###### *The President's Conference on*

**FIRE**

**PREVENTION**

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***Report of the Committee on***

#### Fire Prevention Education

Departmental Auditorium

Washington, D.C.

##### May 6,7, and 8, 1947

> *"The serious losses in life and property resulting*
>
> *annually from fires cause me deep concern. I am*
>
> *sure that such unnecessary waste can be reduced.*
>
> *The substantial progress made in the science of fire*

####### prevention and fire protection in this country during

> *the past forty years convinces me that the means are*
>
> *available for limiting this unnecessary destruction."*

######## Harry S. Truman

1.  **A NATIONAL PROBLEM**

Faced with a rising fire loss that has been moving relentlessly upward
since 1934, this Conference is exploring all the possible solutions to
this staggering national problem. In spite of the intense efforts being
exerted by all agencies, it appears that the fire loss in 1947 will
exceed that of 1946, which amounted to \$561,487,000, the greatest in
our recent history.

***The Stake of Young People.*** - The 30 million young people in our
schools today have a major interest in the successful reversal of this
fire loss trend. They stand to lose even more than our adult population.
They rightfully expect us to place in their hands, at maturity, the
assets of the richest nation in the world. They do not expect us to
destroy these assets by fire. In addition, they are suffering a heavy
toll in young lives snuffed out by the thousands of tragic fires, which
are rapidly increasing.

***Industrial Fire Prevention Education.*** - While this report is
basically an approach to the problem in the field of academic education,
great emphasis also needs to be placed upon the importance of adult
education as applied to the fields of commerce and industry.

Over 50,000,000 persons who are gainfully employed in the nation are
vitally affected by destructive fires which may seriously impair the
economy of the country.

It is obvious, therefore, that agencies which represent commerce and
industry have a major interest in protecting life and property from the
ravages of fire.

An effective community approach to the fire prevention problem should
utilize all employee-training facilities of individual industries and
community business organizations, and school authorities should
cooperate to the fullest extent practical in such action.

The applications of training in the schools, as outlined in this report,
are equally effective in industrial education fields, and are especially
recommended for study and application by educational directors and
administrative officers in those fields.

***Basic Approach.*** - This report is intended to explore ways and
means of intensifying instruction in basic fire prevention at all levels
of education and in all types of schools -- public, private and
parochial -- and to point up the responsibility we all owe to the youth
of the nation. We must not only provide him a safe place in which to
study, but must develop safe habits that will enable him successfully to
cope with the complexities and hazards of our present civilization.

These activities must apply to rural no less than urban areas. Fire
hazards and waste in rural America, it must be borne in mind, present
one of our most serious fire problems, because of difficulties of
supplying protective apparatus, organizations, building inspections,
etc. Any basic educational approach to the fire prevention problem as a
whole, therefore, should channel instructions through all school levels,
urban and rural, in forms adapted to different levels and to varying
conditions. In the some 40 forest States, for example, forest fires are
a high hazard, and education in the prevention of forest fires should be
part of instructional programs in all schools from elementary to college
levels.

Special stress should be laid on providing a continuous program applying
to the particular hazards of each season, rather than sporadic outbursts
that occur only during fire prevention and clean-up weeks.

2.  **ADMINSTRATIVE RESPONSIBILITY**

The administration of school properties, with respect to fire
protection, is a grave responsibility. It is a responsibility directly
concerned with the safety of many lives. In addition, it usually
concerns property of high value, which the public can ill afford to
lose.

Such responsibility definitely is a moral one; and in some instances it
is a legal one. Under the program of compulsory education, common to all
parts of the United States, parents are justified in expecting public
and nonpublic schools to provide a maximum degree of protection for
their children.

Parents share a part of the responsibility for maintaining safe
conditions; but the responsibility falls principally on those who accept
positions of trust in the school system. State officials, and
particularly the fire safety specialists of State departments of
education, building consultants, county boards of education, and local
school boards must accept a heavy share of responsibility for fire
protection. Those concerned also range from the board of regents of a
university to the teacher of a one-room county school; from public
officials in charge of school property to the custodian who tends a
furnace.

All who have accepted school stewardship in any degree are obligated by
that degree to establish and maintain fire safe conditions within their
sphere of influence.

Fire protection is involved in the management of all properties of the
educational establishment: the buildings, grounds, and transportation
facilities. For all three classes of facilities, good management
requires the practice of day-to-day precautions that have long proved
essential to reduction of many common fire hazards. In addition, there
is presented a continuing challenge to ferret out those special hazards,
less generally recognized, but of equal or greater seriousness. Finally,
it requires thoughtful planning and frequent drilling to insure, in
event of a fire, that building or bus evacuation will be prompt and that
extinguishing effort will be effective. Any school building that cannot
be made to provide reasonably safe evacuation facilities should be
abandoned. If the administrator does not know whether his building can
be made safe, he should seek the advice of those who do know.

Experience up to now has shown a dearth of fire safety knowledge among
responsible people outside of the fire service or the fire insurance
business. Fire prevention education has been of limited effectiveness,
due, perhaps, to natural reluctance to study a subject about which there
seemed to be no immediate personal concern. More effectively than by any
other means so far, the rising tide of losses and the comparatively
recent series of holocausts have focused attention on the need for fire
safe practices in all places of public assembly, particularly in
schools. School officials and their staffs, in increasing numbers, now
realize the gravity of the problem and wish for guidance in a continuing
program of fire safety.

It is not within the scope of this report to provide detailed
information on all fire safety problems that may be encountered in the
administration of school properties. However, it is believed that
pursuing each recommendation to is complete conclusion will enable the
administrator to discharge his responsibility effectively.

**Recommendations for Action**

***We recommend:***

1.  That each State department of education take the lead in its
    jurisdiction in developing fire safe school properties and designate
    responsibility for successful completion of this task.

2.  That the school administrator seek the advice of fire protection
    authorities and obtain as much authoritative literature as possible,
    so as to develop an alertness to fire hazards.

3.  That vital records of the school be properly safeguarded in a
    fireproof safe or vault, and a designated member of the faculty be
    assigned the responsibility for their proper storage.

4.  That the school administrator take every action necessary to insure
    that safe escape, in event of a fire, is a virtual certainty. This
    requires that the following features be provided in accordance with
    current, recognized codes:

    a.  Elimination of unprotected vertical openings, with special
        attention to open stairways.

    b.  Provisions of smoke-proof and fireproof escape towers.

    c.  Adequate exit doors equipped with panic hardware.

    d.  Effective exit drills, carefully planned with provisions for
        shutting down hazardous operations and obtaining an accurate
        roll call.

5.  That the school administrator should organize and develop the local
    program of school plant and fire protection.

    a.  A committee is suggested with a broad representation of the
        faculty, which will study and list all existing hazards with the
        aid of local fire inspection authorities.

    b.  Particular attention should be devoted to the following
        features:

        1.  Heating, ventilating, and air conditioning systems: A
            prolific source of fire, particularly in old buildings.

        2.  Electrical systems: Thorough inspection and elimination of
            overfusing are key points.

        3.  Storage arrangements: Elimination of unnecessary storage
            wherever possible; particular attention should be given to
            the removal of unused or damaged equipment, and all storage
            beneath stairways or in stair shafts should be prohibited.
            The remainder of the storage should be confined to
            incombustible areas.

