HI -. IN \ 1 HI I l l MIN 1 t H \I "lwa Ia); (/3000) SOME OBJECTIVES FOR THE HACHING OF cmcs AT OTTAWA HILLS HIGH SCHOOL Thesis for the Degree of M A. M‘CHIGAN STATE COLLEGE. Henry Ludwick 1940 {twining} II I; u A ' V I ‘ . - .Ilv !. u . . uNT. 52?“.1‘19 . .w-I. . . .. .n . SOME OBJECTIVES FOR THE TEACHING OF CIVICS AT OTTAWA HILLS HIGH SCHOOL BY Henry Ludwick A,THESIS I Submitted to the Graduate School of Michigan State College of Agriculture and.Applied ' Science in partial fulfilment of the requirements for the degree of MASTER OF ARTS Department of Education 191:0 yawn ACKNOWLE DGI-afEI-TT The writer gratefully acknowledges the assistance of the following committee under whose direction this study was made: Dr. V. H. ‘Ioll, Chairman G. H. Hill hi. J. Williams 129329 TABLE OF CONTENTS Chapter I II III Introduction ...................................... Related Studies ................................... Statement of Problem ...............;.............. Scope of the Study ................................ Procedure ......................................... Definition Of Terms CC....00....OOOOOOOOOOO...0.0.. The Civic Needs of the Eighth Grade Pupils of Ottawa Hills High School as Revealed by Their Responses to the Questionnaire .................... cone-11181011 00000000000.0000000000000000.00000000000 summary 0.00.00000.000.000.000000000000000000. Limitations .000OOOIOOOOOOOOOOOOOO0.0000000... Suggestions for Further Study ................ Appendix 0.0.0.000...OO‘COOOOCOCOOOOOOO0.0.0.000... Bibliography 00......0.0.0.....OOOOOOOOOOOOOOOOO... 33 33 36 36 Li5 Table II III IV VI VII VIII IX XI XII XIII XIV XV LIST OF TABLES NUMBER OF BOYS AND GIRLS MAKING UP THE GROUP STUDIED AGE GROUPS OF PUPILS 0......OOOOOCOOOOIOCOOOOOOOOOO NUMBER OF PUPILS HAVING BROTHERS AND SISTERS PUPILS' PARENTS WHO OWN OR RENT THE HOME IN WHICH THEY LIVE, AND THOSE LIVING WITH SOMEONE ELSE NUMBER OF CARS OWNED BY THE PUPILS' FAMILIES ...... PUPILS' PARENTS WHO WERE BORN IN A CITY, STATE, OR COUNTRY OTHER THAN THE ONE IN WHICH THEY NOW LIVE 0.0...OIOOOOOOOOOOOOOOOOIO0.00COOOIOOOO. NATIONALITIES REPRESENTED BY THE PUPILS PUPILS BORN IN THE CITY IN WHICH THEY NOW LIVE .... THE NUMBER OF CITIES AND TOWNS IN WHICH THE PUPILS HAVE LIVED BESIDES THE PRESENT ONE PUPILS WHO HAVE LIVED ON‘A FARM ................... PUPILS WHO PLAN TO FINISH HIGH SCHOOL, AND THOSE \‘iHO mm TOGOTO COLLEGE ....................... FREQUENCY WITH WHICH SUBJECTS TAKEN UP TO THE PRESENT ARE RANKED FIRST BY PUPILS ACCORDING To THEIR EHJOYI‘IEI‘IT 0F TI'IEM oooooooooooooooooooooo FREQUENCY WITH WHICH HIGH SCHOOL SUBJECTS ARE RANKED FIRST BY PUPILS ACCORDING TO THEIR PLANS TO TAKE AS MUCH OF AS IS POSSIBLE ............... JOBS OR RASKS WHICH THE PUPILS HAVE OUTSIDE OF SCHOOL HOURS ................................00.. WORK WHICH THE PUPILS WOULD LIKE MOST TO DO AFTER DISCONTINUING GOING TO SCHOOL Page 10 11 12 12 13 13 1h 15 16 Table XVI XVII XVIII XIX XXI XXII XXIII XXIV XXV XXVI XXVII XXVIII PUPILS HAVING FRIENDS OR RELATIVES TO HELP THEM SECURE THE WORK THEY DESIRE HOST TO DO AFTER DISCONTINUING GOING TO SCHOOL ................... THE PARTICULAR WORK WHICH THE PUPILS' HAVE IN THEIR PRESENT EMPLOYMENT FATHERS 00.00.000.000... SECTIONS OF THE DAILY PAPERS WHICH PUPILS READ REGULARLY MAGAZINES WHICH THE PUPILS READ REGULARLY MAGAZINES WHICH THE PUPILS READ NOW AND THEN ...... NUMBER OF BOOKS WHICH THE PUPILS READ COMPLETELY 'MRCUGH IN A TII¥O-IVIOI‘ITHS PERIOD OCOOOOOOOCOOOOC 0.. NUMBER OF EVENINGS DURING A SEVEN-DAY PERIOD WHICH THE PUPILS SPEI‘IT AT HOLE OOOOOOOOOO0.000000000000 NUMBER OF MOVIES SEEN BY THE PUPILS DURING A SEVEN- DAY PERIOD .0... PUPILS WHO ATTEND SUNDAY SCHOOL AND/ OR CHURCH PUPILS WHO BELONG TO THE Y.H.C.A. OR Y.W.C.A. ..... PUPILS WHO BELONG TO CHURCH, SCHOOL, OR NEIGHBOR- HOOD CLUBS PUPILS' ATTITUDES ON VARIOUS CIVIC QUESTIONS ...... POINTS OF DISAGREEMENT BETWEEN PARENTS AND PUPILS .0.00000000000000000000000000000000000000. Page 16 17 IS 18 19 20 22 23 27 CHAPTER I Introduction. The civics course, as taught in the Grand.Rapids public schools, contains a number of units upon each of which a minimum number of teaching days are required. The total number of days speci- fied, however, is less than the total number of days in a semester. This allows the individual teachers some free time for certain units which they believe should receive special emphasis. There are no general course-objectives set up for the city system as a whole nor have there ever been established any special objectives for the civics course as taught at Ottawa Hills High School. Inasmuch as the time necessary for emphasis upon certain units is available, the situation invited the establishment of objectives specifically designed for the fulfillment of the civic needs of the pupils. A study of textbooks in the field of civics revealed a large com- bined number of objectives advocated by the various authors many of which were applicable from a general standpoint. Specific objectives for the teaching of civics at Ottawa Hills High School, however, could only be established through the determination of the needs of the eighth grade pupils at that school. The discovery of these needs and the formulation of specific objectives based.upon them furnished the origin of this problem. Related Studies. An investigation was made of other studies in this field. There were found to be a few dealing with this particular branch of the social studies, but only two of them dealt with objectives or aims for civics in the junior high school. One of these studies1 was undertaken for the purpose of gathering together, describing, and analysing what had been done toward determin— ing and.using objectives in the field of civics. The work was divided into a study of the periods before and after the Opening of the twenti- eth century. It concerned itself, largely, with a study of newspapers, magazines, textbooks, editorials, political platforms, etc., to deter- mine the civic topics dealt with and the frequency thereof. This study reports that up to the end of the nineteenth century the major emphasis was upon the content of civic courses. The twentieth century, it continues, places the emphasis upon the problem of finding specific goals or objectives which include interests, attitudes, appre- ciations, ideals, habits, and.skills. In the summary, Wilkinson holds that the way to ascertain the needs of society is to turn one's attention to that society. Scientific sur- veys, she continues, are among the methods of determining the needs of society. A study by Small2 was an experiment to determine the immediate re- sults of the teaching of a civic trait. The trait used for the experi- ment was "thrift." Three groups of eighth grade pupils were used: (1) a control group to whom no teaching of the trait to be measured was given; 1Helen Septa Samuel Wilkinson. Objectives in Civic Education. Unpublished Master's Thesis, Department of Education, Boston University, 1928. Pp. 89. 2 Charles R. Small. Aims and Hethod of Civic Education in the Com- mon Schools. Unpublished Doctor's Thesis, Department of Education, Harvard University, 1925. Pp. 332. (2) a group taught the trait by the "didactic" method; and (3) a group taught by the "project" method. The experimenter does not explain clearly the nature of these methods.3 All of the pupils were required to keep eXpense records for three weeks preceding the study, then to discontinue keeping them for three weeks while "thrift" was being taught, and to keep them again for three weeks immediately following the teaching period, Small's conclusion was that it is probable, but by no means cer- tain, that the pupils were somewhat benefited from the modern (1925) methods of teaching citizenship. The groups taught by the "didactic" and "project" methods showed improvement in the trait, but the group taught by the "project" method showed a more marked improvement. lore improvement was shown in "savings" than in "wise spending." Small also concludes that observation and experiment concerning "thrift" causes him to believe that a set of projects, if they are carefully worked out by co-operation between school and home, would achieve results of decided value. The basis for his conclusions was an analysis of the eXpense accounts kept by the pupils before, during, and after their study of the civic trait of "thrift." Statement of the Problem. This study was undertaken in an attempt to discover the civic needs of the pupils at Ottawa Hills High School and to establish some specific objectives for the civics course based upon these needs. 