ABSTRACI' AN EXPIORA'KRY SI‘UDY CF MASS-Pm FICTIQ‘I m M CHIIDREN '10 IDENTIFY SEEM HEWPERSCNALWXIUES By Sally Anne Chant This study was designed to investigate to what extent social-personal values applicable to young children are reflected in mass-produced fiction books. The investigation included an exploratory content analysis to identify selected values found in iracpensive books for children in an attarpt to measure value con- tent frequency. Additionally, realian of story content was sur— veyed. (he half of the sales volune of children's trade books sold during recent years is the mass-produced variety selling for one dollarcrlesspercopy. 'I‘hegranthtrerxiofthistypeofclfil- dren‘s book since 1963 has been steadily increasing. Recognizing that literature may serve as a means of conveying values to children, the educational worth of this median was investigated. Selected books swayed in this exploratory study were cmpiled frcm titles of books retailing for one dollar or less published by Follett, Golden Press , Ram-mildly, Whitman, and WonderPublishingCaupanies. Aninitial listof 375bookswas m)— J 8* in § SallyAnne Chant cross-referened in both Bowke: publications , Books in Printl and Childrem‘s Books in Print2 to assure current publication. Card catalogs oftheLibrary of Congress, Washington, D.C. wereused in anattetpttolocatetl'nsebooksenergingfranthisresearch. Books listedintheBcwkerpiblicationsardshelvedintheLibraryof Congressmetthecriteria forthefinal saupletobeusedinthis exploratory survey. Sixty-five publications met the criteria estab— lished forthesanple. Eachofthesebooksvastl‘mcarefullyread to identify instances within story context of the ten social—personal values selected for this study. The presene, frequexzy, and examples of the values were recorded on the investigative instru— ment designed for this research. A single instrument was e'aployed foreachbooksurveyed. Thespecific selectedvalues listedonthe instrunent and included in this study were: anbition, citizenship, canpassion, cooperation, honesty, individuality, respect, responsi- bility, selflessness, and urxierstanding. The significant findings resulting fran this research are as follows. 1. Selected social-personal values are present in mass- produced children's fiction books. 2. Selected values of this study appearing in decreasing order of frequency within mass-produced children's fiction books are: cooperation, responsibility, respect, understanding, citizenship, anbition, carpassion, irriividuality, selflessness, and honesty. 3 . The value of cooperation is the most frequently illustrated value in bargain books . Sally Anne Chant 4. Two values of present day society, selflessness and honesty, are not reflected to any notable exteIt in Hess—produced children's fiction books. 5. With the exception of the value of c00peration, mass- produced books are limited in value presentation which may assist yourg children in developing their social-personal values. 6. Realian is in evideace in bargain books for children Social-personal values , when presented, were realistically treated in the majority of instances. Based on this study, it was concluded that mass-produced books are limited in providing vicarious experiences to augment developnent of yourg childrea's value systens. lBooks in Print (um: R. R. Bcwker, 1969). 2Childre1's Books in Print (19.2.: R. R. Bcwker, 1969). AN ECPIDRA'IORY SI'UDY OF MASS-PKDUJCED FICTICN m6 FOR CHIEDREN TO IDENTIFY SELECI‘ED SOCIAL-mm By . R L \._ “1‘3?“ Sally Anne: "“t A'H-IESIS Suhnitted to Michigan State University in partial fulfillment of the requiretents for the degree of IIEIOROFPHIHBOPIH Department of Elenentary and Special Education College of Education 1971 DEDICETICN lovingly Dedicated To ’ My Family ii (1411mm LEARN WHAT THEY LIVE IF A CHILD LIVES WITH CRITICISM. HE LEARNS TO CONDEMN. IF A CHILD LIVES WITH HOSTILITY. HE LEARNS TO FIGHT. IF A CHILD LIVES WITH RIDICULE. HE LEAPNS TO BE SHV. IF A CHILD LIVES WITH SHAME. HE LEARNS TO FEEL GUILTY. IF A CHILD LIVES WITH TOLERANCE. HE LEARNS TO BE PATIENT. IF A CHILD LIVES WITH EWURAOEMENT. HE. LEARNS CONFIDENCE. |F A CHILD LIVES WITH PRAISE. HE LEARNS TO APPRECIATE. IF A CHILD LIVES WITH FAIRNESS. HE LEARNS JUSTICE. IF A CHILD LIVES WITH SECURITY. HE LEARNS TO HAVE FAITH. IF A CHILD LIVES WITH APPROVAL. HE LEARNS TO LIKE HIMSELF. IF A CHILD LIVES WITH ACCEPTANCE AND FRIENDSHIP. HE LEARNS TO FIND LOVE IN THE WORLD. pouch" L Aw no“ I Reproduced by permission of Prairie Press, Charleston, Illinois iii W15 Appreciation and gratitude are exteried to Dr. William K. Durr for his expert guidance, helpful assistance, and dependable counsel. ‘Ihe emiragetent he provided resulted in the successful carpletion of thisproject. Sinceretharflcsisalsooonveyedtocaunitteenerbers, Dr. William V. Hicks, Dr. Jean M. LePere, and Dr. E. C. Reynolds, for their genuine interest, support, and assistance throughout this educa- tional pursuit. Wm, appreciation is extexded to Miss Virginia HavilandandMissMargaretOwthjnoftheLibrary of Corgress fortheir valuable aid in research, and to Mrs. Gene Richards for administrative support. To family nexbers and close friends, heartfelt gratibxie is expressed for their patieice , encouragenent and source of notivaticn . iv TABLE OF WIS CHAPTER I. WIG‘I....... .............. StaterentoftheProblen. . w]. mm O O O O O O O O ..... Undtatims Assunptims Queratiaxal Definitiezs . . Organizaticn of the Study . II. REVIEWOFLITERATUIE...... Current Trends in the Sale of Literature for 011m O O O O O O O O O O O O O O O O O The Develqrtent of Worthwhile American Value Systens in Young Children Aiding Develqnent of Value Systens in Children Through the Use of Various Media malism in Children's Literature . Sutmary III. TI-IEMEI‘I-DDCFINVESTIGM‘IQI . . Historical Influence . . . . Investigative Instrm'ent . ........ . Method of Gathering Data ..... Summary IV O MYSIS OF MA O O O O O O O O Presene of Selected Values mst MYSj-s O O O O O O O Realism mflected Smmary Page I-I IDQQO‘U'IU‘ I: 37 4O 42 47 47 48 49 73 77 CHAPTER V. SIM, CINCIIUSIG‘IS, IMPLIQTIONS, AND APPLICATIONS, ANDRECII‘FIENDATIONS . . . . . . . BIELImRAPHY MEIfiOOOOOOOOOOOOO AppendixA Investigative Instrulent . . . 'B ResearchData......... Sumnary.......... ...... . Oonclusions......... InplicationsandApplications Page 79 79 86 87 9O 93 107 108 110 Ont-.- “I .0“ F4 II. III. VII. VIII. LIST OF'TABLES Publisher'sInoaneFrcmtheSaleof Children'sBooks........ ..... .. NetSalesArmualIndex........ ..... Social-Personal Values in Decreasing Order as Reflected in 65 Books mm O O O O O O O O O O O O O O O O O O O ”W Ratings of Social-Personal Value Appearancein6SBooksEbcanfined. . . ..... BodcsInfrequentlyorNeverIncluding Social-PersonalValuesConsidered inthisStudy........... ..... . Investigated Books Including (he or More Values With Extensive or BodcsOmtaimngHighfrequencyRatirg inaParticularValue............. Suggested InexpeisiveBooksfor ClassroomLibraries....... ...... . Mass-produced Books Caitaining Values Presented in a Negative Manner Extensively, Frequently, or Occasionally . . . vii Page 12 13 55 56 60 63 65 68 t CHAPTER I INI'KJIIJCI'IQQ Eadayeartlmsandsofbodcsdirectedtcwardthepre—schoolerand beginningreaderarepublished. Theserangefrunvery inexpe1siveto expensive , poorly-writtei to well written , lack of characterization develogrent to strcng characterizaticn, and inferior to sturdy bindings. Parents, teachersanddiildrenaremadeevareofthesebodcsthromhthe vast media of advertising techniques. They are confronted with books everywhere they go. In the 1967 United States Government book census, children's tradebooksrepreseitedZZperceitofalltradebookspub- lished in the United States; this sizable percentage in volure also accounted for $169 million in gross incate for the publishers. It is significant to note that approximately half of the children's trade books published in 1967 retailed for one dollar or less per oopy.1 Even though the total volume of book sales was slightly lower in 1968 and 1969, the salesinthiscategoryincreasedbyZigpercent.2 This ideitifiesan increasirgtreidinthepurchaseofbodcssellingormedollarorless. Lme following reference were consulted, and verify the figures stated. M. R. Bruggenan, "Ilhney in Children' 3 Books, " Publisher's Weekl Vol. 194 (July 8,1968) p. 155; J. Noyes, "Art of Selling Eden's Books,"Pub1isher's Weekl, Vol. 193 (May 6, 1968) pp. 37-9; "lbtail Book Sales, I966, Estima'Ed at $868 Millim," Publisher's Weekly, Vol. 193 (March 25, 1968) , p. 31; "Stores Gain in Secmd Quarter but Fall Belav 1966 Figures," Publisher's Weekly, Vol. 192 (August 28, 1967) p. 267. 2"1969 In Review: Statistics, News, Treads," Publisher's Weekly, Vol. 197 (February 9, 1970) p. 27. 