xt74xg9f7q0f https://exploreuk.uky.edu/dips/xt74xg9f7q0f/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1949-09 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Planning Air Age Education, Revised", vol. XVII, no. 7, September 1949 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Planning Air Age Education, Revised", vol. XVII, no. 7, September 1949 1949 1949-09 2022 true xt74xg9f7q0f section xt74xg9f7q0f

PLANNING AIR AGE
EDUCATION

Revised

' LIBRARY
~ cm or mrmxx

Published by

I .
i DEPARTMENT OF EDUCATION
BOSWELL B. HODGKIN, Superintendent of Public Instruction

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

~ olen SEPTEMBER, 1949 No.7

“PLANES AND PEACE”

The child sees it simply:
‘How high in the sky—
How fast it can fly I’

, Lad, it takes more than speed and ‘blue yonder’
To run an airline by worthwhile plan;
Always, this we must ponder:
The plane’s but the tool of man.

But this tool knows no conscience
Nor morals to guide its ﬂight;
The challenge is for People

To use it for the Right

Yes, the meaning of ﬂight should be plain

To even the lad ’s young mind:

What matters is who or what rides in the plane
And where to, for the good of mankind.

(From Air Age Education News, March, 1946; upon
permission of American Air Lines, Inc., New York)

This
of Teach
through
J. J. Op
this com
for the i
program.

The
will depe
sibility 0
which ai
this Bull
their ow1
curricult
these sug
and you]

In t
the Stat
teachers,
Committ
eiation is

*All p(

6—H.— _._.____ _

FOREWORD

This Bulletin was prepared under the direction of the Division
of Teacher Training and Certiﬁcation in the Bureau of Instruction,
through eﬁorts of a State Committee on Air Age Education. Dean
J. J. Oppenheimer, University of Louisville, served as Chairman of
this committee. The purpose of the committee was to work out a plan
for the integration of Air Age Education in the entire educational
program.

The degree to which the Air Age is a boon or a curse to mankind
will depend a great deal on how well the schools accept their respon‘
sibility of preparing young people to live and to work in their aera in
which air travel is a major inﬂuence. The suggestions contained in
this Bulletin provide a brief outline to help school systems develop
their own plans for integrating education for the Air Age in the total
curriculum. Teachers will ﬁnd many opportunities for expanding
these suggestions to meet the needs of particular groups of children
and young people.

In the preparation of the materials contained in this Bulletin,
the State Committee received valuable assistance from classroom
teachers, college staff members, and laymen. To each member of the
Committee and to each person who made a contribution sincere appre-
ciation is expressed.*

BOSWELL B. HODGKIN
Superintendent of Public Instruction

‘All persons contributing to this publication are listed on page 367.

MESSAGE

This Bulletin, Planning Air Age Education, is the result of co-
operative efforts of many teachers and laymen interested in intro-
ducing the study of a new mode of transportation in the curriculum of
schools.

Much of this material has already been tried out in the class
rooms. It is, therefore, more than a theoretical piece of work.

The charge has frequently been made that the schools lag behind
in improvements in modern life. This publication represents a serious
attempt to bring into the curriculum of the schools materials con-
cerning the signiﬁcance of the airplane in times of peace. The air-
plane certainly is revolutionizing many aspects of modern life.

It is the sincere hope of the committee that the teachers of Ken-
tucky will endeavor to use this bulletin in bringing into the classroom
new materials which will. inspire the children of Kentucky to have
better understanding, improved attitudes, and deeper skills in think-
ing concerning air transportation and its implications for the future
development of our Commonwealth and our Nation.

J. J. OPPENHEIMER, Chairman
Committec~Air Age Education

Aviatior

Fundam
Objectiv
The ESS!
Air Age
Aviatior.
Enrichm
Aviation
Aviation
Films to

Sources
Air

lt of co-
in intro-
culum of

he (31355-

g behind
a serious
ials con-
The air-

of Ken-
lassroom
to have
in think-
.e future

CONTENTS
Aviation in Education ...................................................................................... 317
Fundamental Beliefs ........................................................................................ 319
Objecives of Air Age Education in Kentucky ........................................ 320
The Essential Facts Regarding Aviation in Kentucky .......................... 322
Air Age Education in Elementary Schools ................................................ 325
Aviation Education in the Junior and Senior High Schools ................ 335
Enrichment of Secondary Teaching Through Aviation .......................... 340
Aviation in Vocational Education ................................................................ 350
Aviation Education for the College and Teacher Training .................... 353
Films for Use in Air Age Education ............................................................ 356

