Skip to main content

Full text of "School patrols for traffic safety"

See other formats


SCHOOL  PATEOIS  FOP.  TUWIC 


SAFETY 


SCHOOL 
=>ATROLS 


FOR 


fRAFFIC  SAFETY 


CHECK    ROAD 
BEFORE   CROSSING 


iRTH  CAROLINA  PUBLIC  SCHOOL 


THE  LIBRARY  OF  THE 

UNIVERSITY  OF 

NORTH  CAROLINA 


THE  COLLECTION  OF 
NORTH  CAROLINIANA 


Cp  37 1.79 
AX87P 


This  BOOK  may  be  kept  out  TWO  WEE 
ONLY,   and   is   subject  to  a  fine   of  FI 
CENTS  a  day  thereafter.  It  is  DUE  on 
DAY  indicated  below: 


Publication  No.  291 


SCHOOL  PATROLS 

for 

TRAFFIC  SAFETY 


Issued  by  the 
State  Superintendent  of  Public  Instruction 

Raleigh,  N.  C. 


,. 


:j 


Wfl'^L 


>**s* 


1 


: 


CONTENTS 

Page 
Foreword 5 

Safety  Patrols  and  Educational  Values 7 

Philosophy   7 

General    Objectives    8 

Specific   Functions    8 

School-Community  Cooperation   9 

Utilizing  Community  Resources 9 

Organization  and  Responsibilities  11 

Suggested   Organization    11 

Responsibilities  of  Superintendent  and  Principal 13 

General  Responsibilities  of  the  Teacher-Sponsor 14 

Responsibilities  of  Teachers  Other  than  Sponsor 14 

Responsibilities  and  Duties  Normally  Assigned  to  Patrol 

Officers  and  Members 15 

Responsibilities  of  Student  Body 15 

Status  of  Liability   16 

Teacher-Sponsors    18 

Selection    18 

In-Service  Education  of  Teacher-Sponsors    18 

Responsibilities  and  Duties  of  Teacher-Sponsors 19 

Training  of  Safety  Patrols '. 21 

Training  Techniques    22 

Membership  in  Safety  Patrols  23 

Method  of  Selection  23 

Qualifications    23 

Parent  Approval    25 

Size  of  Patrol 26 

3 


<< 


General  Rules  for  Patrol  Members 26 

General  Duties  of  Patrol  Members 27 

Installation  of  Patrol 28 

Operation  Procedures  and  General  Rules  for  Traffic 
Patrols    30 

Location  of  Patrol-Protected  Crossings   31 

Position  and  Procedure 31 

Relation  to  Traffic  Signals  and  Police  Officers 33 

Hours  on  Duty 33 

Bus  Duty   33 

Equipment    36 

Insignia  and  Equipment 37 

Procurement  of  Equipment   37 

Suggestions  for  Proper  Care  of  Equipment 38 

Safety  Patrol  Activities 38 

Suggested  Status-Producing  Activities 39 

Possible  Award  or  Recognition  Activities   41 

Evaluating  Progress  of  Safety  Patrols 42 

Appendix 46 

Bibliography  for  Materials  and  other  Helps 46 

Suggestions  for  Keeping  General  School  Patrol  Records  ...  47 

Recording  and  Analyzing  Student  Accidents 51 

Additional  Detailed  Suggestions  for  Patrol  Operations 58 


FOREWORD 

Recognized  as  an  integral  part  of  the  total  educational  pro- 
gram, safety  education  is  being  emphasized  increasingly  through 
a  number  of  functional  approaches.  One  of  these  is  the  school 
traffic  patrol  which  affords  many  opportunities  for  developing 
habits  of  safety  among  all  students.  In  this,  as  in  so  many  other 
areas  of  education,  emphasis  is  necessarily  on  both  individual 
and  group  responsibility.  The  degree  to  which  individuals  be- 
come interested  in  their  own  personal  safety,  as  well  as  that  of 
their  fellow  citizens,  is  the  degree  to  which  programs  of  safety 
education  can  be  effective.  It  is  common  knowledge  that  acci- 
dents result  from  many  causal  factors,  the  chief  of  which  is 
human  error. 

In  North  Carolina,  and  throughout  the  nation,  accidents — 
especially  traffic  accidents — account  for  the  greatest  number  of 
fatalities  among  youths  of  school  age,  four  to  twenty-four.  This 
bulletin  is  designed,  therefore,  to  assist  schools  in  improving 
their  programs  of  safety  education  through  traffic  patrols,  one  of 
the  most  widely  recognized  means  for  teaching  and  encouraging 
habits  of  safety.  Traffic  patrols  are  feasible  in  schools  of  all 
sizes  and  in  all  types  of  communities.  Functional  adaptations 
are  discussed  under  organization ;  school-community  cooperation ; 
responsibilities  of  administration,  teacher-sponsors,  and  pupils; 
membership  in  safety  patrols ;  operation  procedures  and  general 
rules;  equipment;  activities;  and  evaluation. 

Fundamental  to  a  successful  program  of  safety  education  is 
the  philosophy  that  education  for  safe  living  must  be  an  integral 
part  of  the  total  education  program;  that  it  must  engage  the 
enthusiastic,  cooperative  support  of  administrators,  teachers, 
pupils,  and  lay  personnel;  that  it  must  be  continuous,  creative, 
and  imaginative;  and  that  it  must  be  continually  evaluated  in 
terms  of  changing  needs.  Frequent  expression  of  the  philosophy 
that  it  is  the  school's  inescapable  responsibility  to  develop  those 
attitudes  and  skills  which  will  lead  to  habits  of  safe  living  in  an 
ever-changing  environment  will  be  found  throughout  this  manual. 
The  Department  of  Public  Instruction  believes  that  traffic  patrols, 
properly  organized  and  supervised,  can  do  much  toward 
strengthening  the  total  educational  program. 

Acknowledgment  is  made  of  the  services  of  John  C.  Noe, 
George  D.  Maddrey  and  Carlton  T.  Fleetwood,  of  the  Division  of 
Elementary  and  Secondary  Education  in  the  preparation  of  this 


bulletin,  and  to  Vester  M.  Mulholland,  Director  of  Research  and 
Statistics,  and  L.  H.  Jobe,  Director  of  Publications,  for  their 
editorial  assistance. 


State  Superintendent  of  Public  Instruction 


January  1,  1956 


> 


School  Patrols  for  Traffic  Safety 

SAFETY  PATROLS  AND  EDUCATIONAL 
VALUES 

Philosophy 

Safety  patrols  are  operating  extensively  and  effectively,  not 
only  in  North  Carolina  but  throughout  the  nation.  Clear-cut 
understandings  among  school  board  members,  parents,  teachers, 
pupils,  and  the  general  public  as  to  the  purposes  and  responsi- 
bilities of  safety  patrols  have  brought  about  widespread  coopera- 
tion with  such  patrols  and  increasing  prestige  for  their  efforts. 

Safety  patrols  justify  their  existence  for  many  reasons.  They 
have  been  responsible  for  saving  lives  and  preventing  injuries. 
Equally  important  are  the  day-by-day  learning  experiences 
which  they  foster  and  which  result  in  the  development  and  use 
of  habits  of  safe  living.  Such  experiences  are  compatible  with 
school  programs  which  are  designed  to  develop  attitudes,  skills, 
and  knowledge  needed  for  effective  living  in  a  democratic  so- 
ciety. Willing  acceptance  and  fulfillment  of  responsibility  by 
patrol  members  in  providing  a  needed  service  to  society  is  one 
of  the  significant  outcomes  of  such  an  educational  program. 
Responsibility  is  no  less  important  for  patrol  members  than  for 
all  those  with  whom  they  work;  for  unless  the  responsibility  of 
cooperation  is  accepted  by  patrol  members  and  all  others  with 
whom  they  come  in  contact,  patrols  can  never  achieve  their  ulti- 
mate usefulness.  This  usefulness  is  almost  unlimited  if  those 
in  charge  of  administering  and  supervising  safety  patrols  look 
upon  them  as  another  significant  means  of  extending  education 
opportunities  to  all  pupils. 

As  an  integral  and  continuing  part  of  the  entire  education 
program,  safety  patrols  offer  dynamic  motivation  for  the  acquisi- 
tion of  knowledge,  habits,  skills,  appreciations,  and  attitudes 
essential  to  safe  living.  Patrols  also  provide  opportunities  for 
developing  many  learnings  based  upon  actual  needs  of  the  school 
and  community,  such  as, 

•  Skills  and  attitudes  necessary  to  leadership 

•  Skills  and  attitudes  necessary  to  following  directions 

•  Abilities  in  problem  solving 

•  Skills  and  attitudes  supporting  cooperative  effort  by  school 
and  community 


When  safety  patrol  programs  are  closely  related  to  the  total 
curriculum,  they  provide  outstanding  opportunities  for  citizen- 
ship education.  Cooperatively  planned  and  operated,  such  patrols 
represent  learning  by  doing  at  its  best. 

General  Objectives 

General  purposes  of  safety  patrols  are  in  keeping  with  those 
of  other  valuable  school  experiences ;  and  specific  purposes  are  in 
agreement  with  all  that  is  acceptable  in  a  functional  educational 
program.   Major  purposes  are : 

•  To  reinforce  classroom  instruction  in  safety  with  meaning- 
ful activities  in  which  the  students  have  a  large  measure  of 
self -direction 

•  To  give  pupils  practice  in  cooperative  planning 

•  To  develop  qualities  of  leadership  and  responsible  coopera- 
tion among  patrol  members  through  daily  use  of  democratic 
processes 

•  To  develop  an  understanding  and  appreciation  of  law  en- 
forcement functions  relative  to  pedestrian  and  vehicular 
traffic  control 

•  To  develop  among  all  students  and  others  an  awareness  of 
traffic  hazards  and  to  create  proper  attitudes  toward  safe 
traffic  behavior  at  all  times  and  places 

Specific  Functions 

Specific  functions  of  school  patrols  may  vary  somewhat  from 
one  community  to  another;  but,  by  and  large,  the  following 
duties  are  commonplace : 

•  To  assist  teachers,  law  enforcement  officers,  and  others  in 
programs  of  safety  instruction  for  all  pupils  within  the 
school — through  patrol  activities,  class  activities,  general 
assemblies,  bulletin  boards,  exhibitions,  and  exemplary 
behavior 

•  To  assist  pupils  in  developing  standards  of  traffic  safety  for 
school  campus,  for  the  immediate  neighborhood  in  which 
they  live,  and  for  the  larger  community  of  which  they  be- 
come a  part 

•  To  assist  members  of  the  student  body  in  safe  use  of 
throughfares,  sidewalks,  and  other  facilities  on  the  campus 
and  in  the  immediate  vicinity  of  the  school 


•  To  remind  motorists  and  pedestrians  as  well  as  pupils  of 
their  responsibilities  for  safety  in  traffic.  Acceptable  ways 
of  accomplishing  this  purpose  include  the  placing  of  safety 
patrol  members  at  strategic  locations  and  building  public 
understanding  and  interest  in  safety  through  the  newspapers 
and  other  media 

Emphasis  on  safety  education  as  part  of  the  total  educational 
program  may  also  be  found  in  other  publications  issued  by  the 
North  Carolina  Department  of  Public  Instruction,  especially  in 
the  two  following:  Health  Education,  North  Carolina  Public 
Schools,  pp.  333-357  and  pp.  319-332;  and  Handbook  for  Ele- 
mentary and  Secondary  Schools.  One  of  the  chief  purposes  of  the 
Handbook  is  to  stress  the  fact  that  safety  education,  at  its  best,  is 
a  continuous  and  cooperative  venture  intimately  interwoven  with 
the  entire  educational  program. 

SCHOOL-COMMUNITY  COOPERATION 

Utilizing  Community  Resources 

Safety  education  as  a  school-community  cooperative  effort 
offers  many  opportunities  for  jointly  planning  and  sharing  nu- 
merous responsibilities.  The  school  safety  patrol,  in  particular, 
can  readily  engage  the  cooperative  interest,  imagination,  and 
activity  of  the  school,  the  home,  and  various  community 
agencies.  Such  agencies  as  the  PTA,  local  police,  State  Highway 
Patrol,  fire  departments,  transportation  organizations  or  clubs, 
safety  councils,  civic  organizations,  recreational  and  welfare 
groups,  service  clubs,  radio  and  television  stations  and  news- 
papers normally  welcome  the  opportunity  to  cooperate  with 
school  patrol  activities.  Experience  has  shown  that  any  school 
program  is  likely  to  be  more  effective  when  the  school  plans  and 
coordinates  its  efforts  with  interested,  community  groups. 

Since  the  basic  purposes  of  school  patrols  are  educational  in 
nature,  those  administering  them  are  responsible  for  motivating 
and  guiding  all  groups  interested  in  building  a  good  patrol  pro- 
gram. Community  agencies  willing  to  cooperate  with  school 
safety  programs  should  definitely  be  guided  by  educators  and  by 
sound  educational  principles.  Ideas  may  come  from  any  source, 
but  school  administrators  are  responsible  for  the  functioning 
of  an  effective  program  which  is  in  harmony  with  the  educa- 
tional policies  determined  by  the  school  and  its  board  of 
education. 


Joint  action  with  community  groups  demands  that  agreements 
be  worked  out  in  advance  on  such  matters  as  instructing  patrol 
members,  obtaining  insignia  and  equipment,  financing  the  patrol 
program,  publicizing  the  program,  and  providing  recognition  for 
patrol  service.  The  school  can  not  surrender  its  legal  responsi- 
bilities, but  it  can  enrich  its  program  by  utilizing  the  interest, 
ideas  and  services  of  community  organizations. 

The  feeling  is  rather  general  that  school  patrols,  as  an  integral 
part  of  the  whole  education  program,  should  be  financed  by  the 
board  of  education.  Where  this  is  not  possible,  the  school  patrol 
may  be  temporarily  dependent  upon  financial  assistance  from 
other  sources,  but  only  in  accordance  with  sound  educational 
policies.  Schools  have  a  responsibility  to  see  that  children  are  not 
exploited  in  any  way.  This  means  that  any  help  the  school  ac- 
cepts from  community  groups  must  come  from  groups  having 
a  sincere  public-service  purpose.  The  school  must  reserve  the 
right  at  all  times  to  be  final  judge  as  to  whether  proposed  co- 
operative arrangements  are  in  accord  with  this  principle. 

Community  agencies  whose  materials  and  services  are  used  by 
the  schools  may  expect  to  be  recognized  in  appropriate  ivays  for 
their  cooperation;  but  the  school  should  never  be  urged  through 
its  patrol  activities  to  advertise  any  agency  or  community  group. 
Cooperation  of  this  nature,  to  the  extent  possible,  should  be  re- 
garded as  an  opportunity  for  community  agencies  to  serve  their 
schools. 

The  NEA  publication  of  the  National  Commission  on  Safety 
Education,  The  Expanding  Role  of  School  Patrols  *  emphasizes 
this  principle  in  the  following  statement:  "The  safety  patrol 
program  is  one  of  the  school's  best  opportunities  for  citizenship 
education.  It  is  also  an  outstanding  opportunity  for  the  com- 
munity to  participate  in  an  educational  program  which  depends 
for  its  success  on  complete  school-community  cooperation."  The 
following  chart,  also  quoted  from  this  NEA  publication  indicates 
various  levels  of  achievement  in  the  cooperative  arrangements 
between  schools  and  community  agencies.  This  descriptive  outline 
indicates  how  schools  can  improve  their  relationships  with  com- 
munity agencies  to  the  point  that  meeting  the  needs  of  pupils  be- 
comes the  single  purpose  of  schools  and  community  agencies. 


*  Materials   from  this  publication,   copyright  1953,  are  used  in  this  bulletin   with  permission 
of  the  NEA. 


10 


SEE  CHART  P^G 


ORGANIZATION  AND  RESPONSIBILITIES 

Suggested  Organization 

The  following  organization  chart  suggests  the  desirability  for 
centering  responsibility  at  all  levels  :* 


Superintendent 


ainervision 


Principal 


Supervision 


sfety  Director 


Liaison 


Teacher-Soonsor 


Liaison 


Bus  Driver 


! tudent-Cautain 


Liaison 


Traffic  Lieutenants 


Sidewalk  Patrols 
serving  at  street 
corners  immediate- 
ly adjacent  to 
school. 


Convoy 
jieutenants 

T 

r_J 

]  Members  to  convoy 
i  students  walking 
|  to  and  from  school 
|  on  rural  or  urban 

roadways. 
I 


Auxiliary 
Lieutenants   i 


Bus 
Lieutenants 


, «- 

'Members 
i  serving 
'playground 
I  and  other 
I  outdoor 
j areas  of 
i campus . 


Members 
serving 
indoor 
school 
areas . 

I 


Members  serving 

as  monitors 

on  buses 


The  organization  chart  above  indicates  many  specific  types 
of  activity  which  may  be  performed  by  the  school  patrol  organi- 
zation. It  is  not  likely,  howrever,  that  any  particular  school  would 
attempt  to  organize  a  patrol  which  would  assume  all  of  these 
functions  during  the  first  year  of  its  operation;  nor  would  this 
seem  wise.  This  chart  is  designed  to  illustrate  the  organization 
of  an  extensive  program  and  to  serve  as  a  guide  for  growth  from 
a  single-phase  program  to  one  providing  many  additional  serv- 
ices. Since  traffic  accidents  are  the  greatest  cause  of  death  and 
serious  injury  to  persons  of  school  age  (4-24)  in  North  Carolina, 
it  appears  that  the  organization  of  a  patrol  to  teach  and  guide 
students  in  safe  traffic  behavior  should  receive  first  consideration. 
In  rural  areas,  school  bus  patrols  may  need  to  be  organized  first ; 


*  Solid  lines  of  chart  indicate  phases  of  patrol  activity  which  need  to  be  organized  immedi- 
ately, while  broken   lines  indicate  phases  to  be  entered   into  at  a  later  date. 