3While no definitions for the terms were discovered, it is assumed that by "didactic" is meant the procedure of questions and answers, and explanation by the teacher, and by "project" is meant specific contri- butions by the pupils upon particular phases of the problem for which they have made special preparation. ScoEe g£_the Study. The needs of the pupils were determined by means of a questionnaire based on the theory presented in Middletown that, "...all the things people do...may be viewed as falling under one or another of the following six main-trunk activities: Getting a living. making a home. Training the young. Using leisure in various forms of play, art, and so on. Engaging in religious practices. Engaging in community activities." The questionnaire5 was constructed to furnish pertinent data re- garding: (l) the age composition of the group studied; (2) the social and economic status of the families represented; (3) the educational status and interests of the pupils used for the study; (h) extracurri- cular and recreational activities and interests of the group; (5) read- ing interests; (6) religious adjustments; (7) social attitudes and be- liefs; and (8) personal relationships within the home. Procedure. The questionnaire was administered during the second semester of the school year 1939-MO. One hundred eighty-six pupils were enrolled in the 8-2 grade in that semester and the questionnaire was administered to one hundred seventy-two. The remaining fourteen were absent from school for a period longer than one week at that partifiular time and were not included in the study. - All questionnaires were administered by the writer and carefully checked before being accepted from the pupils to assure that all items were understood and answered. LlRobert S. Lynd and.Helen Herrell Lynd, Middletown. New York: Harcourt, Brace and Company. 1932. Pp. H. 5See Appendix. The data obtained from the responses to the questionnaire are pre- sented in Chapter II in tabular form. They are interpreted in terms of percentages of response obtained. Definition g£_Terms. For purposes of this study the following terms shall mean: Civic needs: the educational, occupational, recreational, reli- gious, and reading activities of the pupils; and their attitudes and beliefs in home, school, and community affairs which are indicated by the questionnaire responses to require special emphasis. Grade 8-2: the second of two semesters comprising the eighth grade. Civics: a study of local, state, and national governments; home, community, and industrial safety; cultures, customs, and institutions of the groups comprising the citizenry; requirements, privileges, and duties of citizenship: the part played by the individual in home and community activities; and preparation for assuming one's place in an everchanging and complex society. Ottawa Hills High School: the youngest of eight high schools in Grand Rapids, Michigan, situated near the outskirts of the city in an attractive residential district. During the second semester of the school year 1939-MO there were eight hundred twenty-one pupils enrolled in the seventh, eighth, and ninth grades and eight hundred forty-six enrolled in the tenth, eleventh, and twelfth grades. CHAPTER TWO THE CIVIC NEEDS OF THE EIGHTH GRADE PUPILS OF OTTAWA HILLS HIGH SCHOOL AS REVEALED.BY THEIR RESPONSES TO THE QUESTIONNAIRE In the tables that follow, the data collected by the use of the questionnaire are presented, and translated into percentages. In sum- marizing the data, an effort has been made to call attention to parti- cular items which seem significant in the light of the purposes of this study. TABLE I NUMBER OF BOYS AND GIRLS MAKING UP THE GROUP STUDIED Boys I! Girls Total Number Pct. Number Pct. Number Pct. 93 5M1 79 115.9 172 100.0 TABLE II AGE GROUPS OF PUPILS l_l va- Bovs Girls Total Ages Number Pct. Number Pct. Number Pct. 12-1 years M h.3 O 0.0 N 2.3 13-1 years 51: 58.1 611 81.0 118 68.6 111.15 years 28 30.1 12 15.2 1+0 2&3 15-16 years 5 5.“ 2 2.5 7 .1 16-17 years 2 2.1 1 1. 3 1 7 Totals 93 100.0 79 100.0 172 100.0 Tables I and II afford a basis for determining the representation by sexes and the various age groups of the eighth grade pupils used for this study. While a few in the group vary from the average to some extent, the figures indicate a favorable degree of homogeneity. TABLE III NUMBER OF PUPILS HAVING BROTHERS AND SISTERS Older Younger Older Younger All brothers brothers sisters sisters siblings N0. Pct. No. Pct. N0. Pct. N0. Pct. N0. Pct. One............ M5 6 51 80.95 37 6 . 2 8 2 . 6 2 o Twas-0090.00.00 19 7 9 1207 17 7 Three.......... M 5-9 M 6-35 5 8 O O 3 6 M9 7u.25 182 70.5 9 16 2u.25 60 23.3 2 1 1.5 1h 5.u 3 More than three 0 O 0.0 2 0 0.0 2 . .8 Totals......... 68 100.0 63 100.0 61 100.0 66 100.0 258 100.0 Table III furnishes the information necessary to determine the aver- age number of children per family in the group studied. The figures re- veal an average of 3.06 children per family. This compares with h.1 throughout the United States, according to the United States census of 1930, and 3.9 as estimated by the United States Labor Department in 1938. In view of the fact that the group used in this study is regarded as a rather privileged group, the figures presented do not appear to indicate anything alarmingly divergent. Tables IV and V furnish an insight into the economic status of the pupils‘ families. It is seen that h8.8 percent of the pupils' families own, or are buying, their own homes and that 1.09 cars are owned per family. While there are 9.3 percent of the families who do not own a TABLE IV PUPILS' PARENTS WHO OWN OR RENT THE HOME IN WHICH THEY LIVE, AND THOSE LIVING WITH SOMEONE ELSE Boys ‘ Girls Total Number Pct. Number Pct. Number Pct. Parents rent it...... 51 5h.8 35 un.; 86 50.0 Parents are buying it 25 26.9 23 29.1 NS 27.9 Parents own it....... 16 17.2 20 25.3 36 20.9 Family is living with someone else........ 1 1.1 0 0.0 l .6 Don't know........... 0 0.0 l 1.3 1 .6 Totals............... 93 100.0 79 100.0 172 100.0 TABLE V NUMBER OF CARS OWNED BY THE PUPILS' FAMILIES Boys Girls Total Number Pct. Number Pct. Number Pct. One................. 70 75.3 55 69.6 125 72.7 Two................. 15 16.1 in 17.7 29 16.8 None................ 6 6.5 10 12.7 16 9.3 Three............... 2 2.1 O 0.0 2 1.2 Totals.............. 93 100.0 79 100.0 172 100.0 car and .6 percent of the families living with someone else, the figures appear to indicate a better than average economic status existing in the families of the pupils used for this study. Table VI furnishes a basis for determining the geographical back- ground of the pupils. It will be seen that: (1) 15.1 percent of the pupils' fathers and 12.2 percent of the mothers were born in another TABLE VI PUPILS' PARENTS WHO WERE BORN IN A CITY, STATE, OR COUNTRY OTHER THAN THE ONE IN WHICH THEY NOW LIVE Another City B0 3 Girls Total FATHER Number Pct, Number Pct. Number Pct. Yes.................. 60 6u.5 M6 58.2 106 61.6 No................... 33 335.53 33 h1.8 66 38.u -Tota1s............... 93_ 100.0 79 100.0 172 100.0 MOTHER Yesoooooooooooooooooo 51 5h08 ’48 60.7 99 5706 No................... M2 55.2 531 39.3 73 h2.h Totals............... _935 100.0 79 100.0 172 100.0 _Another State Boys Girls Total RATHER Number Pct. Number Pct. Number Pct. YeSoooooooocooooooooo 36 38.7 8 ’48.]. 711’ “300 Notooooooooooooooocoo 5] 610—3 1 5L3 38 5700 Tote-13000000000000... 91 1m00 J9 100.0 112 10000 MOTHER Yes...............-.. 28 3001 O 3800 58 3307 Noooooooooooooooooooo 65 6909 9 6200 llu 6603 Totals............... 93 100.0 79 100.0 172 100.0 Another Country B0 3 Girls Total RATHER Number Pct. Number Pct. Number Pct. YGSOOOOOOOOOOOOOOOOOO 10 1008 16 20.3 26 15.1 Hoooooooooooooooooooo 83 8902 63 190] 1146 814.9 Totals............... 93 100.0 79 100.0 172 100.0 MOTHER YeSOOOOOOOOOOODOOOOOO 10 10.8 11 13.9 21 12.2 Nose-000.00.000.00... 