Sources of Free and Inexpensive Materials on Aviation and the
Air Age ........................................................................................................ 361—5

AiI

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sational
cannot
and mu:
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canoe. ‘
affecting
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Air
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How sh:
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This is i
of aii'cr
ii invoh
aviation
pupils.
tion. It
stage. ]
aviation
across t
public 5
is the li
needs.
Fm
motivat
makes a
of age;
they ar

AVIATION IN EDUCATION

Air Age Education is, in a sense, a rather unfortunate term. It
seems to imply the need for sweeping changes in education of a sen-
sational nature with almost futuristic implications. We in education
cannot afford that sort of thing even if it be desirable. But we are
and must be concerned with Aviation.

The place of. aviation in the present world is one of great signiﬁ-
cance. The airplane is a real entity, its activities are dynamic, it is
affecting all phases of our modern day living. As an economic instru-
ment it has developed a new transportation system of fantastic speed,
which moves uninhibited by surface barriers. As a social instrument it
is increasing and expanding our cultural contacts and our internal
and international mobility. Politicially, the airplane has become an
instrument of national and international policy subject to govern-
mental control. The militaristic signiﬁcance of aircraft is far too
well known to warrant comment.

American education cannot ignore the great implications of Avia—
tion! There is, I am sure, general agreement as to its signiﬁcance and
our need to know and to use it in education. The pressing question is:
How shall we use it and with what goals in mind? Two lines of thought
have been developed. The ﬁrst we might call: edncation in aviation.
This is education for technical skill in the production, ﬂight, and use
of aircraft. It has received the greater emphasis to date, but clearly
it involves very sizeabe expenditures and, more importantly, technical
aviation is for the few rather than for the masses of public school
pupils. The second line of thought might be called: aviation in educa-
tion. It is as yet less organized and still very much in the experimental
stage. But it involves a broad, non-technical approach to the use of
aviation. It implies the use of aviation data which ﬁts into and cuts
across the subject matter areas of the present, existing curriculum of
Public school instruction. It is for all levels and for all pupils. This
is the line of thought which will best fulﬁll our present educational
needs.

From the point of view of the educator, aviation is a great
motivating force among pupils at all educational levels. Aviation
makes a tremendous appeal to the minds of all youngsters. irrespective
0f age; they love airplanes, they are stimulated by many of its phases,
they are articulate and seriously concerned about it, they enjoy it.

317

How, then, can this motivation be capitalized upon, both toward the
goal of developing an understanding and appreciation of aviation and
its contributions, and, at the same time, toward the goal of better
motivated general education? The answer clearly would seem to lie
in greater and more adequate use of aviation topics and materials in
the general curriculum; to use, in other words, aviation as the in-
strument of teaching other things.

Why then is aviation so little used? \Ve have pupil interest, we
have available many materials ; but we are not utilizing them. Where
is the bottle-neck“? Interestingly enough, but not so surprising when
one comes to think about it, is the fact that at the moment the bottle-
neck seems to lie at the teacher level. Many teachers are frankly dis-
turbed by the topic. They often believe that their pupils know more
about aviation than they do, which belief is erroneous and without
justiﬁcation. In many cases teachers lack adequate information; in
even more cases they lack what we might call a “feel for aviation”
or an awareness of its truly great signiﬁcance as well as its pupil
interest. If this analysis be true, we can scarcely with intellectual
honesty, ignore pupil motivation because of teacher fears or teacher
lack of interest. In like token, we should and can alleviate, if not
overcome, the teacher problem by broadening the concepts of aviation
into non-technical areas which can easily and adequately be handled
by most teachers at appropriate levels and in varying subject matter
areas. Then the teacher can wecome additional information and com-
ment by the rabid, rocket pilot of the future and turn this enthusiasm
into useful channels.

Th.
mental
Tl};
actual I
room.
Th:
traditio:
The
people (
Th2
are now
ing and
standan
The
“in the
The
effective
Tha
have ad
enhance
the imp]
Tha
portatim
and mut
one worl
Tha
Opportui
bilities.
That (
the indi‘
and for
Tha
Process
better lir
Tha

ward the
.tion and
)f better
:m to lie
;erials in
t the in-

grest, we
. Where
ng when
Le bottle-
nkly dis-
ow more
without
ttion; in
.viation"
its pupil
;ellectual
' teacher
3, if not
aviation
handled
:t matter
Lnd com-
thusiasm

FUNDAMENTAL BELIEFS
Kentucky Teachers Believe ......