'Ihe irmqaeisive variety of children's books are met oftei displayed in supermarkets , drug stores , magazine racks at transpor- tatiai terminals, and variety stores. Many hares across the naticn contain nuterous copies of these books in children's library col- 1ectims. These may possibly be the mly books to which a child is exposed prior to e1tering school. After noting the large percentage of books retailing for one dollar or less, the scarcity of articles, researchstudiesandreportsdealingwiththislarge seguentof books published yearly for children is surprising. Studioe supportthefaotthattheearlyuseofbooksand libraries by children directly influence their adult reading habits. Oral reading to pre-schoolers and early elementary students has beex effective in assisting children in choosing "good literature" .3 Seventy-five per cent of adult book club merbers and library users mreeposedtobodcspriortobegiimixgtheirfonnal schooling} Inadditim,yomgsterswhoownbodcssmwgreater interestasthey begin reading instructim in school.5 Advocates of teaching critical reading at early ages are cmcerned with the content ofthe material 3Nancy Larrick, A Parent's Guide to Chilcken's Readirg, (N.Y.: Pocket Books, Inc., 1964) pp. 3-5; Sarah G. Dickinson, "The Storyteller's Role," Ivory, A38 and Peacogcs: TIIB LiteraryPoint of View, San L. Sebesta, editor, Mark, DeI.: Intenuational WASsociatim, Inc., Vol. 12, Part 2, 1968) p. 80. 4Phyllis B. Steckler, editor, The Bunker Annual of Library and Book Trade Information, (N.Y.: R. R. Bowker 00., 1968) p. 1T 5Naney Larrick, . cit., pp. 178-81; May Hill Arbuthnort, Guildre'IandBooks, 3rd ‘., 'cago:SmttForesman&Oo., l964),p. 25. being read. Literature containing strong theres and values are necessary for the yourg child to assist the learning of values and attitmdes.6 The significance of reading and book ownership at an early age is that it contributes to development of character and social-persmal values. "Because it enlarges our ms of values and refines our discrindnatim anong values, literature is a force of tremendous potential for educators.” Literature is the quick, full respmse to reality.8 JohnGardnerpointsoutthatyoungpepleneednodels ofwhatnanathis bestcanbe. Thesen'odelsareneededbothinthechild'sewiromentand in his imaginatim. 9 Literature has a tremendous potential for enlarging ms of valuing and refining discriminaticn anong values. In addi- m, Langstates thatvalues giveneaninganddirectimtolifeandthat examining, reflecting, and acting on Haterials containing desirable values, 6Several authors who dismiss critical reading are: Richard D. Altick, Preface to Critical mading, 4th ed., (N.Y.: Holt, Rinehart and Winston, 1963) pp. xviii-xxi; Hele: Caskey, "Develqiing Power in Critical maiing," Education Di t, Vol. 29 (October 1963) pp. 51-3; John DeBoer, t1," Ele'tentary English, Vol. 23 (October 1946) pp. 251-4; Paul McKee, Reading, a Program of Instructim for the Elerentary School, (N.Y.: I-bughton-Mifflin 00. 1.966) pp. 379-80; Helen W. Painter, Critical wading in the Primary Grades," The wading Teacher, Vol. 19 (Newark, De1.: Internatimal Reading Association, October 1965) pp. 35-9; David H. Russell, "The Prerequisite: Krming lbw to Ibad Critically ," Elementary lish, Vol. 40 (October 1963) pp. 579-82; E. Elona Sochor, 1'ThZNatureo ticalfbading," IssuesJandInncvatieisinthe W, Joe L. Frost, ed., (Ch1cago: Scott Foreman & Co., 6 pp. 40-55. 7Anthe1y Deiulio, ”Yarth Education: A Literary Perspective , " Youth E‘ducatim: Problens/Perspectives/Pruuises, Raynond Muessig, editor, TWashingtm, D. C. . Assoc1at1m for Supervisim and Curriculum Development, Natimal Edmational Associatim, 1968) Chapter 4, p. 58. 8Ibid., p. 80. 9John Gardner, Self Reenai, (um: Harper 6 Raw, 1964), p. 124. aidsthestudentinlearningitisnotthevaluewhichisgoodorbai, but the individual's actions based on these values.lo Ianhead reinforces this theory by claiming that values originate through situations in which choices are made.11 Junell discusses value learning as the insight into hunan behavior and the ability to turn little words into big ideas. Literature snpplies the words and with discussian and directim, the words beccme meaningful to theyoung child.1-2 Clearly ittakes a longtime to learn about rightandwrong. Bodcsthatsetforthhansuchandsuchconsequencescarefrancer— tain actions are both appealing and educationally significant since anxietiesarearousedwhenachild gets intoenotionalpredicanents hedoesrnort1.11nderstanc1.13 Byerly, in discussing value formaticn and literature, suggests: "If a bookarousesgenuineerotienal respcnseinthereader, itmayhelpnodify his attitudes, values, and behavior." He continues that success in undi- fying a reader's attitudes, judgnents, values, and actians through litera- turedependsantheerotienalinpactofthewritirg, thegenuinenessof the situation portrayed, and the skill in presentation.14 Ruth Strang's 10mlvin Lang, “Value Development in the Classroom" Childhood Educaticxn, Vol. 41 (Novetber 1964) pp. 123-6. 1-1Victor B . Lavhead, "Values ‘I'hrough Identification , " Educational W112, V01. 21' (my 1964) we 515-19. lZJoseph s. Junell, "Intelligence Without Moraiity, " Phi Delta Em, Vol. 49 (Septenber 1967) pp. 42-6. 13Evelyn G. Pitcher, "Values and Issues in Young Children's Litera- ure," Elerentary Eglish, Vol. 46 (March 1969) pp. 287-94. 14Carl L. Byerly, "A School Curriculum for Prevention and Remedia- tion of Deviancy," (11. D(, Social Deviancy Anong Youth, (Chicago: Natienal Society for the Study of Educatim Yearbook, Part I, #1966) pp. 239-40. concern with persanal and social values an individual derives frcm read- irg is emphasized when she says: A reader through identificatian and imitation, may achieve insights into his own behavior synptans and develOp an image of his ideal self. Characters nay serve as useful objects for identification and imita- tion. It is possible that many yourgsters draw upon various fictional scum for qualities which they may incorporate into their ideal selves. Theymaygetclues forsol' theirownproblersoragood set of values frun readirg fictien. Risenheiml6 and Dalglieshr' ale: airport the thesis that values can be trans- mitted through literature. Staterent of the Problem This surly is designed to investigate to what extent selected social-persanal values applicable to young children are reflected in mass-produced books. Obiectives The objectives of this research are 1. to detennine if selected social-personal values are conspicnisly absent in children's fiction retailing for one dollar or less, and 15Ruth M. Strang, The Adolescent Views Himself, (N.Y.: MoGraw Hill, 1957) p. 74. 1M w. Rosenheim, Jr., "Children's Reading and Adult's Values," A Critical to Children's Literature, Sara Innis Pemick, editor, Eicago, I .: University of aficago Press, 1967) p. 11. 17Alice Dalgliesh, ”Tint Pointing Finger," Saturdav Review, Vol. 49 (Septelber 17, 1966) pp. 40-41. 2. to determine if social-persanal values portrayed in mass- produced ficticn books are unrealistic and misleading in regard to current trends of realism in literature for children. The study is intended to a. assist parents, relatives and educators in becanirg nore critical in their selection of books purchased for children, b. assist primary teachers in understanding the value back- ground whidn might be derived fran constant exposure to theinexpensivetypeofbook, andtlnustoaidteachers and cirriculun directors in working with this knowledge to develop social-personal value appreciations in their students through the use of various types of children's literature, and 0. determine and identify bodes which might be suitable for inclusion in classroann or school libraries . This would, hopefully, be of particular assistance to administrators who are establishing school or classroan libraries and have limited budgets for accarplishing this goal. Limitaticns 1. This studyisbasedonarandanselectimofnass—produced books found in the P2 7, 8, and 10 and PE 1119 classificatians of the Library of Congress, Washington, D.C. and listed in the 1969 edition of Books in print18 and/or the 1969 edition of Children's Books in Print.” lBBooks in Print, (N.Y.: R. R. Barker Co., 1969). ”Children's Boats in print, (14.17.: R. R. Bowker oo., 1969). Thebooksarewritteninlihglish, andhavebeenpublishedin the United States. Binding, paper quality, literary quality, and art work are not investigated in this study. Original fiction for children is investigated. Redwritten stories , collections of stories , and fairy tales are excluded. Selected social-personal values of this surly are limited to those indicated on the instnrmnt. Values presented in each book are identified; the internaliza- tionofeachvalueisnotapartofthesmdv. Thesmdyisnotinterledtoidentifyvaluesfom'dinall children's literature; merely those values found in the mass— oroduced varietv. All booksdiscussedinthissondyhavewashablecardboard covers; flat rough paper; and colored pictures. Paperback and conic books are excluded fron this investiga- tion. Assunptions Fiction books for children can contribute to development of social-personal values . The designed instrunrent reflects selected social-personal valuse considered donirable by present-day society. The investigator can measure social-personal value occurrences in the books evaluated in an unbiased manrner with the designed instrnmnent. 