        4.  Shops: High-temperature devices and inflammable liquids
            require special handling.

        5.  Home economics and laboratories: Good housekeeping and
            proper storage equipment are of paramount importance.

        6.  Cafeterias and kitchens: Grease accumulation and isolation
            of eating areas from kitchen are key points.

        7.  Auditoriums: Flame proofing of curtains and scenery, and
            adequate exit facilities, are major factors.

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3.  **ELEMENTARY EDUCATION**

The modern elementary school curriculum should include instruction in
fire prevention; for though fire is necessary to our living, we must
learn how to respect its value and to prevent the disasters that occur
when it is uncontrolled. The elementary school child may be subjected to
fire hazards both at school, at home, and in all places where children
assemble. He must be made cognizant of these fire hazards, and he should
be trained in the methods by which he and his associates can develop a
fire safety consciousness for the good of all. He should be taught in
such a way that he will develop habits and skills of safe action in the
presence of destructive fires, because safety from fire hazards in the
future depends, to a great extent, on the kind of instruction that is
given *now* to the elementary school children.

***Objectives.*** - The purpose of education and promotional material in
fire prevention in elementary schools is to help to educate the
elementary school child. The following five aims of safety education,
stated in Fire Prevention Education, National Board of Fire
Underwriters, 1942, pages 42 and 43, contain fundamental justifications
for the inclusion of fire prevention education in a scheme of general
education for the benefit of the individual and the community:

> To develop safety consciousness which will reduce accidents to a
> minimum.
>
> To teach fundamental facts (physical, mental, and emotional) which are
> related to accident prevention.
>
> To develop for the development of safety habits, attitudes, and
> skills.
>
> To develop character traits which will result in proper attitudes
> toward law enforcement and good citizenship.
>
> To give to each individual freedom from fear and from conditions which
> may restrict his enjoyment of life.

In order to reach these educational results with a degree of
effectiveness, certain requirements fall upon the elementary school
teacher, which may be stated as follows:

1.  The elementary school teacher should secure, interpret, organize,
    and convert for teaching purposes all pertinent school and community
    elements and experiences that will help elementary school children
    to develop knowledges, attitudes, and habits of fire prevention.

2.  The elementary school teacher should develop ways and means of
    activating, in elementary pupils, the information on fire prevention
    that the school has had an opportunity to introduce.

3.  The elementary school teacher should understand that one of the
    functions of fire prevention education is ultimately to produce
    changes in community attitudes toward fire safety, preservation of
    life, and conservation of resources and property.

4.  The elementary school teacher should recognize the potentially
    hazardous fire situations of the school plant and school living, and
    work toward eliminating such situations, as far as possible, by
    emphasizing good housekeeping habits.

5.  The teacher in a small rural elementary school has a special
    responsibility laid upon him for the protection of his life and the
    lives of the children under his charge, and should, therefore,
    receive special guidance and instructions on fire safety.

***Specific Problems Involved.*** - It is apparent that if safety
education in the field of fire prevention had been adequately presented
in the elementary schools during the past fifteen or twenty years, the
loss of children's lives from this cause would be greatly reduced today.
This is a very difficult problem for the administrator and teachers of
the elementary school to solve; for the responsibility is not on the
elementary school alone, but is a task for the entire community.
Instruction in the elementary school, nevertheless, can be given in an
allotment of time, or it can be related to the teaching of subjects
already a part of the curriculum. But regardless of how it is done, it
should be done. It is high time that this subject be given more emphasis
in the elementary school. "Fire safety is not a problem that can be
pushed aside until a convenient time arrives for rethinking the
curriculum."[^1]

**Recommendations for Action**

***Instruction***

1.  Local and county elementary school systems can do much in the
    education of our children in fire prevention by stressing (or
    including) it as an integral part of the curriculum. This subject
    can be studied throughout the school at points or places where
    immediate needs and problems are present. The elementary school
    curriculum ha such a varied program that the subject of fire
    prevention can be woven into such subjects as elementary school
    science, social studies, English, or art, using audio-visual aids
    when possible.

2.  The material to be presented should be two-fold: (a) positive
    information and (b) preventive information -- depending on the age
    and learning of the elementary school child. Frequent check-ups
    should be made to see if the child has become conscious of fire
    prevention and of the need for fire safety.

3.  With fire hazards increasing rapidly, there has been a lag in giving
    the child sufficient instruction to enable him to meet these
    hazardous situations competently. For example, a few safeguards
    against common fire hazards are:

    a.  Place oily rags and ashes in metal containers.

    b.  Keep heating appliances away from kitchen curtains.

    c.  Keep matches out of the reach of small children.

    d.  Disconnect electrical appliances when not in use.

    e.  Use non-inflammable substances for cleaning.

    f.  Keep burning rubbish and leaves away from buildings, fences, or
        foliage.

    g.  Flammable liquids should never be used for starting fires in the
        stove.

    h.  Use of gasoline for any kind of cleaning is dangerous.

    i.  Party and holiday decorations must be of fire-retardant
        materials, and any decorative materials should be kept away from
        stoves or open flames.

    j.  Paraffine for "home canning" should not be melted on the stove,
        unless in a vessel of water.

    k.  Fill lanterns or stove fuel tanks outside of closed buildings.

    l.  Flammable liquids should be carried in sealed metal containers,
        preferably safety cans.

4.  The types of fire prevention instruction should be determined by

    a.  The type of community (rural or urban).

    b.  The present needs for presenting such materials -- this
        depending on the age and mental readiness of the child.

Such a study, to be most effective, calls for close cooperation between
teacher and child; the teacher to guide the learning and the child to
offer suggestions as well as to follow those he has received. Observing,
taking excursions, and interviewing are a few of the ways by which
elementary school fire prevention instruction can be given.

> ***Cooperation With the Home and Community***

5.  To be most effective, an elementary school program of fire safety
    must extend beyond the limits of the school building and grounds.

    a.  Lessons on fire prevention should be given in Sunday schools,
        motion picture theatres, and all other public places in which
        children assemble.

> In this way full cooperation may be secured in bringing a knowledge of
> fire hazards to individual homes. The program, if well planned, will
> enlist the enthusiastic support of all elementary school children. It
> is these children who more than their older brothers and sisters will
> bring home the information they gain about the dangers of fire. These
> elementary school children are also at the impressionable age. The
> proper information they acquire at this age in preventing and
> controlling fires will prove of lasting value to home and community.

b.  Fire safety programs should be conducted by church societies,
    parent-teacher organizations, Boy Scouts, Girls Scouts, Camp Fire
    Girls, Future Farmers of America, 4-H Clubs, and other groups that
    are concerned with the welfare of all.

> These meetings should feature the work of the local fire department
> and should explain how the community may help in preventing fires.
> Local clean-up weeks should be made opportunities to acquaint the
> entire community with the relationship between cleanliness and fire
> prevention.
>
> ***Dissemination of Information***

6.  Children should be urged to take home for their parents simple
    instructions on the removal of fire hazards. Such instructions may
    be obtained from the sources noted at the back of this pamphlet.

7.  Service organizations using the activities of children in the
    elementary schools, such as the American Junior Red Cross, should be
    requested to give prominence to this subject in their program
    literature.

> ***Administration***

8.  Committees should be organized for the study and revision of the
    curriculum in order that fire safety instruction will be up to date
    at all times.

9.  The school administrator should demonstrate active interest, to
    stimulate teachers and students to greater participation in the fire
    safety programs.