That their pupils should learn that democracy entails funda-
mental respect for human personality.

That democracy as a way of life can be learned thru study and
actual participation in cooperative and responsibile living in the class-
room.

That pupils shall learn to have genuine regard for the democratic
tradition as it is revealed in our national history.

That pupils should learn about and hold in deep respect the
people of all nations, races and cultures.

That pupils should learn about various promising eiforts that
are now being made to bring about greater international understand-
ing and good will in order to ensure an enduring peace and better,
standards of living.

That pupils must learn that ways of enduring peace are made
“in the minds of men.”

That pupils must learn about their own natures and how to live
effectively and harmoniously with others.

That pupils should learn what science and the scientiﬁc method
have added to our common heritage and how human life has been
enhanced, but that this great instrument should always be used for
the improvement of the good life of all peoples.

That the great improvements in rapid communication and trans-
portation have increased the possibilities of greater unity, goodwill,
and mutual welfare of all the peoples of the world. These have made
one world an attainable ideal.

That with greater concern for well-being of all, have come greater
Opportunities for the individual and greater individual responsi—
bilities.

That our common society should be so organized that increasingly
the individual citizen has greater opportunities for personal growth
and for greater community service.

That learning is of greatest value when the learners see in the
Process greater meanings and genuine signiﬁcance to their living
better lives in the present.

That the ends to be attained thru education are moral values.

319

THE OBJECTIVES OF AIR-AGE EDUCATION IN KENTUCKY

Immediately following the end of World War I the people of
America were faced with readjustment problems accruing from the
experiences and developments of the war years of 1914—1918. The
horizons of the individual members of the American democratic so«
ciety were broadened to include not only the immediate community,
but the entire country. New means of transportation and communica-
tion made New York as close to Kentucky as Tennessee was before
the war. Because of the closer association it became as necessary to
3 know how the people of New York lived and thought as it was to know

”how the next door neighbors lived and thought.

Today the people of the entire country have become even more
closely associated and interdependent. And this interdependency has
been broadened to include all the peoples of the world. The same
problem of readjustment to broadened inﬂuences is today facing the
peoples of every nation. V

Kentucky, the other states of the nation, and all the nations of
the world must live together. Due to the scientiﬁc advancements and
developments of the recent war years this need has become imperative.
No longer is any person or group of persons able to retire into a shell
and need no help from any other person or group of persons. Nor is
any nation free from fear of every other nation until it is a friend
to every other nation. This problem of interdependency and living
together is the most vital one facing the world today.

If the people of Kentucky and of the nation are to live in peace
and freedom from fear, they must be able to count as friends all the
other nations of the world. Education can light the way to a new
understanding of other nations that will lead into enduring friend-
ships. The schools must take the lessons learned in the scientiﬁc de-
velopments of atomic ﬁssion, rockets, and airplanes and turn them
toward peaceful, beneﬁcial uses. '

In light of these facts, the ﬁrst objective of air-age education in
Kentucky should be to provide the children and youths of the state
with the opportunity to learn how all the other peoples of the world
live. The provision for this understanding will point the way toward
means of living with these other peoples of the world.

The second objective of air-age education in Kentucky should be
to help children and youths think and act intelligently about matters

320

pertai
develo
this ta

to prc
to a bi
ments
school
school;

T
to pro
ﬁelds
of the

T
to prc
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air ag

TUCKY

veople of
3rom the
‘18. The
ratio so-
amunity,
1munica-
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assary to
to know

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ency has
‘he same
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ations of
cuts and
perative.
;o a shell
1. Nor is
a friend
1d living

in peace
.s all the
,o a new
; friend-
1tiﬁc de—
.rn them
3ation in
the state
be world
,7 toward

hould be
. matters

pertaining to the resulting from recent scientiﬁc advancements and
developments in aviation and related ﬁelds. The responsibility for
this task belongs to teachers in every subject ﬁeld and in every grade.
The third objective of air—age education in Kentucky should be
to provide additional pupil experiences and activities that will lead
to a better understanding of the scientiﬁc advancements and develop-
ments of the air age. Although primarily an objective of the secondary
schools, it can be carried out to a limited degree in the elementary
schools also. ,
The fourth objective of air- age education in Kentucky should be
to provide t1 aining‘ £01 vocational competence in the newly developed,
ﬁelds resulting fr om the air age. This would be primarily a function! 2
of the secondary schools or the institutions of higher learning
The ﬁfth objective of ai1 -age education in Kentucky should be
to provide opportunities for adult members of the Ame1ican society
to learn of their responsibilities for and pleasures derived from the 1
air age.