4. Of the large nunber of children's mass-produced fiction books, ahighpercentagearereadtoorbychildren. g !' lDef"!' 1. Value system - an inclusive set of deep-lying attitudes and beliefs that tend to direct the person's habitual resPonses in various sitanationsflo 2. Social values - aSpects of human interaction that are regarded as being worthy, inportant, or significant for the gamer functioning of group life; expectations that the menbers of a society seek to conserve or protote.21 3 . Personal values - any private or irndividual characteristic deemed inportant because of psychological, social, noral, or aesthetic considerations”!23 4. Tradebooks-abookpublishedforthepurposeofgivingthe readerpleasureandof feedinghis interestinreadirgfor pleasure.24 5. Less nedia - types of oomnmication, such as radio, television, notionpictures,thepress,orbodcs,thataredirectednotto 2()Car‘ter V. Good, editor, Dictionary of Education, 2nd edition, (N.Y.: McGraw Hill, 1959) p. 595. lebid. 22Webster's New World Dictionary of the Anerican Language, (Clevelands. New York, 1962) p. 1092. 23Carter v. Good, pp. cit., p. 593. 24Ibid., p. 64. a specific student or group of students but to the general public.25 6. Mass-producedfictionaltradebodrs-usedinthisstudyin conjunction with definitions four and five and the inclusion of "books retailing for one dollar or less." Inexpensive books, noninally—priced books and bargain books will be used synony- nously throughoit the study. Definitions of terns used on the investigative instrument are discussed in Chapter III. Organization of the Study Chapter I, the introduction, presents a statenent of the prcblen, the objectives of the study, limitations and assutptions, operational definitions, and the organization of the study. Chapter II is a review of literature covering four areas pertinent to the study: current trends in the sale of children's fiction books; worthwhile American value systers; the effect of variois media on value formation; and current trends toward realism in children's literature. Gnapter III, the nethod of investigation, describes the instrunent dseigned to subjectively neasure the selected values reflected in the booksanple. ValLESelectedfcrinvestigatimarebasedontheopinions of various specialists in early childlrnod education. Mass-inrodnnced. fiction bookslocatedinthePZ7,8,arrl10anrlPElll9sectionsoftheLibr-aryof Oongressandinoirrent publications constitute the sanple. Insole 25mm. , p. 331. 10 instances abookmayhavepreviolspublicetiondates andthesearenoted. Publishing oonpanies included in the study are : Follett, Golden Press, Rand McNally, Wonder Beds, and Whitman. ‘ Chapter IV presents an analysis of the materials studied relating then to the criteria defined under Querational Definitions, Chapter I, the literature reviewed in Chapter II, and the research instrument defini- tions discussed in Chapter III. Individual research instruments for each book analyzed constitutes Appendix _B. Gnapter V provider a surmary, conclusions, and reoonmendations. CHAPTERII REVEWOFLI'IERATURE The review of literature most directly related to this study is presentedinfourparts. Partoneprcvidesareportoncurrenttrends inthesalecfliterature forchildren. lnthesecondsection, theAmeri- canvalue systenis reviewedwith erphasis onvalues applicable tcyolng children. A review of past studies and articles concerning the effect variols nedia have on the fcnnation of values constitutes the third section ofthechapter. ‘I‘hefinalpartprovidesadiscussionregardingtheneed for realism in children's literature. gnent Trends In The Sale Of Literature For Fiction books publislned for children account for approximately 25 per cent of all fiction produced in the United States. In 1966, books written specifically for children accounted for 22.3 per cent of the total book market; in 1968 this category increased to 27.6 per cent.1 The United States Census of Manufacturer's Juvenile Book Sales, conducted every five years, is an official solrce of information pertain- ing to children's bOoks published during the given period. The nost 1Judy Noyes, corpiler, "Art of Selling Children's Books, Eh-ncerpts fron Manual on Bookselling", Publisher's Weekly, Vol. 193 (May 6, 1968) p. 25. 11 3x. 12 recent census, conducted in 1967, revealed the following facts relating to publisher's incone from the sale of children's bodes: TABLE 12 PUBLISHER'S INCQ’IE Fatail Price 1963 1964 1965 1966 1967 Over $1.00 $31,257 $33,000 $39,000 $28,000 $25,000 Under $1.00 72,678 79,000 88,000 132,000 144,000 (Incone in Millions) Itisreadilygleanedfrontheabovedatathatbodesretailing for one dollar or less have experienced narked growth during this recent period. The significant increase in incone for publishers fron inexpensive bode salsednmirg1966andl967versustlesharpdeclireinincorefronhigner priced bodes is a trend of inportance to educators. Official updating of these figures will be available following the 1972 census. The Publisher's Weekly net sales annual index table cotpares the mnberof dnildren'sbodesretailing foroverandunderonedollar sold between 1963 and 1967 with 1963 given as the parity year. 2"Bode Sales - U. S. Census of Manufacturer's Juvenile Bode Sales", Publisher's Weekly, Vol. 193, (my 6, 1968) p. 23. 13 TABIEII3 NETSAIESALNUALJNIEX Retail Price 1963 1964 1965 1966 1967 Over $1.00 100 104.3 124.3 88.5 79.3 Under $1.00 100 102.4 113.0 164.9 180.8 Usingl963asthebaseyearandgivingthisbasearatingofloo, theannualpercentofdnangeisreportedforeachyearbycategory. The mnberofbcdesscldcostingcveronedollarincreased4.3percentin 1964and24.3percentin1965. Thistrendisreversedin1966 and1967 whensalesofhigherpricedbodesdecreasedll.5percentand20.7percent respectively from the base year. It is noteworthy that in 1966 and 1967 whilehigherpricedhooksalesveredecreasing, bodescostingunderone onllarincreased64.9percentand80.8percentcverthebaseyear. Total book sales in 1968 end 1969 were depressed fron previous levels. Inexpensive children's bodes, however, reflect a continuation of the increasing volume of mass-produced bodes.4 Publication of children's bodes has progressively grown fron 771 titles in 1930 to 2,390 titles in 1967.5 Continued increase in the denand for children's books should be realized with the growing population 3"Trends, Net Sales Annual Index," Publisher's Weekly, Vol. 193 (my 6, 1968) pp. 24-5. 4"1969 In Review: Statistics, News, Trends", Publisher's Weekly Vol. 197 (February 9, 1970) p. 48. 5Phy11isB. Steckler, ed., TheBcwkerAmualchibraryandBcde Trade Information, (N.Y.: R. R. Bowker, 1968) p. 64. 14 in the United States. This expandirg market for juvenile fiction is a highly profitable one.6 There are numerous guides directed to writers of children's litera- ture to assist then in publishing saleable material:7 Conspicuously absent in those guides is the consideration and treatment of social-personal values and their inportance in huran develqment . The Developnent of Worthwhile Anerican VaIue Systems in Young Children The Atrerican value system incorporates ideals, attitudes, and behavior patterns which the majority of Americans recognize as acceptable and worthy of enulation. Although sub-values exist within the total systen, sociologists and educators agree that the values recognized as harnronious with the American culture are those we consciously and sub- consciously try to transmit to our children.8 ‘Each individual's attitude and the marnrner in which he views life reflects his personal values. It can be Said that values are a state of mind. Gibson oonfinns this in his studies regarding peeples' quest for 6Martha R. Bruggenan, "Mmey in Children's Books", Publisher's Weekly, Vol. 194 (July 8, 1968) p. 55; "Publisher's Weekly Survey: Bode- sellers Vote Yes on Children's Books", Publisher's Weekly, Vol. 194 (July 8, 1968) pp. 101-2. 7Several authors concerned with methods of writing children's bodes are: ErickBerryandHerbertBest, Writing forChildren; hcwtheetthe Juvenile Market, (Coral Gables, Florida: University chiami Press, 1964); Marjorie M. Hinds, How to Write for the Juvenile Market, (N.Y. : Fell Publications, 1966); Phyllis A. Whitney, Writing Juvenile Fiction, revised ed., (N.Y.: Writer, 1960). 