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4.  **SECONDARY EDUCATION**

Education for fire prevention is a sound and defensible addition to the
program of the secondary school. If one purpose of the school is to
teach pupils to do better those desirable things they are likely to do
anyway, then education for fire prevention deserves a place in the
program. If common learnings are to be based on practical problems of
living, education for fire prevention has ample defense for inclusion.
All pupils in the secondary school should have a significant program in
fire prevention.

***The People to be Reached.*** - For this program to be effective, it
must be kept before the pupils and emphasized every year in grades 7
through 12. In addition, every citizen should have his attention called
to fire prevention periodically, if not continuously; for hazardous
conditions in the homes, factories, business places, forests, and other
land areas must be skillfully corrected if destruction by fire is to be
reduced and ultimately eliminated. The program must be community-wide to
have its greatest effectiveness.

***Program Development.*** - It is natural for various public and
private groups, interested in fire prevention, to develop instructional
materials and attempt to introduce these into the schools. These outside
agencies are well able to develop valuable aids, as they are in
possession of the facts and have a thorough knowledge of problems and
conditions. The school policy should be to appraise various proposed
programs that are developed by out-of-school agencies and allocate time
and emphasis to them according to their relative value. The school
authorities should secure a list of the agencies, both local and
national, that have prepared worthwhile materials which may be adopted
for the instructional program of the school. Attention in this
connection is called to the sources of reference material on page 22.

The responsibility for preparing courses of study lies alike with the
local, State, and national authorities. State and city departments of
education should obtain from every possible source -- from educational
organizations of insurance companies, from educational directors in
industry, and especially from practical fire protection and firefighting
-- all available material, and from that material organize course
material and action procedures. After this material has been placed in
the hands of local schools and other educational authorities and
teachers, it will be the responsibility of local authorities to adapt
and apply these courses and procedures in a way best fitted to their
community needs. Teachers and other educational authorities in local
communities should also effect the closest kind of liaison with their
local firefighting and protection agencies, especially the fire
companies, fire brigades, and any other such groups.

***Type of Materials Needed by Schools.*** - Complete units of
instruction, which are closely evaluated in terms of professional
requirements, should be skillfully prepared. Without the aid of sound
educational advice, no outside agency should attempt to prepare
instructional units for even their suggestive value. If this policy is
not followed, materials cannot be effectively and widely used. There is
need for stimulating sound films of a general character that will arouse
and hold the interest of secondary school pupils. Such films may be
developed under the best technical conditions, with contents and
organization meeting best educational standards. Under no stretch of the
imagination should general films be expected to carry the major part of
the educational program. Too often, a general film shown in assembly is
considered the major means of education, instead of a stimulating
introduction for an area of study. Unless a sufficiently large number of
prints of a general film are available, the majority of schools cannot
use it satisfactorily. For results in instruction, slides and filmstrips
are exceptionally effective. The reasonable costs of slides and
filmstrips make it possible for every school system to have the supply
needed for local use. Slides and filmstrips have distinct advantages,
because of the flexible and easy way in which they can be used.
Pamphlets that are written for pupils have great value. Care should be
taken to write them in terms of youth interests and at appropriate
reading levels for those who are to use them. Charts and statistical
data should be prepared for pupils also. Statistics and charts are
increasing in importance as pupils are taught how to study them and use
them.

All of these materials have to be financed. We suggest that this is an
appropriate service that interested public and private agencies may
offer to schools. However, it should be repeated that the contents and
organization of such materials should have the appraisal of competent
educators while in process of preparation.

**Recommendations for Action**

1.  The superintendent of schools is the key educational leader in the
    community and should provide the leadership for developing and
    instituting a program of education for fire prevention.

> There are many pressures on the schools today, and unless the
> educational leaders keep them in balance, important elements, such as
> education for fire prevention, may be neglected, while less worthy
> elements may receive more than their share of attention.

2.  Pupils should have a working understanding of State laws and local
    ordinances that control various agencies and give them
    responsibility for fire protection.

3.  Each student should participate in a survey for fire hazards either
    in the home, school, or other public building. School authorities
    should refrain from attempting more than one survey at a time. For
    example, if a survey of homes were the project selected, it should
    tie in preliminary instructions as to hazards in the home, danger
    spots, pictures of fires, how to extinguish fires in the home in
    their early stages, escape methods for the home, and a few
    interesting statistics on home fires. These features, in addition to
    the completion of an inspection blank with the development of
    recommendations, will give the students a sound basis for coping
    with the fire problems of his environment.

4.  Careful attention should be given to acquiring the habit of safety
    in doing common things that the student will be faced with for the
    remainder of his life. For example, the dangers of smoking in bed
    should be thoroughly discussed and the safe method of lighting gas
    appliances should be described and analyzed.

> ***Relationship to Adult Education***

5.  Education in fire prevention is needed continuously by the entire
    community. If properly organized on the needs of the community,
    every person, whether he is in school or not, is going to take part
    in many activities. When young people survey their homes, when fire
    prevention week is launched, and when demonstrations by the fire
    department are given, all the people of the community will learn.
    The school should definitely and deliberately plan activities that
    will involve the effort and attention of the entire community. If
    this is done, all the people will be alerted periodically to work
    for fire prevention. Education for fire prevention fits well into
    the program of the community school.

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5.  **FIRE SAFETY INSTRUCTION IN**

**TEACHERS' COLLEGES**

The ultimate success of the fire prevention education program will
depend largely upon the effectiveness of the teachers. The modern
curriculum in teachers' colleges is becoming more and more concerned
with those essential factors that treat formal instruction and every day
living as an inseparable whole. Instruction in fire safety in our
schools today is more than ever concerned with the protection of life
and property against fire, rather than with the mere acquisition of fire
facts. The instructional program in fire safety should provide learning
experiences for pupil that will aid them in developing superior
knowledge and skills in the elimination of fire hazards and the
protection of themselves and others against fire. It should be equally
concerned with the development of desirable attitudes that will guide
children and youths in their daily activities for the reduction of fire
waste.

Instruction in fire prevention and protection should be planned
primarily to develop in children behavior that is purposeful and safe in
the use of fire and the elimination of fire hazards. If the modern
teachers' college is to meet this particular need of child development,
its administrators and instructors must keep abreast of the changes that
are taking place in the field of fire safety. Education of teachers in
fire prevention and fire protection must rest on (1) a knowledge of the
significant local conditions; (2) an awareness of the events,
organizations, and persons responsible for important changes; and (3) an
understanding of the function of the school as a means of developing
desirable practices and accomplishing significant changes in the
community.

The objectives of fire prevention instruction are identical to those of
the general school curriculum. Any process that concerns the well-being
of the people likewise concerns the teachers' education curriculum.

The development of a coordinated program of fire prevention education in
the curriculum of teachers' colleges does not require the introduction
of new subject-matter courses. It requires, however, that the curriculum
include all educational materials and activities that will prepare
teaching personnel to conduct learning experiences in which pupils learn
to live the most efficient and wholesome life possible.

Some items that tend to justify the place of fire prevention education
in the curriculum of a teachers' college are as follows:

1.  School fires occur at the rate of more than five a day in the United
    States and Canada.

2.  Education in fire prevention and control occupies a central position
    with respect to two other equally important divisions in this field
    -- Engineering and Enforcement.

3.  The greatest cause of destructive fire is carelessness. Only people
    can be careless. Only people can be educated.