THE ESSENTIAL FACTS REGARDING AVIATION IN
KENTUCKY

The Commonwealth of Kentucky has not just recently entered
into the ﬁeld of state-fostered and ruled aviation. It began its pro-
gram in 1926, and has made steady and constant progress until at the
present time Kentucky has a simpliﬁed set of Laws, Rules and Regu-
lations which, without unduly burdening anyone, gives the Common-
wealth its control, the fliers freedom of operation, and the general
public assurance of safety and adequateness; not only of the planes
in which they ride, but [of the airports from which these planes
operate.

The Kentucky Aeronautics Commission was created by the Gen-
eral Assembly in 1926. At that time the Commission was known as the
Air Board of Kentucky. In 1940, the regular session of the General
Assembly created the Kentucky Aeronautics Commission which was
to be a bi-partisan group of six members, each of whom was required
to be at least twenty-ﬁve years of age, and at least two of these mem-
bers were required to be affiliated with aviation. The Commission
was authorized to employ such agents and employees, including a
Director, as it deemed necessary. It was also authorized to prescribe
such rules and regulations as it deemed necessary. The Commission
has since been charged with the general supervision of all airportsy
landing ﬁelds, and schools of aviation within the Commonwealth; and
is further charged with the fostering and promotion of the aviation
industry throughout Kentucky.

Kentucky stands astride the continental airline routes both East
and West, and North and South, with only ﬁve cities with facilities
that can handle present day commercial planes. These cities are
reaping the fruits of air travel and air express. The Civil Aeronautics
Board, as of June 1, 1947, had certiﬁcated thirty-six airlines 10
transport passengers and freight on regular schedules throughout the
United States. On this same date there were pending before the 0in]
Aeronautics Board three hundred and seventy-two applications f01'
permission to commence the transportation of persons and freight 0“
scheduled routes throughout the United States. Although Kentucky
now has only one certiﬁcated intrastate airline, there are many 31"
plications pending before the Kentucky Aeronautics Commission

322

those :
schedu
state 2
throug
ties in
are bri
near a
busine:
for th(
ment (
best cl
there '
1945, ‘
Civil A
to fors
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will be
by 195

Si
tered E
some fl
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Harry
annual
be spei
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structii
of airp
States

01
bill be

, ment t

tration
ing. F(
given ‘
that tl
aviatio
of Voc
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presen‘
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0f the

entered
its pro-
;il at the
ld Regu-
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e planes
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:he Gen-
'n as the
General
[10h was
required
se mem-
1mission
uding a
irescribe
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aviation

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acilities
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)nautics
ines to
.out the
1e Civil
ons for
ight on
antucky
my ap-
mission

those applications made by persons seeking to engage in intrastate
scheduled airline service. At present Kentucky is served by ﬁve inter-
state airlines which provide transportation to all major points
throughout the United States. Only forty—seven percent of the coun—
ties in the United States have airports at this time. Until airports
are brought within easy reach of the potential ﬂiers and are spotted
near all points to which they would want to ﬂy for recreation or
business, the public will hesitate to buy airplanes. The greatest field
for the immediate expansion of civil aviation exists in the develop—
ment of personal ﬂying. Today personal ﬂying, as an industry, is
best compared to the automobile twenty-ﬁve years ago. In 1903,
there were 32,920 automobiles registered in the United States. In
1945, there were approximately 30,000 aircraft certiﬁcated by the
Civil Aeronautics Administration in the United States. It is possible
to forsee a thirty percent annual increase in aircraft as they acquire
greater utility and more airports are provided. At this rate, there
will be more than 400,000 civil aircraft in use in the United States
by 1955.

Since 1940, the Civil, Aeronautics Administration has adminis-
tered a program of building airports for National Defense, spending
some four hundred million dollars. This money was spent on building
some of the country’s largest airports. On May 13, 1946, President
Harry S. Truman signed the National Airport Act, which authorizes
annual appropriations amounting in the aggregate to $500,000,000 to
be spent over a period of seven years. Under this Act, the Federal
Government will match local funds up to ﬁfty percent for the con-
struction of publicly owned airports; also, the gross maldistribution
of airports that exist today will be eliminated, and instead, the United
States will have a highly developed system of airports.