8Glenwood L. Creech, Vice President for Student Affairs, University of Kentudq, speedn, Fort Carpbell, Kentucky, December 14, 1970. 15 happiness. He claims that happy people possess a different set of values than unhappy pecple.9 He concludes that most Americans desire happiness and this goal is attainable through the development of various values and standards of conduct. As Americans live and work in close proximity with each other, a harmoniols relationship with our fellow man becomes an essential aspect of personal well-being. The key to this harmonious relationship is a value system incorporating irndividual worth , appreciation , and respect for others.10 In 1918 the National Education Association (NEA) published seven cardinal principles for educators. These principles were: health, command of fundamental processes, mrthy hone nerbership, vocation, citizenship, worthy use of leisure time, and ethical character. In 1930, they revised their principles and entitled then "The Purposes of Education in the American Democracy". The modernized version of society's values were: self-realization, human relationships (respect, friendship, cooperation), economic efficiency and civic responsibility (understanding, tolerance, citizenship and justice) .11 The NEA's Policy Commission, in a 1938 publica- tion, identified character development ingredients which should be found in all "sincere" books. These were: resPect for humanity, friendship, 9Jdnn E. Gibson, "How Happy Are You", Family Weekly (Newspaper supplement, N.Y.: Family Weekly, Inc., January 10, 1971) p. 18. 10Glenwood L. Crwch, Q. cit. 11Hannah Logasa, Bode Selection in Education for Children and Young Adults, (Boston: F. W. Faxon, 1965) pp. 81-2. 16 c00peration, colrtesy, appreciation for the hone , denocracy, social justice, understanding, tolerance, and citizenship.12 As times change, so charge our values. Smith states: In periods of much deep anxiety and rapid social change, efforts to preserve or to overthrow value orientations become more intense . The mature, adult merbers of any society have the responsibility for inductirg the young successfully into the value system they wish to sustain and extend. 13 In the mid-1960 's, Spirndler voiced the opinion that American values are shifting from traditional to energent, e.g.: Traditional _‘hz_te_r_g_e_n_£ Puritan morality Sociability (thrift & self-denial) Work-success ethic Relativistic moral attitude Individualism Conformity c150 group Future-time orientation hedonistic1 Friedenbergl5 and Powell16 are more adament than Spirndler in their views regarding current values . Friedenberg states that schools and society stifle individual development and creativity by conditioned response to rewarding set standards. Powell dwells on the materialization related to 12National Education Association (NBA) Policies Commission , The Purposes of Education in American Democracy, (Washington, D.C.: NEA, 1938) We 1:14-70 13Robert R. Smitln, "Personal and Social Values", Educational Leader- ship, Vol. 21 (May 1964) pp. 483-6. l4Eldon E. Snyder, "Implications of the Changing Cultural Values, " Educational leadership, Vol. 24 (February 1967) pp. 437-9. 15Edgar Z. Friedenberg, "New Value Conflicts in American Education" , School Review, Vol. 74 (Spring 1966) pp. 66-94. 15Thomas F. Powell, "Teaching American Values", Social Education, Vol. 29 (May 1965) pp. 272-4; Thomas F. Powell, "American Values - What Are They?", Social Education, Vol. 30 (February 1966) pp. 83-7. 17 the values of respect, generosity, and ambition. He agrees with Friedenberg that individuality "is only verbally admired and in fact is stifled by the dominance of economic motives."l‘7 Parents , schools and churches expend considerable effort tryirg to build character or "good values" in youth, but youth is constantly exposed to conflicting models, arguments and beliefs; and they are surrounded with mass-media whidn often enrnhasizes undesirable behavior and displays con- flicting value systems-18 America is at a point in its history when adults must work with youth as they never have before in an effort to provide necessary guidance, exatples, ard responsiveness.19 Recognizing that values are not inborn, it follows that they must be learned.20 Attitudes and values are canposed of personnel feelings and enotional involverent having a purpose and worth to the irdividual . Per- sonal value systems grow from exposure and develop arourd existing values within the society. Ekstein's definition of the origin of value is "the need of the helpless, met by the constant fulfillment of the trustworthy".21 17Ibid. 13Conflictirg values facing children are discussed by many authors. A few of thee are: June M. Bacher, "The Educational Scene", Elementary lish, Vol. 45 (November 1968) p. 888; Merrill Hanmin, "Values and : a Human Process", Educational leadership, Vol. 24 (March 1967) , pp. 517-25; Sanford Reichart, "Youth and the Onward Sear ", Educational leaderfl' , Vol. 21 (May 1964) pp. 487-90. l9Glenwood L. Creedn, g. cit. 20Rudo1ph Ezkstein, "Origin of Values in onildren" , Educational Leadership, Vol. 21 (May 1964) pp. 523-6. erbid. 18 At abolt for years of age children begin to form opinions on values; from five years on, children identify with the prejudices of their environment. In later develognent these prejndices impact on the indivi- dual's values ad how he identifies with them. 22 The internalization of values within yolrg children is an unconsciols fonmation and one involving only the most basic cognitive discriminations.23 "Values are rneeded for desirable oltcotes of a socialization process to enable the individual to live with the ideals of our society."24 Much of the develqment of the irdividual characteristics takes place at a very young age.25 Children at an early age are highly receptive to direct influence in their formulation of values. This theory was supported by Rogers and Long who researched elementary students' concern for others.26 They learned that early primary students demonstrated greater concern for others than did students in the later elerentary grades. The progress from egocen- tricity to the concern for others as an early social development is posited by Piaget ad upheld in more recent years by current researchers.27 22Charlotte Buhler, "T'he Problem of Values ad Beliefs in (Mr Times", Educational Leadership, Vol. 21, (May 1964) , pp. 520-6. 23M. Brewster Smith, Social Psychology and Human Values, (Chicago: AJ-dj-m PUb. CO., 1969) I We 108'T9o 24David R. Krathwohl, Benjamin 8. Bloom and Bertram B. Masia, L ongfducational ijectives, Handbode II: Affective Domain, (N.Y.: DavidMay Co.,1964) pp. 139-53. 251bid. , p. 45. 26Vincent R. Ibgers and Elizabeth Long, "An Exploratory Study of the Development of Social Sensitivity in Elementary School Children", Journal of Ednrzational Research, Vol. 59 (my-June 1966) pp. 392-4. 27Janes N. Jacobs and Joseph L. Felix, "Testing the Educational ad Psychological Development of Pre-Adolescent Children - ages six to twelve" , Chapter III Review of Educational Ibsearch, Vol. 38 (Washirgton, D.C.: American Education Research Association, February 1968) pp. 19-28. 19 v1031-30128, Smithzg, Pascha130, and Raths3l agree that values and attitudes are learned as well as unlearned. Young children appear to assimilate the values of their society unconsciously; however, values can be transmitted directly through teaching and exanrple, or may be develqned intuitively. Values are viable and may be changed, refined, or influenced by first-hand or vicarious experiences. Davey”, Piaget33, 35 36 Powell”, Je'wett , and 'Ibrkelson support this thesis. 28Bernice J. Wolfson, "Values and the Primary School Teacher", Social Education, Vol. 3]., (January 1967) , pp. 37-8. 29R3bert R. Smith, "Personal arnd Social Values", Educational Leadership, V01. 21 (May 1964) I pp. 483-6. 3OBi11y J. Paschal, "How Children learn Values" , Education Digest fron (School and Society), Vol. 33, (May 1968) , pp. 49-51. 3llouis E. Raths, Merrill Harmin and Sidrney B. Sinon, Values and w With Values in the Classroom (Columbus, Chic: Merrill, 1966 p. 27. 32John Dewey, Theory of Valuation, (Chicago: University of Chicago Press, 1939), p. 60. 33Vincent R. Rogers discussing Piaget, "Developing Sensitivity and Concern in Children", Social Education, Vol. 31 (April 1967) . PP. 299- 302. 34'Ihonas F. Powell, "Teaching Arrerican Values" , Social Education, Vol. 29 (May 1965) pp. 272-4; Thonas F. Pmell, "American Values, Wt Are They?", Social Education, Vol. 30 (February 1966) pp. 83-7. 35Mary M. Javett, "Values and Children" , New York State Education, Vol. 52 (Novenber 1964) pp. 12—13. 