sters adhere to their own rules.
Student-made codes of conduct start
with simple matters like dress. In one
school, students have barred boys from
wearing duck-tail haircuts, clomping
metal plates on their shoes, sweat
shirts, low-hanging pants without
belts, leather jackets, and large club
insignia.
The girls' taboos preclude tight
skirts, exaggerated hairdos and make
up, and sheer blouses.
"We found that better conduct fol
lowed improved standards of dress,"
the principal reports.
Codes are often drawn up and
agreed upon to cover dating practices.
A number of schools use the question
box technique. Questions are put in a
box on a folded slip of paper, un
signed. What to do about adolescent
acne is one of the most-asked ques
tions. But perplexities about going
steady and petting run close behind.
"When girls ask me if they should
go steady," says a teacher, "I usu
ally tell them: 'When you go into a
store, you don't buy the first pair of
shoes you put on, do you? The same
is true about selecting your friends.
Since the right boy friend is so much
more important to you than a pair of
shoes, wouldn't it be wise to look
around a bit and make sure you have
the one best-suited to you?' "
Says another health-education
teacher: "Just don't fall for
everything the boys tell you. Remem
ber : they have motives of their own."
More sensitive and personal topics
are discussed by boys and girls in sep
arate groups. But dating and social
behavior are frequently aired in live
ly mixed-group sessions. Boys and
girls often startle each other with
their different points of view. But out
of these meetings comes a more con
siderate and understanding attitude
toward each other.
Although the Washington program
. is centered in health-education classes,
it extends through the entire curricu
lum with each step preparing the child
for the one to follow. In kindergarten
and the early grades, children become
familiar with the life process. They
study the life of the bird from the egg.
Animals live in the classroom. In one
second-grade class, a mother brought
"baby brother" to class for monthly
visits. The children played with him
and watched him grow.
Later, the children begin' their
study of the family as a unit The
family is not presented as a stereotype
ideal with a father and a mother, a
brother and sister,. for in the chil
dren's experience this may not be
true. They are shown the family as a
place of warmth and security, even
though it may consist of a father or
mother only, or grandparents, or an
aunt and uncle. Thus, the family ideal
is made desirable even to children
from broken homes.
AT THE eighth-grade level come study
XX of the functioning of the body and
the reproductive process and discus
sion of moral concepts. Because of the
preparation that has gone before, the
students react to this, not as some
thing special, but as a natural part of
the whole miracle of living.
All materials are carefully screened ;
a film on the reproductive process is
usually approved by the parents be
fore it is shown to a class.
The full impact of the five-year-old
Washington program will not be felt
until students begin to graduate who
have had the benefit of full instruc
tion from kindergarten to senior year.
But teachers and counselors are heart
ened by some of the things they al
ready see.
One is the interest and enthusiasm
with which students respond to in
struction in this field. Another is the
readiness with which they subscribe
to principles of good conduct once
they can see the reason and common
sense behind them. Still another is the
manifest improvement in attitudes
and daily behavior.
"If, five years from now," said an
official, "some of our students set up
homes that are happy partly as a re
sult of what they've learned in our
schools, that's the payoff as far as
we're concerned."
family Weekly, January M, Itt II
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