4.  The average yearly death toll due to fire is placed at approximately
    10,000 persons; and on the average, in 1 year fire takes the lives
    of 1,673 children under 5 years of age and 591 children between the
    ages of 5 and 9.

5.  Destructive fire can be prevented through the use of superior
    knowledge, skills, and desirable attitudes.

6.  Fire prevention education contributes directly to successful child
    growth, in that most valuable experiences are secured in the
    wholesome, efficient, and contented living that comes from security.

**Recommendations for Action**

1.  An administrative committee for leadership training in fire
    prevention and protection should be organized, consisting of
    department heads and other staff members who have a unique
    contribution to make in the conduct and development of the program.
    The current college health committee, with some additions, could
    serve as this administrative committee and be known as the College
    Committee on Health and Safety.

2.  This administrative committee should be acquainted with the basic
    material, content, objectives, and expected outcome of programs in
    fire prevention education by such procedures as:

    a.  Outlining and discussing its value as a major phase of the total
        process of instruction.

    b.  Considering the program as a means of training for effective and
        joyful living in modern society.

    c.  Recognizing the program as a means of serving the institution
        and the community, by protecting the health and conserving the
        lives of human beings.

    d.  Employing the program as an instrument of public relations to
        work with other community agencies in serving the college and
        community.

3.  From the administrative committee, a subcommittee should be
    appointed, of probably three to five members, to work out the
    details of the program. The chairman of this subcommittee should
    serve as coordinator of the program. It is probably most desirable
    to have the chairman of the department of education and an
    appropriate staff member serve as co-chairmen of the working safety
    committee, the former giving detailed attention to the teacher
    education phase of the program and the latter to specific course
    content in the program and to the practical fire prevention work to
    be done in the college.

4.  A general faculty meeting should be called for the purpose of
    critically evaluating and approving the plans formulated and
    recommended by the Committee on Safety of the College Health and
    Safety Committee.

5.  The coordinators of the program should have their specific duties
    outlined. The following factors are valuable in promoting a
    successful leadership training program in fire prevention and
    protection and in conducting a practical safety program in the
    college environment:

    a.  The determination of an adequate amount of time to be allotted
        for teacher education in fire prevention.

    b.  The determination of whether or not fire prevention shall be an
        integrated phase of the teacher education program, a separate
        course of study, or a combination of these two methods of
        teacher preparation.

    c.  The allocation of practical and theoretical work in fire
        prevention education to the several departmental courses of
        study.

    d.  The determination of the fire prevention content of special
        courses and recommendations concerning fire prevention materials
        that may be treated in other courses.

    e.  Recommendations concerning the amount of credit in safety
        education necessary for graduation.

    f.  Recommendations concerning the type and nature of courses in
        safety education in a teacher education curriculum with respect
        to purpose, objective, content, status, and outcomes.

    g.  The compilation of courses, materials, and recommendations
        concerning instructional aids and devices in fire prevention;
        the construction of teaching units and lesson plans for use in
        courses where fire prevention may be treated through
        integration.

    h.  The proposal and direction of research in fire prevention in
        terms of community surveys, program needs, methods and
        techniques of instruction, and related factors.

6.  There should be a well-coordinated program of fire prevention in the
    physical plant of the institution. The following suggestions are
    concerned with the practical application of these fire prevention
    procedures:

    a.  Development of an inspection and fire prevention reporting
        system for the institution.

    b.  Appointment of a safety council or committee, composed of
        advanced students, to work with the administrative committee in
        promoting local and practical fire prevention program.

    c.  Organization of clubs, fraternities, sororities, departments of
        instruction, and other agencies within the institution and
        community for cooperation in the fire prevention program.

7.  The coordinator or the head of the department of education, or other
    department head, should be responsible for the supervision and
    motivation of the program of teacher preparation in fire prevention.
    He should delegate supervisory responsibility for the local and
    practical phase of the program to a person recommended as capable of
    conducting this phase of the work.

8.  Teachers should be encouraged to participate in community fire
    prevention activities. This will tend to point out the particular
    fire problems that need the greatest attention in the local area and
    will enable the teacher to select the most productive fire safety
    demonstration material for his classes.

9.  Outside authorities should be invited at frequent intervals to
    present information on local fires, unusual fires, fire loss data
    and other pertinent material. This will provide another point of
    view and also furnish an experience background that can be called
    upon later for reference in maintaining interest in the fire
    material to be presented to the students.

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6.  **COLLEGES AND UNIVERSITIES**

A recent report of the U. S. Office of Education shows that there are
more than 1,260 colleges and universities in the country, besides 436
junior colleges. Their total property is valued at more than 4 billion
dollars. The present registration of students is more than 2 million, by
far the highest figure in history, due to the remarkable influx of war
veterans.

In addition, the problem of organization and supervision by college
administration is highly complex. Many of the colleges have large
numbers of temporary structures, such as trailers, GI barracks, cabins,
and quonset huts, that are being used as dormitories, classrooms,
laboratories, and shops. Many are constructed of wood and located too
close together, with consequent fire hazards. Some universities have as
many as five off-campus centers, often in temporary buildings sometimes
several hundred miles away from the college campus.

With this great mushroom growth of our colleges since the war, the
responsibility of college administrators for the protection of the great
army of young people seeking higher education has increased manyfold.
The protection of college properties from fire has also become a more
serious problem. Efforts must be redoubled to prevent serious fire
losses and conflagrations.

There are three primary responsibilities of the colleges with regard to
fire prevention and protection. The first is the protection of the
student body and the buildings that make up the college plant and its
off-campus centers. The second is the education of all students
regarding the causes and prevention of fire, not only in college
buildings but also in homes and public places. The student body is
potentially a very influential part of the general public. There is an
urgent need for the public to realize that fire is preventable, rather
than that it is to be expected. There is sufficient experience available
to encourage the belief that fire safety can become a primary
consideration of students in an effective and interesting manner within
the scope of present courses of study. The third is the responsibility
for providing specialized training in fire safety in the curriculum for
chemists, engineers, architects, and forestry majors. In addition, a
university can do much by integrating fire safety into other courses and
by providing short courses, institutes, radio programs and the like, for
fire department personnel, inspectors, fire wardens, farmers, miners,
and others.

The protection of life and property is a serious national problem. We
can look to our institutions of higher learning for leadership in
education and research.

7.  **ENGINEERING AND ARCHITECTURAL SCHOOLS**

***Scope of Report.*** - It is the purpose of this report to present
material that should be utilized in existing courses for engineers and
architects. The report is a product of deliberation based upon previous
studies of the educational needs of engineers, architects, and
executives; the review of plans of structures and of water systems
intended for fire protection; and from wide experience in fire hazard
surveys, which resulted in improvements in management procedures from
the standpoints of safety to life and protection of property.

***The Problem.*** -- The nation's fire loss experience has shown that
men responsible for the design, construction, and operation of
buildings, and those concerned with governmental functions, are not
sufficiently familiar with recommended fire protection standards. The
recent war accentuated the need for continuity of production and the
importance of protecting strategic materials. The same principles are
applicable in time of peace to avoid loss of life and to conserve the
nation's resources.