35Gerald M. Torkelson, "Using Learning Resources in Teaching Values", Social Education, Vol. 31 (January 1967) , pp. 41-2. m: .a M. m, :3. .3 3 me «a \ are 20 Lane expresses the opinion that present-day value systems must be built on individual integrity. It is the individual's responsibility to consider the consequences of his behavior by: observingandthinkingandfeelinghimselftobeapartofthe human race. Children, then, need a world which values than as they are at this nunent, not for what they might becone toner-row. 37 "Certain values rooted in Judeo—Christian tradition remain essen- tially unchanged despite any nodern skepticism or ethical reorientation" . 38 Buhler includes kirdness, generosity, love, orpathy, understanding, and honesty, and proclaims these to be our greatest heritage.39 Michner orphasizes this by his statanent, "Useful old values, cleansed a bit, ought to prove valuable for generations to core . "40 There is an extensive presentation of values , attitudes and problans for children of all ages in Kircher's book, Behavior Patterns in Children's Saks—.41 Included in the category for "snall children" are: individuality, consideration, responsibility, kindness, helpfulness, cooperation, courage, and control of imagination.42 Logasa roninds readers in two of her books of A. S. Edward's "universal ethics" which include: fairness, honesty, 37Mary B. Lane, "Creative Thinking on Critical Needs of Children", Childhood Education, Vol. 43 (September 1966) pp. 30-9. 38Charlotte Buhler, pp. cit. 39Ihid. 40Janes A. Michner, "Revolution in Middle-Class Values" , New York Tines Magazine, Vol. 118 (August 18, 1968) pp. 20-1. 4J-Clara J. Kircher, Behavior Patterns in Children's Books, (Wash- ington, D. C.: Catholic University Press, 1966). 42mm. 21 respect, c00peration, and recognition of needs.43 Even the youngest children need reassurance and achievenent according to May Hill Arbuthnot; she includes kirdness, courage, curiosity and compassion in her discussion of values.44 Another corprehensive listing of values proninent in American culture is presented by Williams. Fifteen arerge as major value-beliefs: Activity and work Achievenent and success Nbral orientation Humanitarianian Efficienncy and practicality Science and secular rationality Naterial conflict Progress Equality Freedom Denocracy External conformity Nationalism and patriotism Individual personality Racism ard related group superiority45 Many other writers recognize and support the values identified in the preceding paragraphs as essenntial and corprehendable values for young 43Hannah Iogasa, Bookj Selection Handbook for Elementary and Secondary School, (Boston: F. W. Faxon, 1953) pp. 26-7; Hannah Iogasa, Bock SeTectIon in Education for Children and Young Adults, op. cit., p. 36. 44May Hill Arbuthnot, "Developing Life Values Through Reading", ElenentaryEnglish, Vol. 43 (January 1966) pp. 10-16. 45Rdnin M. Williane, Jr., "Individual and Group Values", Annals of the Anerican Acadomy:of Political and Social Science, Vol. 371 (May 1967) pp. 20-37. 22 children.46 For the purpose of this research, social-personal values for children ages four through seven are limited to: ambition, citizenship, conpassion, cooperation, honesty, individuality, respect, responsibility, selflessness, and understanding. Stone supports the ideas presented by the Association for Super- vision and Curriculum Devequrent (ASCD) 47 in positing that: The most important value is the developrent of the individual into a purposeful, self-respecting, self-controfled, responsible person, free to grow to the limit of his capacity. In keeping with the theory of allowing each individual to develOp as an individual, Snyder suggests that children, depending on their maturity level, be permitted to evaluate the conditions confronting than 46Other authors disolssing values and value-developtent in young childrenwhowere reviewedandwhosematerial addedtothecontentwere: Dewey Gnambers, "An Exploratory Study Into tle Social Values in Children's Literature" (unpublished doctoral dissertation, Wayne State University, Detroit, Michigan, 1965); Commission on Education and Human Rights, "Education and Human Rights", Phi Delta _IgmgnI, Vol. 49 (April 1968) pp. 418-9; Richard Crosscup, "Vmat en V ue?", Wilson Library Bulletin, Vol. 39 (October 1964) pp. 146-50; Otto H. DahIke, Values in Culture and Classroom, (N.Y.: Harper, 1958) pp. 42, 64, and 232-5; Arthur W. Foshay and Kernnneth D. Wann, Children's Social Values, (Columbia Univer- sity: Teacher's College Press, I954) pp. 163-189; Mary M. Jewett, Q. cit.; Heatln W. Lowery, "A Review of Five lbcent Content Analyses of Related Sociological Factors in Children's Literature", Elementary English, Vol. 46 (October 1969) p. 736; Joseph Samler, "School and Self-Understanding; the Explicit Support of Values" , Howard Educational Review, Vol . 35 (Winter 1965) , pp. 62-4; Doyle H. Snyder, (unprinted semen, Mmongahela, Pa: First Presbyterian Church, May 11, 1969); Kimball Wiles, "Values and Our Destiny", Educational leadership, Vol. 21 (May 1964) , pp. 501-4; Robin M. Williams, Jr., American Society, A Sociological Interpretation, (N .Y.: Knopf, 1951) pp. 374-5 and 390-432. 47Association for Supervision and Curriculum Development (ASGJ) , Role of S rvisor and Curriculum Director in a Climate of Change: (Wash- lnng'ton', Ting ASCD, 1965) p. 39. 48Walter L. Stone, "Essential Values in a Changing Society" , Adult leadership, Vol. 17 (June 1968) p. 89. 23 in their daily activities.49 Different experiences give rise to different values, therefore Raths suggests criteria to aid children in fonming their value systems. These are: 1. Each individual choosing freely . Choosing from among alternatives to see the consequence of choice. Choosing after thoughtful consideration of the consequences of each alternative. Prizinng and cherishing from the choices the individual is glad to make. Affirming values chosen - not being ashamed of them. Acting upon the choices. Repeagfing the choices on a nurber of occasions in one's life. It is enphasized above that presentation of experiences and values should be made available in a multitude of ways. Ingeneralithasbeenagreedthatvaluesexistandcanbelearned. Society reflects basic values which have developed over the years. Some values may onannge; mnany remain unchanged. The majority of authors reviewed support the opinion that the more important or essential social-personal values are those wlnich relate to the individual and his association with his fellow men. Although many of the aspects of self-develqnent pertain to the egocentric and intrinsic fulfillment, the key values center around the individual's relationslnip with others. 49mm B. Snyder, pp. cit. soJms E. mm, 93. £0, £0 Cite, W. 28-9. 24 Aiding Development of Value Systems in Children Through The Use of Various Media Everything a child sees, every person a child meets and lmcws, every good or evil situation he encounters, every beautiful thirng he perceives, every ugly one to which he is exposed, have their influence onthechildheisnow, adonthemanhewillbecore.51 This portion of Chapter II reviews literature pertaining to ways in which dnildren can be assisted in developing their own value systems, and the effect various media have on the formation of values. In the previous section, literature was reviewed which pointed out that values do change with the times and with the person, and that values areleanned. We findthatvalues areconmunicatedinwaysotherthan in formal or oral language. While we have basic values we wish to impart to youth, Allport and others suggest that each child must be assisted in building his own value system. 52 Helping individuals find their values is one of the most delicate of all educational endeavors. A teacher's role is not to change the student's values but to assist him in developing values ad to enable him to thorouglnly understand them. This must be acconplished in a classroom or other social learning situation by selecting and organizing learning experiences through which social-personal values can be examinned, refinned, 5lElizabeth H. Gross, quotinng Walt Whitman, "There Was a Child Went Forth", Public Library Service to Children, (Dobbs Ferry: Oceana Publica- tions, 1967) p. 12. 52$everal authors suggesting value formnation by children: Gordon W. Allport, P. E. Vernon and G. Lirdzey, A Stud: of Values, Rev. ed., (Boston: Houghton Mifflin, 1951); Janes Raths, "A Strategy for Developing Values", Educational leadership, Vol. 21 (May 1964) pp. 509-14; louis E. laths, Merrill Harmin and fidfiey B. Simon, Values and Teaching: Working With Values in the Classroom, (Columbus, OhiE: Merrill, 1966) . 