Heavy  lines  indicate  strong  responsibility  for  supervision  relative  to  various  aspects  of 
the  patrol  program  while  fine  lines  indicate  liaison  with  limited  direct  responsibility  for 
supervision. 


U 


bJD 

OS     03 


o   ea 


© 


o 

c5  g 
*t 


23  8 

H     fi 

O     >a 


ft  fi 

fi  O 

3  « 

ft  cu 

_  > 

o  cS 

O  X 


ca 

fi 

0) 

3 

o 

>> 

- 

fi 

ft 

g 

- 

c« 

ft 

- 

rj 

u 

0 

fi 

o 

X 

o 

to    03 


CU     p 


o  „c 


g    <H 
fi     ° 


£     O     CD 


C  £ 

-g  j3 

cu  b£ 

,fi  C 


fi    o> 


g    m    $  .S    2  ,2    O 


g)    «, 


i— i  o 

O  10 

o  cu 

rfi 


S  *  3 
^  -8  t> 


fc  £ 


cu 


=4H 


h  c  c 

Cfl     o     o 


Q 


fc 

^ 


U) 
III 

0* 
O 

O 

a 

a. 

O 

z 
< 


Q 

O 
H 


fi     to 

I    g 
■rt    as 


B  .K 


>  ' 


1/ 

•ft 

* 

— 

•e 

u 

fi 

ft 

cu 
>> 

CU 

ft 

to 

+5 

13 
to 

,c 

o 

to 

03 

fi 

ni 

+J 

fi 

> 

0 

U 

B 

0) 

'5 
B 

fi 

be 

u 

ft 

OS 

Si. 

B 

b 

ft 

X 

cu 

oS 

cu 

B 
05 
s    > 

gs 


°  fi 


-5   c 


to  43 

-a  -p 

0) 

cd  a> 

fi  s 


•5  J 

to  -" 

2   be 

ft   rt  M 

'<->    .5  03 

ft    8  „ 

r»  H 


«H    -fi. 


2  5 

Ol  _- 

fi    T3 

b   c 

ft    03 


to    c 


03  p 

CU  g 

-C  -1 

03 

to 

03  -u 

-fi  h 

O 

o  «H 

o  » 

43 

to  w 


cu     ^ 


B 
B 

33 

cu 

c 

o 

B 

ft 
0 

— 

>5 

c 
ft 

c3 

- 

o 

CC 

B 

B 

3 

T3 

■4-3 

CO 

>. 

C3 

c 

'S 

B 

cj 

~ 

o 

>» 
+J 

5 

IS 

B 

B 

'b 

0 

X 
y 
to 

0 
0) 

ft 

o 

c8 

B 

(J 
u 

^ 

oS 

o 

Cu 

> 

<D 

xi 

c 

8 

cu 

— 

«      g 
T3    -S 


>. 

b  "S 


B    oS 


to  c  js 

.2  o 

o  «  t 

B  p  a> 


S     B   J3 


^^    o    u 


to   J2 


U       tO 

B     03 

03      rB 


to 

cu 

ft 

oS 

— 

«H 

rn 

-: 

u 

r.f 

B 

cu 

»v 

«H 

hf 

ro 

CD 

B 

>. 

O 

B 
to 

fad 

4-> 

Cu 
Cu 

B 

to 
CO 

13 

B 

bX 
C 

B 
B 

B 

o 

B 

1 — ' 

0 

B 

-r 

oS 

B 

~, 

? 

fa 
oS 

B 

cu 

V 

!h 

Jh 

— 

;- 

01 

ft 

cu 

o 

— 

-j 

to 

to 

03 

V 

- 

— 

B 

a> 

r- 

^3 

cu 

B 

-|j 

+3 

cu 

ft 

ft 

B 

Cu 


cu 

,r  b 


C    a)    2 


—    o 
B   fc 


^  ^-1 


cu    cu    ocj 
-O  O  'to 


a,    o    o 
cu  o 


+5      ih  oj 


!•- 'ft?  eS  oS  cu 

1  m  si  « 

>   cu 


£ 

&£-^ 

CD 

Cfi    Sh 

ft 

fn   03 

B   ft 

O 

u  cu 

fl^ 

03    CU    g    p 

ua      to 

.^.S   B 
co  .5   h   to   B 

CU    g    ft 


cu  X 


c   c   <«   <u 


<J2 


3    03    C 


M 


o  ,c 


1      .2 

CD    CD 


cS 


03  .5 

-   OS 


to   B 

|2 


co   B 


.S   B 


c3    ,  2  w>  ° 

+J   B   bJ02 

5  S  2  2  o 


W    ra    C3    i;    u^   w    >^ 

CO     CU     S  rB   +J     CO   -u 


ft 

— 

V 

o 

to 

2 

u 
B 

fi 

fi 

5j 

^ 

oj 

+3 

> 

co 

VJ 

m 

>» 

"" 

br 

o 

^ 

— I 

B 

Cu 

Cu 

fi 

•^ 

J= 

08 

Cu 

OS 

S  E.    OS    oS 
>>         > 

CU  T3     S  ^ 

5)    3    * 


S3 


rB  -a 

o   B 

r/1     oS 


23  >> 

B  +J  . 

O     B  CD 

3  ^ 

B  CD 

5  CD 

S  B 
o 


u 


otS  >■■ 


S    co 
CD    p 

oS    O    toswpC.;ii    aS    cu 


•h      O      O! 

CU    fi    O    p, 

cu   as  ^  .?? 
biv_;  to  co 


tH  "TJ       CO 

r\    m       I  .     rrl 


.-a  ^ 


o 
> 

ft  CU 
ft  T3 
O     fi 


O      O      CD 
!S      00      H 


60  J2 


^  ?  A 

B  cuo  fi 

•B  B    ?S 

h  fi   & 

cu  fi 

03  B    e2 


p  a 


-Soft 


ft 

(D      CD 


o  .a 


**    —. 


.2     03 


O     B 
co     03 


X    60' 

25   & 


_  B 

fl   o  s 

3    oS  g 

f^     0)  fi 

„p  03 


"3    A 

CO      03 


ft 

EiC    O 


.B    o  .2 


?    »,  t    M 


fi     «M     .Tl       CO 


~  c    ., 

S  03     co 

CD  _    t—i 

ft  fi      CS 

x  2   P 

cu  ft  be 


:B         £ 


03  ^03  lo 

4j  S  03 

B  fe:  03 

CD  ^  T3 

W  > 


r-5      +J 
2         g 


in  larger  cities,  it  may  be  best  to  give  priority  to  organization 
of  sidewalk  patrols  to  serve  at  street  corners  or  mid-block  cross- 
ings immediately  adjacent  to  the  school.  In  small  cities  or  towns 
with  consolidated  schools  serving  both  urban  and  rural  pupils,  it 
may  be  wise  to  organize  bus  patrols  and  sidewalk  patrols  simul- 
taneously. For  practical  purposes  this  publication  considers  bus 
patrols  as  those  whose  members  serve  as  monitors  on  a  school  bus 
and  the  terms  bus  patrol  members  and  bus  monitors  are  used 
synonomously  throughout  this  publication. 

Experiences  gained  from  successful  operation  of  sidewalk  and 
bus  patrols  should  point  the  way  toward  the  organization  and 
operation  of  effective  convoy  and  other  auxiliary  patrol  units, 
such  as  stairway  and  corridor  patrols,  fire  and  disaster  patrols, 
and  playground  patrols. 

Responsibilities  of  Superintendent  and  Principal 

The  superintendent  and  principal  should  assume  responsilibity 
for  encouraging  school  safety  patrols  and  for  determining  over- 
all safety  patrol  policies. 

The  principal  is  responsible  for  organizing  the  patrol.  He 
should  be  thoroughly  familiar  with  the  program  and  give  it  his 
active  support.  In  view  of  his  supervisory  responsibilities,  he 
should  see  to  it  that  sound  educational  principles  are  assured  in 
the  patrol  program  and  that  only  appropriate  instructional  tech- 
niques are  employed.  The  principal  should  recognize  the  import- 
ance of  good  school-community  relationships  as  safety  patrols 
materialize  and  begin  to  function.  He  should  assume  much  of  the 
responsibility  for  community  understanding  and  acceptance  of 
the  safety-patrol  idea.  It  is  necessary  that  he  be  familiar  with 
liability  of  individuals  or  the  board  of  education  as  it  relates  to 
the  operation  of  school  patrols,  and  that  he  inform  pupils, 
teachers,  and  parents  concerning  such  liability.  He  must  also 
know  whether  patrol  activities  compLy  with  State  and  local 
regulations  ;  and  he  must  assume  the  legal  responsibilities  rela- 
tive to  patrol  activities  which  are  his  by  virtue  of  his  position. 

The  National  Commission  on  Safety  Education  (NEA)  in  its 
bulletin,  The  Expanding  Role  of  School  Patrols,  states:  "Co- 
operative planning  of  the  patrol  program  by  teachers,  students, 
and  parents  does  not  relieve  the  principal  of  his  administrative 
responsibility  for  it.  He  must  either  see  that  the  necessary 
things  are  done,  or  that  the  way  is  made  clear  for  them  to  be 
done.  Administrative  responsibility  for  the  success  of  the  school 
patrol  program,  or  any  aspect  of  it,  rests  with  the  principal. 

13 


The  following  items  suggest  types  of  specific  responsibility 
for  the  principal : 

•  "Arousing  interest  and  securing  the  cooperation  of  all  school 
personnel  and  pupils  in  the  patrol  program. 

•  "Providing  opportunities  for  the  faculty  to  discuss  the  work 
of  the  school  patrols  and  their  problems. 

•  "Organizing  the  teacher-sponsor's  program  to  provide  suf- 
ficient time  for  carrying  out  the  duties  entailed  in  patrol 
sponsorship. 

•  "Clearing  the  way  for  the  school  to  draw  upon  community 
resources. 

•  "Providing  for  the  integration  of  safety  education,  including 
school  patrols,  within  the  total  school  program. 

•  "Interpreting  the  school  patrol  program  to  the  community." 

General  Responsibilities  of  the  Teacher-Sponsor 

The  teacher-sponsor  is  responsible  for  directing  the  training  of 
the  patrol ;  for  keeping  records ;  for  giving  general  supervision 
to  the  patrol  program ;  for  coordinating  patrol  activities  with 
the  total  school  program ;  and  for  securing  the  cooperation  of 
the  school  staff,  student  body,  parents,  and  community  agencies 
or  individuals  who  are  interested  in  the  patrol  program.  The 
teacher-sponsor,  in  cooperation  with  others  responsible  for  school 
bus  operations,  is  also  responsible  for  assisting  in  planning  and 
conducting  training  for  school  bus  patrols. 

Responsibilities  of  Teachers  Other  Than  Sponsor 

Although  the  teacher-sponsor  is  more  closely  connected  with 
the  safety  patrol  than  any  other  adult,  all  teachers  in  the  school 
should  definitely  assist  in  making  a  success  of  the  patrol  pro- 
gram. Teachers  have  many  opportunities,  in  class  and  out,  for 
observing  the  strong  and  weak  points  of  patrol  members  and 
other  students  in  relation  to  the  patrol  program.  They  should 
take  every  opportunity  possible  to  commend  the  good  work  of 
patrol  members  and  other  cooperating  students ;  they  should  be 
willing  to  make  and  take  suggestions  for  improvement.  In  as 
many  other  ways  as  possible  each  teacher  should  cooperate  with 
the  teacher-sponsor  in  achieving  the  goals  of  the  patrol  program. 

The  National  Commission  on  Safety  Education  (NEA)  says: 
"Since  the  patrol  program  is  school-wide,  each  teacher  should 
be  kept  informed  about  patrol  activities  and  developments.  Each 
teacher  should  encourage   discussions   of  patrol  problems   and 

14 


activities   related  to  the   ongoing   instructional   program.     The 
personal  attitude  and  example  of  every  teacher  ivith  respect  to 
patrols  is  important,  and  should  be  positive  and  helpful  .  .  . 
"Each  teacher  should  utilize  every  opportunity  to : 

•  "Maintain  the  interest  and  morale  of  patrol  members,  and 
of  all  students  in  the  school  patrol  program. 

•  "Instruct  patrol  members  in  the  essentials  of  good  patrol 
work. 

•  "Recognize  the  work  of  the  patrols. 

•  "Bring  to  attention  of  entire  faculty  any  patrol  problems 
that  need  discussion  and  clarification. 

•  "Assist   patrol    sponsors    positively    and    constructively    in 
achieving  the  goals  of  the  patrol  program." 

Responsibilities  and  Duties  Normally  Assigned  to 
Patrol  Officers  and  Members 

The  captain  is  responsible  for  assisting  the  teacher-sponsor 
and  others  in  training  lieutenants  and  patrol  members  for  their 
specific  functions.  He  should  also  see  that  records  are  kept  con- 
cerning attendance,  punctuality  and  performance  by  officers  and 
other  members.  Conducting  daily  inspections  of  patrol  activities 
and  reporting  accidents  and  violations  of  patrol  rules  to  the 
teacher-sponsor  are  also  his  duties. 

Lieutenants  are  responsible  to  the  captain,  and  through  him 
to  the  teacher-sponsor.  Their  general  duties  include  assisting 
the  teacher-sponsor  and  captain  with  the  training  of  patrol  mem- 
bers and  keeping  necessary  records  concerning  attendance,  punct- 
uality, and  activities  of  patrol  members.  Daily  inspections  of 
their  patrols,  and  reporting  to  the  captain  on  accidents,  violations 
of  patrol  rules,  and  general  performance  by  patrol  members  are 
also  their  duties.  Bus  lieutenants  should  normally  serve  as  the 
liaison  between  the  patrol  captain  and  bus  members,  assist  the 
teacher-sponsor  with  training,  and  represent  the  bus  patrol 
members  in  reporting  problems  relative  to  bus  patrol  operations. 

Patrolmen  are  responsible  to  the  lieutenants  for  making 
necessary  reports  and  for  performing  their  specific  duties  as 
outlined  in  the  rules  governing  school  patrol  operations.  Bus 
patrolmen,  however,  are  responsible  for  their  actions  to  the  bus 
driver  and  the  principal. 

Responsibilities  of  the  Student  Body 

Each  pupil  has  the  definite  responsibility  of  cooperating  in 
every  way  possible  with  the  school  safety  patrol  in  order  that  it 

15 


may  operate  effectively  for  the  benefit  of  all.  Students  should 
take  advantage  of  opportunities  in  the  classroom,  in  student 
council  meetings,  in  total  student  body  meetings  with  patrol  mem- 
bers and  sponsors,  and  elsewhere  to  raise  and  discuss  problems 
related  to  the  school  patrol  program.  Cooperation  may  take  the 
form  of  encouragment  of  fellow  students  in  following  the  leader- 
ship of  patrol  members  in  safe  practices. 

Until  each  pupil  in  school  becomes  interested  in  his  own  safety, 
the  safety  of  his  fellow  students  and  others,  no  safety  program 
will  be  entirely  successful. 

Status  of  Liability 

Concern  is  sometimes  expressed  relative  to  the  liability  of 
school  officials  in  permitting  pupils  to  serve  as  members  of  traffic 
safety  patrols.  The  hazards  which  these  pupils  encounter  depend 
in  part  on  the  scope  of  their  activities.  In  North  Carolina  as 
well  as  in  many  other  states,  pupils  are  not  allowed  to  direct 
motor  vehicular  traffic;  nevertheless,  certain  hazards  are  in- 
volved in  whatever  duties  are  performed. 

According  to  the  NEA  study  entitled  Who  is  Liable  for  Pupil 
Injuries?,  several  states  which  have  statutory  authorization  for 
operation  of  school  traffic  patrols  provide  for  non-liability  of  the 
district  or  school  employees  in  case  of  injury  to  members  of  the 
school  traffic  patrol.  If  negligence  is  responsible  for  injuries  to 
students,  the  local  board  of  education  obviously  would  be  liable. 
Negligence,  as  usually  interpreted,  consists  of  any  conduct — in- 
cluding acts  of  commission  or  omission — which  falls  below  the 
standard  of  care  required  for  the  protection  of  pupils  against 
unreasonable  risk  of  harm.  Since  negligence  has  been  estab- 
lished as  the  key  to  liability,  the  sponsor  of  the  school  traffic 
patrol  should  exercise  every  effort  to  establish  a  teaching  situa- 
tion in  which  there  is  little  likelihood  that  such  charges  of  negli- 
gence can  be  made.  The  NEA  study  also  indicates  that  "no  in- 
jured street  traffic  patrol  pupils  have  claimed  damage  in  any 
court  of  record;  nor  has  any  other  pupil  in  a  school  operating 
such  a  patrol.  .  .  .  The  legal  status  of  pupil  patrols  has  not  been 
judicially  determined.  Although  there  is  no  court  ruling  to  sub- 
stantiate the  point,  theoretically,  permission  of  parents  does  not 
change  the  potential  liability  of  school  personnel.  The  best  way 
to  avoid  the  necessity  for  a  court  opinion  on  the  question  is  to 
prevent  accidents  so  far  as  possible." 


^6 


The  position  of  the  North  Carolina  Attorney  General  on  lia- 
bility is  made  clear  in  the  following  excerpts  from  a  letter  which 
emanated  from  his  office  following  requests  for  a  ruling  on  lia- 
bility with  regard  to  members  of  the  school  patrol  in  case  of 
accident  or  injury  while  they  are  on  duty  in  the  morning  or 
afternoon : 

"I  find  no  express  statutory  authority  for  schools  or  municipalities  to 
permit  school  children  to  act  as  junior  policemen  or  as  members  of  a  school 
patrol,  although  I  know  that  such  practice  is  customary  in  a  great  many 
communities  in  North  Carolina. 

