Document R3J24303rb6LZBJ2GbQg6rkz

62 1955 National Safety Congress dubs will boil down to driver education classes, with instructors serving as faculty advisors. This year, the Colorado teen-agers feel that the need for establishing an effective action program for starting driver educa tion in the schools is $o important that rather than recommending ujiat can be done, they are going to take time at their conference to recommend hoto it can be done. Since we feel driver education is so im portant, just how are th* teen-agers in our state proriding the necessary public rela tions? How can and do teen-agers help to start driver education in our schools? We use what we call % lucky seven-point program. First, the state and western regional teen age traffic safety associations contact teen age committees and clubs over the states, furnish them with the necessary facts and desirable features of the program, and ask them to get the ball rolling. The teen-agers then present these facts' iQ parem-teacher associations, civic and youth groups who, once so-armed, plead a cise for driver edu cation to the school administration. Second, they furnish scripts and tapes and press releases to be used in each community for publicity. Once media have been en listed, they* coordinate with the community groups to see that the public relations pro gram started becomes a continuous one. Third, they furnish and enlist cooperation for drafting legislation for additional finan cial support of the program. Fourth, the state and regional associations aid in the improvement of existing pro grams. In Colorado, for example, they as sisted in the promotion of classes for in structors at state universities, and of the establishment of the requirements and certi fication of these instructors. Fifth, they see to it that credit is given to those who do help in the establishment and continuance of the program. Sixth, they are seeing to it that better action programs and better means of iznplemciting these programs are developed at conferences, and arc asking national high way safety organizations to prepare neces sary action programs. Seventh, they are trying oo the state level to educate the public as to the need for the program. New then, in presenting these facts and ideas, in what areas do they concentrate? Briefly they are listed as follows: 1. Acci dent comparison statistics. 2. fan that the youth want it, as evidenced by conference recommendations. 3. the saving of lives idc*> (as compared with value of science, English, math, and so forth), 4. what drivers need to know idea, 5. need for a two-part pro gram. 6. general teaching objectives, 7. standards, 8. scheduling possibilities (bow to lick the overcrowded curriculum idea), 9. cost and 10. availability of cars (in Colo rado, furnished by automobile dealers through AAA, in most instances). Okay, there you have it. Do you think teen-agers can help in public relations for driver education? Well, in Colorado and the western region they are doing it How about you helping to start a teen-age association in your state to help tick the problem? (c) By Agencies By M. R. DARLINGTON, JR. Managing Dir., Inter-Industry Highway Safety Committee, Washington, D. C. One of the most important contributions to driver education has been the tremendous financial boost it has received from the nation's new car dealers who have loaned cars to schools for behind-the-wheel instruc tion. This contribution was more than 8,000 cars last year that were valued at more than $16 million. The number of cars loaned without cost to schools has almost doubled since 1946 and has undoubtedly been a prime factor hi the increase in die number of schools offering complete courses in driver education. This attacks one of the most difficult problems in instituting driver education courses--cost. The loan of cars gteatly reduces th* cost School and College Safety 63 of driver education programs to the school. Automobile manufacturers have assisted in this promotion of driver education by en couraging their dealers to support the activ ity. Just recently, two of the major pro ducers have taken positive action that will further aid the growth and development of driver education. GM and Ford now give their dealers a substantial discount for every car loaned to schools for use in driver education. Other public relations activities valuable to driver education include the work of sev eral agencies in assisting the training of driver education teachers. Special summer courses conducted by AAA and the Associa tion oi Casualty and Surety Companies liavc prepared many teachers for the job of giv ing students courses in driver education. The Allstate Foundation is another agency that has been active in supporting teacher training and has made grants to finance scholarships to help teachers get the neces sary training. One of the best examples of how an agency can benefit driver education is in evidence in Michigan. The Michigan Inter industry* Highway $afety Committee,' a group made up of businessmen representing a wide variety of fields, have endowed a full-time professorship at Michigan State University. Other agencies Out give backing to driver education include PTA*&, civic dubs, wom en's groups and so forth. These groups are a powerful force in most communities and can get things done in encouraging school boards to add driver education courses. They can supply much needed public sup port. The award program of the Association of Casualty and Surety Companies has been a valuable aid in support of driver education. This program evaluates and compiles sta tistics on driver education programs. The National Commission on Safety Edu cation has made valuable contributionthrough developing criteria by which driver education courses can be set up. These criteria help^ schools check their program against a uniform set of standards and also arc valuable to schools who are instituting programs and wish to know just what a complete course Should include. Another of the recent contributions of in surance companies, which will undoubtedly become increasingly important, is a reduc tion in insurance rates offered by some com panies to those young drivers that have had driver education. These reductions range between five and 15 per cent, depending on the company. (d) By Schools By JOHN T. HAACK Pres. Iowa Driver Education Assn. Davenport High School, Davenport. Ia. The first essential in public relations on the part of school employees is to channel all school public, relations through the rec ognized administrative authorities. Failure to do this.by school teachers can cause great embarrassment, both to officials and teach ers. Many up-and-coming school systems are appointing a public relations director on a full-time basis. This person is well-versed m the pro's and con's, so be sure to clear your work with him. If no poblic relations person is employed, check all material with your administrative head. Public opinion has raced ahead of the educators in the acceptance of driver educa tion into the curriculum* This is shown by the fact that every pronounced upswing in offering this course has followed a scriou.< accident in the community or a major con ferTMce on traffic accidents.. From this wc can assume the first job of public relations is to sell the educators on driver education. This is especially important when starting a new program. To date, the first excuse given by admin istrators for not having a program is the shortage of qualified teachers. Adminis trators who are told on the program how ever, have found various ways of getting a driver education teacher. In some cases, they have sent one of their present teachers to summer sessions to qualify for a certificate to teadi. This has been very successful, for