25 and transmitted. As in all teaching, the more successful methods involve the child enotionally and sotetimes physically. This is also applicable in teaching values. Lang-53 and Mad-“’4 support the theory of overtly examining values. Paschal55 and Reichart56 reinforce the idea of classroom conditions , atmosphere, and material which are conducive to investigating , discussing, and understanding value systems. Torkelson snggests that values may be examined and transmitted in four ways: 1. Adeption - acquired from everyday social happenings. 2. Trauma - acquired from experiences. 3. Differentiation - resulting from a general state of dissatis— faction. 4 . Integration - highest order of experience reactions . Both adoption and trauma are applicable to humans of all ages. Personal involvement and overt reSponse , according to 'lbrkelson , are necessary for the development of attitudes and values . 57 Paschalrecomendstheteachingtechniqueofquestioningasan excellent method to enhance the building of values.53 Frank discussions with children and a variety of conmunication techniques help create in the child a readiness for examining and fonming values. Janes Raths defends the listening and questioning technique of Paschal, and elaborates on 53mlvin Lang, "Value Develcpment in the Classroom" , Childhood Education, Vol. 41 (Noverber‘l964) pp. 123-6. 54Victor B. Lawhead, "Values Through Identification" , Educational W, Vol. 21 (thy 1964) pp. 515-9. 55Billy J. Paschal, g. cit. 55Sanford Reichart, Q. cit. 57oerald M. 'Ibrkelson, pp. cit. 53Billy J. Paschal, 92. cit. 26 role playing and special written assignments as alternate metleds to be used.59 In adhering to Allport's and Kuhie's viewpoint of teaching- leanning values, Raths advocates four plans: . Teaching by lecture Peer-group pressures Izzxanples Reward and punishment rationale - indoctrination and habit fonmation60 bWNI—J 0 Personal experiences, involvenent, and demonstrated examples have been mentioned by antlers referenced earlier as excellent methods to in- volve children in value concepts at school, hone, ad other social institutions. John Gardner, in Self Renewal, posits that young people need models to enulate man at his best. These models are necessary both in the child's real environment and in media directed tovard his imagination.“- ‘IWo studies investigating value fonmation and behavior change in youth revealed that yolng peqnle are concerned about consistency of values in their actions and beliefs. These studies also report that young people identify with models having the greatest similarity to their ideal.62 Books, movies , creative dramatics , role playing, and records are also effective ways to present and transmit values. The empathy which a 59Jares Raths, gp. cit. 60mm. GlJohn Gardner, Self Renewal, (N.Y.: Harper and Row, 1964) p. 124. 621'. L. Hilton and J. H. Korn, "Measurered Change in Personal Values", Educational and Psyghological Measurerent, Vol. 24 (Fall 1964) pp. 609-22; Mary A. lbsecrans, "Imitation in Children as a Function of Perceived Similarity to a Social Nodel and Vicarious Rainforcenen ", Jonrnal of PersonalitLand Social Psychology, Vol. 7 (1967) pp. 307-15. 27 child may gain through variols media enhances the process of self- examination and influences his values . Creative dramatics and role playing , in particular, permit overt action and response which are considered of key importance in value development. Discussions and examinations of the behavior and enotions depicted in literary characters directly contribute to the child's understanding and clarification of conflicting values.63 ‘Ihe Education Policies Commission of the National Education Associa- tion (NEA) suggested in 1951 that values could be taught throngh textbooks, enacting stories, sports, and mass-media productions. They claim that mass media and low-priced materials have greatly multiplied the means of communicating ideas. It was their view that the impact of mass media on the values of young people was "partly constructive, partly harmful, and partly neutral."64 This thesis is further supported by Foshay and Warm wle researched children's activities within six elenentary schools ad one high scleol in Springfield, Missouri. 'Ihey reported that vicarious orindirectexperiencessuchasrearsay, reading, anndmovies leadtothe fornmation of a great many attitudes and values. Trey concluded that, "learning is the consequence of experience; values are a consequence of experience" .65 63Gerald M. Torkelson, . cit.; Bernice J. Wolfson, "Values and the Primary School Teacher", Soc1 tion, Vol. 31 (January 1967) pp. 37-8. 64Education Policies Commission , Moral and Spiritual Values in the Public Schools, (Washington, D. C.: NBA, 1951) pp. 64-8 and 89-22. 65Arthur W. Foshay and Kenneth D. Wann, Children's Social Values, (Colunbia University: Teachers College, 1954). 28 In research coducted by Chant to determine value modification through active experience , fourth grade pupils were divided into two groups and tested on attitude change relating to the values of conpassion, understanding and respect.66 one group was tested before and after read- ing Eleanor Estes' story, The Hundred Dresses67 and actively participating in a play based on the book. The other group was tested before and after watching theplayinapassive role. Thisgrouphadreexposuretothe book prior to either testing. The value change occurring in the actively- egaged group was greater than the passively-egaged group. Another study by Whitnm questioned 2,600 students in fifty states to identify the one book most signnificant to each student and reasons for the selection. The majority of the books selected by the students were fiction; the reasons given for their selection centered around the impact the books had on shaping attitudes and values.68 Fehl reported on a study dealing with 420 high school students using reading which changed values relating to self concepts and the individual's relationship with others.69 66Sally A. Chant, (unpublished study, East Lansing, Michigan: Michigan State University, 1967) . 6.7Eleaner Estes, The Hundred Dresses, (N.Y.: Harcourt, Brace & World, 1944) . 6alblzner't S. Whitman, "Signnificant Reading Experiences of Superior English Stuients" , Review of Educational Research, Langugge Arts and Fine Arts, Vol. 37 (Washington, D.C.: American Educational Research Association, (April 1967) p. 142. 69Shirley Fehl , "The Influence of Reading on Adolescents", Wilson Library Bulletin, Vol. 43 (Novenber 1968) pp. 256-60. 29 Deiulio70, Fehln, Hunnt72, Hutchinson”, and Strang74 advocate that anong the means for changing or modifying human behavior, those which appeal to enotion and imagination are far more effective than tl'ese directed to reason and intellect alone. Literature has a tremendous potential for enlarging awareness of values and refining discrinmination among values. A book that mirrors life and behavior of people honestly and accurately can impress children much more than a sermon on the values we wish to instill. Children can gain clues for solving problems or perceive a high standard of values from reading. The communication of values is a significant aspect of reading. Samuel Johnson stated, "The essential function of literature is to teach the art of living."75 Monica Dickens, granddaughter of Charles, ascertains that there is re fiction - "all fiction is fact, molded, mnanipulated, and enriched by the autler's imagination. "76 70Anthony Deiulio , "Youth Education: a Literary Perspective", Youth EducationL Problens/Persggtives/Promises, Raymond Muessig, ed. (Washington, D.C.: ASCD, 1968) Onapter 4, pp. 58-83. 71surley Fehl, g. cit. ”Irene Hunt, "Books and the learning Process" (Newberry Award Speech) Horn Book, Vol. 43 (August 1967) pp. 424-9. 73John A. Hutchinson, "Communication of Values", Clarenont Read- ing Confeience Yearbook, Malcolm P. Douglas, ed., Vol. 28, (Clarenont College, California, 1964) pp. 87-9. “Ruth Strang, The Adolescent Views Himself, (N.Y.: McGraw Hill, 1957) p. 74. 75Prudence Dyer quoting Samuel Johnson, "Nbdern Fiction; a Unify- ing Phcperience", Clearing House, Vol. 39, (May 1965) pp. 551-3. “Monica Dickens, "The Facts of Fiction", Writer, Vol. 81 (June 1968) pp. 21-4. 