83 89.2 68 86.1 151 8L8 TetaISOOOOOOOOOOOOOQO 93 10000 79 100.0 172 100.0 10 country; (2) #3 percent of the fathers and 33.7 percent of the mothers were born in another state; and (3) 61.6 percent of the fathers and 57.6 percent of the mothers were born in another city. It will also be seen that: (1) 8h.9 percent of the pupils' fathers and 87.8 percent of the mothers were born in the United States: (2) 57 percent of the fathers and 66.3 percent of the mothers were born in the state in which they now live; and (3) 38.N percent of the fathers and h2.h percent of the mothers were born in the city in which they now live. This indicates a fairly high degree of stability of residence. TABLE VII NATIONALITIES REPRESENTED BY THE PUPILS 3013 Girls Total Number Pct. Number Pct. Number Pct. Hoi1and.............. 36 21.8 35 27.13 71 211.15 English...”uq...... 3’4- 2006 29 2205 63 2101‘} Germ.............. 3 20.0 13 1001 “’6 15.65 Irish................ 2 114.6 19 111.72 113 111.63 Scotch............... 21 12.7 7 5.h2 28 9.52 French............... 9 5.5 11 8.5 20 6.80 Swedish.............. 2 1.2 2 1. u 1.36 Norwegian............ 1 .6 2 1.511 3 1.02 Syrian............... 1 .6 2 1.5% 3 1.02 Polish............... 2 1.2 0 0.0 2 .68 hssiam............. 1 .6 0 0.0 1 .311 Canadian......'....... 1 06 O 0.0 1 .3” Danish............... 0 0.0 1 .77 1 .311 Jewish............... 0 0.0 1 .77 1 .314 Spanish.............. 0 0.0 1 .77 1 .311 Swiss................ 0 0.0 1 .77 1 .311 Uncertain............ O 0.0 35 3.9 35 1.70 Totals“. . . . . . . . . . . . . . 165 100.0 129 100.00 2911 100, 00 ’Note: The numbers shown in this table do not coincide with the number of pupils making up the study due to the fact that more than one nationality was represented in a number of pupils. 11 According to figures of the United States census for 1930, of those in Grand Rapids born of foreign parentage, the leading nationalities rep- resented in round numbers are: Holland 21,000, Polish 9,000, German 7,500, British Isles 5,500, Scandinavian 3,000, Lithuanian 1,500, and Italian 1,000. The absence of any considerable number of Poles, Italians. and Lithuanians among Ottawa Hills High School pupils may be eXplained by the fact that these nationalities are concentrated in sections of the city which are outside the Ottawa Hills School district. The absence of these nationalities from the group studied indicates the probability that some nationalities would be missing from most any other group used for a study. Inasmuch as all of the nationalities listed in the table, and some others, make up the citizenry of the United States, it is im- portant in the study of civics to develop an attitude of sympathy and respect toward all of them. TABLE VIII PUPILS BORN IN THE CITY II WHICH THEY NOW LIVE Boys Girls Total Number Pct. Number Pct. Number Pct. Yes.................. 62 6607 51 61405 113 65.7 No................... 27 29.0 27 3h.2 5h 3l.h Uncertain............ h ”.3 1 1.33 5. 219 Totals............... 93. 100.0 797 100.0 172 100.0 Tables VIII to X serve to determine a part of the pupils' geOgraphi- cal background. They show that: (1) 3l.h percent of the pupils were born in a city other than the one wherein they now live; (2) 10.7 percent TABLE IX THE NUMBER OF CITIES AND TOWNS IN WHICH THE PUPILS HAVE LIVED BESIDES THE PRESENT Oh B0 9 Girls Total Number Pct. Number Pct. Number Pct. None................. 57 61.3 M5 57.0 102 59.3 oneoooooooooooooooooo 25 26.9 15 1900 1+0 230 TwoOooooooooooooooooo )4 )403 7 809 11 O Threeooooooooeooooooo 2 2.1 2 205 2 203 Fouroooooooooocoooooo 3 302 5 603 8 1‘06 Five................. 1 101 2 205 a 107 More than five....... 1 1.1 3 3.8 2.11 Totals............... 93 100.0 79* 100.0 172 100.0 TABLE X PUPILS WHO HAVE LIVED ON A FARM :3:_ B0 5 Girls Total FNumber Pct.‘ Number Pct. Number Pct. Yes.oooooeooooooooooo 9 9.7 g 3.8 12 700 neocoooceoo'ooooooeooo 82 8802 7 93.7 156 90.7 Uncertain............ 2 2.1 2 2.5 h 2.3 Tote-18.000.000.000... 93 100.0 19 100.0 172 100.0 of them have lived in have lived on a farm. They also show that: at least one other city or town; and (3) 7 percent (1) 65.7 percent of the pupils were born in the city wherein they now live: (2) 59.3 percent of them have never lived in another city or town; and (3) 90.7 percent have never lived on a farm. of a high degree of stability of residence. These figures place additional emphasis upon the indications There are, however, not to be neglected groups whose geographical background differs from that of 13 the majority of pupils of the group studied. TABLE XI PUPILS WHO PLAN TO FINISH HIGH SCHOOL, AND THOSE WHO PLAN TO GO TO COLLEGE Bo §_' Girls Total Finish High School Number Pct. lumber Pct. Number Pct. Yes.................. 86 92.5 73 92.h 159 92.h 1 2 NOOCOOOOCOCOOOOOCCOCC 1 1.1 1.3 1.2 Uncertain............ 6 6.h 5 6.3g 11 6.h Totals............... 95L 100.0 4J9 160.0 l]2 100.0 Go to College Yes.................. 92 h5.2 3h h3.o 76 ' hu.2 No................... 12 12.9 10 12.7 22 12.8 Uncertain. o o o o o o o o o o o 39 14103 35 I'm-1’03 Ju M396 Totals............... 93_ 100.0 79_4 100.0 172 100.0 TABLE XII FREQUENCY WITH WHICH SUBJECTS TAKEN UP TO THE PRESENT ARE RANKED FIRST BY PUPILS ACCORDING TO THEIR ENJOYHENT OF THEM B0 3 Girls Total Number Pct. Number Pct. Number Pct. Industrial Arts...... M5 h8.u 5 6.3 50 29.1 Eng1isn............. h 9.3 27 311.2 31 18.0 History.............. 13 19.0 12 15.2 25 19.5 Arithmetic........... 12 12.9 11 13.9 23 13.h Music................ 10 10.75 10 12.7 20 11.6 Fin-e Art800¢ooooooooo 6 6.""5 11 1309 17 909 SCienceQOQooooooooooo 3 3.2 3 J08 6 3.5 _Tgtals............... 93_ 100.0 19 100.0 112 100.0 By the boys, industrial arts, music, and fine arts were ranked first, fourth, and fifth respectively among the subjects which they had enjoyed 1M the most to date and third, ninth, and sixth among those which they plan to take as much of as they possibly can in high school. English, history, arithmetic, and science which are high school graduation and college entrance requirements were ranked sixth, second, third, and seventh in enjoyment to date and first, fourth, second, and sixth in their high school plans. By the girls, industrial arts, music, and fine arts were ranked sixth, fifth, and third respectively in enjoyment to date and fifth, ninth, and sixth respectively in their plans for high school. English, history, arithmetic, and science were ranked first, second, third, and seventh in enjoyment to date and first, fourth, third, and sixth res- pectively in their high school plans. These figures indicate that music and fine arts rated lower with both groups in their high school plans than they were rated as to enjoy- ment to date and industrial arts were rated lower by the boys and higher TABLE XIII FREQUENCY WITH WHICH HIGH SCHOOL SUBJECTS ARE RANKED FIRST BY PUPILS ACCORDING TO THEIR.PLANS TO TAKE AS MUCH OF AS IS POSSIBLE Boys Girls Total __ Number Pct. Number Pct. Number Pct. EnglishOooooooooooooo 31 3303 38 14801 69 M'OOI Mathematics.......... 20 21.5 10 12.7 30 17.h Industrial Arts...... 16 17.2 M 5.1 20 11.6 Commercial Work...... 5 5.u 11 13.9 16 9.3 Hiatoryoooooooooooooo 8 8.6 5 603 13 706 SCienceooooo-oooooooo 1+ LL03 3 308 7 1+0]- Fine Arts............ n h.3 3 3.8 7 9.1 Foreign Language..... 3 3.2 3 3.8 6 3.5 Music................ 2 2.2 2 2.5 h 2.3 Total-30000000000 to... 93 100.0 79 100.0 112 100.0 15 by the girls in their high school plans than they were rated as to en- joyment to date. The figures also indicate that English was ranked higher with the boys and received the same ranking by the girls in their high school plans as compared with its ranking as to enjoyment to date; history was ranked lower by both groups in their plans than in their enjoyment to date; arithmetic was ranked higher by the boys and the same by the girls as to their high school plans; and science was ranked higher as to their high school plans than it was ranked as to their enjoyment of it to date. From tables XII and XIII it appears that no decided disparity ex— ists between the pupils’ high school plans and their enjoyment of sub- jects to date. Guidance in history is indicated to fulfill high school graduation requirements and in elective subjects to afford an Opportunity to engage in activities which they appear to have enjoyed the most. TABLE XIV JOBS OR TASKS WHICH THE PUPILS HAVE OUTSIDE OF SCHOOL HOURS B0 3 Girls Total Number Pct. Number Pct. Number Pct. Chores, housework,etc. 127 78.h 95 82.6 222 80.1 NoneOOOOOOOOOOOOOOOOO. 