"In  case  of  BETTS  v.  JONES,  203  N.  C.  590,  our  Supreme  Court  held 
that  if  members  of  boards  of  education  or  school  trustees  act  in  good  faith 
and  in  the  exercise  of  their  best  judgment,  in  the  performance  of  their 
official  duties,  they  are  not  responsible  for  personal  injury  or  property 
damage;  but  if  they  act  maliciously  or  in  bad  faith  or  knowingly  employ 
an  incompetent  person,  they  will  be  personally  liable  for  the  negligent  acts 
of  their  employees.  See  also  SPRUILL  v.  DAVENPORT,  178  N.  C.  364. 
The  case  of  BETTS  v.  JONES  was  one  arising  in  Anson  County  in  which 
a  child  was  killed  when  a  school  bus  was  overturned  in  a  creek.  It  was 
alleged  in  the  complaint  that  the  school  committee  acted  willfully,  wrong- 
fully, maliciously,  and  corruptly  in  the  employment  of  a  bus  driver  known 
to  be  an  incompetent  and  reckless  driver.  I  assume  that  local  school  authori- 
ties will  always  select  competent,  mature,  and  capable  students  to  act  as 
members  of  the  school  patrol. 

"If  the  local  authorities  act  in  good  faith  in  the  selection  of  capable  stu- 
dents to  act  as  members  of  a  school  patrol,  I  am  of  the  opinion  that  the  local 
authorities  would  not  be  personally  liable  for  an  injury  sustained  by  a 
member  of  the  patrol  while  on  duty.  Such  an  injury  would  likely  be  caused 
by  the  driver  of  an  automobile.  Of  course,  such  a  person  would  be  liable  for 
any  damage  done  under  the  ordinary  rules  of  negligence  applicable  to  such 
cases." 

The  1955  recodification  of  the  school  laws  of  the  State,  in  Sub- 
Chapter  IX,  Article  21,  Section  6.4  has  this  to  say  about  school 
bus  monitors: 

"The  principal  of  a  school,  to  which  a  school  bus  has  been  assigned,  may, 
in  his  discretion,  appoint  a  monitor  for  any  bus  so  assigned  to  such  school. 
It  shall  be  the  duty  of  such  monitor,  subject  to  the  direction  of  the  driver  of 
the  bus,  to  preserve  order  upon  the  bus  and  do  such  other  things  as  may  be 
appropriate  for  the  safety  of  the  pupils  and  employees  assigned  to  such  bus 
while  boarding  such  bus,  alighting  therefrom  or  being  transported  thereon, 
and  to  require  such  pupils  and  employees  to  conform  to  the  rules  and  regu- 
lations established  by  the  county  or  city  board  of  education  for  the  safety 
of  pupils  and  employees  upon  school  buses." 

It  appears  that  the  local  board  of  education  should  officially 
adopt  all  patrol  rules  and  regulations. 

17 


TEACHER-SPONSORS 

Selection 

Since  so  much  of  the  effectiveness  of  school  safety  patrols  de- 
pends on  those  who  supervise  them,  it  is  essential  that  faculty 
leadership  be  dynamic  and  sympathetic  with  the  goals  being 
sought.  Invariably,  the  achievements  of  the  patrol  will  reflect, 
in  large  measure,  the  strength  and  quality  of  faculty  leadership. 
The  superintendent  or  principal,  therefore,  should  make  certain 
that  the  teacher-sponsor  of  the  safety  patrol  is,  first  of  all,  a 
person  who  has  a  keen  interest  in  safety  education  programs. 
In  addition,  the  teacher-sponsor  should  have  the  ability  to  or- 
ganize student  activities,  and  direct  them  giving  due  considera- 
tion to  individual  differences,  needs,  and  capacities.  He  should 
possess  skill  in  leading  both  students  and  adults,  and  have  the 
ability  to  cooperate  with  law  enforcement  officers  and  other 
community  groups.  He  must  realize  at  all  times  the  great  im- 
portance of  satisfactory  school-community  relationships. 

A  teacher-sponsor  with  these  qualifications  should  be  an  en- 
thusiastic and  dependable  leader  who  can  readily  earn  and  main- 
tain the  respect  of  pupils  and  fellow  teachers.  Since  the  teacher- 
sponsor  will  be  working  directly  with  patrol  members,  it  is 
necessary  that  he  possess  these  characteristics  to  a  marked  de- 
gree if  he  is  to  encourage  initiative  and  dependability  on  the  part 
of  each  member.  Such  a  sponsor  can  also  do  much  toward  creat- 
ing proper  attitudes  of  safety  and  cooperation  among  the  total 
student  body. 

Experience  in  many  schools  has  shown  that  best  results  are 
achieved  when  the  teacher-sponsor  volunteers  for  the  job  and 
works  with  the  patrol  for  several  consecutive  years.  Teacher- 
sponsors  may  be  appointed  by  the  administrator ;  or  teachers 
themselves  may  wish  to  prorate  responsibilities  among  them- 
selves according  to  interests  and  abilities.  Irrespective  of  the 
method  used  to  select  or  delegate  patrol  responsibility,  the  ex- 
perience afforded  teachers  and  students  through  safety  patrols 
can  be  as  valuable  as  any  others  over  which  the  school  has  super- 
vision. Favorable  attitudes  and  belief  in  values  of  these  experi- 
ences are  necessary  on  the  part  of  the  teacher-sponsor  and  all 
other  staff  members  if  safety  patrols  are  to  function  effectively. 

In-Service  Education  of  Teacher-Sponsors 

Teacher-sponsors  for  safety  patrols  often  assume  their  respon- 
sibilities with  much  interest  and  enthusiasm  for  the  job  but  with 

18 


little  technical  know-how.  The  latter  deficiency  can  be  overcome 
rather  easily  if  there  is  genuine  interest  in  the  work  to  be  done. 
The  following  techniques  are  suggested  as  possible  aids  for  in- 
service  growth : 

•  The  use  of  printed  materials  and  visual  aids  relative  to 
school  patrol  programs.  These  are  available  through  many 
state  departments  of  education  and  other  agencies  as  indi- 
cated in  the  Appendix.  Sponsors  definitely  can  grow  in  use- 
fulness as  they  become  familiar  with  ideas  and  practices 
used  elsewhere. 

•  The  use  of  consultants  from  local,  state,  and  national  educa- 
tion agencies. 

•  The  use  of  consultants  from  civic  agencies  in  the  local  com- 
munity or  from  state  or  national  groups. 

•  Participation  in  university  and  college  extension  courses  in 
safety. 

•  Holding  group  discussions  in  local  staff  meetings,  at  which 
representatives  from  the  student  body,  the  PTA,  and  other 
community  agencies  may  be  present. 

•  Having  city-wide  and  county-wide  workshops  for  the  pur- 
pose of  sharing  ideas  and  experiences  among  teacher- 
sponsors. 

•  Making  visits  to  other  schools  in  which  safety  patrols  are 
functioning.  Observations  in  such  schools,  plus  discussions 
with  teachers,  pupils,  and  administrators,  frequently  help  in 
securing  valuable  information. 

Responsibilities  and  Duties  of  Teacher-Sponsors 

Responsibilities  and  duties  of  the  teacher-sponsor  are  varied 
and  all  are  important  if  the  safety  program  of  the  school  is  to 
engage  the  active  interest  of  all  teachers  and  all  pupils.  Many  of 
the  following  suggestions  are  listed  though  not  discussed  in 
School  Safety  Patrol,  a  publication  of  the  Department  of  Public 
Instruction  of  Pennsylvania: 

1.  In  the  first  place,  it  is  the  responsibility  of  the  teacher- 
sponsor  to  see  that  members  of  the  patrol  are  selected  according 
to  school  policy  and  procedure.  This  may  involve  the  formulation 
of  special  policies  through  cooperative  faculty-student-adminis- 
trative procedure ;  or  it  may  simply  mean  the  careful  adherence 
to  policies  already  determined  for  all  school  activities.  Some  ad- 

19 


ministrative  units  have  found  it  feasible  to  establish  policies  and 
procedures  which  will  be  applicable  throughout  the  entire  unit. 
This  idea  is  worthy  of  serious  consideration. 

2.  It  is  the  sponsor's  duty  to  assume  general  responsibility  for 
the  organization  and  operation  of  the  patrol.  Type  of  organiza- 
tion and  details  of  operation,  as  indicated  elsewhere  in  this 
bulletin,  will  vary  from  school  to  school. 

3.  Training  patrol  members  in  their  duties  and  responsibilities 
is  the  responsibility  of  the  sponsor.  Training  techniques  will  be 
discussed  more  in  detail  in  a  later  section  of  this  chapter. 

4.  It  is  the  duty  of  the  teacher-sponsor  to  maintain  contact 
with  all  cooperating  agencies  through  proper  channels.  This  may 
involve  reports  of  progress,  cooperative  efforts  in  projects  of 
mutual  interest  and  other  positive  public-relations  activities. 
Experienced  teacher-sponsors  invariably  state  that  keeping  an 
up-to-date  file  on  local  patrol  activities  including  literature  con- 
cerning patrols  is  an  invaluable  aid  in  carrying  out  the  duties  of 
this  position. 

5.  Since  safety  activities  are  an  integral  part  of  the  total  edu- 
cational program,  it  is  imperative  that  teacher-sponsors  assume 
initiative  in  coordinating  the  safety  education  work  of  the  school 
with  other  school  activities. 

6.  Realizing  the  significance  of  motivation  and  recognition, 
teacher-sponsors  nowadays  accept  as  their  responsibility  the 
development  of  programs  which  emphasize  desirable  motivation 
and  wholesome  recognition.  Such  programs  should  be  charac- 
terized by  sound  teaching  techniques. 

7.  Another  responsibility  of  the  teacher-sponsor  is  that  of 
continually  encouraging  parents  to  cooperate  with  the  safety 
program  of  the  school.  It  is  especially  important  that  parents 
exemplify  safe  behavior  in  their  daily  activities. 

8.  Finally,  the  teacher-sponsor  is  responsible  for  a  program  of 
continuous  and  constructive  evaluation  of  all  phases  of  the  safety 
program.  This  may  include  testing  the  patrol  on  its  general  and 
specific  information  concerning  the  operation  of  safety  patrols. 
It  may  include  appraisal  of  staff  members'  attitudes  toward  the 
program.  It  may  include  an  evaluation  of  public-relations  tech- 
niques being  used,  evidences  of  administrative  cooperation,  pa- 
rent cooperation,  and  attitudes  of  the  student  body.  Since  prog- 
ress and  effectiveness  in  the  safety  program  of  the  school  are  so 
closely  connected  with  creative  evaluation,  every  teacher-sponsor 

20 


should  continually  seek  and  use  every  means  of  evaluation  to  im- 
prove the  program. 

Teacher-sponsors  of  safety  patrols  definitely  have  some  of  the 
most  significant  responsibilities  in  the  total  educational  program. 
Regarded  in  this  manner,  it  should  be  stimulating  and  challeng- 
ing for  any  teacher  to  work  in  this  vital  area. 


PATROL    INSTRUCTION 

Training  of  Safety  Patrols 

The  teacher-sponsor,  as  has  been  previously  mentioned,  is  defi- 
nitely responsible  for  the  training  experiences  of  patrol  members. 
Even  though  this  responsibility  is  inescapably  his,  he  should  re- 
member that  in  addition  to  school  personnel  other  individuals 
and  agencies  in  the  community,  as  well  as  persons  on  the  state 
and  national  level,  are  also  willing  to.  share  this  responsibility. 
Law  enforcement  agencies ;  industrial  organizations ;  transporta- 
tion agencies  or  clubs ;  automobile  manufacturers ;  medical  so- 
cieties; and  civic-minded  individuals,  such  as  PTA  members, 
chairmen  of  safety  committees  in  civic  organizations,  consultants 
from  state  and  national  organizations,  and  others  are  vitally 
interested  in  the  patrol  movement  and  are  usually  eager  to  give 
assistance  to  local  schools  in  organizing  and  operating  effective 
school  patrol  programs.  The  teacher-sponsor  should  also  remem- 
ber that  older  students  experienced  in  safety  patrol  techniques 
may  serve  as  valuable  assistants  in  the  training  program. 


21 


Training  Techniques 

As  in  other  aspects  of  teaching,  a  variety  of  training  tech- 
niques can  be  used  to  improve  safety  patrol  knowledge  and  skills. 
Some  proved  techniques  are : 

•  Field  trips  for  the  purpose  of  studying  pedestrian  and  ve- 
hicular traffic  behavior,  including  situations  in  which  law- 
enforcement  officers  are  operating. 

•  Group  discussions  of  safety  problems  suggested  by  field 
trips  or  other  experiences. 

•  Cooperative  formulation  of  rules,  regulations,  and  policies. 

•  Use  of  consultants  and  specialists. 

•  Study  of  available  literature,  including  daily  papers. 

•  Demonstrations. 

•  Exhibits. 

•  Panel  discussions. 

•  Illustrated  lectures. 

•  Motion  pictures. 

•  Role-playing. 

•  Setting  of  good  example  by  the  teacher-sponsor,  other  school 
personnel  and  parents. 

Through  such  teaching  techniques  the  teacher-sponsor  should 
use  every  opportunity  to  provide  experiences  which  emphasize  the 
development  of  responsible  citizenship,  including  qualities  of 
leadership  and  cooperation. 

In  the  training  of  safety  patrols,  it  is  likely  that  emphasis  will 
alternate  between  individual  and  group  experiences.  Teacher- 
sponsors  will  often  find  large  and  small  group  experiences  effect- 
ive for  achieving  some  purposes,  whereas  individual  assistance 
on  other  occasions  will  likely  be  more  beneficial. 


22 


MEMBERSHIP  IN  SAFETY  PATROLS 

Method  of  Selection 

There  is  no  one  best  plan  for  the  selection  of  patrol  members 
which  will  fit  all  situations.  Membership  should  be  open  to  both 
boys  and  girls.  Whatever  plan  is  used,  pupils,  teachers,  and 
parents  should  cooperate  in  determining  the  pattern;  and  all 
activities  should  be  carried  out  democratically.  Patrol  members 
may  be  appointed  by  the  principal  or  teacher-sponsor ;  they  may 
be  selected  by  the  principal  and/or  teacher-sponsor  from  a  group 
of  candidates  suggested  or  elected  by  the  student  body  or  they 
may  be  chosen  through  school-wide  elections  with  possible  class 
or  homeroom  representation.  The  student  government  organi- 
zation may  have  a  voice  in  the  selection  of  patrol  members.  In 
some  instances  prospective  members  may  volunteer.  From  the 
standpoint  of  guidance,  participation  in  patrol  activities  may  be 
the  therapy  needed  by  some  students.  Occasionally,  therefore, 
a  counselor  or  homeroom  teacher  may  recommend,  on  a  trial 
basis,  some  student  for  participation  in  patrol  activities.  In 
the  final  analysis,  membership  in  the  patrol  is  ahvays  subject  to 
the  approval  of  the  teacher-sponsor  and  the  principal. 

Again,  it  should  be  emphasized  that  both  the  manner  and  cri- 
teria by  which  members  are  selected  are  basic  to  an  effective 
safety  program.  It  is  imperative  that  the  overall  objectives  of 
the  safety  patrol  be  kept  in  mind  as  members  are  agreed  upon. 
The  qualifications  of  members  of  a  safety  patrol  determine  the 
character  of  a  patrol.  It  is  also  true  that  a  strong  patrol 
strengthens  the  character  of  its  members. 

Qualifications 

Desirable  qualifications  for  membership  in  safety  patrols  in- 
clude the  following: 

•  Dependability 

•  Interest  in  safety  education  programs  as  a  means  of  reduc- 
ing accidental  injuries  and  deaths  occurring  to  school  stu- 
dents or  others. 

•  Safety  consciousness  and  a  willingness  to  use  safe  practices. 

•  Desire  to  help  others. 

•  Courtesy,  patience,  fairness  and  tact. 

•  Neatness,  personal  cleanliness  and  bearing. 

•  Regularity  and  promptness. 

23 


•  Respect  for  rules  and  regulations  and  for  the  rights  of  others. 

•  Good  judgment. 

•  Alertness  in  suggesting  improvements  in  the  patrol  program. 

•  Willingness  to  keep  equipment  clean  and  in  good  condition. 

Those  who  possess  such  qualifications  tend  to  develop  into 
efficient  members  of  the  safety  patrol.  On  the  other  hand,  the 
patrol  assumes  among  its  obligations  the  development  of  these 
characteristics  among  all  its  members. 

In  elementary  schools,  membership  in  the  patrol  is  usually 
limited  to  pupils  from  the  upper  grades.  Beyond  elementary 
school  practically  all  pupils  are  capable  of  understanding  the 
importance  of  safety  and  serving  as  patrol  members.  Pupils  in 
grades  seven,  eight,  and  nine  usually  show  considerable  interest 
in  safety-patrol  activities.  This  interest  stems  from  their  recent 
experiences  in  elementary  school,  the  subject  matter  pursued 
in  these  grades  and  the  general  characteristics  of  early  adoles- 
cence. Interest  in  all  aspects  of  safety  is  still  important  in  senior 
high  school  and  seldom  wanes  when  principal,  teachers  and 
pupils  take  time  to  stress  its  significance.  Techniques  for  moti- 
vating interest  in  safety  usually  vary  with  age  groups  and  with 
different  communities.  It  is  generally  accepted  that  service  in 
the  patrol  should  be  voluntary.  Membership  in  the  patrol  should 
seldom  be  regarded  as  a  reward  and  never  as  a  punishment. 