It is recognized that some colleges now have programs, such as
vocational training in firefighting. The Illinois Institute of
Technology has a full 4-year course leading to the degree of Bachelor of
Science in Fire Protection Engineering. However, the intent of this
report is to present a plan to enrich the knowledge of all engineering
and architectural graduates so that they will be aware of existing
standards and apply them when necessary; it is not the intent, in this
report, to cover courses for the education of fire protection engineers
or courses of vocational types.

The public is entitled to tangible evidence of a more realistic approach
than periodic admonitions to "be careful." Important as the latter may
be in many cases, such admonitions are likely to result in an apathetic
attitude on the part of the public, unless there is positive evidence
that safe practice standards are not followed in the design,
construction, and operation of facilities. Given a safe building and a
safe operation, enforcement agencies will be in a much stronger position
to ask and obtain public cooperation.

Numerous examples might be cited to illustrate the points brought out in
the foregoing paragraphs, but the hotel fires in Chicago and Atlanta,
and the nightclub fire in Boston, have resulted in a demand for more
adequate fire safety.

The recommendations in this report include a long-range program of
education for engineers, architects, and others, which may be expected
to result not only in safer structures, but also in a professional group
that may be expected to contribute to future building code revisions and
improved standards.

***Amplification of Engineering Textbooks and Bulletins.*** - The
objectives in this report can be attained only when available texts are
amplified to include pertinent information on fire protection, such as
texts on hydraulics, building materials and design, industrial
chemistry, electrical, aeronautical and agricultural engineering, and
business administration.

***The Program.*** - While no complete educational course, program, or
action procedure can be devised in this report that will be applicable
in every respect to every school and community, there are in almost
every case certain fundamental factors to be considered. Some of these
are outlined as follows:

***Suggestions for Units in a Recommended Course in Fire Protection***

1.  Economic Consideration of Losses.

2.  Public Interest.

3.  Relations of Architects, Engineers, Management and Regulatory
    Authorities to Owners and the Public.

    a.  Planning and Engineering.

    b.  Fire Protection Organizations.

4.  Principles of Loss Prevention.

    a.  General Considerations.

    b.  Construction.

    c.  Building Equipment and Appurtenances.

    d.  Special Considerations.

    e.  Management.

5.  Fire Protection.

6.  Fire Hazards During Construction.

7.  The Fire Problem Other Than in Buildings.

**Recommendations for Action**

***We recommend:***

1.  That existing courses for engineering and architectural students
    include fundamentals of fire protection where applicable.

2.  That as an alternate plan, suitable for some institutions of
    learning, a 32-hour course covering the management aspects of fire
    loss prevention be given to those enrolled in classes in engineering
    and business administration. Experience with such a course indicates
    that it can be interesting and effective.

3.  That engineering, architectural, and economics textbooks be
    amplified as soon as possible to include fire protection subjects.

4.  That where applicable in existing courses, fire protection codes and
    accepted practices be used as supplementary texts.

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8.  **INTEGRATION OF FIRE SAFETY INTO**

**OTHER COLLEGE COURSES**

Fire safety materials have direct application in many other college
courses and materials, both in institutions granting the bachelor and
higher degrees and in junior colleges. As an example, there are many
opportunities for stressing this in college chemistry. While it is true
that many fires have their origin in laboratories, this is not the only
reason for studying fire safety. A basic understanding of the chemistry
of fire and fire extinguishment is valuable for all students. Everything
that the college can do to improve the knowledge, skills, and attitudes
of students with regard to fire safety should be done.

There are also applications of fire safety in household arts, industrial
arts, and physics. The same is true in certain courses in agriculture,
mining, and industrial safety, as well as in transportation. A large
percentage of the great number of fires in our homes each year can be
traced to unsafe practices, equipment, and poor housekeeping. Thousands
of farm buildings and quantities of produce go up in smoke each year
because of the lack of simple precautions and practices that should be
given greater emphasis in agriculture courses and institutes.

Another phase of this subject can be stressed in schools of business
administration and in insurance courses. Proper management in business
and commerce includes emphasis on fire prevention and protection.
Likewise fire insurance courses should include emphasis on loss
prevention methods. When textbooks do not include fire safety materials,
instructors can secure a variety of booklets, pamphlets, and visual aids
from public and private agencies. For example, the Forest Service, the
U. S. Department of Agriculture, and other Federal and State departments
have a variety of useful publications in this field. The same is true of
private organizations.

**Recommendations for Action**

***We recommend:***

1.  That fire safety materials be integrated into college courses such
    as chemistry and physics.

2.  That the curriculum for majors in household arts, agriculture,
    industrial arts, and mining include more stress on fire safety.

3.  That greater attention be given to this subject in certain courses
    in schools of business administration and in insurance, economics,
    and transportation.

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9.  **PREPARING INSTRUCTIONS FOR**

**FIREMEN'S SCHOOLS**

Amplifying the course of firemen's training outlined elsewhere in this
report, special consideration should be given to the preparation of
instructors in auxiliary fire schools conducted throughout the different
States.

A central college course and a series of specially designed auxiliary
programs in fire prevention and protection, as adapted to firemen's
training, will prove one of the most valuable services rendered by a
college or university to the State. Particular consideration should be
given in auxiliary schools to meeting the problems of fire control in
both urban and rural districts. Rural and agricultural areas have
problems of their own in securing legislation necessary for organization
of rural fire departments; supplying sufficient water for fire control;
providing legal authority for such organization; and for meeting
possible accident liability.

**Recommendations for Action**

***We recommend:***

1.  That a fire college, if one does not already exist, should be
    organized in each State under the control of a leading college or
    university.

2.  That plans for auxiliary regional fire schools be made, and that
    specially trained leaders be provided for urban, rural, and
    agricultural districts.

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10. **SPECIAL LECTURES AND DEMOSTRATIONS**

I addition to the prescribed course of study of fire prevention and
protection, many schools of higher education have taken advantage of
special lectures on unusual hazards, or demonstrations of common fire
dangers which are liable to be overlooked or underestimated. These serve
to stimulate the interest of students, enhanced as they are by visual or
dramatic presentation. Qualified leaders, because of their close contact
with new fire hazards as they are developed in rapidly changing home
practices and manufacturing processes, are available to amplify the
regular teaching program.

**Recommendations for Action**

***We recommend:***

1.  That colleges and universities obtain and, if possible, use a
    listing of available personnel from the various associations, or
    from organized business and industry, who are qualified to amplify
    the general study of fire prevention and protection as applied to
    present day public economy.

2.  That such lectures and demonstrations on fire control should be a
    part of the program of special and regular institutes and seminars.

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11. **FOREST FIRE PREVENTION**

Forests constitute a high fire risk throughout the United States. The
magnitude of the risk is indicated by the fact that forest growth covers
one-third of land area of the country and constitutes a natural resource
upon which cities, towns, and rural communities depend for maintenance
of supplies of raw wood for industry and employment; water essential for
home and municipal uses, generation of electricity add irrigation for
the growing of crops; opportunities for wholesome outdoor travel and
recreation; and taxable revenue for local and State governments,
including highways and schools.

The high fire risks is understood by the fact that an average of 175,000
forest fires occur yearly, in consequence of which forests are not
insurable today. The 175,000 annual fires destroy productive growth,
property, and resources on 25,000,000 acres. Nine out of ten of these
fires are man-caused, due in large measure to human carelessness and
ignorance on the part of urban people who flock to forested areas during
the summer seasons. There is urgent need of developing through education
an enlightened citizenry throughout the nation, having a sense of
individual responsibility for the prevention of forest fires.

