annual. A catalog which explains the mission, entrance

requirements, etc., of the USAF.Academy. 50 pages.

THE UNITED STATES ARMY

 

Airborne. Recruiting Offices. 1954. This booklet
tells the mission, duties, etc., of the Army paratroopers.
21 pages.

The Army School Catalog. Department of the Army, The

 

Adjutant General--Publication Branch, Pamphlet Number 20—21,

119
June, 1953. Available to Guidance Personnel.

The Army and Your Education. Recruiting Offices. 19Sh.

 

A booklet describing the educational opportunities offered

to soldiers in the Army. 17 pages.

 

The Army Talks £3 Youth. Recruiting Offices. 1954.

 

A unit of study for high school students. 23 pages.

Occupational Handbook -- U, E! Army. Recruiting Offices.

 

1960. This is an outline and discussion of Army Career
Fields. Is useful for civilian guidance counselors and
students. 19h pages.

Opportunities Ahead. Recruiting Offices. 195h.

 

Describes career opportunities available in the Army. 16 pages.

Straight Talk About Staying in School. Recruiting

 

Offices. 1952. Describes career opportunities available in
the Army. 16 pages.

U. S. Army Technical Schools. Recruiting Offices.

 

1960. Lists more than 100 courses for soldiers and 2S technical
schools with descriptions of each. ES pages.

United States Military Academy —- Catalog. Recruiting

 

Offices. Published Annually. The official catalog of the
United States Military Academy, West Point, N. Y.

Your Career in the U. S, Army. Recruiting Office. 1952.

 

Summary of Army occupations. 21 pages.

120

THE UNITED STATES COAST GUARD

 

A Career Service. Recruiting Offices. 195h. A

 

bulletin which contains information of value in relation
to civilian careers and education. 25 pages.

Take A Look At Your Future. Recruiting Offices. 1957.

 

 

 

A semi-catalog of the United States Coast Guard Academy,

New London, Connecticut. 67 pages.

THE UNITED STATES MARINE CORPS

 

.A Guide 33 Occupational Training. Recruiting Office.

 

 

1960. A booklet designed to be used as an aid to young
men interested in the opportunities offered to them in the
Marine corps. ES pages.

,A Leader Among Men. Recruiting Office. 1957. This

 

booklet has been prepared to describe the traditional train-
ing and the career opportunities of the united States Marine
Corps officer. 29 pages.

The Making Of A Marine. Recruiting Offices. 1957.

 

The purpose of this booklet is to interpret how a recruit
becomes a Marine and how a boy becomes a man. 23 pages.

U. 8. Marine Programs. 1957. A booklet designed to

 

help answer any questions young persons might have about
the united States Marine corps. It also encourages them to
remain in school until graduation before joining any branch

of the service. R8 pages.

121

The Marine corps Offers You. Recruiting Offices.

 

Describes opportunities and advantages offered to men who

join the Marines. 33 pages.

WOMEN _I_N_ THE ARMED FORCES

 

 

Careers For Women in the Armed Forces. Recruiting

 

 

Offices. 1955. Prepared for use of students, teachers,
librarians, and counselors. R6 pages.

Fashioned For You. Recruiting Offices. 1955. Explains

 

the training of the WAC and gives a comprehensive description
of the various pieces of wearing apparel which they are
issued. 1h pages.

Four Futures. Recruiting Offices of the services.

 

195R. Describes the various professions available in the
Armed Forces. 17 pages.

Share A Proud Tradition. Recruiting Office. 1958.

 

 

A booklet describing the opportunities for a woman in the
United States Marine Corps. 1h pages.

U, S, Navy Career Woman. Recruiting Office. 1953.

 

A story of the Waves. 28 pages.

U. S. Navy Occupational Handbook for Women. Recruiting

 

Offices. 1960. A manual for civilian guidance counselors,
schools, librarians, employment and youth agencies. An
analysis of Navy careers. 88 pages.

Woments Army Corps. Recruiting Offices. l95h. Describes

 

the life of a WAC and how to join up. 1h pages.

122

Women in the Armed Forces. Armed Forces Talk

 

(Number R25), Department of Defense, Office of Armed Forces
Information and Education, Washington, D. C., November,
1952. This bulletin reviews the history of womenls military
service, gives a brief account of each of the women's com—
ponents, and discusses the principal duties performed by

our Armed Forces women.