Bus  patrol  members  should  be  older  pupils  who  can  serve  as 
bus  driver's  first-hand  helpers.  If  there  is  only  one  patrol  mem- 
ber per  bus,  he  should  ride  at  the  front  of  the  bus,  where,  in 
conjunction  with  the  driver,  all  responsibilities  for  pupil  safety 
can  be  coordinated  and  carried  out.  He  should  be  given  definite 
instructions  as  to  his  duties  and  should  not  be  permitted  to  act 
independently  of  the  driver.  The  feeling  should  exist  that  the 
patrol  member  has  been  selected  to  help  the  driver.  In  a  State 
Board  of  Education  bulletin  entitled,  Rules,  Regulations  and 
Laws  Governing  Public  School  Transportation  in  North  Carolina, 
the  editors  state,  "The  ideal  choice  for  this  important  post  would 
be  a  boy  who  because  of  physical  size,  strength,  character  and 
personality  has  the  respect  of  his  classmates,  and  who  in  addition 
lives  near  the  end  of  the  route."  The  school  laws  of  North  Caro- 
lina, as  indicated  earlier,  permit  administrative  appointment  of 
such  bus  monitors,  whose  duties  are  strictly  those  of  helpers. 


24 


Parent  Approval 

Written  consent  of  the  parent  or  guardian  is  almost  univer- 
sally required  by  schools  before  students  are  permitted  to  serve 
on  patrols.  Such  a  policy  is  considered  fundamental  to  the  suc- 
cess of  any  patrol  program,  not  only  from  the  point  of  view  of 
school-community  relations  but  for  quasi-legal  reasons  as  well. 
The  approval  form  which  follows  may  be  used  as  a  model ;  how- 
ever, the  local  board  of  education  in  cooperation  with  its  schools 
may  develop  a  different  form.  The  reverse  side  of  the  form  may 
be  used  for  explaining  the  aims  and  accomplishments  of  the 
patrol. 


APPROVAL  OF  PARENT  OR  GUARDIAN 
Understanding  the  aims  of  the  School  Safety  Patrol,  I  hereby  give  my 
consent  to  have serve  as  a  member  of  the 

School  Safety  Patrol  of School,  if  he  is 

accepted  for  this  service. 

Patrol  Sponsor  or  Principal                   Parent  or  Guardian 
Date : 


25 


Another  suggestion  which  has  often  been  found  helpful  is  that 
of  having  the  patrol  sponsor  or  school  principal  meet  with  the 
parents  or  guardians  of  prospective  patrol  members  in  order  to 
give  them  a  clear  and  complete  understanding  of  the  aims  and 
responsibilities  of  the  patrol.  This  can  be  accomplished  through 
individual  home  visitation  or  through  special  individual  or  group 
conferences  at  the  school.  Such  contacts  between  school  and  home 
should  help  in  vitalizing  the  school  patrol  program  and  improve 
school-community  relations  in  general.  Parental  approval  with- 
out an  understanding  of  the  patrol  program  and  a  willingness  to 
cooperate  with  it  is  meaningless. 

Size  of  Patrol 

The  size  of  the  safety  patrol  obviously  will  vary  according  to 
the  size  and  needs  of  the  school,  the  density  of  the  population,  the 
number  of  crossings  and  other  hazards  in  the  vicinity  of  the 
school,  the  volume  of  vehicular  and  pedestrian  traffic,  and  the 
variety  of  activities  to  be  engaged  in  by  the  patrol.  National  fig- 
ures indicate  that  the  average  patrol  has  ten  to  twelve  members 
including  a  captain  and  at  least  one  or  more  lieutenants.  Smaller 
patrols  of  five  or  six  members  need  only  a  captain,  whereas 
larger  patrols  may  require  a  captain  and  several  lieutenants.  A 
captain  should  not  be  assigned  to  a  specific  post  but  should  re- 
main free  to  move  from  post  to  post  carrying  out  his  responsi- 
bilities as  leader.  Frequently  two  bus  patrol  members  are 
assigned  to  each  bus,  one  for  the  front  and  one  for  the  rear.  It  is 
important  that  the  size  of  the  patrol  be  compatible  with  all  as- 
pects of  the  school  safety  program. 

General  Rules  for  Patrol  Members 

General  rules  for  patrol  members,  as  well  as  emergency  regu- 
lations, may  be  agreed  upon  cooperatively  by  members  of  the 
total  student  body  or  by  some  student  organization.  Homeroom 
suggestions,  along  with  those  from  patrol  members,  school  staff, 
teacher-sponsor,  law  enforcement  officers  and  representatives 
from  the  local  safety  organization,  should  likewise  be  considered. 
Rules  and  regulations  formulated  as  a  result  of  such  cooperative 
endeavor  usually  have  the  support  of  those  who  are  expected  to 
follow  them.  Such  rules  and  regulations  should  have  the  approval 
of  the  local  board  of  education. 

All  but  the  last  two  of  the  following  suggestions  are  found  in 
the  Pennsylvania  Department  of  Public  Instruction  bulletin, 
School  Safety  Patrol: 

26 


•  Report  to  post  on  time  and  remain  during  the  prescribed 
period,  or  until  properly  relieved. 

•  Perform  duties  outlined  and  do  not  exceed  prescribed 
authority. 

•  Wear  patrol  belt  at  all  times  while  on  duty. 

•  Behave  politely  at  all  times. 

•  Attend  strictly  to  the  task  and  do  not  permit  attention  to  be 
diverted,  while  on  duty  by  any  unnecessary  conversation,  by 
games  or  amusements,  or  by  "horseplay." 

•  Remain  on  the  curb — not  in  the  street. 

•  Direct  children — not  vehicular  traffic. 

•  Know  the  simple  rules  of  first  aid  .  .  .* 

•  Notify  teacher-sponsor  in  advance  of  anticipated  absence. 

•  Report  accidents  to  captain  of  patrol,  who,  in  turn,  should 
report  them  to  the  teacher-sponsor,  using  the  standard  stu- 
dent accident  report  forms.  (See  Appendix,  p.  51.) 

•  Observe  specific  directions  set  up  for  handling  accidents  or 
emergencies. 

General  Duties  of  Patrol  Members 

Duties  of  patrol  members  are  well  presented  in  the  publication, 
The  Expanding  Role  of  School  Patrols,  by  the  National  Commis- 
sion on  Safety  Education.  In  this  bulletin  the  topic  is  discussed 
as  follows : 

"The  scope  and  limitations  of  the  duties,  responsibilities,  and 
privileges  of  all  patrol  members  should  be  clearly  defined  and 
understood  by  everyone  in  the  school-community.  The  leadership 
role  is  best  fulfilled  by  the  boy  or  girl  who  exemplifies  such  prac- 
tices as  these: 

•  "Knows  and  attends  to  the  duties  of  his  post. 

•  "Maintains  an  attitude  of  cheerfulness  while  on  duty. 

•  "Genuinely  tries  to  help  others. 

•  "Shows  a  willingness  to  serve  as-  a  member  of  the  patrol 
team. 

•  "Displays  confidence  and  self-reliance  in  carrying  out  his 
duties. 

•  "Adheres  to  safe  practices  at  all  times,  whether  on  or  off 
duty. 

•  "Shows  respect  for  his  fellow  pupils,  for  school  personnel, 
and  for  others. 

•  "Enjoys  serving  as  a  patrol  member. 


*  For    further    guidance    in    first    aid    instruction    in    grades    1-12,    see    Health    Education 
North  Carolina  Public  Schools,  pages  319-332. 

27 


"The  relationship  of  the  patrol  member  to  other  students  is 
extremely  important.  In  no  case  should  the  patrol  member  as- 
sume that  he  is  a  policeman  with  the  power  to  arrest  other  stu- 
dents. Rather,  he  should  view  his  role  as  that  of  one  who  assists 
others  constructively  and  helpfully  in  situations  which  might 
otherwise  be  disorderly  and  dangerous.  The  patrol  plan  developed 
in  a  school  should  provide  an  easy  and  effective  way  for  patrol 
members  to  report  to  the  teacher-sponsor  instances  of  recalci- 
trant behavior  on  the  part  of  the  students.  Such  reports  should  be 
followed  with  appropriate  action  to  discourage  improper  and  un- 
safe behavior." 

Duties  of  a  more  specific  nature  are  discussed  in  subsequent 
sections  of  this  bulletin. 


INSTALLATION 


Installation  of  the  Patrol 

Installing  patrol  members  at  the  beginning  of  each  school  year, 
preferably  at  school-wide  assembly,  is  an  effective  way  of  bring- 
ing all  students  into  the  program.  Parents  of  patrol  members, 
newspaper  reporters,  and  other  guests  may  be  invited  to  this 
special  program  as  a  means  of  extending  understanding  of  the 
safety  patrol  as  well  as  increasing  its  prestige. 


28 


The  function  of  the  safety  patrol  and  the  responsibility  of  all 
students  relative  to  the  school  safety  program  should  be  empha- 
sized at  this  assembly  by  the  principal,  superintendent,  law- 
enforcement  officers,  and  by  pupils  themselves.  This  can  be  done 
through  speeches,  panel  discussions,  charts,  graphs,  exhibits, 
filmstrips  or  moving  pictures. 

Patrol  members  may  then  be  sworn  in  and  presented  with 
belts,  insignia,  and  identification  cards  in  front  of  the  entire 
student  body.  The  principal  or  some  community  leader  may  make 
the  presentations,  with  the  teacher-sponsor  placing  the  insignia 
on  the  patrol  members.  The  following  suggested  form  printed 
in  a  size  suitable  for  carrying  in  a  wallet  may  be  used  as  an 
identification  card : 


This  is  to  certify  that 

is  a  member  of  the  Safety  Patrol  of School 

for  the  school  year 

,   Principal 

,  Teacher-Sponsor 


SUGGESTED  PLEDGES  FOR  PATROL  MEMBERS 

If  desired,  patrol  members  may  recite  in  unison  a  patrol  pledge 
which  they  themselves,  along  with  the  sponsor,  have  formulated ; 
or  one  such  as  that  suggested  by  either  the  State  of  Minnesota  or 
the  Pennsylvania  Department  of  Public  Instruction.  The  pledge 
itself  may  be  printed  on  one  side  of  the  identification  card.  The 
following  pledges  are  typical : 

Minnesota  Pledage 
"I  promise  on  my  honor: 

•  "To  do  my  duty  to  God  and  my  country,  and  obey  the  law. 

•  "To  work  for  the  safety  of  the  pupils  of  the  schools  as  I  would  want 
those  appointed  to  work  for  my  safety  and  the  safety  of  my  family  and 
friends. 

•  "To  try  to  protect  myself  and  those  with  whom  I  come  in  contact  from 
the  risk  of  unnecessary  chances. 

•  "To  keep  myself  clean  morally,  mentally  and  physically  —  by  being 
honest,  trustworthy,  loyal,  helpful,  obedient,  and  brave. 

•  "To  do  my  part  in  helping  reduce  the  number  of  accidents  during  the 
year  and  by  my  example  to  try  to  make  my  school  a  model  one  for  safety. 

29 


•  "To  perform  faithfully  the  duties  as  outlined  for  school  safety  patrol 
.  .  .    [members]. 

•  "To  preserve  and  return  my  equipment  when  ordered  to  do  so." 

Pennsylvania  Pledge 
"I  promise  faithfully  that  as  a  member  of  the   School   Safety   Patrol   of 

School    I   will    obey   all    safety   rules 

and  encourage  others  to  do  the  same.  I  will  do  everything  in  my  power  to 
protect  members  of  my  school  and  other  child  pedestrians  when  they  are 
crossing  streets  or  highways  at  my  post. 

"I  further  promise  to  wear  my  patrol  insignia  when  on  duty  and  to  guide 
my  own  conduct  toward  traffic  in  such  a  manner  as  to  set  an  example  to 
all  other  children  and  to  guard  myself  against  accidents  while  on  duty. 
I  will  be  prompt  and  obedient;  I  will  be  loyal  to  my  patrol,  my  school,  and 
my  community." 

In  turn,  a  pledge  indicating  student-body  cooperation  may  be 
formulated  by  the  students  themselves  and  spoken  in  unison, 
following  the  pledge  recited  by  the  patrol  members.  This  two- 
way  acceptance  of  responsibility  can  do  much  toward  guarantee- 
ing an  active  and  highly  respected  student  safety  patrol.  The 
following  pledge,  or  one  similar,  may  add  meaning  to  the  safety 
program : 

We,  the  members  of  the .  .    student  body, 

realizing  the  importance  of  using  safe  procedures  at  all  times,  promise  to 
cooperate  with  out  safety  patrol  in  its  efforts  to  help  us.  We  shall  abide  by 
all  safety  regulations  which  are  agreed  upon  for  our  school,  our  campus, 
and  our  community.  And,  as  good  citizens,  we  shall  strive  on  all  occasions  to 
help  each  other  in  developing  and  using  patterns  of  safe  living. 

Whatever  form  the  installation  of  the  patrol  may  take,  it 
should  be  simple,  dignified  and  conducive  to  an  understanding 
of  the  purposes  of  the  patrol  and  the  necessity  for  school-wide 
cooperation  in  carrying  out  its  policies. 

OPERATING  PROCEDURES  AND  GENERAL 
RULES  FOR  TRAFFIC  PATROLS 

These  suggestions  are  adaptations  of  standard  rules  for  opera- 
tion of  school  safety  patrols  to  meet  North  Carolina  needs.* 

The  traffic  patrol  function  is  to  assist  teachers  and  parents 
in  the  instruction  of  school  pupils  relative  to  safe  practices  in 


*  The  standard  rules  were  originally  formulated  in  1930  and  were  revised  in  1937  and 
again  in  1948  by  a  committee  composed  of  representatives  of  the  American  Automobile 
Association,  the  International  Association  of  Chiefs  of  Police,  the  National  Commission  on 
Safety  Education  of  the  National  Education  Association,  the  National  Congress  of  Parents 
and  Teachers,  the  National  Safety  Council  and  the  United  States  Office  of  Education.  These 
rules  were  affirmed  by  a  conference  of  organizations  interested  in  safety  education.  Through- 
out the  country  these  rules  have  done  much  to  bring  unity  and  clarity  of  purpose  to  school 
traffic  safety  patrols. 

30 


the  use  of  streets  and  highways  at  all  times  and  places.  Patrols 
should  not  be  charged  with  the  responsibility  of  directing  vehic- 
ular traffic  nor  should  they  be  allowed  to  direct  it.  They  should 
never  function  as  vehicular  traffic  police;  and  need  not,  there- 
fore, be  recognized  by  city  ordinances  or  state  laws  dealing  with 
vehicular  traffic. 

Location  of  Patrol-Protected  Crossings 

Crossings  should  be  so  located  that  adequate  sight  distances 
enable  the  driver  to  see  the  patrol  member  in  time  to  insure  a 
safe  stop  or  to  make  whatever  other  driving  adjustments  may  be 
needed.  The  standard  belt  worn  by  the  patrol  member  standing 
on  the  sidewalk  attracts  attention  of  drivers  under  normal 
conditions  when  sufficient  sight  distances  are  provided  at  the 
crossing.  In  some  school  areas,  the  location  of  crossings  with 
adequate  sight  distances  may  not  be  possible  because  of  hilltops, 
curves,  foliage,  or  other  conditions.  Where  the  patrol  member 
cannot  be  seen  at  least  as  far  away  as  the  safe  stopping  distance 
for  the  legal  speed  at  that  location,  the  following  procedures 
should  be  used : 

Encourage  the  local  government  to  place  an  effective  flashing  signal,  sign, 
or  some  other  suitable  warning  device  at  the  appropriate  spot,  thereby 
giving  warning  of  a  school  crossing  ahead,  in  order  to  insure  the  adequate 
reduction  in  speed  of  approaching  vehicles. 

Advise  residents  of  the  community,  through  available  media,  of  hazards 
at  school  crossings  and  encourage  them  to  take  the  necessary  precautions  for 
protection  of  school  students. 

The  use  of  warning  flags  as  a  means  of  increasing  visibility  is 
not  recommended  for  use  in  North  Carolina.  Their  use  is  often 
misleading  and  can  be  dangerous.* 

Position  and  Procedure 

The  patrol  member's  position  is  on  the  curb,  not  in  the  street ; 
in  this  position  he  holds  back  the  pupils  until  he  sees  an  adequate 
gap  in  traffic.  When  such  a  gap  occurs,  he  steps  aside  and  directs 
the  pupils  to  cross  the  street  in  a  group.  He  keeps  his  position  on 
the  curb  except  when  his  view  of  traffic  is  obstructed ;  then  he 
may  step  into  the  street  only  a  sufficient  distance  to  obtain  a  clear 
view.    The  pupils  remain  on  the  curb  until  the  patrol  member 


*  Student  efforts  to  direct  vehicular  traffic  tend  to  increase  with  the  use  of  flags.  Patrols 
come  to  depend  upon  flags  as  a  "solid  wall"  capable  of  protecting  pupils  from  vehicles 
while  crossing  and  pupils  tend  to  rely  upon  the  flags  as  absolute  protection.  Such  dependence 
results  in  failure  on  the  part  of  patrol  members  and  pupil  pedestrians  to  maintain  constant 
vigil  while  crossing. 

31 


directs  them  to  cross.    After  the  pupils  have  crossed,  the  patrol 
member  returns  to  his  position  on  the  curb. 

School  authorities  should  confer  with  traffic  officials  in  arrang- 
ing for  proper  parking  of  cars  near  schools  so  that  only  in  ex- 
ceptional cases  will  the  patrol  member  need  to  step  into  the  street. 


PROPER 
POSITION 


POSITION    ONLY    WHEN 
VISABILITY    IS 
BLOCKED 


32 


When  the  street  is  wide  or  the  traffic  heavy,  there  should  be  one 
or  more  patrol  members  on  each  side  of  the  street.  They  should 
operate  under  the  direction  of  one  member  who  should  determine 
when  the  gap  in  traffic  is  adequate  to  allow  the  group  of  pupils 
to  reach  the  opposite  curb  in  safety. 

When  adequate  gaps  in  vehicular  traffic  do  not  occur  at  fre- 
quent intervals,  permitting  pupils  to  cross  the  street  or  highway 
safely,  the  vehicular  traffic  problem  is  not  a  safety  patrol  re- 
sponsibility but  should  be  handled  by  the  police. 