30 Sines the days of the New England Primer, Americans have felt that reading can help create a virtLeuS Vlife. The things that happen to anindividualwhenreadingmusthappen if reeling istobeworththe effort. Reading presents human nature -- the best, the worst, the innbeoween, for innspection and study.77 As children read, they unconsciously identify themselves with the characters they encounter. Reading provides an extension to an individ- ual's experiences and books are instruments of articulation for his values, attitudes ad enotions. Enperiences can be realized in books before an individual is plnysically exposed to the experience in reality. It is beneficial to children to learn through books that others have survived various problems and experiences in life similar to tlese confronting them. 78 In Reeling Ladders for Human Relations, Crosby suggests that read- ing inncreases social sensitivity. Books can provide Opportunities for thereadertotesthisowncharacterandmatchhis standards againnstwhat really counts. The main purpose of literature listed by Miss Crosby are to: 1. Develop self-insight ‘ Create sensitivity toward others 2. 3. Develop expectations of difference in people 4. Extend these innsights into a personal value system. 79 77William A. Jenkins, "Reading for Enjoyment and Personal Develcp- ment", Educational leadership, Vol. 24 (February 1967) , pp. 404-6. 733everal writers support these ideas: May Hill Arbuthnot, pp. cit.; Carl L. Byerly , "A School Curriculum for Prevention ad Remediation of Deviancy" , Social Deviancy Among Yputh, (Chicago, 111.: National Society for the Study of Ec‘mlcation, Yearbook, Part I, 1966), Chapter 9, pp. 239-40; Prudence Dyer, , cit.; Elizabeth Gross, . cit.; Jean Little, "People in Books", Horn , Vol. 42, (April 1966; , pp. 159-62; Geneva H. Pilgrim and Mariana K. McAllister, Books, Yolng Pecple and Reading Guidance, 2nd ed., (N.Y.: Harper and lbw, 1968) p. 7. 79Muriel Crosby, Reading Ladders for Human Relations, 4th ed. (Wash- ington, D.C.: American Council. on Education, 1963T—pp. 5-13 and 88-91. 31 Alice Dalgliesh feels the excellence of a book depends on the inherent moral values -— not advertised values tagged on as an afterthought. "Truths", she says, "are discovered in reading - in every book that is worth its salt."80 Sanders posits that the first books a child reads, or that are read to him, are of crucial importance in helping him gain mastery of life;81 Pitchersupportsthis theorywhenshestates thatyourgchildrenneed clear and explicit moral messages in literature to assist them in their learning of right and wrong.82 The authors reviewed in this part of Chapter II support the thesis that values are learned by children in a multitude of ways. Direct teach- ingcanonlybeapartial transmitterofvalues. As inall learning, no single experience or method can be identified as accotplishing the job; theuseofmnlti—mediahasbeenfoundtobemoreeffective inreachingthe student and consequently an important fact of teaching. However, in this study emphasis is placed primarily on books as one medium which can aid children in identifying with the character and his problems, examining alternatives , and discovering without verbal discourse that certain values and actions are worthwhile. 80Alice Dalgliesh, "That Pointing Finger" , Saturday Review, Vol. 49 8lJacquelyn Senders, "Psychological Significance of Children's Literature" , A Critical Apprggch to Children ' 5 Literature , Sara Femick , ed., (Chicago: University of Chicago Press, 1967) pp. 15-22. 82Evelyn G. Pitcher, "Values and Issues in Young Children' s Litera- ture", Elementary English, Vol. 46 (March 1969) pp. 287-94. 32 Realism in Children's Fiction Books Of all the arts, literature is perhaps the most powerful. Litera- ture is a means of eulogizing one's innner thoughts; its basic concern is With reality.83 ‘nnis is not to say that fantasy and fanciful characters must be banned, but the central thene of a book should provide children 84 Great with situations and alternnatives to enrich their development. books do nnot present sermons. They tell a story honestly to the conscience, heart and inmaginnation.McE1derry defines a good book as one written by someonewhowants tocormnnicate andshare, andwhohas a feeling for the written word.85 Alice Dalgliesh wisely points out that every book cannot meet the needs of all clnildren, but she supports the idea that realism should be presented in a variety of ways to meet a multitude of nneeds.86 Arbuthnot87, Huck and Young88, mm”, and Smith90 are authors of books widely used 83Jartes T. Farrell, "Value of literature," Clearing House, Vol. 42 (January 1968) pp. 315-6. 84'Kanawl'na Z. Chavis, "Children's Book Needs in a Changing Society", Publisher's Weekly, Vol. 190, (July 25, 1966) pp. 35-8. 8E’Margaret K. McElderry, "Children's Books - Must the Boom Be a Bang?", The Reading Teacher, Vol. 20 (May 1967) pp. 783-7. 86m¢e Dalgliesh, g. cit. 87May Hill Arbuthnot, Children and Books, (Chicago: Scott, Foresman & Co., 1964) pp. 426-64. 88Charlotte S. Huck and Doris A. Young, Children's Literature in the Elenentary School, (N.Y.: Holt, Rinehart & Winnston, 196D pp. 238-72. 89Evelyn R. Rioinson, ed. , Readings About Children's Literature, (N.Y.: David NbKay, 1966) pp. 32-44, and 315-18. 9°Janes Steel Smith, A Critical Approach to Children's Literature, (N.Y.: McGrm Hill, 1967) pp. 125-47. 33 in teaching of children's literature and all support the theory that realism in children's fiction is a growing and a significant trend. little states that the true worth of a book is its ability to convey meaning to the reader, allowing hinm to see himself and his fellow men experiencing humann adventures.91 Good books deal with personal experiences, moral dilemma, and with the difficulty of human sitnlations. Because Hines earnestly believes this, he states that, "many books will be read, but few will be chosen".92 Both Bruggeman93 and Hunt94 recommend that literature should mirror life as it actually is, projecting honesty, humor, and values to cultivate ideas. Because of changes in our economic, political, and moral-ethical clinmate, Evarts95 and Swift96 support the (pinion that more books are needed which illustrate healthy social adjustments. 'Ihey encourage teachers and librarians to design programs in which books containning desirable values can be effectively presented. Ruth Hill Viguers refers to twentieth century didacticism in the attenpt to approach social problers in books. Her view is thatthebookrmarkethasbeenfloodedwithbookstryingtomeetthe 91Jean little, Q. cit. 92Paul Hines, "Quality of Literature for Children", Horn Book, Vol. 44 (June 1968) p. 275. 93Martlna R. Bruggeman, 92. cit. 94Irene Hunt, g. cit. 95Peter Evarts, "Suburbia: The Target Area: Paucity of Books Dealing with Social Problem". Wilson Library Bulletin, Vol. 41 (October 1966) pp. 173-6. 96Hildegarde H. Swift, "Emerging Cultural Values in Children's Books", Claremont Reading Conference Yearbook, ed. Malcolm P. Douglass, Vol. 28, (Clarenon , California, 1967) pp. 67-77. 34 demand for literature aolressing current social problems . Miss Viguers pleads for dedicated people to assist children in discovering truly good and.hcnest.books.97 Little advocates that too many authors of children' 5 books still duck, dodge, and dilute when writing for young peOple.98 Douglass supports Little's View when he questions whether situations in life have anything in oomron with print on a page.99 Jarrell asks, "...and if what you see in @is different fromwhatyou see in life, whichof the twoareyouto believe?"100 Books have been feared, and with reason, for they knock everlast- ingly at our locked doors and puzzle at the knots that bind the consciousness of man.101 Hannah Logasa formulated criteria for books not to be given to children, and these are quoted in Broderick. A few of these criteria are: . Books which are untrue to life, unless frankly imaginative. . Books emphasizing murder, cruelty, violence, and low ideals. . Books emphasizing riches. . Books etphasizirg class feelings.102 hWNH 97mm Hill Viguers, Margin for Surprise, (Boston: Little, Brown & Co., 1964) pp. 64-5. 9auean.Little, 92. cit. 99Malcolm P. Douglass, "Reading and Emerging Cultural Values", Claremnnt Reeling Conference, 28th Yearbook, (California: Claretont College, 1964) pp. 5-9. looRandall Jarrell, A Sal Heart at the Supermarket, Essays and Fables, (N.Y.: Atheneum, 1962) p. 78. loJ-Karl Nyren, "Wild Blueberries; Role of Books Today" , Library Journal, Vol. 91 (October 1, 1.966) p. 4586. 102Dorothy M. Broderick, "Study in Conflicting Values" , Library Journal, Vol. 91 (May 15, 1966) pp. 2557-64. 