Your Daughterls Role in Todayts World. Recruiting

 

 

Offices of the various branches of the Armed Forces. 1955.
What every parent should know about opportunities for

women in the Armed Forces. 11 pages.

ADDITIONAL SOURCES OF INFORMATION

 

 

.Accreditation Policies for Educational Experiences £2.

 

the Armed Services. Available through American Council on

 

Education, Washington 6, D. C. Bulletin No. 3, 1953. Single
copies available on request.

Builders 3f Faith. Recruiting offices of the various

 

branches of the Armed Forces. 1955. The moral and spiritual
responsibilities of religious leaders...and citizens of all
faiths...to young Americans in today's world. 17 pages.

Counseling High School Students During the Defense

 

Period. 1952. For sale by the Superintendent of Documents,
U. 5. Government Printing Office, Washington 25, D. c.
Price 25¢. 3R pages.

Life of the Soldier and Airman. A monthly magazine

 

 

issued under the direction of the Adjutant General of the

123
.Army in the interest of recruitment for the Army and Air
Force and as a source of useful information for education
institutions, libraries, civic and fraternal organizations,
editors and others interested.

Military Guidance in_Secondary Schools. Available at

 

 

Army Recruiting Offices. 1956. A booklet that provides an
over-all view of the problems of military guidance and
suggests many practical ways of incorporating military
guidance services and practices into the guidance and
educational program. The booklet also gives, in brief
condensed form, the essential facts concerning Selective
Service regulations and various military options and suggests
other sources of information pertaining to educational and
vocational training opportunities in the Military Depart-
ments. 37 pages.

Occupational Outlook Handbook. Bulletin 998, United

 

States Department of Labor, United States Government Print-
ing Office, Washington, D. C. 1951. This handbook contains
employment information on R33 key jobs in the five major
occupational fields. It also lists career fields for the
Air Force, Army, and Navy. An excellent guidance manual

on vocational information.

Opportunities for the continuation pf Education in the

 

 

Armed Forces. American council on Education, Washington 25,

 

D. C. 1951. A report on the United States Armed Forces

Institute evaluation study. 72 pages.

12R

Students and the Armed Forces. U. 8. Government Print-

 

ing Office, Washington 25, D. c. 1952. use. .A book of
information on the five Armed Forces. It includes explana—
tion of selective service, enlistment, and opportunities
for education in the service. 88 pages.

Things I_Never Would Have Learned at Home. William C.

 

 

Menninger, M. D. Written in Readerts Digest in 195R. Copies
may be obtained at Army Recruiting Offices. Free. R pages.

,An article on the positive side of military life. Is inter-

esting reading for high school students.

You Dontt Stop Learning. Recruiting Offices of the

 

various branches of the Armed Forces. 1953. A brief
description of educational opportunities in the Armed
Forces and the rewards in the service for educational
achievement. 15 pages.

Your Life Plans and the Armed Forces. .A book prepared

 

under the direction of the Defense committee of the North
Central Association of colleges and Secondary Schools. 1955-
Presents information to assist young men and wmnen in
setting up educational and vocational goals. An excellent
book for use as a text in high school Defense Information
and Orientation programs. May be obtained from American
Council on Education, 1785 Massachusetts Ayenue, N. W.,
Washington, D. C. 1R9 pages. Book costs $2.00 per copy.

Teachers Handbook 60¢ per copy.

125
MOTION PICTURES

General interest films, in the area of military train-
ing produced by the various branches of the Service, are
available on free loan, or public purchase plan. For
information write to Pictorial Branch, Office of Public
Information, Department of Defense, Washington 25, D. C.

"Are You Ready For Service" is a unique and dramatic
series of fourteen films designed to help guide young
people who may have to face the difficult task of
civilian-to-military adjustment. The films were produced
by Coronet Films, Coronet Building, Chicago 1, Illinois,
and may be obtained through the Michigan State university
Film Service.

The "Are You Ready For Service" films may be used
individually or in a series, fonning the nucleus of an
entire semesterts or quarterts academic course. Each title
is one reel in length and is available in black and white
only. Titles are grouped in logical sequence.

Group I
What Itts All About
Your Plans

Service and Citizenship

126
Group 11
Starting Now!
Getting Ready Physically
Getting Ready Emotionally
Getting Ready Morally

Group III

 

The Nation To Defend
what Are The Military Services
'When You Enter Service
Military Life and You

Group IV
Communism
Your Investment In The Future

Why You?

f? I“. 1"“

o 1 g
S .

.....ii' USE 8le