1]- 6.8 10 8.7 21 7.6 Gainful employment..." 15 9.3 1 .9 16 5.8 Child care............ 2 1.2 9 7.3 11 11.0 Washing car........... 6 3.7 o 0.0 I 6 2.2 Choir singing,........ l .6 O 0.0 1 .3: Totals’............... 162 100.0 115 100.0 2]? 100.0 '"It will be noted that the totals in tables XIV and.XV are larger than the total number of boys and girls making up the study due to the pupils having more than one job or task or choosing more than one type of work which they would like to do after discontinuing going to school. TABLE XV l6 WORK WHICH PUPILS WOULD LIKE MOST TO DO AFTER DISCONTINUING GOING TO SCHOOL Boys Girls Total Number Pct. Number Pct; Number Pct. Business and finance.. 16 15.1 32 32.99 h8 23.6 Professions and their assistants.......... 17 16.0 16 16.h9 33 16.3 Uncertain............. 8 7.5 9 9.28 17 8.h Aeronautics........... l5 1M.2 l 1.03 16 7.9 Reporting and writing. 5 “.7 10 10.31 15 7.h Commercial Art, De- signing, Archi- tecture............. 7 6.6 7 7.22 1h 6.9 Entertainment......... 3 2.8 11 11.3U 1h 6.9 Mechanics............. 10 9.h O 0.0 10 h.9 Teaching or Mission— ‘ ary................. 0 0.0 10 10.31 10 “.9 Fireman or Engineer. . . 9 8. 5 O 0.0 9 14.11 Farming and Outdoor... 6 . 5.7 O 0.0 6 2.9 Government Service.... h 3.8 0 0.0 u 2.0 Common.Labor.......... M 3.8 O 0.0 2 1.0 Chemistry and geology. 2 1.9 O 0.0 2 1.0 Dietetics............. O 0.0 1 1.03 1 .5 Totals“............... 106 100.0 fl 100.0 203 100.0 I"It will be noted that the totals in tables XIV and.XV are larger than the total number of boys and girls making up the study due to the pupils having more than one job or task or choosing more than one type of work which they would like to do after discontinuing going to school. TABLE XVI PUPILS HAVING FRIENDS OR RELATIVES TO HELP THEM SECURE THE WORK THEY DESIRE MOST TO DO AFTER DISCONTINUING GOING TO SCHOOL B oys Girls Total Number Pct. Number Pct. Number Pct. Yes................... 39 M1.9 23 29.1 62 36.0 No.................... 28 30.1 17 21.5 M5 26.2 uncertain. o o o o o o o o o o o o 26 2800 39 1‘9.“ 55 37. 8 Totals................ 93 100.0 79 100.0 172 100.0 TABLE XVII THE PARTICULAR WORK WHICH THE PUPILS' FATHERS HAVE IN THEIR.PRESEHT EHPLOYMEHT 17 Bo s Girls Total Number Pct. Number Pct. Number Pct. Business and finance.. 36 38.71 M2 53.16 78 l+5.3 Common 1abor.......... 1h 15.06 10 12.66 21+ 114.0 Building industry..... 12 12.90 3 3.79 15 8.7 Trades and Crafts..... it 1+. 30 10 12. 66 1H 8.1 Fireman or engineer... 8 8.60 2 2.5% 10 5.8 Professions........... 6 6A5 0 0.0 6 3.5 Government employ..... 3 3.23 3 3.79 6 3.5 Small private business............ 6 6.95 0 0.0 6 3.5 Artist and drafting... 0 0.00 2 2.5M 2 1.2 Uncertain............. h H.30 7 8.86 11 6.M Totals................ 493*, 100.0 #79 100.0 172 100.0 Tables XIV to XVII afford a means of determining the occupational plans of the pupils, the tasks which they had at the time of answering the questionnaire, the assistance which they expected to receive in get- ting the jobs they desired, and the occupations of the fathers. It is seen that; (1) only 5.8 percent were gainfully employed; (2) 23.6 percent had chosen "business and finance" for their life-work; (3) M5.3 percent of the fathers were engaged in "business and finance"; and (M) 36 percent expected to receive help from friends or relatives in securing their desired work. The figures are indicative of: (1) a fairly large amount of help in obtaining their desired employment; (2) a high degree of precedent in their occupational choices; and (3) the probability of a large per- centage of the pupils entering upon permanent employment with little or no previous experience in working for others. 18 TABLE XVIII SECTIONS OF THE DAILY PAPERS WHICH PUPILS READ REGULARLY B0 9 Girls Total Number Pct. Number Pct. Number Pct. Funnies.............. 86 19.1 67 21.90 153 20.2 Front page........... 7n 16.h M9 16.01 123 16.2 Sports............... 66 1u.6 3h 11.11 100 13.2 War news............. 71 15.7 16 5.23 87 11.5 Local news........... Ml 9.1 22 7.19 63 8.3 Crime news........... NS 10.0 16 5.23 61 8.1 Society section...... M .9 M6 15.03 50 6.6 Stories.............. 5 1.1 25 8.17 30 h.o Hobbies.............. 18 h.0 12 3.92 30 h.0 Ads.................. 16 3.5 7 2.29 23 3.0 Editorials........... 17 3.8 5 1.63 22 2.9 All........... ...... . 8 1.8 7 2.29 15 2.0 Totals‘.............. h51 100.0 306 100.0 33157; 100.0 TABLE XIX MAGAZINES WHICH THE PUPILS READ REGULARLY Boys Girls Total Number Pct. Number Pct. Number Pct. Juvenile magazines.... 58 29.293 36 19.1 9h 2h.3 Life, Look, Pic, etc.. 38 19.193 28 1u.9 66 17.1 Saturday Evening Post, Liberty, etc........ 39 19.687 12 5.“ 51 13.2 Home and Garden maga- 21n68000000000000000 2 1.010 $ 15.1; 31 8.0 American, Cosmopoli- tan, and McCall's... 3 1.515 25 13.3 28 7.3 Mechanical and Scien- tific magazines..... 15 7.576 2 1.1 17 h.h Movie magazines....... 1 .505 15 8.0 16 “.1 Reader’s Digest....... 6 3.030 6 3.2 12 3.1 News-Week. Time,etc... 6 3.030 n 2.1 10 2.6 '"Note: The totals in tables XVIII and XIX are larger than the total number of pupils responding to the questionnaire due to the pupils ine dicating they read more than one section of the daily papers or more than one magazine. TABLE XIX (Continued) 19 B0 3 Girls Total Number Pct. Number Pct. Number Pct. National Geographic... 2 1.010 M 2.1 6 1.6 Parents. Child Life, etc.....OOOOOOOOOOOO 1 .505 5 2.7 6 1.6 Outdoor magazines..... M 2.020 0 0.0 h 1.0 Dance and.Music....... l .505 0 0.0 1 .3 HonGOOOQOOOCOOOOOOO... 22 11.111 m 10.6 142 10.9 TotBlS‘ooooooooooooooo 198 10000 188 100.0 386 100.0 *Note: The totals in tables XVIII and XIX are larger than the total number of pupils responding to the questionnaire due to the pupils indi- cating they read more than one section of the daily papers or more than one magazine. TABLE XX MAGAZINES WHICH THE PUPILS READ NOW AND THEN Bo 8 Girls Total Number Pct. Number Pct. Number Pct. Saturday Evening Post, Liberty, etc........ M1 2M.0 23 17.0 6M 20.9 Life, Look, Pic, etc.. M0 23.M 22 16.3 62 20.3 Home Journals......... 8 .7 18 13.3 26 8.5 American, Cosmopoli- tan, and McCall's... 11 6.M 1M 10.M 25 8.2 Movie and "True" Stories............. 5 2.9 1M 10.M 19 6.2 Juvenile magazines.... ll 6.h 7 5.2 18 5.9 Reader's Digest....... 7 Ml 9 6.7 16 5.2 Mechanical and Scien- tific............... 12 7.0 0 0.0 12 3., Parents, Child Life, etc................. 0 0.0 11 8.1 11 3.6 Home and Garden....... 1 .6 9 6.7 10 3.3 News-Week, Time. etc.. 6 3.5 1 .7 7 2.3 Outdoor magazines..... 6 3.5 0 0.0 6 2.0 Esquire, etc.......... 1 .6 h 3.0 5 1.6 Western and Detective. 3 1.7 0 0.0 3 1.0 National Geographic... 2 1.2 0 0.0 2 .6 Motor and Travel maga- zines............... 2 1.2 0 0.0 2 .6 None.................. 15 8.8 3 2.2 18 5.9 Totals’............... 111 100.0 135 100.0 4_306 100.0 I'Note: The totals in table XX are larger than the total number of pupils due to the fact that a number of pupils indicated that they read two or more magazines. 20 TABLE XXI NUMBER OF BOOKS WHICH THE PUPILS READ COMPLETELY THROUGH IN A TWO-MONTHS PERIOD Bows Girls Total Number Pct. Number Pct. Number Pct. None................. 5 5.M 10 12.6 15 8.7 01130000000000.0000... 19 2001; 7 809 26 15.1 Two.................. 19 20.M 9 11.M 28 16.3 Three................ 18 19.M 18 22.8 36 20.9 Four................. 10 1008 7 8.9 17 909 Five................. 7 705 8 1001 15 8.? SiXOOOOOOOOOOOOOOOOOO 6 60h 5 6.3 11 601* sevenOOOOOOOOOOOOOOO. 1 1.1 1 1.3 2 1.2 Eight................ M M.3 M 5.1 8 M.7 More than eight...... M M.3 10 12.6 1M 8.1 Totals............... 93 100.0 79 100.0 172 100.0 Tables XVIII to XXI serve to determine the reading habits of the pupils with whom this study is concerned. From the tables it is evident that: (1) boys and girls read the "funnies" in the daily papers more than any other section; (2) juvenile and picture magazines represent almost one-half of the boys' and over one-third of the girls’ regular magazine reading; (3) the pupils read an average of 3.5 books per pupil during a two-menths period; and (h) ex- cept for the newspapers, a considerable group did no reading whatever in each item. The figures indicate: (1) a fair volume of reading; (2) consider- able emphasis upon recreational reading; (3) a small amount of cultural and educational reading; and (h) the existence of a considerable group who do no reading beyond the daily papers. ............ ............ ...... ...... ............... TABLE XXII NUMBER OF EVENINGS DURING A SEVEN-DAY PERIOD WHICH THE PUPILS SPENT AT HOME 21 Bovs Girls Total Number Pct. Number Pct. Number Pct. None................. M M.g 5 6.3 9 5.23 01180000000000.0000... g 50 2 2.5 7 n.07 TWO.................. 1‘03 3 3.8 7 14.07 Three................ 15 16.1 18 22.8 33 19.19 Four................. 23 2M.7 15 19.0 38 22.09 Five................. 20 21.5 8 10.1 28 16.28 SixOOOOOOOOOOOOOOOOOO 10 10.8 18 22.8 28 16.28 SevenOOOOOIOOOOOOOOOO 12 12.3 10 12:1 22 12.19 _Tptals............... 93 100.0 131 100.0 172 100.00 TABLE XXIII mans 0F MOVIES SEEN BY THE PUPILS DURING.A SEVEN-DAY PERIOD Boys Girls Total Number Pct. Number Pct. Number Pct. None................. 27 29.0 28 35.MM 55 32.0 One.................. M1 MM.1 25 31.6M 66 38.M Two.................. 20 21.5 20 25.32 M0 23.2 TrirGGOOOIOOOOOOOOOOOO. 2 2.15 1 1.27 3 1.7 Four................. 2 2.15 5 6.33 7 M.1 Seven................ 1 1.1 O 0.0 1 .6 Totals............... 93 100.0 79 100.0 172 100.0 22 TABLE XXIV PUPILS WHO ATTEND SUNDAY SCHOOL AND/0R CHURCH Bo s ' Girls Total Number Pct. Number Pct. Number Pct. Sunday_$chool Y6$................... 70 503 60 75.9 130 75.6 NO................... 23 2’40] 11 Zuol )42 2’40)" Totals........ ..... .. _93 100.0 79 100.0 172 100.0 Church Never................ 16 17.2 9 11.M 25 1M.5 Fairly'Regularly..... 5 7.6 31 39.2 66 E8.M Eveg Sunday......... 2 _502 39 ’49.)" 81 1.1 TotaISCOOOOOOOO. .0 CO. 93 100.0 ]i 100.0 11? 100.0 TABLE XXV PUPILS WHO BELONG TO THE Y. M. C. A. OR Y. W. C. A. Bovs Girls Total Number Pct. Number Pct. Number Pct. Yes.................. 11 11.8 E 6.3 16 9.3 No.......... ....... .. 82 88.2 1] 93.7 156 90.7 TOtaISOoooooooooooooo J3 10000 19 10000 H2 100.0 TABLE XXVI PUPILS WHO BELONG TO CHURCH, SCHOOL, OR NEIGHBORHOOD CLUBS Bo‘s Girls Total Number Pct. Number Pct. Number Pct. Yes.................. 73 78.5 67 8M.8 1M0 81.M No................... 20 21.5 12 15.2 3332 18.6 _T9tals............... 93 ' 100.0 79 100.0 172 100.0 23 Tables XXII to XXVI serve to determine the status of the home, community, and religious relationships of the group used in this study. It is evident that there were: (1) 13.37 percent of the pupils who were out all but two evenings or less during the seven-day period stud? ied; (2) 6.h percent of the pupils who attended three or more movies during the seven-day period; (3) 2U.h percent who do not attend Sunday School and 1M.5 percent who never attend church; and (M) 18.6 percent who belonged to no church, school, or neighborhood club. The tables also show that: (l) 86.63 percent of the pupils were at home three or more evenings during the seven-day period; (2) 60.h percent saw only one movie or none during the same period; (3) 75.6 percent attended a Sunday School and 85.5 percent attended church every Sunday or fairly regularly; and (h) 81.M percent belonged to one or more church, school, or neighborhood clubs. These figures indicate a favorable condition of home, community, and religious relationships. TABLE XXVII PUPILS' ATTITUDES ON VARIOUS CIVIC QUESTIONS (a) The white race is the best on earth. Boys { Girls Total Number Pct. Number Pct. Number Pct. Tmeo................ 21 22.6 19 214.0 “'0 23’} False................ mg 52.7 h2 53.2 91 52.9 _gpcerta1n............ 23_ 2M.7 18 22.8 u1 23.8 TotaISCOOOOOOCOCOOOCO 93 100.0 19 100.0 172 100.0 (b) The United States is unquestionably the best country in the world. Bo 5 Girls Total Number Pct. Number Pct. Number Pct. TmeOOOOOOOOOCOOOOOO. 1+5 1L8.“ 35 uu03 80 ”6.5 False................ 30 22.3 20 25.3 50 29.1 Uncertain..... ...... . 18 19.3 2h ,3o.h h2 2h.h TotaISoooooooooooooo. 93 10000 p13_ 100.0 172 10000 (c) Every good citizen should act according to the following statement: "My countryu-right or wrong!" 30‘s Girls Total Number Pct. Number Pct. Number Pct. TrueooooooooOOoooooo. 56 60.2 30 38.0 86 50.0 False................ 17 18.3 27 3u.2 uh 25.6 Uncertain............ 20 21.5 22 27.8 he 2M.M Totals............... 93, 100.0 79 100.0 172 100.0 (d) The United States was entirely right and England entirely wrong in the.American Revolution. Bo 8 Girls Total Number Pct. Number Pct. Number Pct. True................. 22 23.6 8 10.1 30 17.h False................ 50 53.8 N1 51.9 91 52.9 Uncertain............ 21 22.6 30 33-0 .51 39-7 TotaISOOOOOOOQOOOOOOO 93 100.0 79 100.0 112 100.Q_fi_ (e) A pacifist in war time is a slacker and should be prosecuted by the government. B0 3 Girls Total Number Pct. Number Pct. Number Pct. True................. 35 37.6 ‘ 15 19.0 50 29.1 FalSGOOoooooooooooooo 16 17.2 20 2503 36 2009 Uncertain............ M2 h5.2 NM 55.] 86 450.0 Totals............... 493~, 100.0 ¥]9 100.0 1]2 100.0 25 (f) The fact that some men have so much money and that others have so little shows that there is an unjust condition in this country which should be changed. Bo*s Girls Total Number Pct. Number Pct. Number Pct. True................. 33 35.5 16 20.2 M9 28.5 False................ 5 M8. 33 ul.8 78 h5.3 Uncertain... ........ . 15 16.1 30 _38.0 M5 26.1 Totals............... 93 100.0 79 100.0 172 100.0 (g) The best citizens always live in the best part of town. Boys Girls ' Total Number Pct. Number Pct. Number Pct. TmeOOOOOOOOOOOOOOOO. 3 3.2 5 6.3 8 u07 Falseooooooooooooooo. 85 gloh 70 8806 155 9001 Uncertain.... ....... . 5 5.” M 5.1 9 _5.2 Totals.......... ..... 93. 100.0 79 100.0 172 100.0 (h) It is better to own a car than to own your own home. Boys Girls Total Number Pct. Number Pct. Number Pct. TmeooooooOooooooooo. 5 5.14 7 8.9 12 7.0 False................ 75 80.6 56 70.9 131 76. Uncertain............ l3 1U.O 16 20.2 29 16.8 Totals............... 93 100.0 732 100.0 172 100.0 Table XXVII affords a basis for determining the status of the civic attitudes and beliefs of the individuals concerned. It will be seen that from h.7 percent to 50 percent of the pupils believed various statements to be "true," from 20.9 to 90.1 percent be- lieved they were "false," and from 5.2 to 50 percent were "uncertain." From 3.2 percent to 60.2 percent of the boys believed various state- ments to be "true," and from 6.3 to MM.3 percent of the girls believed them "true." From 17.2 to 9l.h percent of the boys believed various 26 statements to be "false," and from 25.3 to 88.6 percent of the girls believed them "false." The "uncertain" responses of the boys varied from 5.M to h5.2 percent, and those of the girls ranged from 5.1 to 55.7 percent. It will also be seen that the statement receiving the smallest percentage of "true" responses from the boys also received the smallest percentage of "true" responses from the girls. The same statement re- ceived the smallest percentage of "uncertain" responses by both groups of pupils. Two statements received the lowest percentage of "false" responses by the girls; one of these statements also received the lowest percentage of "false" responses by the boys. The statement which received the highest percentage of "false" responses and the statement which received the highest percentage of "Uncertain" was the same for the boys as for the girls. The statement which received the highest percentage of "true" responses was not the same for both groups. When the statements which received the lowest and highest percent- ages are considered, it is interesting to note that, although the per- centages are not the same, the boys and girls agreed five out of six times. The difference between the amount of agreement in the responses of the boys and girls varied from .3 percent to 22.2 percent. Ten re- sponses varied less than 5 percent, five varied from 5 to 10 percent, three varied from 10 to 15 percent, four varied from 15 to 20 percent, and two varied from 20 to 22.2 percent. It is shown in this table that there is a group of considerable 27 size which indicate a sane and tolerant democratic attitude on each of the statements. tainty as to their attitude or belief in each of the statements, There is also a Sizeable group which indicate uncer- 01‘ an attitude or belief contrary to a democratic attitude of tolerance and loyalty. phases of civics wherein dynamic democracy is the keynote. TABLE XXVIII POINTS OF DISAGREEMENT BETWEEN PARENTS AND PUPILS (a) Use of the automobile. This indicates a condition requiring particular emphasis upon B033 Girls Total Number Pct. Number Pct. Number Pct. Always............... 