On December 28, 1946, an amendment to the Veterans’ training
bill became effective permitting ﬂight training. Under this amend—

.ment the individual states are responsible to the Veterans Adminis-

tration for determining what schools are qualiﬁed to offer this train-
ing, For the Commonwealth of Kentucky this responsibility has been
given to the State Department of Vocational Education. Realizing
that the Aeronautics Department was the logical one to handle the
aviation training, this responsibility was delegated by the Department
Of Vocational Education to the Kentucky Aeronautics Commission.
Under close supervision, this program has expanded until at the
present time forty-ﬁve ﬂight schools in Kentucky are teaching ap-
proximately 1000 veterans. In addition to these ﬂight schools, several
0f the larger colleges have been approved and are offering ﬂight

323

training to the student who elects to take the course. College credit
is allowed upon completion of the course.

Today when aviation or aeronautics is mentioned, or when a
person is asked if he would like to enter the ﬁeld, the tendency is to
think of it, visualize it, in terms of ﬂying the planes. As in other
industries, people tend to idolize the colorful, masterful ﬁgure at the
controls. Many people feel that they cannot meet the requirements of
a pilot, and therefore, that they cannot actively participate in avia-
tion. That is far from the truth. Actually, many thousands of people
will participate in aviation in other ways than in ﬂying. The ﬁeld of
aviation is large and offers a wide range of opportunities. There is
no ﬁeld today which offers a more exciting future or a greater
variety of opportunities for a life’s career than does aviation.

The airplane has not only brought the people of a nation closer
together—4t has made a neighborhood of the world. This will mean
that an enormous number of persons will become, in one way 01'
another, associated with the industry. The inﬂuence of the aviation

industry will be felt by nearly everyone in whatever part of the
world he lives.

Goals,

E(
a socie
that t}
that t]
others

Tl
in any
require

In
ings, t
they at
ground
level s:
group.

24>

«1.03m

tooo

ge credit

when a
may is to
in other
re at the
:ments of
in avia-
)f people
e ﬁeld of
There is

greater
1.
on closer
rill mean

way or
aviation
t of the

AIR AGE EDUCATION IN ELEMENTARY SCHOOLS

Goals, Materials, Methods and Procedures in Aviation Education in
the Elementary School

Education should be directed toward the making of a good life in
a society that is increasingly dominated by the use of air. It is vital
that the elementary teacher develop in the child the understanding
that the airplane has made one world and that cooperation with
others is essential if we are to survive.

The problem is made easy because children have a keen interest
in anything pertaining to airplanes and no artiﬁcial stimulation is
required.

In this chapter no effort has been made to list the understand-
ings, the activities and bibliography according to grades; however,
they are listed according to difficulty. This was done because the back-
ground and previous experience of children rather than the grade
level should determine the type of activity suited for a particular
group.

Understandings for the Teacher to Develop in the
Elementary Schools
1. Different types of airplanes and their purposes

2. The part that modern inventions and science have played in
aiding and developing air-transportation

3. Airports and air terminals

4. The effect on airplane performance of atmospheric conditions
and physical features of the earth

5. The qualiﬁcations and the duties of a pilot

6. Importance of pilots and stewardesses keeping physically ﬁt

7. The history of the development

8. Improvement in safety of flying through radio and radar

9. Necessity of a swift means of transportation in the age in

which we live

10. The increased opportunities in utilizing the natural resources
of the world through research and distribution offered by air—
planes ,

11. The commercial possibilities of air-transportation

325
Educa.—2

12.

13.

14.

16.
17.

l—l

«awareness

The possibilities for rapid and frequent transportation 01?
peoples and goods, the dissemination of diseases and improve-
ment of physiological conditions and requirements for health,
comfort and safety
How the airplane has opened up the interiors of continents
and established new transportation routes
The fact that air—transportation is tending to draw all people
together thus developing our Good Neighbor Policy

he relationship of air-communication to other means of com-
munication
Great feats performed in the air
The issues involved in creating freedom of the air for all
nations.

Experiences Children in the Elementary Schools Should Have

This is a list of suggested experiences which elementary children
might have. No one teacher will attempt to use them all, but will
choose those she ﬁnds suitable to the environment, background, ma—
turity, and interests of her pupils.

Airports and Personnel

Collect and classify pictures of. airplanes under types

(wings, motors, landing gear, uses, etc.).

Study diagrams of airplanes and learn names of main parts.

\Vatch planes ﬂying over and try to identify them.

Describe to the class the airplanes seen.

Describe trips made by airplane.

Learn common markings of airplanes.

Collect. pictures showing as many different uses of airplanes

as possible. (Mail, passenger, express, disease and ﬁre 0011'

trol, photography, etc.)

a. Visit post office and express office to learn about air 1112151
and air express service.