The  American  Automobile  Association's  publication,  "Safety 
Patrol  Handbook,"  gives  additional  detailed  suggestions  with 
illustrations  on  patrol  position  and  procedure,  some  of  which 
are  reproduced  on  pages  58  to  68  of  the  Appendix. 

Relation  to  Traffic  Signals  and  Police  Officers 

At  interesections  without  any  traffic  control  the  flow  of  traffic 
may  be  sufficiently  heavy  to  require  the  assignment  of  a  police 
officer  at  those  times  when  pupils  are  going  to  and  from  school. 
For  intersections  at  which  traffic  is  controlled  by  a  police  officer 
or  a  traffic  signal  or  both,  the  safety  patrol  member  assists  by 
directing  children  across  the  street  in  conformance  with  the  di- 
rections of  the  police  officer  or  the  signal  device. 

Hours  on  Duty 

It  is  essential  that  patrol  members  be  on  duty  at  all  times  while 
children  are  crossing  streets  or  highways  in  going  to  and  from 
school.  Patrol  members  should  reach  their  posts  at  least  ten  or 
fifteen  minutes  before  the  opening  of  school  in  the  morning  and 
at  noon,  and  should  remain  on  duty  until  the  tardy  bell.  For 
duty  at  dismissal  times,  they  should  leave  their  classes  two  or 
three  minutes  before  the  bell  and  should  remain  on  duty  until  all 
pupils  who  are  not  stragglers  have  passed  their  posts. 

Efficiency  in  school  safety  patrol  operations  makes  it  desirable 
to  have  all  classes  dismissed  at  the  same  time.  If  there  are 
several  dismissal  times,  the  size  of  the  patrol  should  be  increased 
and  the  members  rotated  so  that  no  one  member  will  be  absent 
too  long  from  his  class. 

Bus  Duty 

Assignment  to  bus  patrol  duty  in  no  way  relieves  the  bus  driver 
from  full  responsibility  which  he  has  for  the  safe  conveying  of 
children  to  and  from  school.  The  function  of  the  bus  patrol  is 
purely  that  of  assisting  the  bus  driver.   School  authorities  should 

33 


CHECK  ROAD 
BEFORE  CROSSING 


instruct  pupils  to  obey  both  the  bus  driver  and  any  patrol  mem- 
ber assigned  to  bus  duty. 

One  or  two  patrol  members  may  be  appointed  for  each  bus,  de- 
pending upon  the  capacity  of  the  bus.  When  two  patrol  members 
are  on  duty,  one  should  be  at  the  rear  of  the  bus  and  one  at  the 
front.  When  only  one  is  used,  he  should  be  located  at  the  front 
of  the  bus.  In  the  selection  of  patrol  members  for  bus  duty,  it 
is  desirable  that  they  be  among  the  first  to  board  the  bus  en  route 
to  school  and  among  the  last  to  leave  the  bus  when  returning 
home.    Duties  of  bus  patrol  members  include  the  following: 

•  To  assist  the  bus  driver  in  checking  attendance  and  making 
certain  that  all  pupils  are  aboard  the  bus  and  in  safe  riding 
position  before  the  bus  starts. 

•  To  assist  the  driver  in  maintaining  order  while  the  bus  is 
en  route.  This  includes  observing  that  no  pupil  has  his  head, 
arms  or  hands  out  of  windows  and  that  all  pupils  remain 
in  safe  riding  positions  at  all  times. 

•  To  assist  the  bus  driver  in  directing  pupils  to  board  and 
leave  the  bus  in  a  quiet  and  orderly  manner.  When  pupils 
are  ready  to  leave  the  bus,  a  patrol  member  alights  first  and 
stands  ready  to  give  assistance  to  pupils  getting  off. 

•  To  assist  the  bus  driver  in  preventing  pupils  from  crossing 
any  highway  or  street  until  directed  to  do  so  by  the  driver. 

34 


The  patrol  member  should  also  make  certain  that  all  pupils 
are  out  of  the  roadway  before  boarding  the  bus  after  a  stop. 

To  assist  the  bus  driver  in  making  certain  that  the  roadway 
is  clear  in  all  directions  when  pupils  must  cross  the  street  or 
highway  in  the  process  of  boarding  or  leaving  the  bus.  The 
driver  must  make  the  decision  that  the  highway  is  clear  for 
adequate  distances,  then  direct  the  students  to  cross  in  front 
of  the  bus.  The  patrol  member  should  escort  very  young 
pupils  across  the  roadway  only  if  and  when  specifically 
authorized  by  the  principal  and  only  upon  the  driver's  signal 
to  cross.  (The  1955  recodification  of  the  school  laws  of  North 
Carolina  permits  the  administrative  appointment  of  school 
bus  monitors  whose  duties  shall  be  those  of  helpers  under  the 
direct  supervision  of  bus  drivers.) 

To  assist  the  bus  driver  in  the  use  of  the  emergency  bus  door 
and  to  assist  him  in  administering  first-aid.  Patrol  members 
should  be  given  instructions  for  these  functions  as  part  of 
the  regular  patrol-training  program.  They  should  be  in- 
structed to  operate  the  emergency  door  or  to  direct  first-aid 
activities  when  requested  to  do  so  by  the  driver,  or  to  act  on 
their  own  initiative  when  the  driver  is  unable  to  give 
directions. 

To  report  to  the  driver  any  bicycle  riders,  roller  skaters,  or 
other  "hitchers"  on  the  bus. 

To  report  to  the  driver  any  violation  of  the  bus  rules  and 
regulations  by  any  passenger. 

To  get  off  the  bus  when  it  stops  at  the  approach  to  hazardous 
railroad  crossings  and  other  hazardous  places,  when  approved 
by  the  principal  and  directed  by  the  bus  driver,  observe  con- 
ditions, and  signal  the  driver  when  it  is  safe  to  procede.  Upon 
request,  assistance  in  planning  procedures  for  such  hazard- 
ous places  is  available  from  the  Division  of  Transportation, 
State  Board  of  Education,  Raleigh,  N.  C.  After  the  bus  has 
passed  such  a  hazardous  place,  the  driver  should  not  stop 
to  take  on  the  patrol  member  until  the  bus  is  in  such  a  posi- 
tion past  the  hazard  that  his  stopping  will  not  force  the 
entrapment  of  other  vehicles. 


3.5 


EQUIPMENT 

Procurement,  use,  and  proper  care  of  equipment  and  insignia 
are  essential  to  a  successful  safety-patrol  program.  Patrol  mem- 
bers need  to  be  impressed  with  the  importance  of  properly  using 
and  caring  for  their  equipment.  They  should  be  helped  to  realize 
that  neatness,  cleanliness,  and  bearing  help  significantly  in  gain- 
ing respect  for  the  safety  work  they  are  doing.  A  clean  white 
belt  makes  the  patrol  member  more  visible,  more  easily  identified. 
Moreover  pride  in  equipment  and  the  manner  in  which  it  is  worn 
are  almost  invariably  a  true  indication  of  a  patrol  member's 
good  attitude  toward  his  work. 

It  cannot  be  assumed  that  equipment  will  be  adequately  cared 
for ;  nor  will  haphazard  efforts  in  this  direction  be  satisfactory. 
Patrol  members  must  be  instructed  in  the  proper  care  and  use 
of  their  equipment.  Initial  training  for  this  is  the  responsibility 
of  the  teacher-sponsor ;  however,  much  of  this  responsibility  can 
become  a  function  of  the  patrol  captains  as  they  gain  experience 
in  their  jobs. 


CLEAN 
NEAT 


PROPER 
PROUD 


36 


1 


Li  • 


Insignia  and  Equipment 

Each  patrol  member  should  have  a  Sam  Browne  belt  made  of 
two-inch  wide  material,  a  badge,  a  raincoat,  and  a  rain  hat.  The 
Sam  Browne  belt  should  be  worn  over  the  outer  garment  at  all 
times  while  on  duty;  and  the  badge  on  the  belt  at  right  breast 
level.  Since  patrol  members  must  serve  in  all  kinds  of  weather, 
it  is  essential  that  a  raincoat  and  hat  be  provided  for  their  use. 
The  Sam  Browne  belt  is  very  effective  as  a  traffic  warning,  since 
it  is  immediately  recognized  by  the  motorist  and  consequently 
provides  some  protection  for  school  crossings. 

Procurement  of  Equipment 

Schools  should  purchase  patrol  equipment  under  contracts 
made  by  the  North  Carolina  Division  of  Purchase  and  Contract ; 
equipment  is  usually  less  expensive  when  purchased  through 
this  channel.  Individual  schools  should  place  their  orders  for 
patrol  equipment  with  the  superintendent  for  purchase  in  the 
same  manner  as  all  other  materials  under  State  contract.    De- 


37 


tailed   information   concerning  such   equipment  is  filed   in   the 
superintendent's  office. 

Suggestions  for  Proper  Care  of  Equipment 

•  Sam  Browne  belts  should  be  cleaned  regularly  according  to 
directions  given  by  the  manufacturer. 

•  Belts  should  be  worn  only  when  on  duty. 

•  Belts  should  be  repaired  as  frequently  as  necessary. 

•  Badges  should  be  affixed  to  belts  and  removed  only  when  belt 
is  being  cleaned. 

•  Badges  should  be  cleaned  or  polished  as  frequently  as  neces- 
sary according  to  instructions  of  the  manufacturer. 

•  Raincoats  should  be  hung  on  rustproof  hangers  in  a  place 
provided  for  such  purposes. 

•  Periodic  inventories  and  inspections  of  equipment  should  be 
made  and  recorded.  This  should  lead  to  practices  which 
would  enable  the  equipment  to  give  greater  service. 

•  At  the  end  of  the  school  year,  or  any  time  when  members 
sever  relationship  with  the  patrol,  equipment  should  be  re- 
turned to  the  captain  or  the  teacher-sponsor  for  safe  keeping. 

•  During  the  summer  equipment  should  be  properly  stored  for 
protection  from  dust,  dampness,  and  excessive  heat.  Rain- 
coats, when  stored  for  long  periods  of  time,  frequently  fare 
best  if  placed  in  individual  paper  or  plastic  garment  bags. 
Any  specialized  suggestions  for  storage  made  by  the  manu- 
facturer should  be  followed  carefully. 

SAFETY  PATROL  ACTIVITIES 

Much  has  been  said  about  the  safety  patrol  organization  and 
objectives,  selection  and  duties  of  members,  responsibilities  of 
teacher-sponsors,  and  training  techniques  for  sponsors  and 
pupils  alike.  Perhaps  the  most  significant  aspect  of  effective 
safety  patrols  is  that  their  activities  should  be  so  integrated  and 
correlated  with  all  other  school  activities  that  they  are  always 
regarded  as  part  of  the  continuing  and  total  school  program. 
Unless  patrol  activities  are  so  planned  and  so  regarded,  they 
are  likely  to  lose  much  of  their  meaning. 

The  importance  of  the  school  patrol  in  the  total  educational 
program  must  be  recognized  by  parents,  teachers,  the  student 
body,  and  the  patrol  members  themselves  if  it  is  to  be  success- 
ful. Every  efficient  patrol  will  include  in  its  day-by-day  efforts 
a  wide  variety  of  activities,  carefully  planned  as  part  of  the 

38 


regular  school  program  and  designed  to  develop  in  the  school  and 
community  the  highest  possible  regard  for  safety  through  patrol 
work.  When  such  an  attitude  is  developed,  problems  of  organiza- 
tion, selection,  training,  and  operation  of  the  school  patrol  are 
reduced  to  a  minimum.  Motivation,  recognition,  and  morale  re- 
ceive due  consideration  in  any  successful  patrol  program. 

Recognition  of  patrol  members  should  be  in  harmony  with  the 
philosophy  of  the  individual  school  and  its  administrative  unit, 
and  should  be  so  understood  by  all  teachers,  all  pupils,  all  parents 
and  others  in  the  community  interested  in  the  activities  of  the 
patrol.  The  Safety  Patrol  Bulletin,  issued  by  the  Department  of 
Public  Instruction  in  Pennsylvania,  states  that  wholesome  atti- 
tudes toward  safety  patrols  are  developed  through  two  types 
of  activities:  status-producing  activities  and  reward  activities. 
Suggestions  from  that  bulletin  are  given  below : 

Suggested  Status-Producing  Activities 

•  Installation  ceremonies  (See  pp.  28-30,  this  publication.) 

•  Patrol-sponsored  assembly,  such  as  a  play,  a  problem  forum, 
or  a  traffic  court. 

•  Patrol  representation  in  the  student  council  or  in  some  other 
comparable  student  government  organization. 

•  Safety-patrol  section  in  the  school  publication  with  a  patrol 
reporter. 

•  A  safety  bulletin  board  maintained  by  patrol  members. 

•  A  training  program  for  the  lower  grades  involving  visits  to 
homerooms  by  patrol  members  for  the  purpose  of  emphasiz- 
ing safety  in  traffic  and  all  other  places. 

•  School-safety  committee,  council,  or  commission,  to  assist 
in  correlating  patrol  activities,  and  to  give  impetus  to  the 
whole  safety  program. 

•  Patrol  meetings  which  are  regular,  well-planned,  and  pur- 
poseful. The  meetings  should  include  training  and  study 
sessions,  with  occasional  entertainment.  Now  and  then  a 
special  guest  will  add  variety.  Meeting  dates  and  topics 
should  be  planned  and  posted  well  in  advance.  When  possible 
it  may  be  wise  to  hold  these  meetings  during  school  hours. 

•  Accident  reporting  and  record  keeping.  This  is  a  necessary 
process  in  determining  weaknesses  of  the  safety  program 
and  in  revealing  causal  factors  in  the  accidents  which  occur. 
The  information  is  very  useful  in  evaluating  the  safety  pro- 
gram and  in  re-shaping  it  to  meet  changing  needs. 

39 


•  A  system  of  apprenticeship  in  which  regular  members  help 
to  train  new  members.  This  can  be  useful  in  preparing  new 
members  for  their  duties  and  responsibilities  as  well  as  in 
screening  undesirables.  It  is  desirable  for  this  training  peri- 
od to  come  in  the  spring  thereby  paving  the  way  for  an 
effective  patrol  in  the  fall.  This  technique  has  possibilities 
of  bringing  patrol  activities  before  the  public  in  an  impres- 
sive manner,  provided  it  is  not  over-used. 

•  Special  duties  such  as  fire-drill  aides,  ushers,  guides,  special 
messengers,  members  of  first-aid  teams,  members  of  emerg- 
ency or  civil  defense  teams,  and  playground  aides.  These 
activities  also  have  possibilities  of  producing  status  for  the 
patrol  in  many  communities. 

•  A  safety  court,  cooperatively  planned  and  conducted  by  pupils 
and  sponsor  and  designed  primarily  as  a  training  medium 
rather  than  a  punishing  body.  Such  courts  require  the  pres- 
ence of  strong  faculty  leadership  at  all  sessions. 

CAUTIONS  ABOUT  SCHOOL  SAFETY  COURTS* 

Though  student  courts  may  have  certain  advantages,  they  may 
easily  become  dictatorial  and  do  immeasurable  harm  to  the  patrol 
program  and  the  school.  The  publication  of  the  National  Safety 
Council,  Student  Safety  Activities,  gives  the  following  com- 
ments and  precautions  concerning  "School  Safety  Courts" : 

"Some  schools  have  inaugurated  school  safety  courts  whose  responsibility 
it  is  to  enforce  safety  regulations.  In  schools  which  operate  a  court  system, 
the  safety  court  is  usually  a  part  of  the  regular  court  proceedings,  held  by 
the  Student  Government  Association.  If  students  have  a  clear  understand- 
ing of  the  function  of  the  court,  they  are  willing  to  give  it  their  whole- 
hearted support  and  the  court  can  contribute  a  great  deal  to  the  success  of 
the  program.  If  the  student  body  is  not  in  sympathy  with  the  idea  of  a 
court  and  will  not  respect  the  decisions  of  the  court,  the  safety  program  will 
progress  better  without  a  court. 

"The  court  is  an  enforcing  body  which  carries  out  safety  regulations  and 
teaches  appreciation  and  observation  of  the  law.  The  court  consists  of  a 
judge  and  a  clerk,  or  a  panel  of  judges  and  a  clerk,  or,  in  rare  cases,  of 
a  judge,  jury,  and  clerk.    The  adviser  serves  as  a  court  of  appeals. 

"Judges  should  be  appointed  by  the  president  of  the  student  safety  organi- 
zation from  a  list  recommended  by  the  faculty. 

"The  court  convenes  regularly — as  often  as  the  docket  requires — to  con- 
sider cases  called  to  its  attention  by  a  card  (which  may  be  prepared  by  the 
student  safety  organization)  containing  the  name  of  the  offender,  the  nature 


*  Many  schools  of  the  nation  have  expressed  the  opinion  that  courts  have  no  place  in  the 
schools;  however,  some  feel  that  they  do.  If  courts  are  to  be  used,  this  information  indicates 
precautions   to  be  considered   in   operating  them. 

40 


of  his  offense,  and  the  witnesses.  Students  should  be  encouraged  to  report 
only  acts  which  may  lead  to  accidents. 

"Penalties,  if  imposed,  should  be  carefully  administered.  Frequently  pen- 
alties are  too  harsh.  If  the  defendant  is  found  guilty,  penalties  which  have 
proved  adequate  are: 

"A  reminder  or  reprimand 

"A  visit  to  the  city  court  to  witness  disposition  of  traffic  offenders 

"Denial  of  privileges  connected  with  the  type  of  offense 

"Referral  to  the  principal 

"Some  schools  have  found  the  courts  effective  even  though  no  penalties 
were  imposed." 