3 3.2 o 0.0 3 1.7M Sometimes............ 33 35.5 lb 17.7 M7 27.33 Never................ 57 61.33 65 82.33 122 70.93 Totals............... 93 100.0 79 100.0 172 100.0 (b) Your marks at school. Bgys Girls Total Number Pct. Number Pct. umber Pct. AlwaySooooooooooooooo 6 50M 1 103 6 305 sometimes...ooooo o o o. 65 69.9 “'8 60.7 113 65.7 Never................ 23 2M.7 30 38.0 53 39.8 Totals............... 933 100.0 _79_‘ 100.0 172 lOO.C (c) Number of times you go out on school nights during the week. B0 3 Girls Total INumber Pct. Number Pct._ Number Pct. Alway9000000000000000 10 1008 5 6033 15 807 Sometimes............ 56 60.2 h3 5h.h3 99 57.6 Never................ 27 29.0 31 39.2 58 33.7 Totals............... 93 100.0 _793 100.0 172 100.0 (d) The boys and girls you choose as friends. 28 Boys Girls Total Number}, Pct. Number Pct. Number Pct. AlwaySOooooocooooooo. 7 7.5 1 1.2 8 ’45? Sometimes............ MO , N3.C 33 h1.8 73 M2.h Never.. ..... ......... M6 . h9.5_ 5 57.0 91 _52.9 Totals....... ..... ... 93 100.0 19 100.0 l]2 100.0 (6) Your spending money. Bo 3 Girls Total Number Pct. Number Pct. Number Pct. mwaYSOOOOOOOOOOODOO. 8 8.6 2 2.53 lo 5.8 Sometimes............ 57 61.3 52 65.82 109 63.u Never.... ...... ...... 23 _30.1 25 31.65 53 30.8 Totals............... 93 100.0 79 100.0 172 100.0 _ (f) The hour at which you get in at night. Bo s Girls Total Number Pct. Number Pct. Number Pct. Always............... 19 20.h 11 13.9 30 17.hu Sometimes............ N9 52.7 35 .3 8M M8.8h Never................ 25 26.9 33 91.8 58 33.72 Totals............... 93 100.0 ]9_ 100.0 112 100.0 (g) Home duties fiending furnace, lawns, cooking, etc.). B0 s Girls Total Number Pct. Number Pct. Number Pct. Always.ooooooooooooooo 10 1007 6 706 16 903 Sometimes............. 57 61.3 hh 55.7 101 58.7 neverOOO'OOOOOOOOOOOOO 26 280C 29 $601 5.5 3290 Totals................ #93 100.0 79 100.0 1]2 100.0 (h) Church and Sunday School attendance. 29 Boys Girls T tal Number Pct. Number Pct. Number Pct. ”waySOOOOOOCOOOOOOOO 10 10.7 5 6.33 15 8.7 Sometimes............ 29 31.2 19 17.72 93 25.0 Never................ 5H 58.1 60 J539§ 11” 66.39 Totals..ooooooooooooo 93 10000 _19 IOOGO 112 100.0 (1) Clubs or societies to which you belong. Bo s Girls Total Number Pct. Number Pct. Number Pct. AlwaySOooooooooooooo. 1" 1403 1 1.3 5 209 Sometimes............ 20 21.5 21 26.6 Ml 23.8 Never................ 69 79.2 57 _72.1 126 73.3 Totals............... 93 100.0 13. 100.0 112 100.0 (J) Sunday observance, aside from just going to church and Sunday School. '— B01s Girls Total Number Pct. Number Pct. Number Pct. Always............... 5 5.u O 0.0 5 2.9 Sometimes............ 33 35.5 27 3h.2 6O 3h.9 Never......... ..... .. ##55 59.1 52 65.8 IOZ_ 62.2 Totals............... 93 100.0 19 100.0 1J2 100.0 (k) The way you dress. Bors Girls Total Number Pct. Number Pct. Number Pct. Alway3000000000000... 11 1108 u 5.1 l5 8.7 Sometimes............ 53 57.0 ”1 51.9 9” 5U.7 Never................ 29 31.2 3h h3.0 63 36.6 Totals............... _93 100.0 79 100.0 172 100.0 30 (1) Going to unchaperoned parties. “—73: " W " ‘ "“"" -"'"‘"‘ ‘ “"""" "" "'M B0 s Girls Total Number Pct. Number Pct. Number Pct. Always............... 12 12.9 11 13.92u 23 13.9 Sometimes............ 27 29.0 28 35.813 55 32.0 Never................ .5u 58.1 ho 50.633 9h ,5u.6 Totals............... ._93 100.0 #79 100.0 172 100.0 (m) Your life work. Bo s G rls Total Number Pct. Number Pct. Number Pct, Always............... 9 9.7 M 5.1 13 7.6 Sometimes............ 30 32.2 29 36.7 59 3h.3 Never................ 51; 58.1 146 58.2 100 58.1 Totals.o o. co 0 o a... o o o 93 100.0 79 10000 172 10000 (n) Their being too strict with you. Boys Girls Total Number Pct. Number Pct. Number Pct. Always............... 0 0.0 2 2.5 2 1.2 Sometimes............ 3h 36.6 18 22.8 52 30.2 Iqeverooocoooooooooooo 59 6101+ 59 JuOY 118 6806 T013211 S. I o c . o o o ooooo o o 93 1000 O 79 100.0 112 100. O Table XXVIII reveals the amount of disagreement between the pupils with whom this study is concerned and their parents. It will be noted that from 1.2 percent to l7.hh percent of the pupils indicated they "always" had disagreements with their parents over various items listed in the table, from 23.8 to 65.7 percent "sometimes" had dis- agreements, and from 30.8 to 73.3 percent "never" had disagreements. From 0.0 percent to 20.M percent of the boys and from 0.0 to 13.9 percent of the girls indicated they "always" disagreed with their parents 31 over certain items. From 21.5 to 69.9 percent of the boys and from 17.7 to 65.8 percent of the girls "sometimes" disagreed with their parents. From 29.7 to 79.2 percent of the boys and from 31.65 to 82.3 percent of the girls indicated they "never" disagreed with their parents over cer- tain items listed in the table. The item which received the highest percentage of "always" responses was the same for the boys and the girls. No other response received the highest or lowest percentage by both groups. The difference between the amount of agreement in the responses of the boys and girls varied from 0.1 percent to 21.0 percent. Sixteen responses varied less than 5 percent, sixteen varied from 5 to 10 percent, eight varied from 10 to 15 percent, one varied between 15 and 20 percent, and one varied between 20 and 25 percent. It will be seen in several items of the table that a majority of the group indicated the existence of a favorable home relationship. There is also evidence in several other items that considerable disagreement was occasional or constant. The writer is of the Opinion that such disagreements occur more or less frequently in most homes. Many of them are symptomatic of admust- ments peculiar to boys and girls of the age group studied. They are often regarded by many children as extremely serious, indicating, to them, a condition abnormal either with themselves or with their parents. The teacher of civics should be aware that such difficulties are being encountered by the pupils and that the future mental well-being of many youths is dependent upon the parents' and teachers' methods of 32 dealing with the problems. A healthy mental and social attitude can be maintained by the pupils if the seeming difficulties are faced squarely as occurrences common to most every individual going through or having gone through that particular age-period. Special emphasis is indicated in the teaching of civics upon the various phases of home relationships which are frequent causes of dis- agreement. CHAPTER III CONCLUSION Summagy. Education in civics, to be effective, must strive to meet the requirements of the particular group of pupils with whom the teacher has to work. These requirements vary from city to city and from one district to another within the same city. A list of requirements, or needs, or problems, established in one city, or district within a city, might well, therefore, fail to meet the needs of a different group of pupils. Inasmuch as no attempt had ever been made to discover the particu- lar civic needs or problems of the pupils of Ottawa Hills High School, a survey of that group was necessary to ascertain, if possible, the problems peculiar to them. The results of that survey are presented in the tables of Chapter II. The data contained in those tables indicate certain specific civic problems of the eighth grade pupils of Ottawa Hills High School which are enumerated below and translated into specific objectives: A problem is indicated by the facts that: (1) the majority of the pupils agree it is better to own one's own home than to own a car; (2) the pupils' families own an average of slightly more than one car per family: and (3) over half of the pupils' families do not own their own homes. Specific objectives based upon this problem are: 1. Eg_assist the pupils £3 develop_with their parents a_mutual understanding_9£_thrift and conservation. 