Visit an airport.

a. Observe kinds of airplanes and parts of airplanes.

b. Inspect a commercial plane (galley, seating, baggage 0011*
partment).

c. Interview pilot, stewardess, ground crew about their
Work. If possible follow a pilot preparing for flight as he
secures weather reports, charts, directions from the con-
trol tower.

(1. Watch airplane warm up and taxi.

e. Watch airplane being serviced by ground crew.

326

10.

11.

13.
14.

16.
17.
18.

Airpor

;ion of
1prove-
health,
tinents

people

)f com-

for all

{ave

1ildren
it will
(1, ma-

types

parts.

planes
‘e con-

r mail

e (30111-

their
. as he
e con-

10.

11.

12.

13.
14.

15.

16.
17.
18.

See movies and ﬁlm strips of airplanes.

Ask military pilots, navigators, gunners living in the com-
munity to visit school and tell about their experiences.

Learn physical, mental, and educational qualiﬁcations for
pilots, navigators, stewardesses, etc. Discuss importance of
and reason for these requirements.

Construct model airplanes.

Demonstrate maneuvers with model airplanes.

Demonstrate maneuvers of airplanes to music, gliding, bank-
ing, etc.

Make movie strip showing types and uses of airplanes; uni-
forms and duties of pilots, stewardesses, etc.

Write poems or stories about airplanes.

Dramatize the story of an emergency ﬂight.

Take an airplane ride if possible.

Airports and Airways

Learn where located and why; compare with locations of rail-

way terminals.

Visit airport.

a. See plan of the port—taxi strips, apron, length and di-
rection of runways, hangar, control tower.

b. Visit terminal—inspect restaurant, rest room, shops, other
services offered.

(3. Inspect wind tee and wind sock.

(1. Watch airplanes in traffic pattern (taking off and land-
ing).

Construct wind tee and wind sock (upper grades).

. Make diagram or ﬂoor model of airport.

Observe navigation facilities in the community.
Rotating beacons.

Radio beam.

Intermediate landing ﬁelds.

Course lights.

Roof markings.

Lights on planes.

theme 6‘5»

Make graph showing height airplanes must ﬂy in city, open
country and over water.

Write to air lines for a copy of traffic rules.

Dramatize a “blind” landing.

327

Make an Air Age dictionary

aileron biplane fuselage

airway ceiling streamline

altimeter cockpit taxi

amphibian elevator Visibility, etc.
Airlines

1. Learn the names of large lines, Pan—American, American,
Eastern, Delta, etc.

2. Make world and United States maps showing routes of these
lines in diiterent colors.

3. Write letters to these lines, municipal chambers of commerce,
and aircraft factories for materials.

4. Find out services rendered by these companies.

5. Compare fares with those of surface transportation.

6. Make Air Age exhibit for the school.

7. Plan an imaginary trip on one of these lines: cost, time re-
quired, baggage, dress, weighing in of passengers, passports,
people and places to visit; keep log of trip; make map shouL
ing route and airports visited.

8. Read time tables and compute ﬂying time from various points
to other places of interest.

Effect of Atmospheric Conditions and Physical Features
of the Earth on Flying

1. Visit weather bureau.

3. Find out how weather (temperature, pressure, moisture)
affects flying.

b. Get samples of weather maps and learn to read them.

e. Ask about services bureau offers.

2. Study weather—clouds, rain, fog, wind.

a. Make rainfall gauge.

b. Keep temperature chart, cheek temperature near ﬂoor and
near ceiling of school room.

c. Learn how to ﬁnd wind direction.

d. Learn to read a thermometer and barometer.

e. Observe clouds, learn their names, make clouds by boiling
water.

3. Study some properties of air.

a. Learn that air is made of oxgyen, nitrogen, carbon diOXIdC-
b. Learn that there is dust in the air; observe dust part1-
eles in a ray of sunlight.

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.. Learn that there is water in the air; place water in dishes,
one near radiator, one in cool place; note that water
evaporates from both, faster from the dish by the radiator.

‘Nater condenses from the air; watch moisture form on

pitcher of ice water.

d. Learn that air occupies space; push an inverted glass into
a bowl of water and note that the water only rises part
way in the glass because air occupies the rest of the space.

e. Learn that air exerts pressure; feel the wind blow, place
a piece of paper over a full glass of water, note that the
water does not spill when the glass 'is inverted.

f. Learn that air rises when heated; fasten paper streamers
in an op