Possible  Reward  or  Recognition  Activities 

Motivating  interest  in  patrol  work  and  maintaining  morale 
among  members  is  a  matter  of  continuing  concern  for  all  schools 
which  sponsor  patrols  and  especially  for  teachers  and  sponsors. 
Handling  this  problem  in  cooperation  with  students  themselves 
helps  greatly  to  increase  the  prestige  and  status  of  the  school 
patrol  in  the  eyes  of  the  entire  student  body.  ''When  pupils  feel 
that  the  school  patrol  program  is  their  program,  they  are  eager 
to  serve  and  they  find  great  personal  satisfaction  in  the  oppor- 
tunity to  serve.  In  these  circumstances,  it  may  be  questioned 
whether  any  regular  pattern  of  special  recognition  for  patrol 
service  is  either  necessary  or  desirable."  This  quotation  from 
The  Expanding  Role  of  School  Patrols,  National  Commission  on 
Safety  Education,  NEA,  expresses  the  philosophy  of  many 
schools. 

Rewards,  on  the  other  hand,  may  serve  a  useful  purpose. 
Certainly  all  plans  involving  special  recognition  for  patrol  serv- 
ice should  be  appraised  in  terms  of  their  educational  values  and 
their  benefits  to  the  greatest  possible  number  of  pupils.  Such 
plans  should  credit  the  entire  patrol  group  for  its  service,  rather 
than  glorify  one  person  or  a  few  individuals. 

Reward  activities,  whether  individual  or  group,  sometimes 
serve  as  positive  motivating  influences  which  give  status  to  the 
patrol  and  at  the  same  time  serve  as  incentives  for  continuing 
the  good  work  already  under  way.  Individual  awards,  such  as 
certificates  of  merit  for  all  those  who  give  satisfactory  service, 
may  serve  a  useful  purpose,  but  group  awards  are  usually  con- 
sidered more  acceptable,  since  they  tend  to  develop  a  sense  of 
unity  and  loyalty  which  makes  for  good  relations  among  mem- 
bers of  the  patrol.  Some  of  the  following  suggested  recognition 
activities  may  prove  useful : 

•  Free  movies  and  athletic  events.    Local  theatre  owners  are 
frequently  willing  to  sponsor  a  Safety  Patrol  Day  during 

41 


which  patrol  members  are  admitted  free  of  charge.  Some 
schools  admit  patrol  members  to  athletic  events  free  of 
charge. 

•  Field  trips  to  points  of  interest  may  be  stimulating  to  patrol 
members. 

•  Participation  in  patrol  athletic  activity  programs  and  in 
special  play  days  arranged  for  patrols  from  several  schools 
is  likewise  valuable  at  times. 

•  Special  trips,  banquets,  picnics,  sponsored  by  PTA's,  safety 
councils,  service  clubs,  or  the  like,  may  be  desirable  at  times. 

Efforts  to  provide  out-of-state  or  other  distant  trips  are  some- 
times attempted  for  all  members  of  the  patrol  in  an  administrat- 
ive school  unit.  Such  trips  often  involve  heavy  expenses  which 
are  not  commensurate  with  rewards  associated  with  other  school 
activities.  Since  some  schools  attempting  such  trips  do  not  yet 
have  adequate  safety  libraries  or  other  needed  services,  it  seems 
unwise  to  spend  unnecessarily  large  sums  of  money  in  this  man- 
ner even  though  it  may  be  provided  by  non-school  agencies.  If 
the  school  feels  that  it  must  be  represented  at  distant  patrol 
meetings  it  might  be  better  for  such  trips  to  be  restricted  to  a 
few  persons  from  each  school.  The  number  would  likely  be  de- 
termined by  the  patrol  members  who  have  given  outstanding 
service  to  the  school  and  community.  Persons  who  are  privileged 
to  take  such  trips  might  best  be  elected  by  patrol  members,  sub- 
ject to  approval  of  parents,  school  sponsor,  and  the  principal. 

Again,  it  should  be  stressed  that  rewards  and  recognitions 
must  necessarily  be  handled  carefully,  as  every  wise  sponsor 
realizes,  if  full  educational  and  morale  values  are  to  be  gained. 
Handled  unwisely,  they  can  be  harmful ;  yet  they  may  sometimes 
constitute  the  spark  which  gives  day-by-day  vitality  and  effec- 
tiveness to  patrols. 

EVALUATING  PROGRESS  OF  SAFETY 
PATROLS 

The  accompanying  check  lists  are  suggestive  of  techniques 
which  may  be  used  for  determining  progress  in  safety-patrol 
activities.  The  first  check  list  is  a  slightly  modified  version  of  the 
one  appearing  in  The  Expanding  Role  of  School  Patrols  (Nation- 
al Commission  on  Safety  Education,  NEA)  ;  whereas,  the  second 
is  a  reproduction  of  the  evaluative  statements  appearing  in  the 

42 


appendix  of  School  Safety  Patrol   (Commonwealth  of  Pennsyl- 
vania, Department  of  Public  Instruction). 

These  particular  check  lists  may  be  useful  as  a  means  of  im- 
proving the  operation  of  safety  patrols.  On  the  other  hand,  the 
student  body,  patrol  members,  and  faculty  members,  with  the 
cooperation  of  others,  may  prefer  to  formulate  their  own  tech- 
niques for  evaluation.  Regardless  of  the  methods  used,  it  is  im- 
portant that  frequent  evaluation  be  part  of  the  continuous  pro- 
gram for  improving  patrol  activities. 

CHECK  LIST  A 
(Check  level  of  achievement  which  best  represents  your  school.) 

Making  Progress  Toward  An  Ideal  Goal  Length  of  Achievement 

0           12           3 
The  student  body  participates  cooperatively  with 
the  school  safety  patrol  in  formulating  the  rules 
and  regulations  under  which  the  patrol  operates.     ■ 

The  safety  rules  and  regulations  of  the  school  are 
based  on  a  comprehensive  and  cooperative  survey 
of  possible  hazards  in  the  immediate  vicinity  of 
the  school  as  well  as  the  larger  community.  

There  is  a  conscious  and  continuous  effort  by  all 
members  of  the  school  staff  to  foster  safe  traffic 
habits  on  the  part  of  all  pupils.  

The  student  body  accepts  the  safety  patrol  as  a 
necessary  and  vital  part  of  the  school  organiza- 

Teachers  and  pupils  are  given  frequent  oppor- 
tunities to  express  their  opinions  regarding  patrol 
operation  through  such  means  as  questionnaires, 
suggestion  boxes,  and  open  discussions.  

Time  needed  to  do  effective  work  with  the  safety 
patrol  is  made  available  to  the  teacher-sponsor  by 
the  principal  within  the  day's  work  program.  

The  teacher-sponsor  has  had  adequate  prepara- 
tion in  the  basic  principles  of  safety  education, 
and  has  a  thorough  knowledge  of  local  traffic 
problems  and  regulations.  

Definite   qualifications  have  been   established  for 

the  selection  of  patrol  members.  


Both  boys  and  girls  are  eligible  to  serve  on  the 
safety  patrol. 


43 


The  written  permission  of  parents  is  obtained  be- 
fore a  student  can  become  a  patrol  member. 

Appropriate  insignia  and  equipment  are  provided 
at  public  expense  so  that  the  patrol  can  function 
effectively  at  all  times. 

If  insignia  and  equipment  are  provided  by  out- 
side agencies,  it  is  free  from  advertisement  and 
entails  no  undesirable  obligations  on  the  part  of 
the  school. 

Patrol  membership  rotates  among  many  pupils  in 
order  that  the  advantage  of  first-hand  experience 
in  patrol  work  is  spread  as  widely  as  possible. 

There  are  regularly  scheduled  and  carefully 
planned  meetings  of  the  safety  patrol  at  which 
time  matters  of  interest  and  concern  are  dis- 
cussed. 

There  are  definite  provisions  for  instructing  pa- 
trol members  in  such  matters  as: 

•  qualifications  of  a  good  patrol  member 

•  general  duties  of  a  patrol  member 

•  what  to  do  in  case  of  accident 

•  exemplary  behavior  by  patrol  members  leads 
to  desirable  student  attitudes  toward  patrols. 

•  use  and  care  of  insignia  and  equipment 

Appropriate  recognition  is  provided  from  time  to 
time  for  all  patrol  members  to  help  maintain 
their  interest  and  morale. 

Accident  records  are  kept  and  are  carefully  ana- 
lyzed to  determine  ways  of  improving  the  patrol 
program  

The  press,  radio,  and  television  are  used  when- 
ever possible  in  order  to  keep  the  community  fully 
informed  of  the  activities  and  achievements  of  the 
safety  patrol. 

The  school  initiates  periodic  appraisal  of  the  long- 
term  effectiveness  of  the  safety  patrol,  or  co- 
operates with  community  agencies  in  appraising 
the  patrol. 


44 


CHECK  LIST  B* 


Each  building  in  the  school  district  has  a  well-organized  Safety 
Patrol 

Adequate  faculty  supervision  is  given  to  the  Safety  Patrol. 

The  Safety  Patrol  is  made  up  of  pupils  above  the  fourth  grade. 

Patrol  members  are  selected  on  the  basis  of  leadership  and 
reliability. 

Special  courses  of  instruction  on  duties  are  given  to  all  pupils 
serving  on  the  Safety  Patrol. 

School  recognition  is  given  pupils  serving  on  the  Safety  Patrol. 

Both  boys  and  girls  serve  on  the  Safety  Patrol. 

Each  school  system  sets  up  its  own  procedures  for  controlling 
violations. 

Safety  Patrols  assist  in  loading,  unloading,  and  keeping  order 
on  school  buses. 

The  standard  insignia  are  worn  by  patrol  members  while  on 
duty. 

Parents  or  guardians  are  required  to  give  written  consent 
before  any  pupil  is  permitted  to  serve  as  a  member  of  a  Safety 
Patrol. 

Where  conditions  are  hazardous,  patrol  members  and/or  police 
are  stationed  on  opposite  curbs  of  the  thoroughfare. 

Patrol  members  are  on  duty  at  least  15  minutes  before  the 
opening  of  school  and  remain  on  duty  until  the  scheduled  time 
for  the  opening  of  the  school  day. 

The  Safety  Patrol  members  are  furnished  with  adequate  equip- 
ment to  protect  their  health  in  all  kinds  of  weather. 

The  school  Safety  Patrol  not  only  helps  at  intersections  but  is 
given  other  assignments  where  the  safety  of  pupils  is  involved. 

The  school  welcomes  cooperation  by  police  and  other  com- 
munity agencies  in  organizing  and  directing  the  safety  patrol. 

At  least  one  faculty  meeting  is  devoted  to  School  Patrols  each 
year. 

The  Safety  Patrols,  traffic  lights,  street  markings,  and  other 
protective  measures  are  periodically  checked  so  that  they  offer 
the  proper  protection  to  those  who  are  on  their  way  to  or  from 
school,  and  insure  proper  operation  of  safety  devices  for  pupils 
and  others. 


Yes      No 


*  School  Safety  Patrol,   Commonwealth  of  Pennsylvania,   Department   of   Public  Instruction. 

45 


APPENDIX 

BIBLIOGRAPHY 

The  Expanding  Role  of  School  Patrols.  National  Education 
Association,  1201  Sixteenth  Street,  N.  W.,  Washington  6, 
D.  C. 

Handbook  for  Elementary  and  Secondary  Schools.  Issued  by  the 
State  Superintendent  of  Public  Instruction,  Raleigh,  N.  C, 
1953. 

A  Handbook  for  School  Bus  Drivers.  North  Carolina  Depart- 
ment of  Motor  Vehicles,  Raleigh,  N.  C,  1954. 

Health  Education.  Issued  by  the  State  Superintendent  of  Public 
Instruction,  Raleigh,  N.  C,  1953. 

How  to  Organize  and  Supervise  a  School  Safety  Patrol.  Ameri- 
can Automotive  Association,  Washington,  D.  C,  1950. 

Minnesota  School  Safety  Patrol  Manual.  Department  of  High- 
ways and  Department  of  Education,  State  of  Minnesota, 
1946. 

Pupil  Patrols  in  Elementary  and  Secondary  Schools,  Research 
Bulletin,  Vol.  XXVIII  No.  1,  National  Education  Associa- 
tion, 1201  Sixteenth  Street,  N.  W.,  Washington  6,  D.  C, 
1950. 

Rules,  Regulations,  and  Laws  Governing  Public  School  Trans- 
portation in  North  Carolina.  North  Carolina  State  Board  of 
Education,  Raleigh,  N.  C,  1950. 

School  Safety  Patrol,  Bulletin  No.  391.  Department  of  Public 
Instruction,  Commonwealth  of  Pennsylvania,  Harrisburg, 
Pennsylvania,  1951. 

School  Safety  Patrols,  Standard  Rules  for  Street  and  Bus  Patrols 
in  Virginia.  State  Department  of  Education,  Richmond, 
Virginia,  1951. 

Student  Safety  Activities,  Student  Safety  Organization  Hand- 
book for  Secondary  Schools.  National  Safety  Council,  425 
North  Michigan  Ave.,  Chicago  11,  Illinois,  1945. 

Who  is  Liable  for  Pupil  Injuries?  National  Education  Associa- 
tion, 1201  Sixteenth  Street,  N.  W.,  Washington  6,  D.  C,  1950. 

References  for  Materials  and  Other  Helps 

In  addition  to  specific  publications  available  from  the  State 
Department  of  Public  Instruction  in  the  forty-eight  states,  ma- 
terials and  other  helps  concerning  school  patrols  may  be  secured 
from  the  following  sources : 

46 


Films  and  Filmstrips 

The  Driver  Improvement  Section,  State  Highway  Patrol,  North 
Carolina  Department  of  Motor  Vehicles,  Raleigh,  N.  C,  will 
send,  upon  request,  its  extensive  list  of  available  films  and  film- 
strips.  They  are  available  on  loan;  however,  return  transporta- 
tion costs  must  be  paid  by  the  borrower. 

Traffic  Patrol  Materials 

American  Automobile  Association,  Mills  Building,  Washing- 
ton   6,    D.    C.    (Also   available   through    its    North    Carolina 
affiliate,  The  Carolina  Motor  Club,  Charlotte,  North  Carolina.) 
Association  of  Casualty  and  Surety  Companies,  60  John  Street, 
New  York,  N.  Y.    (Also  available  through  its  affiliate,  The 
North  Carolina  Association  of  Insurance  Agents,  Inc.,  Com- 
mercial Building,  Raleigh,  North  Carolina.) 
National  Association  of  Automotive  Mutual  Insurance  Com- 
panies, 20  North  Wacker  Drive,  Chicago  6,  Illinois. 
North  Carolina  Association  of  Mutual  Insurance  Agents,  Inc., 
Raleigh  Building,  Raleigh,  North  Carolina. 
National  Commission  on  Safety  Education,  National  Educa- 
tion Association,  1201  Sixteenth  Street,  N.  W.,  Washington  6, 
D.  C. 

National  Congress  of  Parents  and  Teachers,  600  S.  Michigan 
Boulevard,  Chicago,  5,  Illinois. 

National  Safety  Council,  425  North  Michigan  Avenue,  Chicago 
11,  Illinois. 
United  States  Office  of  Education,  Washington  25,  D.  C. 

Fire  Materials 

National  Board  of  Fire  Underwriters,  85  John  Street,  New 
York  38,  N.  Y. 

National  Fire  Protection  Association,  60  Batterymarch  Street, 
Boston  10,  Mass. 

Other 

State  Civil  Defense  Office,  Civil  Defense  Building,  Jefferson 
Street,  Raleigh,  N.  C. 

SUGGESTIONS  FOR  KEEPING  GENERAL  SCHOOL 
PATROL  RECORDS 

The  following  student  record  procedures  may  be  helpful  in 
developing  forms  for  use  in  the  school's  patrol  program.  Such 
records  can  be  very  helpful  to  the  sponsor  for  planning  training 
programs  and  increasing  the  overall  effectiveness  of  the  patrol 
program. 

47 


Suggestive  record  form  No.  1  is  an  adaptation  of  a  pupil-viola- 
tion report  form  found  in  "Safety  Patrol  Captain's  Manual", 
produced  by  Carl  Pike  and  Don  Hurst,  for  use  in  Jackson,  Michi- 
gan. Since  it  is  worthwhile  to  commend  safe  practices  as  well 
as  to  report  violations  of  safety  regulations,  the  form  has  been 
changed  so  that  it  is  usable  for  both  purposes.  This  form  can  be 
used  by  all  patrol  members. 

Record  form  No.  2  is  suggested  for  use  by  the  patrol  captains 
or  lieutenants  in  recording  daily  patrol  operations  for  each 
month.  This  is  an  adaptation  of  a  form  illustrated  in  "Safety 
Patrol  Handbook"  published  by  the  American  Automobile 
Association. 

As  a  matter  of  practicability,  forms  Nos.  1  and  2  may  be  most 
useful  if  a  sufficient  supply  of  No.  2  is  placed  in  the  front  of  a 
patrol  record  book  and  a  suitable  supply  of  No.  1  is  placed  in  the 
back  of  the  same  book.  Copies  of  the  standard  accident  report 
form  can  be  folded  and  placed  in  the  back  of  the  patrol  record 
book  for  use  when  needed. 

Record  form  No.  3  is  devised  to  serve  as  a  daily  and  monthly 
summary  of  the  operations  of  each  of  the  respective  patrols. 
The  sample  illustrates  one  designated  for  a  sidewalk  patrol  and 
one  for  a  bus  patrol.  Such  summary  record  forms  could  be  made 
up  on  poster  board  and  located  in  a  prominent  place.  This  would 
enable  the  teacher-sponsor  or  others  to  readily  note  the  day-to- 
day progress  of  patrol  operations.  Lieutenants  can  report  daily 
to  their  captain  who  can  summarize  the  reports  and  enter  the 
summaries  on  record  form  No.  3. 