3h 2. Tp_assist the pupils §p_develop the ability pg decide between the desirability pf satisfying immediate pp ultimate desires. Another problem is indicated by the facts that: (l) percentages ranging from 12.2 percent to 61.6 percent of the fathers and mothers were born in other cities, states, and countries; (2) a small group of the pupils were born on a farm; (3) nearly onthalf of the pupils have lived in other cities and towns; and (9) several nationalities having a considerable representation in Grand Rapids' total population have prac- tically none at Ottawa Hills High School. An objective based upon this problem is: 3. 22 assist the pupils pp_deve10p attitudes pf respect, gympathy, and tolerance toward all races, creeds, and nations, and toward all 227 dividuals and groups which make up_the community, the state, and the nation. A problem is suggested by the facts that: (1) many of the pupils expect to receive aid from friends or relatives in securing permanent employment; and (2) many appear destined to enter permanent employment with little or no previous experience in working for others. Civics objectives based upon the above problem are: u. Tp_assist the pupils pp_discover their interest§_and aptitudes 52 one g£_more occupational fields and,£p_p1an their education toward the realization pf their potentialities pg completely_§§_possible. 5. E2_assist the pupils pp develqp an appreciation pf the dignihy p£_honest labor and the attendant truth that abilipy and results are usually criteria for success and advancemenp. Another problem is connected with the facts that: (l) more boys 35 and girls read the funniestimuiany other section of the daily papers; (2) juvenile and picture magazines represented the major portion of the boys' and girls' regular reading; and (3) a considerable group did no reading beyond that of the daily papers. An objective founded upon this problem is: 6. Tp_u§sist the pupils £2 cultivate up enduring interest iu_read— ing for pleasure, for knowledge 2; current events, for advancement iu_ their chosen vocation, and for cultural advancement. A problem is suggested by the fact that considerable groups of pupils: (1) belong to no school, neighborhood, or church;clubs: (2) do not attend church nor Sunday School; (3) were out nearly every night during a seven-day period; and (h) seemingly go to the movies every time they leave their homes for an afternoon or evening. Three further ob- jectives are based upon the above-indicated problem: 7. 22.assist the pupils £2 obtain the information necessary for entertainment. 8. Tu assist the pupils Eu obtain _au appreciation _oi the fact that u_large number 3: our laws are u result u£_mustoms and beliefs having their source in religious teachings. 9. Tp_assi§u the pupils pu_gain up uppreciation 3f the foundation which the past has built for the pgesent. Another problem is suggested by the responses to the items in the questionnaire regarding civic attitudes and beliefs, and possible points of disagreement between them and their parents, namely: (1) groups ranging from 16.8 to 50 percent of the total number Were uncertain as 36 to their attitude on particular items; (2) groups ranging from l7.h to 29.1 percent of the total number expressed convictions on various civic questions reflecting questionable democratic attitudes; and (3) groups ranging from 26.7 to 69.2 percent of the total number asserted that they have constant or occasional disagreement with their parents over personal, home, school, religious, or community problems. An abjective is based upon the above problem: 10. 22_assis§_the pppils tg_develop proper social attitudes 32.327 gard tg_the rights 3: others 33 their families, groups, school, and community. Limitations. The efforts of this study are confined to the dis- covery of problems of the eighth grade pupils of Ottawa Hills High School and the establishment of specific objectives in the teaching of civics at that school for the solution of such problems. No claim is made that the objectives established as a result of this study will serve as ob- jectives for other groups. It is probable that the questionnaire used covered too large a range of activities rather than confining itself to a more exhaustive study of one or two areas. Suggestions for Further Study. A number of further studies suggest themselves to complement the work done in this study. Among them are: 1. More thorough investigation in each of the areas making up the present study, possibly a complete check-list or questionnaire on each area. 2. The construction of adequate pre-tests or check-lists to deter- mine the knowledge and attitudes of the pupils when they enroll in the 37 course. 3. The construction of a revised course of study to include a body of material intended not only for the general requirements of the city schools as a whole, but also for the particular needs of the 8—2 pupils at Ottawa Hills High School. h. The construction of adequate tests and check-lists to determine the knowledge and attitudes of the pupils upon completion of the course. APPEHDIX Questionnaire used for this study 38 CIVICS QU’ESTIONZDURE Purpose: The purpose of this questionnaire is to discover the problems that are common to a large percentage of the pupils of Ottawa Hills High School. The problems which are faced by individuals are placed in definite areas and the questionnaire is constructed so that each group of questions bears upon one of these areas. Directions: The items in this list are arranged so that they may be answered in one of the three following ways: (1) where the words "True," "False," and "Uncertain"; "Yes," "No," and "Uncertain"; or "Always,“ "Sometimes," and "Never" appear, underline the one which in- dicates your answer; (2) where other words appear at the right, place a check after the word which indicates your answer; (3) where only a blank occurs, fill in the blank as indicated by the question. Answer all of the items. Take plenty of time to answer so that your response will not be a guess, but the result of your bestthink- ing. Please answer the Questions frankly and fully. We do not ask you to sign your name and the information will remain entirely confidential. Group I. The Home and Its Background 1. Are you a boy or a girl? Boy Girl 2. What is your age in years and months? . How many older brothers have you? . How many younger brothers have you? . How many younger sisters have you? 3 h 5. How many older sisters have you? 6 7 . What relatives besides your father and mother and brothers and sisters are living with you? 8. Which is true in regard Parents own it to the house in which Parents rent it you live? Parents are buying it Family is living with someone else 39 How many cars does your family own? 9. 10. was born in a city.Father which you now live? Mother Which of your parents other than the one in was born in a State Mother which you now live? Father Which of your parents other than the one in 11. Father 12. Which of your parents was born outside of the United States? Indicate the highest grade in school completed by your parents. Father—less than 7, 7, 8, 9, 10, ll, 12, 13, 1M, three years of college, bachelor's degree, master's degree, doctor‘s degree. Mother-less than 7, 7, 8, 9, 10, 11, 12, 13, 1M, three years of college, bachelor‘s degree, master's degree, doctor's degree. 13. Did your father get the training Yes No Uncertain for his present position in school? Does your mother work outside of Yes No Uncertain the home for pay? What is your nationality? Were you born in the city in which Yes No Uncertain you now live? In how many towns or cities have you lived besides the present one? Have you ever lived (not visited) on a farm? 19. Group II. Education 20. Do you plan to finish high school? Yes No Uncertain 21. Do you plan to go to college? Yes No Uncertain 22. Rank this list of school subjects English in the order in which you enjoy them. Mark the one you like best "1", the next best "2", and so on. i history arithmetic science music fine arts ndustrial arts 23. 2h. 25. 26. 27. 28. 29. 