**Recommendations for Action**

***We recommend:***

1.  That lectures, films, and other visual presentations of the subject
    be made a part of classroom and general courses and programs on fire
    prevention; and that the subject be integrated by means of reading
    assignments or otherwise in the teaching of the biological sciences,
    economics, chemistry, geology, engineering, citizenship, and the
    like.

2.  That short courses in forest protection and conservation,
    emphasizing forest fire prevention, be included in summer schools,
    particularly those held at summer camps.

3.  That all agricultural colleges which do not now provide courses in
    farm forestry either do so or give special emphasis to the
    prevention of woodland fires as a part of farm management.

4.  That during the academic year, the faculties of forest schools be
    drawn on for chapel talks and general university lectures on forest
    fire prevention and its social and economic implications.

5.  That college authorities establish and maintain contact with their
    State forest protection agencies, encouraging the organization and
    training of student groups for summer work in forest fire prevention
    and suppression. Rallies could also be held at colleges near forest
    areas at the beginning of the fire season.

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12. **TRAINING OF INSPECTORS**

Federal, State and municipal departments, insurance companies, and
industries employ a large number of fire protection inspectors. In many
cases an engineering degree is not a prerequisite for these positions.
Colleges can aid by providing service courses that will help upgrade the
work of inspectors.

**Recommendations for Action**

***We recommend:***

1.  That universities, especially those in or near urban centers,
    provide courses for training inspectors. These courses should cover
    various phases of the inspector's job, be at least 32 hours in
    length, and include such units as: the Nature and Causes of Fires;
    Elimination of Causes; Preventive Measures; Types of Building
    Construction; Method of Conducting Inspection; Reports and
    Recommendations for Corrective Action.

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13. **VISUAL AID DEPOSITORIES**

Many universities provide a useful public service through the loan of
fire safety films, sound-film slides, and other visual materials. Visual
methods have been found valuable for teaching in the schools, as well as
for the education of adult groups.

**Recommendations for Action**

***We recommend:***

1.  That university extension departments include selected fire safety
    visual aids in their depositories. Help in the selection of such
    aids may be secured from lists that are available through various
    underwriting organizations.

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14. **AUDIO-VISUAL AIDS IN FIRE PREVENTION EDUCATION**

Sound motion pictures and radio broadcasting are well established as
rapid and forceful media for public enlightenment. To make a program of
fire prevention and fire protection of greatest value, it is essential
that full use be made of these and all related audio and visual aids.

We are familiar with the motion picture chiefly as a medium of
entertainment, yet by reason of its ability to dramatize and visualize,
because of its strong appeal to the human "eye-gate," it can be a medium
of enlightenment and instruction unlike any other ever dreamed of. In no
area is that enlightenment and instruction more sorely needed today than
in the field of fire prevention.

There can be little doubt that the motion picture, through the
"eye-gate," offers one of the finest of teaching avenues. There can be
equally little doubt that the time is ripe for an early and permanent
alliance in education among the fire prevention interests in this
country, business enterprise, and the motion picture industry. It is the
recommendation of this committee that these interests and facilities be
enlisted to their farthest limits.

As a practical, first step suggestion, we propose the creation within
the next few months of a fire prevention "library" of a dozen or more
carefully produced, entertainingly narrated films on such subjects as
"Home Fire Prevention," "Transmission of Fire Alarms," "The Chemistry of
Fire," "Forest Fires," "Fire Department Organization and Operation," "
Industrial Fires," "Great Fires of History," etc. Such a library could
be prepared for use on the various educational levels, i.e., the grade
school, the high school, the college and university, the women's
organization, the business group, and so on.

Almost as valuable an educational "gate" is the medium of radio, and
attention drawn to the increasingly important role that might be played
in fire prevention and protection by our national radio networks. The
dramatic possibilities inherent in fire causes and fire prevention are
too apparent to require description, and the President's Conference is
most strongly urged to approach the national radio networks in this
regard. Half-hour dramas could be so written and produced as to offer
most effective entertainment and education in fire prevention.

**Recommendations for Action**

1.  We urge that the conference authorize means of effecting a working
    liaison with the Motion Picture Association of America for the
    purpose of immediate planning for production and distribution of
    16 mm. film library covering all important phases of fire prevention
    and fire protection.

It is suggested that the expense of production of this library could be
contributed to by the nationally known associations interested in safety
to life and fire prevention.

2.  We urge that an effort be made to simulate the production and use of
    other and less costly visual aids, such as filmstrips, slides,
    pictographs and similar media. These devices, by virtue of their low
    cost, would permit even the smallest organizations to share in their
    general program of fire prevention education.

3.  We urge that the executives of all major radio broadcasting networks
    be contacted, in an effort to secure their cooperation in planning
    their participation, coast-to-coast, in the general program of fire
    prevention education.

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15. **IMPLEMENTATION OF A PROGRAM OF EDUCATION FOR FIRE PREVENTION**

The superintendent of schools, who is the executive officer of the board
of education, is the key person in the community concerned with the
initiation and development of a program of education for fire
prevention. He deals with a large number of agencies and people in this
process of initiation and development. Besides the local board of
education, the elementary and secondary school principles, teachers, and
local government officials, fire departments and other firefighting
agencies, parents, service clubs, youth serving agencies, elementary and
high school pupils, business and industrial organizations and others,
have a part in a program of education for fire prevention.

The following techniques have been found helpful in getting the program
under way:

1.  ***For the Community:***

    a.  Secure the appointment of a planning committee, to be composed
        of important groups and persons from the various areas of the
        community.

    b.  Arrange for a speaker's bureau, through which speakers may be
        prepared to appear before community groups, to explain the
        seriousness of fire losses and hazards and to focus attention on
        a constructive program of prevention.

    c.  Confer with youth-serving agencies, such as Boy and Girl Scouts,
        to develop projects mutually helpful to these groups, the
        schools, the homes and other organizations.

    d.  Secure the cooperation of fire departments and other
        firefighting agencies to stage demonstration of best
        firefighting techniques, to offer expert advice on projects to
        be undertaken by the schools and to conduct home and other types
        of surveys for the purpose of eliminating fire hazards.

    e.  Through conference and study, find distinctive contributions
        that may be made by service clubs, business and industrial
        organizations and other community groups.

2.  ***For the Schools:***

    a.  Select a representative faculty committee to plan and exercise
        supervision over the school program of education for fire
        prevention.

    b.  Prepare a course of study for the entire school, including:

        1.  Appropriate units, projects and activities.

        2.  Suggestions for placement in the school, so that it may be
            scheduled in the program of every pupil.

        3.  Suggestions for evaluating the effectiveness of the program.

    c.  Under pupil activities, provide opportunity and encouragement
        for junior fire protection and study organizations, with
        suitable program and insignia.

    d.  Under the direction of the superintendent of schools and board
        of education, a rigid program of inspection and prompt
        elimination of fire and safety hazards should be maintained.

    e.  Provide a program of adult education, including lectures,
        institutes, and courses for parents, businessmen,
        industrialists, and others.

    f.  Develop a program of publicity, to keep the citizens informed
        and interested in education for fire prevention.

    g.  The program plans should include both immediate and long-term
        phases. What should be attempted in 1947-48? What can be
        accomplished next year, 1948-49? Careful planning will assure a
        sound and gradual development.