SAMPLE   RECORD  FORM  NO.  1 


Patrol  Report  on  Pupil  Behavior,  Where  Patrols  Operate 

Commendation 

<-      Check  one      -^ 

Violation 

Pnnil 

's    Name      

Pupil 
A  o.  t.i  n 

's  Homeroom  No. 
n  by  Pupil 

Reported  by Rm.  No 

48 


i  J 

c 

c 

e 

£ 

tj 

< 

\ 

S 

\ 

\ 

\ 

\ 

\ 

0 

\ 

. 

c 

e\j 

\ 

\ 

\ 

\ 

\ 

\ 

s 

\ 

\ 

\ 

\ 

' 

\ 

S; 

\ 

V 

\ 

g 

• 

\ 

» 

\ 

\ 

\ 

\ 

\ 

^ 

c3 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

•H 

§ 

I 
I 
g 
o 

O  -P 

S3 

\ 

\ 

\ 

' 

, 

\ 

S 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

O 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

rH 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

a 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

r-i 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

r-i 

\ 

\ 

\ 

\ 

\ 

k 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

- 

X 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

O 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

as 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

h 

IS 

I 

\ 

\ 

\ 

\ 

\ 

VO 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

\ 

^ 

\ 

\ 

-3 

\ 

\ 

. 

\ 

\ 

S 

f-\ 

■ 

\ 

\ 

, 

\ 

\ 

\ 

\ 

\ 

\ 

, 

\ 

. 

H 

\ 

, 

• 

S 

N 

\ 

\ 

1 

i  ! 

f.       2 
•0        B 
M        < 

0  Oh 

8         B 
O;         O 

5         g 

1  I 

1 

— 

— 

] 

5& 

o   p 

55 


RECORDING  AND  ANALYZING  STUDENT  ACCIDENTS* 

Information  on  the  unsafe  acts  and  unsafe  conditions  causing 
accidental  injuries  and  deaths  to  students  is  essential  to  the  func- 
tioning' of  an  efficient  school  safety  program.  For  this  reason 
it  is  essential  that  records  be  kept  and  the  analysis  be  made  of 
these  records. 

Importance  of  Records 

The  successful  initiation  and  continuation  of  this  fundamental 
safety  education  activity — the  securing  of  accident  data  and  the 
using  of  it — requires: 

1.  The  recognition  by  school  authorities  of  the  value  of  such 
student  accident  reports.   These  reports  may  be  used  in 

a.  Adjusting  the   safety   curriculum   to   immediate   student 
needs 

b.  Individual  student  guidance 

c.  Modifying   the   structure   and   use   of   the   building   and 
grounds 

d.  Protecting  the  school  from  unfortunate  publicity  and  lia- 
bility suits  growing  out  of  accident  cases. 

2.  The  adoption  of  the  Standard  Student  Accident  Reporting 
System,  preferably  on  a  system-wide  basis.  This  will  help 
attain  uniformity  and  make  possible  a  comparison  of  records. 

The  Standard  system  is  not  a  new  system,  but  was  devised  by  the  Na- 
tional Safety  Council  and  cooperating  school  authorities  many  years  ago. 
It  consists  of  an  original  accident  report  form  and  a  monthly  summary 
sheet.  It  has  been  in  use  in  some  school  systems  for  about  20  years.  The 
National  Safety  Council  will  furnish,  without  charge,  a  year's  supply  of 
both  the  accident  report  form  and  the  summary  sheet.  Subsequently  sup- 
plies may  be  printed  locally  or  purchased  from  the  Council  at  nominal  rates. 

3.  The  education  of  the  entire  instructional  staff  on  the  value  of 
the  Standard  Student  Accident  Reporting  System;  and  the 
training  of  all  teachers  and  other  designated  persons  to  fill 
out  completely  the  accident  reports,  to  give  full  details,  and 
to  make  reports  promptly. 

Responsibility  for  the  preparation  of  the  original  accident 
report  is  primarily  with  the  teacher  in  charge  when  the  acci- 
dent occurs.  Accidents  in  areas  of  patrol  supervision  should 
be  reported  by  patrol  members,  but  the  school  sponsor  should 
be  summoned  immediately  to  lend  assistance  and  verify  the 


*  Information  in  this  section  is  taken  largely  from  Safety  Education  Memo  #  3,  a  mimeo- 
graphed bulletin;  Student  Accident  Records  and  Analysis,  published  by  the  National  Safety 
Council.   425   N.   Michigan   Ave.,   Chicago   11.   Illinois. 

51 


report.  If  a  motor  vehicle  is  involved,  the  police  should  also 
be  summoned.  If  a  motorist  who  is  involved  leaves  the  scene 
where  he  has  caused  an  injury,  the  patrol  member  should 
record  his  license  number  and  report  it  to  the  teacher-sponsor. 
The  patrol  member  should  also  record  the  license  number  and 
specific  acts  of  any  motor  vehicle  driver  operating  a  vehicle 
in  an  unsafe  manner  in  the  vicinity  of  his  post.  The  teacher- 
sponsor  with  local  police  assistance  may  confer  with  such 
drivers  as  a  means  of  correcting  such  unsafe  acts  by  motor- 
ists. Reports  should  be  filled  out  completely  and,  on  all  school- 
jurisdictional  accidents,  should  be  forwarded  to  the  superin- 
tendent's office  not  later  than  twenty-four  hours  after  the 
accident  happened.  (Some  superintendents  require  an  im- 
mediate report,  by  telephone,  on  serious  accidents  of  this 
type,  followed  by  a  written  report.)  Reports  on  non-school 
accidents  should  be  completed  as  soon  as  the  student  returns 
to  school. 

The  development  of  specific  plans  for  the  use  of  reports. 
Use  of  reports  will  vary  from  one  school  system  to  another. 
In  general,  it  is  desirable  that  copies  of  all  student  accident 
reports  be  examined  by  the  teacher-sponsor,  the  principal, 
the  supervisor,  the  superintendent,  and  others  who  may  find 
such  information  useful.  In  some  instances,  selected  reports 
should  be  examined  by  the  individual  staff  member  concern- 
ed. For  example,  the  custodian  should  study  reports  of  all 
building  and  ground  accidents  resulting  from  poor  plant  con- 
ditions. The  physical  education  teacher  should  examine  the 
reports  of  all  accidents  in  physical  education  and  recreational 
activities,  whether  on  school  property  or  not ;  the  shop  teach- 
er should  examine  reports  on  all  shop  accidents.  Accident 
reports  should  be  studied  by  the  advisers  of  all  students 
involved  in  the  accidents. 

The  analysis  of  completed  reports  by  some  competent  person 
to  determine  the  real  causes  of  the  accident  and  the  needed 
protective  measures.  This  analysis,  together  with  a  copy  of 
the  accident  report,  should  be  sent  to  the  persons  who  are 
particularly  concerned  with  the  accident,  the  custodian,  the 
physical  education  teacher,  the  home  economics  teachers, 
and  others. 

Parent  cooperation  in  order  that  the  Standard  Student  Acci- 
dent Reporting  System  may  function  efficiently. 
Parents  may  be  the  source  of  much  information  on  non- 


52 


school  accidents.  They  will,  very  likely,  become  increasingly 
sympathetic  with  the  school's  efforts  to  improve  facilities, 
if  they  are  informed  about  the  student  accident  situation. 

Will  Many  Reports  Be  Required? 

In  view  of  their  functional  significance,  the  amount  of  time 
invested  in  the  collection  of  student  accident  reports  is  amazingly 
small.  On  an  average,  there  is  one  serious  (necessitating  loss  of 
one-half  day  or  a  doctor's  care)  accident  a  month  to  every  500 
pupils.  In  addition,  there  would  probably  be  a  number  of  less 
serious  accidents  occurring  on  school  property  for  which  records 
should  also  be  made.  At  most,  however,  no  school  would  be  bur- 
dened with  excessive  reporting. 

What  Accidents  Are  Reported? 

Accidents  of  the  following  type  should  be  reported : 

1.  All  injuries  requiring  a  doctor's  care 

2.  Those  keeping  a  student  out  of  school  one-half  day  or  more, 
regardless  of  where  the  student  was  when  injured — on  school 
property,  en  route  to  or  from  school,  at  home,  or  elsewhere. 

3.  All  school  jurisdictional  accidents,  however  slight.  (Unless 
otherwise  defined  by  administrative  ruling  or  court  action, 
school  jurisdictional  accidents  are  those  occuring  while  stu- 
dents are  on  school  property,  in  the  school  building,  and  on 
the  way  to  and  from  school). 

Making  out  the  Accident  Report 

The  first  step  in  the  making  out  of  the  accident  report  is  to 
collect  all  necessary  data.  The  next  step  is  to  read  the  instruc- 
tions carefully  at  the  top  of  the  Standard  Student  Accident  Re- 
port Form ;  then  complete  and  answer  accurately  all  questions 
on  the  form.  Brevity,  without  sacrificing  precision,  is  desirable ; 
but  no  questions  should  be  overlooked  or  omitted.  If  the  precise 
answer  to  any  question  is  not  known,  the  lack  of  information 
should  be  recorded. 

The  most  significant  part  of  the  accident  report  is  the  "De- 
scription of  the  Accident."  The  ultimate  value  of  the  report  de- 
pends largely  on  the  clarity,  completeness,  and  accuracy  of  this 
description.  In  reporting  an  accident  on  a  swing,  it  is  not  suffi- 
cient to  state,  "student  fell  from  swing."  A  useful  report  of  the 
accident  might  read:  "Rusted  link  of  swing  broke  as  the  swing 
reached  the  top  of  forward  arc,  causing  student  to  fall  ten  feet 
to  ground.  School  custodian  had  warned  children  "to  be  careful  of 

53 


the  swing,'  but  had  not  informed  playground  supervisor  of  the 
condition  of  the  swing  nor  had  the  custodian  taken  the  swing  out 
of  service."  All  questions  on  the  accident  report  form  have  been 
asked  in  simple,  non-technical  terms ;  and  will  cause  no  confusion 
when  filling  in  the  forms. 

Student  Accident  Summary  Sheet 

Each  month,  the  information  contained  in  the  accident  report 
should  be  tabulated  on  the  Student  Accident  Summary  Sheet  so 
that  the  school  administrator  may  see  (1)  what  kinds  of  accidents 
are  frequent  among  the  students;  (2)  the  causal  factors  relative 
to  such  accidents;  (3)  the  trends  for  different  types  of  accidents 
and  the  causal  factors  involved  therein.  Summaries  for  indi- 
vidual schools,  as  well  as  for  the  entire  school  system,  should 
be  compiled  monthly  and  made  available  for  the  entire  system. 
Such  summaries  provide  a  basis  for  determining  whether  the 
safety  education  program  of  the  school  system  should  be  revised. 

Using  the  Summarized  Data 

The  data  on  the  summary  sheets  have  both  immediate  and 
long-range  value.  It  is  desirable  for  the  person  in  charge  of  acci- 
dent reports  to  use  these  data  in  the  preparation  of  a  monthly 
memorandum  for  teachers,  calling  attention  to  progress  made 
in  various  areas  of  safety,  to  the  high  frequency  in  certain  types 
of  accidents,  and  suggesting  necessary  emphasis  during  the 
following  month. 

At  the  end  of  the  academic  year  the  current  report  should  be 
compared  with  the  one  of  the  previous  year  and  such  questions 
as  the  following  should  be  answered : 

1.  To  what  degree  has  progress  been  made  during  the  past 
year? 

2.  What  weaknesses  are  noticeable  in  the  safety  education  pro- 
gram?  How  may  they  be  overcome? 

3.  What  special  emphasis  should  be  made  during  the  next  year? 

4.  How  do  the  accident  records  of  this  locality  compare  with 
national  records,  or  with  those  from  similar  communities? 

Data  on  student  accidents  should  be  gathered  primarily  for 
local  use.  It  is  to  the  advantage  of  all  schools,  however,  to  have 
maximum  information  on  the  accident  situation  in  other  com- 
munities. School  systems,  therefore,  are  urged  to  forward  copies 
of  their  monthly  summaries  to  the  National  Safety  Council  so 
that  published  tabulations  of  student  accidents  may  be  as  com- 
plete as  possible.    Student  accident  data  are  invaluable  to  all 

54 


safety  agencies  endeavoring  to  serve  the  schools,  and  for  this 
reason  all  agencies  cooperating  with  the  school  in  its  safety  pro- 
gram should  invariably  be  supplied  with  these  reports. 

Reproduction  of  Standard  Accident  Forms 

Standard  accident  report  forms  are  reproduced  in  miniature 
on  the  following  pages.  These  forms  may  be  had  in  small  quan- 
tities, free  of  charge,  from  the  National  Safety  Council  to  those 
schools  reporting  their  accidents  each  month.  The  forms  are 
not  copyrighted  and  may  be  reproduced  by  any  school  desiring 
to  do  so. 


55 


STANDARD  STUDENT  ACCIDENT  REPORT  FORM 
Part  A.     Information  on  ALL  Accidents 


Name:  

School:  

Time  accident  occurred 
Place  of  Accident: 


Home  Address:  

Sex:  MO;  FQ    Age:. 


Grade  or  classification: 


Hour 


A.M.; 


P.M.   Date: 


School  Building  □  School  Grounds  □  To  or  from  School  □  Home  □  Elsewhere  □ 


T" 

On 

w 

N 

{,:■ 
!■'"' 

y 
w 

M< 
Mi 

^r 
V- 


<- 


a.  « 

1-5 

< 


Abrasion  

Amputation  

Asphyxiation  _ 

Bite  _ 

Bruise  

Burn  

Concussion  

Cut  _ 

Dislocation  _ 
Other  (specify) 


Fracture 

Laceration 

Poisoning 

Puncture 

Scalds 

Scratches 

Shock  (el.) 

Sprain 


Abdomen  _ 

Ankle  _ 

Arm  _ 

Back  _ 
Chest 

Ear  _ 

Elbow  _ 

Eye  _ 

Face  

Finger  _ 
Other  (specify) 


Foot 

Hand 

Head 

Knee 

Leg 

Mouth 

Nose 

Scalp 

Tooth 

Wrist 


DESCRIPTION  OF  THE  ACCIDENT 

How  did  accident  happen?  What  was  student  doing?  Where  was  student? 
List  specifically  unsafe  acts  and  unsafe  conditions  existing.  Specify  any  tool, 
machine  or  equipment  involved. 


Degree  of  Injury:  Death  fj     Permanent  Impairment  fj     Temporary  Disability  Q     Nondisabling  fj 
Total  number  of  days  lost  from  school:  (To  be  filled  in  when  student  returns  to  school) 


Part  B.     Additional  Information  on  School  Jurisdiction  Accidents 

Teacher  in  charge  when  accident  occurred  (Enter  name) : 

Present  at  scene  of  accident:  No: Yes: 


9.  Z 
ui 

III  ±c 

< 


First-aid  treatment 
Sent  to  school  nurse 
Sent  home 
Sent  to  physician 

Sent  to  hospital 


By   (Name) :. 

By  (Name) :_ 

By  (Name) :_ 

By  (Name) :_ 

Physician's  Name:_ 
By  (Name) :_ 

Name  of  hospital:. 


10.    Was  a  parent  or  other  individual  notified?  No:. 

Name  of  individual  notified:  

By  whom?  (Enter  name) :  

Witnesses:   1.    Name:  

2.    Name:  


Yes: When: 


11 


.  Address: 
.  Address: 


Ibiec  ■ 


12. 


Athletic  field 

Auditorium 

Cafeteria 

Classroom 

Corridor 

Dressing  room 

Gymnasium 

Home  Econ. 

Laboratories 


Specify  Activity 


Locker 

Pool 

Sch.  grounds     _ 

shop  _ 

Showers 

Stairs  _ 

Toilets  and 

washrooms   _ 
Other  (specify) 


Specify  Activity 


Remarks 

What  recommendations  do  you  have  for  pre- 
venting other  accidents  of  this  type? 


Signed:  Principal: 


Teacher: 


(Natiooal  Safety  Council — Form  School  I) 


56 


Printed  in  U.S.A.     Kct.  JOM—  IU»— WHF, 


mi-is 


noon  s 


STUDENT  ACCIDENT  SUMMARY 


Month  of_ 


City. 


.SchooL 


Year. 

No.  of  school  days 
in  above  month 


i  Stud.rrt  ACC.  2  (1941) 


accidental  death*  thh  month.    Cop/ei  of  original  report  cardt  covering  thorn  aro  attached. t 


: 


CLASSIFICATION 


STUDENTS   KILLED  AND   INJURED.   BY  GRADES 


SndM    i*'Q'n     6rada    Grada    Grade    Grada    Grad«    Gradt    Gr«d»    Grad«    Grad.    Grad 


-i — i — r 


TOTAL  ACCIQCNTS 


D     SCHOOL  BUILDINGS 

_»«!,.- 

~k  Other  building                              ,„ 









- 





. 









SCHOOL  GROUNDS 


i 

_,IM„ 

.            _.._ 

1 

.. 

• 

., 

"          _fn«tti«ll     . 

Unorganized 
Activities 

I 

Other.._ 

_  . 







1 

GOING  TO  OR  FROM   SCHOOL 


Motor  vehicle— bicycle- 
Other   motor  vehicle 

Other  bicycle 

Other    


HOME 


Falli                                                       i 

1 

Other  home    .  1       ... 

..    ._. 

.._ 







OTHER 


I  Motor   vehicle — bicycle 

|  Other  motor  vehicle 

[  Other   bicycle 

Other  street  &  sidewalk 

I  Playgrounds   (not  school) 

[Other  places   


■   ENROLLMENTS  AND  DAYS  LOST 

1 

jf  Days  lost— This  month's 

1  Days    lost    this    month    from    pre- 
ll  vious  month's  accidents  ...__..„  .... 

; 

















Report  made  by_ 


Title. 


copy  of  this  report  should   be   sent  each  month  to  the   National  Safety  Council,  425  North  Michigan  Ave.,  Chicago   II,  covering  all  schools  in  the 
that  maintain  records. 

I  BOM— 550— NSC  Printed  In  U.S.A. 