3o. 31. Rank this list of high school English subjects in the order in history which you intend to take as science much of as you possibly can. music Number them "1", "2“, etc. mathematics as in question 22. foreign language industrial arts fine arts commercial work Group III. Getting a Living What definite job or tasks do you have outside of school hours? Do you enjoy working at this job or ' Yes No Uncertain doing these tasks? What sort of work would you like to do after you discontinue going to school? Have you any friends or relatives who Yes No Uncertain will be able to help you get such work? What is the particular job that your father does in his present employment? Group IV. Using Leisure Time What games do you especially like to play? Does your recreation take you Yes No out-of-doors? Where do you usually spend your vacations? Would you rather engage in athletic Yes No Uncertain contests than to watch them? What musical instruments do you play? Do you like to tinker with motors and Yes No Uncertain machinery? W U“? o KN Ox 0 M1. h2. you enjoy? Ml Do you like to do housework? Yes No Uncertain What other recreations or hobbies do Are you happiest when playing or work- Group ing in a group, or by yourself? By Yourself Do you enjoy~~church or school plays? Yes No Uncertain athletic contests? Yes No Uncertain educational lectures? Yes No Uncertain concerts? Yes No Uncertain What recreations do your parents enjoy? Which parts of the daily papers All do you read regularly? Sports Funnies Front page War news Stories Hobby section—L Crime news Local news Ads Editorial page Society pages What magazines do you read regularly? What magazines do you read now and then? How many books have you read completely through in the last two months? How many movies have you seen during the last seven days? How many evenings in the past seven Hone were you at home all evening from One supper until bed time? Two Three Four Five Six Seven us. 1*9. 55. 51. 57. 58. Group V. Religious Practices M2 Do you attend a Sunday School? Yes No How often do you attend church? never fairly regularly every Sunday How often do your parents attend never church? fairly regularly every Sunday Which of your parents teaches Father Sunday School? Mother Do either of your parents ever talk Yes No Uncertain over religious matters in your home? Does your father or mother object to Yes No Uncertain religious matters? Do your parents ever discourage you from Yes No Uncertain attending services or entertainments of a church of a different denomination than the one to which you belong? Are you a member of the Y.M.C.A. or the Yes No Y.W.C.A.? . Do you belong to any church, school, Yes No or neighborhood clubs? Does your family oppose golf, fishing, Yes No Uncertain baseball, pleasure—riding, and such activities on Sunday? Have you ever attended a daily vaca- Yes No Uncertain tion Bible class such as are conducted during the summer? Group VI. Civic Attitudes Do you think you make friends easily? Yes No Uncertain Underline one of the words at the right of the following statements, showing which you believe. a. The white race is the best on earth. True False Uncertain b. The United States is unouestionably True False Uncertain the best country in the world. a nut“: ‘ ‘43 5S. (Cont‘d.) 0. Every good citizen should act True False Uncertain according to the following statement: "Hy country--right or wrong!‘ d. The United States was entirely True False Uncertain right and England entirely wrong in the American Revolution. e. A pacifist in war time is a - True False Uncertain slacker and should be prose- cuted by the government. f. The fact that some men have so True Falso Uncertain much money and that others have so little shows that there is an unjust condition in this country which should be changed. g. The best citizens always live True False Uncertain in the best part of town. h. It is better to own a car than irue False Uncertain to own your own home. Group VII. Family Relationship 59. Underline the word at the right of each item indicating whether you ever disagree with your parents on it. a. Use of the automobile. Always Sometimes Never b. Your marks at school. Always Sometimes Hover c. Number of times you go out on Always Sometimes Never school nights during the week. d. The boys or girls you choose Always Sometimes Never as friends. e. Your spending money. Always Sometimes Never f. The hour at which you get in Always Sometimes Fever at night. g. Home duties (tending furnace, Always Sometimes Never cooking, tending lawns, etc.). 59. 60. (Cont'd.) h. Church and Sunday School Always Sometimes attendance. 1. Clubs or societies to which Always Sometimes you belong. 5. Sunday observance, aside from Always Sometimes just going to church and attending Sunday School. k. The way you dress. Always Sometimes 1. Going to unchaperoned parties. Always Sometimes m. Your life work. Always Sometimes n. Their being too strict with you. Always Sometimes 1411, Never Never Never Never Never Never Never If you have any problems of any sort that have not been covered in this questionnaire, please tell about them below. ifi'~lhnh‘9"l.‘|. 'K‘ WAN 7 "IL.’..J.'.L."\<: J. Y'e M5 BIBLIOGRAPHY Almack, John C. Research and Thesis Writing. Boston: Houghton Nif- flin Company. 1930. Pp. 310. Beard, Charles A. .A_Charter for the Social Sciences. Report of the Commission on the Social Studies, Part I. American Historical Association. New York: Charles Scribner Sons. 1932. Pp. 122. Beard, Charles A. The Nature of the Social Sciences. Report of the Commission on the Social Studies, Part VII. American Historical ! Association. New York: Charles Scribner Sons. 193M. Pp. 236: Bruce, William. Principles g£_Democratic Education. New York: Pren— w. tice—Hall Inc. 1939. Pp. 382. Caswell, Hollis D., and Campbell, Doak S. Curriculum DeveIOpment. New York: American.Book Company. 1935. Pp. 600. Bell, Howard M. Yout_h Tell Theirs Stopy. Washington: American Council on Education. 1938. Pp. 273. Dewey, John. Democrac* and” Education. New York: The Macmillan Com- pany. 1916"- Pp. BIL. Des Moinces Public School. Social Studies Course g£_Study--Kinde3¢ garten to Grade 11. Des Moines, Iowa: Des Moines Board of Educa- tion. I93E. PpT—376. Educational Policies Commission. The Purpose 3: Education ip_American Democracy. Washington: National Education of the United States and the American Association of School Administrators. 1938. Pp- 157- Good, Carter V. How tg_ do Research ig_§ducation. Baltimore: Warwick and York, Inc. 1929. Pp. 298. Good, Carter V., Barr, A. S., and Scates, Douglas E. The Methodology of Educ tional Research. New York: D. Appleton-Century Company. 1936? Pp. 882. Harap, Henry. "A Survey of Courses of Study Published in the Last Two Years." Journal g:_Educationa1 Research, 28:691-656, May, 1935. Harap, Henry. The Technique of Curriculum Makinrs. New York: The Macmillan Company. 1928. Pp. 315 MG Lincoln Elementary School Staff. Curriculum Raking in an Elementary School. The Elementary Division of the Lincoln School of Teachers College, Columbia University, Boston: Ginn and Company. 1927. Pp. 359. ‘Lynd, Robert 5.. and Lynd, Helen Merrell. Middletown. New York: Har- court, Brace and Company. 1929. Pp. 550. Lynd, Robert 8., and Lynd, Helen Merrell. Middletown in Transition. New York: Harcourt, Brace and Company. 1937. Pp. bOH. Michener, James A., Editor. The Eutgpg g: the Social Studies. Prepos- als for an Experimental Social-Studies Curriculum. The National Countil for the Social Studies. Menasha, Wisconsin: George Banta Publishing Company. 1939. Pp. 178. Norton, John.Kelley, and Norton, Margaret May A. Foundations 2: Curri- culum Making. Boston: Ginn and Company. 1936:? Pp. 599. Peters, Charles Clinton. Objectives and Procedures 13 Civic Education. New York: Longmans, Green and Company. 1930. ‘Rugg, Harold. American Life and the School Curriculum. Boston: Ginn and Company. 193b. Pp. 571. Small, Charles R. "Aims and Method of Civic Education in the Common Schools," Unpublished Doctor's Thesis, Department of Education, Harvard.University, 192V. Pp. 332. Wilkinson, Helen Septa Samuel. "Objectives in Civic Education." Un— published Master's Thesis, Department of Education, Boston Univer- sity, 1928. Pp. 89. ROOM USE 0m -- o... ‘2‘k' i I .- _...I . . 4 o u r s , . .'-~‘\ | A ‘ 1; 3,1,1. ;,\7 ,. 7‘ . - v1 - 2:»; a ’ r . l \ x ’. . ‘ . '\. . A W“@flflfififliflmfiflfifififix'ES ”'Wl’iifiuig’inili;