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16. **SUGGESTIONS FOR STATE DEPARTMENTS OF EDUCATION AND COUNTY
    SUPERINTENDENTS**

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1.  Plan a series of regional meetings for teachers and administrators
    in State or county.

2.  Prepare packets of materials to be distributed upon request to local
    faculties working on programs. These should be assembled from the
    wealth of free materials.

3.  Provide consultant services to local committees and groups.

4.  Assist in providing speakers for promotional purposes.

5.  Call attention to special projects, through circular letters and
    newspapers.

6.  Help organize State, county and regional conferences for young
    people who are taking the lead in fire prevention and education.

7.  Help organize and conduct institutes and other public service
    training activities for fire companies, fire marshals, and fire
    brigades in industry.

8.  Help arrange and conduct in-service, extension, and summer school
    programs for teachers with assigned responsibilities in education
    for fire prevention.

9.  Help conduct surveys and evaluations locally to find basic needs and
    best ways for introducing or improving educational programs.

10. Maintain close liaison with fire departments and county farm agents
    and farm groups.

**Suggestions for Teacher-Training Institutions**

1.  Help students (teachers in training) gain a broad knowledge of
    materials, activities and methods appropriate to age levels of the
    pupils whom they are preparing to teach.

2.  Schedule students to do practice teaching in this area.

3.  Give students practice in developing units of work and activities to
    be tried with groups of pupils.

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17. **SUGGESSTIONS FOR ENGINEERS AND ARCHITECTURAL SCHOOLS**

The Subcommittee on Engineering and Architectural Schools has suggested
that colleges and universities call upon committees of engineers and
architects qualified in fire protection engineering for liaison or
consulting purposes. Such committees should maintain liaison with groups
interested in fire protection, textbook authors, and publishing houses;
and should review texts for publishers for fire protection engineering
content.

The committees might be used to interest and inform faculty members in
matters of fire protection by regional seminars, by distribution of
informative materials, and also by giving occasional lectures at
colleges and universities, particularly in the formative stages, in
developing more adequate instruction.

To be most effective, the committees should include a civil, mechanical,
electrical, chemical, and an aeronautical engineer, and an architect,
all working under competent leadership. Each of the engineers and the
architect should be competent not only in his profession but also in
fire protection engineering.

**Use of This Report**

This report was prepared for use by colleges and schools; and where
colleges and schools can cooperate and assist them, it was prepared also
for industries and other organizations, groups, and individuals
interested in fire prevention education. It is designed to create a
desire for further information which will lead to the inclusion of more
fire prevention material in all school and other educational programs.

We hope this report will reach the hands of all groups and people, as
well as educators, to the end that losses in life and property may be
decreased, and life be made thereby more secure.

Firefighting and fire protection are community problems; and we hope
this report will help emphasize the necessity for the community to act
as a unit in meeting them; and, further, that it will indicate methods
by which this unity of action may be achieved.

###### Sources of Reference Material

University of the State of New York, Albany, N.Y.

Center for Safety Education, New York University, 8 Fifth Avenue, New
York 11, N.Y.

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

National Board of Fire Underwriters, 85 John Street, New York 7, N.Y.

Associated Factory Mutual Fire Insurance Companies, Inspection
Department, 184 High Street, Boston, Mass.

Government Printing Office, Superintendent of Documents, Washington 25,
D.C.

**COMMITTEE ON FIRE PREVENTION EDUCATION**

**CHAIRMAN**

DR. H. C. BYRD, *President, University of Maryland, College Park, Md.*

**SECRETARY**

PROF. JOHN J. AHERN, *Director, Department of Fire Protection and
Safety*

*Engineering, Illinois Institute of Technology, Chicago, Illinois*

**ASSISTANT SECRETARY**

PAUL D. COLLIER, *Director, Bureau of Youth Services,*

*State Department of Education, Hartford, Conn.*

DR. GEORGE HAUPT, *Professor of Science, State Teachers College,
Glassboro, N. J.*

HENRY MARSCHALK*, President, Volunteer Firemen's Association,*

*Montgomery County, Takoma Park, Md.*

EVA G. PINKSTON, *Secretary, Department of Elementary School
Principals,*

*National Education Association, Washington, D.C.*

DR. HERBERT J. STACK, *Director, Center for Safety Education,*

*New York University, New York, N.Y.*

**MEMBERS**

Frank L. Ahern, *Department of Interior, Washington, D.C.*

W. Ellery Allyn, *Commissioner of Insurance, State of Connecticut,
Hartford, Conn.*

Franklin G. Armstrong, *Montclair Public Schools, Montclair, N.J.*

F. L. Bacon, *Evanston Township High School, Evanston, Ill.*

Walter F. Beyer, *Home Insurance Co., New York 8, N.Y.*

R. P. Blake, *Department of Labor, Washington, D.C.*

Glenn O. Blough, *U. S. Office of Education, Washington, D.C.*

Prof. L. M. K. Boelter, *University of California, Los Angeles 24,
Calif.*

C. S. Boucher, *University of Nebraska, Lincoln, Nebr.*

Ovid Butler, *American Forestry Association, Washington, D.C.*

Sister Mary Carmelyn, *Mundelein College, Chicago, Ill.*

Clarence Coley, *National Association of Building Owners and Managers,
New York, N. Y.*

Chaplin Collins, *American Forest Products, Inc., Washington, D. C.*

Rodney R. Cox, *Fifth Naval District, Norfolk 11, Va.*

Prof. William N. Cox, Jr., *Georgia School of Technology, Atlanta, Ga.*

Gerald S. Craig, *Teachers College of Columbia University, New York 27,
N.Y.*

George W. Dean, *State Forester, Charlottesville, Va.*

R. J. Douglas, *Oklahoma Agricultural and Mechanical School, Stillwater,
Okla.*

Gilbert H. Dunstan, *University of Alabama, University, Ala.*

P. W. Eberhardt, *Walter Kidde and Co., Inc., Belleville 9, N.J.*

Paul E. Elicker, *National Association of Secondary School Principals,
Washington 6, D.C.*

Commander O. J. Emory, *Office of the Chief of Naval Operations,
Washington 25, D.C.*

Miss Alice Everitt, *Tunica Elementary School, Tunica, Miss.*

John B. Fisher, *The Cambridge School, Weston 93, Mass.*

T. Alfred Fleming, *The National Board of Fire Underwriters, New York 7,
N.Y.*

Edgar Fuller, *State Department of Education, Concord, N.H.*

Prof. Henry Giese, *Iowa State College, Ames, Iowa.*

Gordon C. Graham, *National Commission on Safety Education, Detroit
Public Schools,*

> *Detroit, Mich.*

Sam Hardin, *Pacific Fire Extinguisher Co., San Francisco, Calif.*

Morrill Hartshorn, *National Council for Social Studies, Washington,
D.C.*

Charles Hawkins, *West Virginia State College, Institute, W. Va.*

William A. High, *Oakland Public Schools, Oakland, Calif.*

Ralph E. Himstead, *American Association of University Professors,
Washington 6, D.C.*