57 


ADDITIONAL  DETAILED  SUGGESTIONS  FOR 
PATROL  OPERATIONS 

To  assist  teachers  in  giving  basic  instruction  to  new  Patrol 
members  and  in  retraining  old  members,  the  following  illustrated 
explanation  of  standard  Patrol  operation  has  been  prepared.* 
1.    OPERATION  WITH  ONE  PATROL  MEMBER 
Used  only  on  quiet  streets  tvhere  traffic  flow  is  not  heavy  and 
where  no  special  hazards  exist. 


Fig.  6.     This  is  the  standard  position  for  Patrol  members  on  duty. 

An  Intersection 

The  Patrol  member  stands  on  the  SIDEWALK,  one  pace  back 
from  the  curb-line  and  midway  between  the  crosswalk  lines.  He 
faces  the  street  watching  for  traffic.  He  glances  over  his  shoulder 
to  watch  for  children  approaching.  When  they  approach,  he 
raises  his  arms  sideward  so  that  they  point  downward  from  his 
shoulders  at  45  degree  angles.  The  children  stop  behind  his  out- 
stretched arms.  (Fig.  6.) 

The  Patrol  member  then  looks  in  all  directions  (See  Fig.  7) 
until  there  is  a  suitable  lull  in  vehicular  traffic  to  permit  children 


*Material  and  illustrations,  pp.  58  to  68,  are  used  by  permission  of  the  American  Auto- 
mobile Association  and  are  taken  from  its  publication,  "Safety  Patrol  Handbook,"  Copy- 
right 1950. 


58 


Fig.  7.     Notice  how  the  properly-trained  Patrol  member  looks  in  all 
directions  for  approaching  vehicles. 


to  cross  safely.  {In  urban  areas,  it  is  recommended  cars  be  at 
least  one  block  away  and  not  approaching  at  an  excessive  rate  of 
speed.  In  rural  areas,  the  distance  would  be  greater  since  speeds 
are  higher.)  The  Patrol  member  then  drops  his  arms  and  steps 
left,  watching  for  traffic  in  all  directions — especially  that  ap- 
proaching from  his  left,  which  would  constitute  the  most  im- 
mediate hazard.  As  he  steps  aside,  he  continues  to  face  the  street, 
and  he  cautions  the  children  to  WATCH  FOR  TURNING  CARS. 
He  then  returns  to  his  position  on  the  center  of  the  sidewalk, 
cutting  off  the  stragglers.  (See  Fig.  8). 

If  the  crossing  is  located  on  a  one-way  street,  the  Patrol  mem- 
ber steps  right  or  left,  depending  upon  the  direction  from  which 
traffic  approaches.  Where  possible,  crossings  on  one-way  streets 
should  be  on  the  side  of  the  intersection  from  which  traffic 
approaches.  (See  Fig.  9.)  This  means  that  the  Patrol  member 
has  traffic  approaching  in  only  one  direction,  and  no  turning 
traffic.  He  should  be  on  the  alert  for  vehicles  turning  into  the 
one-way  street  through  error. 


59 


Fig.  8.  This  Patrol  member  has  made  certain  that  it  is  safe  to 
cross  the  street.  He  drops  his  arms  to  his  sides  and  steps  to  the  left. 
He  continues  to  look  in  all  directions,  following  the  numbered  order 
shown  above. 


C>/^> 


A 


Fig.  9.     This  shows  a  one-way  street  with  Patrol  post  located  on 
the  side  of  the  intersection  from  which  traffic  approaches. 


60 


Parked  Car  Hazard 

If  a  parked  car  or  other  obstruction  hinders  the  Patrol  mem- 
ber's view  of  traffic  approaching  from  the  left,  the  procedure 
changes  in  one  respect  from  that  just  outlined.  The  Patrol  mem- 
ber takes  his  standard  position  and  then  follows  through  with 
the  steps  outlined  until  he  has  looked  in  all  directions.  Then, 
cautioning  the  children  to  WAIT  ON  THE  CURB,  he  steps  into 
the  street  just  far  enough  to  see  past  the  parked  car  or  other 
obstruction.  UNDER  NO  CIRCUMSTANCES  MAY  THIS  DIS- 
TANCE BE  MORE  THAN  3  PACES. 

He  looks  first  to  the  left,  for  his  own  protection  from  approach- 
ing cars,  then  in  all  directions.  (See  Fig.  10.)  If  no  vehicle  is 
coming,  he  drops  his  arms  and  motions  the  children  to  cross.  He 
continues  to  watch  for  traffic.  After  the  children  have  crossed, 
he  returns  to  the  sidewalk,  cutting  off  stragglers. 


Fig.  10.  A  car  parked  too  close  to  the  intersection  constitutes  a 
hazard.  The  view  of  the  Patrol  member  is  obstructed.  He  is  permitted 
to  step  into  the  street  more  than  three  paces  to  observe  approaching 
traffic. 

At  Mid-Block  School  Crossings 
In   cities   and   towns,   mid-block   crossings   are   not   normally 
used,  though,  in  some  rare  instances,  they  may  prove  necessary. 
Operation  at  a  mid-block  school  crosswalk  is  exactly  the  same 


61 


as  at  an  intersection,  except  that,  since  the  Patrol  member  has 
no  traffic  approaching  from  the  rear  or  front,  he  looks  both 
RIGHT  and  then  LEFT  before  stepping  left  to  allow  the  children 
to  pass. 


Fig.  11.  A  mid-block  crossing  presents  special  hazards.  Before  re- 
leasing children  to  cross  the  street,  the  Patrol  member  must  make  cer- 
tain that  vehicles  are  not  approaching  at  excessive  rates  of  speed. 


The  Patrol  member  should  be  instructed  to  pay  particular 
attention  to  the  speed  of  approaching  vehicles.  School  authorities 
should  see  that  ample  warning  signs  are  erected  and  painted 
crosswalk  lines  are  at  least  two  feet  wide,  so  as  to  be  readily 
visible  to  approaching  motorists.  (See  Fig.  12.) 

At  a  "T"  Intersection  School  Crossing 

At  a  "T"  intersection,  Patrol  operation  depends  upon  the  loca- 
tion of  the  Patrol  posts.  The  location  of  possible  posts  at  such  an 
intersection  are  indicated  in  Fig.  13. 

Operation  at  posts  1,2,3,  or  4  is  the  same  as  at  a  regular 
intersection,  except  that  the  Patrol  member  has  traffic  approach- 
ing from  one  less  direction.  Particular  attention  should  be  paid 
to  turning  cars,  since  there  are  likely  to  be  heavy  turning  move- 
ments. Patrol  members  stationed  at  posts  1  and  4   should  be 

62 


Fig'.  12.     At  mid-block  crossings,  crosswalks   should  have  lines   at 
least  two  feet  wide  to  be  easily  visible  to  motorists. 

instructed  that  all  traffic  entering  the  "T"  must  turn  either  left 
or  right.  Patrol  operation  at  posts  5  and  6  is  more  difficult  than 
at  a  mid-block  crossing  because  the  Patrol  member  must  watch 
for  cars  turning  several  ways. 


*m- 


Fig.  13.  Possible  Patrol  posts  at  a  "T"  intersection.  Patrol  mem- 
bers placed  at  positions  1  and  4  must  be  especially  alert  to  turning 
cars. 


63 


2.    OPERATION  WITH  TWO  PATROL  MEMBERS 

Used  at  school  crossings  on  heavily  traveled  streets;  at  excep- 
tionally wide  streets;  at  places  where  special  hazards  exist,  such 
as  parked  cars;  where  the  view  is  obstructed  by  curves  or 
hedges;  at  street  intersections  ivith  heavy  turning  movements; 
and  at  the  intersection  of  more  than  two  streets. 

In  a  two-man  operation,  the  Patrol  members  are  stationed  on 
opposite  sides  of  the  street.  One  acts  as  a  "sender"  and  the  other 
as  "receiver." 

The  position  of  each  Patrol  member  is  the  same  as  has  been 
explained  and  illustrated  by  Figure  6,  that  is,  on  the  sidewalk 
one  pace  back  from  the  curb  and  midway  between  the  crosswalk 
lines.  When  children  approach  a  Patrol  member,  he  raises  his 
arms  to  the  standard  side  position,  and  the  children  stop  behind 
his  outstretched  arms.  Both  Patrol  members  then  look  in  all 
directions  for  approaching  traffic.  (See  Fig.  14.) 


Fig.  14.     Heavily-traveled,  exceptionally  wide  streets  require  two 
Patrol  members,  a  "Sender"  and  a  "Receiver". 

After  making  sure  that  there  is  sufficient  lull  in  traffic  to  per- 
mit safe  crossing,  the  Patrol  member  holding  back  the  children 
cautions  them  to  LOOK  BOTH  WAYS  BEFORE  CROSSING 
and  WATCH  FOR  TURNING  CARS,  and  then  follows  the 
regular  procedure.  At  the  same  time,  the  Patrol  member  on  the 
opposite  corner  faces  the  intersection  to  watch  for  traffic. 


64 


Both  Patrol  members  remain  on  the  curb.  The  children  cross, 
and  both  Patrol  members  return  to  their  original  positions. 

Both  Patrol  members  remain  on  the  curb.  The  children  cross, 
and  both  Patrol  members  return  to  their  original  positions. 

Points  to  remember  in  two-man  operation  are: 

1.  The  Patrol  member  first  approached  by  the  children  de- 
cides when  it  is  safe  to  cross. 

2.  Each   Patrol   member   watches   primarily   to  his   left   for 
traffic  while  children  cross. 

If  view  of  traffic  is  blocked  by  parked  vehicles,  a  Patrol  mem- 
ber may  step  into  the  street  so  as  to  get  a  better  view,  but 
NEVER  MORE  THAN  3  PACES. 

3.  TWO-MAN  POST  WITH  "SECONDARY"  PATROL 
MEMBER 

Sometimes,  when  parked  vehicles  interfere  with  the  view  of 
approaching  traffic  and  the  Patrol  member  must  step  into  the 
street,  the  children  crowd  into  the  street  after  him.  While 
children  should  be  cautioned  to  stay  on  the  curb,  it  is  sometimes 
desirable  to  use  a  "secondary"  Patrol  member  to  hold  the  chil- 
dren on  the  curb. 

In  operations  of  this  nature,  the  "secondary"  Patrol  member 
takes  the  fixed  post  on  the  sidewalk,  one  step  back  from  the 
curb.  He  holds  the  children  on  the  sidewalk. 

The  regular  Patrol  member,  although  he  has  no  fixed  post, 
must  remain  on  the  sidewalk,  except  when  he  steps  into  the  street 
to  see  past  the  parked  vehicle.  He  is  responsible  for  giving  the 
signal  that  it  is  safe  to  cross.  The  "secondary"  Patrol  member 
releases  the  children  at  this  signal. 

Operation  is  as  follows :  Children  gather  behind  the  outstretch- 
ed arms  of  the  "secondary"  Patrol  member.  The  regular  Patrol 
member  then  steps  into  the  street  just  far  enough  to  see  around 
the  parked  vehicles— NEVER  MORE  THAN  3  PACES.  He  then 
looks  for  approaching  traffic.  (See  Fig.  10.)  If  there  are  no 
approaching  vehicles  which  constitute  a  hazard,  he  signals  to 
the  "secondary"  Patrol  member  to  release  the  children.  Then, 
facing  the  street,  he  watches  in  all  directions  for  approaching 
traffic. 

At  the  signal  of  the  regular  Patrol  member,  the  "secondary" 
Patrol  member  drops  his  arms  and  steps  to  the  right,  faces  the 
intersection,  and  watches  for  approaching  traffic.  After  the 
children  have  crossed,  the  regular  Patrol  member  returns  to  the 

65 


sidewalk  and  the  "secondary"  to  his  fixed  position  on  the  side- 
walk, one  step  back  from  the  curb. 

The  Patrol  member  stationed  across  the  street  operates  in 
the  same  manner  described  under  regular  two-man  operation. 

4.    OPERATION  OF  A  THREE-  OR  FOUR  -MAN 
CROSSING 

On  wide  streets  with  a  safety  island,  or  zone,  in  the  center,  it 
may  be  desirable  to  place  a  Patrol  member  on  the  island.  If  the 
island  is  particularly  wide,  such  as  might  be  the  case  on  a  park- 
way or  boulevard  with  a  wide  dividing  strip,  two  Patrol  members 
may  be  stationed  there.  The  Patrol  member  on  the  island  func- 
tions in  the  same  manner  as  on  the  curb. 


Fig.  15.  Where  there  are  safety  islands  or  zones  in  the  center  of 
the  street  it  may  be  desirable  to  post  an  additional  member  on  the 
island. 

Care  should  be  taken  by  the  Patrol  member  releasing  children 
from  the  curb  that  he  does  not  overload  the  island. 

5.    OPERATION  WITH  A  POLICE  OFFICER 

When    stationed    at    an    intersection    controlled    by    a    police 
officer,  the  function  of  the  Patrol  member  is  to  hold  the  children 


66 


on  the  sidewalk  until  the  police  officer  stops  traffic  and  signals 
to  the  Patrol  member  to  allow  the  children  to  cross. 

6.  OPERATION  AT  AN  INTERSECTION  WITH 
TRAFFIC  SIGNAL 

At  an  intersection  with  a  traffic  signal,  operation  is  as  follows : 
The  Patrol  member  is  in  the  standard  position,  one  step  back 
from  the  curb.  If  children  approach  when  the  light  is  red,  the 
Patrol  member  stops  them  behind  his  outstretched  arms. 

When  the  light  turns  green  in  the  direction  the  children  are  to 
cross,  the  Patrol  member  makes  certain  that  all  approaching 
cars  are  stopping  for  their  red  light.  When  he  is  sure  that  traffic, 
especially  turning  cars,  does  not  constitute  a  hazard,  the  Patrol 
member  cautions  the  children  to  WATCH  FOR  TURNING 
CARS  and,  following  the  usual  procedure,  steps  aside  to  permit 
the  children  to  pass. 

Before  the  red  signal  comes  back  on,  the  Patrol  member  re- 
turns to  his  normal  position,  cutting  off  stragglers.  He  does  this 
to  prevent  children  being  caught  in  the  middle  of  the  street 
when  the  light  changes.  The  Patrol  member  must  know  the 
length  of  time  the  green  is  on  and  be  able  to  estimate  the  correct 
moment  to  stop  the  flow  of  child  pedestrians.  To  illustrate  to 
the  Patrol  member  how  this  can  be  done,  work  out  with  him 
the  following  information  concerning  his  crossing.  Children 
walk  approximately  4  feet  per  second.  Thus,  if  his  street  is  40 
feet  wide,  it  would  take  10  seconds  to  cross.  If  the  green  period 
of  the  signal  is  30  seconds,  the  Patrol  member  would  count  off 
20  seconds  and  then  stop  further  crossing  until  the  light  com- 
pletes the  cycle  and  turns  green  again.  Have  him  try  this  for 
four  or  five  days,  until  he  becomes  adept  at  estimating  the  instant 
when  the  child  pedestrian  flow  should  be  stopped. 

It  will  be  noted  that  the  Patrol  member  does  NOT  start  the 
children  the  moment  the  light  turns  green,  but  waits  until  he 
is  certain  that  approaching  cars  will  stop  on  their  reel  signal  and 
that  turning  vehicles  will  not  constitute  a  hazard. 

7.  RURAL  SAFETY  PATROLS 

In  rural  sections  where  the  children  walk  to  school  along  the 
highway,  the  Standard  Rides  for  the  Operation  of  School  Safety 
Patrol  should  be  followed.  Where  the  school  is  located  on  a  dan- 
gerous highway,  Patrol  members  should  be  on  duty  at  selected 
locations  to  caution  pupils  to  cross  only  when  oncoming  traffic 

67 


does  not  constitute  a  hazarcL  Operation  at  such  crossings  would 
be  the  same  as  that  just  outlined  for  use  at  various  types  of 
school  crossings.  Most  state  or  county  road  maintenance  depart- 
ments, upon  request,  will  paint  crosswalks  and  place  school  warn- 
ing signs  at  approved  school  crossing  points. 

Where  several  children  walk  for  a  considerable  distance  along 
the  highway,  they  should  walk  single  file  on  the  left  side  of  the 
highway  facing  oncoming  traffic,  with  the  Safety  Patrol  member 
leading  the  way.  When  the  Patrol  member  sees  a  car  approach- 
ing, he  should  call  it  to  the  attention  of  the  pupils.  On  a  two-lane 
pavement,  all  should  step  off  the  hard  surface  until  the  car  has 
passed.  .  .  . 


Fig.  16.  In  rural  areas,  along-  heavily  traveled  highways,  Patrol 
members  should  lead  single  fine  on  the  left  side  of  the  roadway,  facing 
traffic. 


9.  USE  OF  VERBAL  CAUTIONS  BY  PATROL  MEMBERS 
The  use  by  the  Patrol  members  of  such  phrases  as  LOOK 
BOTH  WAYS  BEFORE  CROSSING  and  WATCH  FOR  TURN- 
ING CARS  IS  PARTICULARLY  ADVANTAGEOUS.  This 
practice  provides  a  means  of  re-emphasizing,  at  points  of  cross- 
ing, rules  for  safe  walking  taught  in  the  classroom.  It  also  serve; 
to  correct  the  tendency  of  some  children  to  depend  blindly  on  the 
Patrol  member.  These  verbal  cautions  may  be  varied  from  time 
to  time  and  for  different  situations.  On  rainy  days  the  Patrol 
member  might  caution  the  children  to  KEEP  YOUR  UMBREL- 
LA HIGH  SO  YOU  CAN  SEE.  Another  caution  which  could  be 
used  is  KEEP  TO  THE  RIGHT  IN  THE  CROSSWALK. 


68 


UNIVERSITY  OF  N.C.  AT  CHAPEL  HILL 


00034026731 


FOR  USE  ONLY  IN 
THE  NORTH  CAROLINA  COLLECTION 


IT,-.,.™    M^      A    OCO      D^w      o/nc