Fred W. Hosler, *Department of Public Schools, Allentown, Pa.*

Mrs. Edith Hudnall, *Elementary School, Jacksonville, Fla.*

Dr. S. S. Huebner, *American Institute for Property and Liability
Underwriting,*

> *Philadelphia 4, Pa.*

Don D. John, *Mutual Fire Insurance Agency, Louisville, Ky.*

Keith Johnson, *National Association of Science Teachers, Washington,
D.C.*

Galen Jones, *U. S. Office of Education, Washington, D.C.*

Miss Olga Juniger, *Board of Insurance Commission, Austin 14, Tex.*

Paul W. Kearney, *Brooklyn, N.Y.*

V. Kearsey, *Department of Public Schools, Los Angeles, 12, Calif.*

Capt. A. T. Kessler, *Fire Department, New Orleans, La.*

Fred H. Lang, *Division of Forestry and Parks, Little Rock, Ark.*

Julius Levi, *National Association of Insurance Agents, Houston 2, Tex.*

John W. Lewis, *Association of Public Schools Business Officials,
Baltimore Public Schools, Baltimore 18, Md.*

J. Williard Lord, *Atlantic Refining Co., Philadelphia, Pa.*

S. P. Lyle, *Department of Agriculture, Washington, D.C.*

Worth McClure, *The American Association of School Administrators,
Washington 6, D.C.*

Ray N. McFarlin, *Board of Education, Cleveland 14, Ohio.*

Rev. William E. McManus, *National Catholic Welfare Conference,
Washington, D.C.*

Morris Meister, *Bronx High School of Science, Bronx, N.Y.*

C. D. Minor, *Virginia Fire and Marine Insurance Co., Richmond, Va.*

H. George Murphy, *New York State Department of Education, Albany, N.Y.*

Dr. Irma Gene Nevins, *American Red Cross, Washington 13, D.C.*

John A. North, *Phoenix Insurance Co., Hartford, Conn.*

W. W. Pierson, *Association of American Universities, Chapel Hill, N.C.*

Thomas G. Pullen, Jr., *State Department of Education, Baltimore, Md.*

Dr. Edward A. Richards, *Junior Red Cross, Washington, D.C.*

Dr. Harry S. Rogers, *Society for Promotion of Engineering Education,
Brooklyn, N.Y.*

Prof. D. Kenneth Sargent, *American Institute of Architects, Syracuse
10, N.Y.*

Prof. E. R. Schwartz, *Massachusetts Institute of Technology, Cambridge,
Mass.*

Guy E. Snavely, *Association of American Colleges, Washington, D.C.*

Franklin Bliss Snyder, *Northwestern University, Evanston, Ill.*

O. W. Stewart, *Associated Factory Mutual Fire Insurance Companies,
Boston 10, Mass.*

Milton J. Terry, *Oakland, Calif.*

N. E. Viles, *U. S. Office of Education, Washington, D.C.*

H. O. Welty, *Oakland Technical High School, Oakland, Calif.*

John C. West, *National Association of State Universities of United
States of America,*

> *Grand Forks, N. Dak.*

Garnet C. Wilkinson, *Board of Education, Washington, D.C.*

Harry I. Willett, *Department of Public Schools, Richmond, Va.*

A. G. Woelfel, *H. G. Vogel Sprinkler Co., New York, N.Y.*

Ron B. Woolley, *International Association of Fire Chiefs, New York,
N.Y.*

George F. Zook, *President, American Council on Education, Washington 6,
D.C.*

**CONFERENCE ORGANIZTION**

**GENERAL CHAIRMAN**

Maj. Gen. PHILIP B. FLEMING, *Administrator, Federal Works Agency*

**EXECUTIVE DIRECTOR**

A. BRUCE BIELASKI, *Assistant General Manager, National Board of Fire
Underwriters*

> **COORDINATING COMMITTEE**
>
> **CHAIRMAN**
>
> W. E. REYNOLDS, *Commissioner of Public Buildings*

O. J. Arnold, *President, Northwestern National Life Insurance Co.*

Frank Bane, *Executive Director, Council of State Governments.*

Paul Betters, *Executive Secretary, United States Conference of Mayors.*

Ernest B. Brown, *President, Ernest W. Brown, Inc.*

Frank A. Christensen, *President, National Board of Fire Underwriters.*

J. H. Craig, *Chairman, Fire Marshals' Section, National Fire Protection
Association.*

Dr. Ned H. Dearborn, *President, National Safety Council.*

Charles A. Delaney, *President, International Association of Fire
Chiefs.*

Robert E. Dineen, *President, National Association of Insurance
Commissioners.*

Jas. R. Edmunds, Jr., *President, American Institute of Architects.*

Wallace J. Falvey, *Chairman, Advisory Committee, National Conservation
Bureau.*

Hovey T. Freeman, *President, Manufacturers Mutual Fire Insurance Co.*

A. V. Gruhn, *General Manager, American Mutual Alliance.*

W. K. Jackson, *President, Chamber of Commerce of the United States.*

Leroy A. Lincoln, *President, Metropolitan life Insurance Co.*

W. E. Mallalieu, *General Manager, National Board of Fire Underwriters.*

Earl D. Mallery, *Executive Director, The American Municipal
Association.*

James H. Mooney, *President, Building Officials' Conference of America.*

James H. Park, *President, Pacific Coast Building Officials Conference.*

Curtis W. Pierce, *President, National Fire Protection Association.*

George J. Richardson, *Secretary and Treasure, International Association
of Fire Fighters.*

Mrs. Pearl Wanamaker, *President, National Education Association.*

Guy T. Warfield, Jr., *President, National Association of Insurance
Agents.*

Frank M. Whiston, *President, National Association of Building Owners
and Managers.*

**TECHNICAL ADVISORY GROUP**

H. R. Bassford, *Metropolitan Life Insurance Co.*

Robert B. Beach, *National Association of Building Owners and Managers.*

James V. Bennett, *Federal Interdepartment Safety Council.*

George W. Booth, *National Board of Fire Underwriters.*

A. L. Brown, *Associated Factory Mutual Fire Insurance Cos.*

Percy Bugbee, *National Fire Protection Association.*

W. C. Clark, *Federal Fire Council.*

Theodore I. Coe, *American Institute of Architects.*

John P. Coyne, *International Association of Fire Fighters.*

Dr. Robert W. Eaves, *National Education Association.*

Hubert R. Gallagher, *Council of State Governments.*

Donoh W. Hanks, Jr., *The American Municipal Association.*

Julien H. Harvey, *National Conservation Bureau.*

A. L. Kirkpatrick, *Chamber of Commerce of the United States.*

West Shell, *National Association of Insurance Agents.*

Fred Shepperd, *International Association of Fire Chiefs.*

J. C. Stennett, *American Mutual Alliance.*

**CONFERENCE STAFF**

A. BRUCE BIELASKI, *Executive Director.*

LEWIS A. VINCENT, *Assistant Executive Director.*

William J. Chattin, *Technical Assistant.* John B. West *Technical
Assistant.*

John L. Werheim, *Technical Assistant.* Russell R. McGuire, *Publicity.*

Douglas H. Timmerman, *Conference Arrangements.* Hester M. Bell,
*Secretary.*

**STAFF CONSULTANTS**

A. C. Hutson, F. C. McAuliffe, R. E. Truman, R. E. Verner, R. E. Wilson

U.S. GOVERNMENT PRINTING OFFICE: 1947

For sale by the Superintendent of Documents, U.S. Government Printing
Office, Washington 25, D.C.

Price 10 Cents

[^1]: Federal Security Agency, U. S. Office of Education, *A Curriculum
    Guide to Fire Safety*, Bulletin 1946, No. 8, Washington, D. C.