35 Broderick continues that there will always be conflict in what children see and knew to be right, but offers several realistic fiction books written in the sixties whicln she recommends to overcome this discord.103 The climate of our culture is changing. Authors of children's books cannot make readers ' decisions for them. The antlers must not invent puppets to fight social problens , but rather present a realistic story in today's terms. Neville quotes Essex in his discussion of Hadrian, the deaf boy: "Living as he did in a silent world, he liked to think and dream and make up wonderful stories in which he was always the hero."104 Neville maintains that fantasy is not a bad experience in itself , but it can go too far. Continuing, she concludes, "Most peeple are not going to becoreheroes, andbooks shouldpresenttothereaderlewharditisto be a plain, decent, human being."]’05 film is abdunndant support for the conclusion that books for school childrenas well as pre-schoolers must be realistic if they are to assist them in preparing for the real world. Writing realistically is not an easy task, but the need is in evidence. Authors who have the ability to master this important challege will provide a powerful tool to help develop desired values in our children. 103mm. 104'E‘nmily Neville, "Social Values in Children's Literature," A Critical roach to Children's Literature, Sara Fenwick, ed. , (Chicago: University of 'cago Press, 1967} pp. 46-52. 1°5Ibid. 36 52223.11 Current treds in tne publication of children's literature reflect significant growth in tte sale of tie inexpensive variety of books. Income received from books retailing for one dollar or less is surpassing the profits from tlre higher priced books as a result of tl'e large-volume involved. Our society has social-personal valnes that have developed and eduredovertheyears. Manyofthesevalues are learnedearlyin life ad are transmitted to the younger generations by a variety of means. What children see, what they fear, and mat tley experience directly contribute to their leaning process. As in all learning, multi-media techniques are most effective in producing a change in personal behavior. Books conveying realism have an important role in children's developn'ent. Althogh children enjoy fantasy ad stories of make-believe , realism in books is necessary to assist tre child in anticipating real- life conditions and can kelp build a foundation for mature reaction to everyday problems . Realistic stories provide a powerful teaclning-learning device which can enhance the developent of desired social-personal value systems in children. CHAPTER III 'IHE PERIOD OF INVESTIGATION This chapter presents a brief history of tie evolution of inex- pensive bodcs for children, tle techniques used in the development of a research instrument to measure tne frequency of social-personal valnes reflected in a selected list of children's books, and tie mannnner in which pertinent data were gathered. Historical Inflnence Inexpensivebcdcsforchildreninthiscountrycanbetrmdto the early 1800's. 'I‘Teir pOpularity reached a high level in the latter partoftlecenulry. BylSSOtheycameunderattackbyteacrersand librarians. The condemnation voiced by Viguers summarizes the educators ' opinnions regarding inexpensive books of that time. Ste states that they were "poorly-told, badly printed and illustrated, often vulgar ; never- tleless, having the action and excitement children are always looking for."1 Viguers was referring to tre Chapbooks of tie Puritan times which were the forerunners of the "dime revels". Although both Chapbocks and "dime novels" enjoyed large demand, they were net inclnded in public libraries. Carrier quotes librarians of tlne late 1800's in tleir dislike 1Ruth Hill Viguers, Margin for Surprise; About Books, Children, ad Librarians, (Boston: Little, Brown ad Co., 1964) p. 54 38 for tlese low quality, inexpensive books: "It is cotmonly agreed thatnoreaderneeds tobe startedwithbooks of so lowagrade."2 The present-day recognition among educators reflects much the sane negative regard for mass-produced children's books. Very few books retailing for one dollar or less can be found in public or sclecl libraries, even though they are abundant on the cpen market. This current-day contenpt for " flats " is supported by Sayers, "particularly the watered-down, distorted, vulgarized books of Walt Disney" .3 She continues: There are too many little books with no dramatic unity, no sense of character, no ioots in the mind of the artist or antler, re paSSlonate response. Sayers expresses the opirnion that the developent of a child is hindered if he is net exposed to various kinds of reading material.5 This variety includes books of literary substance reflecting values of the society. Additionally, such books would provide a spectrum of literary and art experieee which would enhance behavioral develognent . J arrell supports Sayers' feeling in his statenent, "The medium is half life and half art, and conpetes with both life and art. It spoils its audience for both; spoils both for its audieee."6 2Esther Jane Carrier, Fiction in Public Libraries -- 1876 - 1900, (N.Y.: Scarecrow Press, 1965) p. 185. 3Frances Clarke Sayers, Summoned by Books, compiled by Marjeanne Jensen Blinnnn, (N.Y.: Viking Press, 1965), p. 49. 4Ibid. , pp. 143-151. 5Ibid. 6Randall Jarrell, A Sad Heart at the Wet, Essays and Fables, (N.Y.: Atheeum, 19625 . 81. 39 Viguers says the market for poor ad mediocre books is inevitable , anddirectedtowardpeOplewhodonotreadavarietyofchildren'sbooks. Her suggested remedy is to decrease "nonreaders" within our society, and the market for poor-quality books will automatically decrease. When book purchases are based on quality content, tlnere will be less enphasis on quantity publishing ad more on quality publishing.7 Sle further states that librarians, teachers, editors and parents are all critics of children's boots and that it is their responsibility "to find, to make known, and to make available to children the truly good books."8 Ore current publisler of inexpensive books in tle United States, Golden Press, states on the back cover of many of tleir books retailing for oe dollar or less: NbrethanonebillionGoldenBodcshavegone intotlehoresof children of all nations. They are far ad away the best-known series of books for young people ever published. The subjects of Golden Books are chosen to entertain and delight children. Many of them are about the young child's own environment, giving him a feeling of belonging. Otlners begin to acquaint the childwiththelives ofpeoplearoundhimandextendhisawareness of tle world. Altleugh their gay and colorful appearance does not always immediately show it, a number of Golden Books are packed with infor- mation. And behind the amusing stories in many of them is the serious purpose of helping the child prepare for difficult adjustments.9 In 1960 the first corpilation of Little Golden Books was done by Ellen Bnell, published by Western Publishing Company, and retailed for $3.95. 7Ruth Hill Viguers, g. cit. p. 33. 8Ihid., p. 9. 9This qnete appears on tle back cover of numerous Golden Books. The particular book qneted here is: Gertrude Cranpton, Tootle, (N.Y.: Golden Press, 24th Printing, 1969) , back outside cover. 40 In 1969, four Golden Bode compilations were publisled, two are net considered relevant to this study: one, a book about fairy tales, and tle other about science and social studies. The two related to this study are: Golden Favorites (N.Y.: Golden Press, 1969) , 384 pages; 14 short original stories published previously as Little Golden Books between 1948 and 1961. Bedtime Stories (N.Y.: Golden Press, 1969) , 384 pages; 13 short original stories publisled previously as individual Little Golden Books between 1948 and 1968. The importance of this aggrandizenent is that many of tlese slert stories remain in circulation through tle conpilations which are becoming cotpetitive now with the higher priced bodes of children's literature. Inexpensive bodes have long been criticized and "banned" as good chilck'en's literature. It is an interesting fact that re stndies address- ing tle literary valne or the social-personal valnes in mass-produwd books have been located by this investigator. Tle Sample The satple of selected bodes used in this study was corpiled from titles of bodes retailing for one dollar or less. Tlese titles were obtained from several sources: Follett, Golden Press, Rand-McNally, Whitman, and Wonder Publishing Conpanies provided lists of titles of inexpensive bodes published in 1969 and 1970. Catalogs were mnade available as a result of written inquiries to tle corpanies concerned requesting titles published between 1955 and 1970. Since tlese conpanies sent only their most olrrent titles, alternate sources were necessary. Two editions of Children's Bodes for $1.50 or less published by tle 41 Association for Childhood Education Internnational were consulted. These references, however, yielded re titles of fiction bodes retailing for 1658 than one (301181.10 To provide additional sources, nunerous drug stores, supenmadeets, and transportation depots in tle Washington, D.C. area were visited; diSplayed bodes inspected, and applicable reference material recorded. This conbined research produced approximately 375 titles of mess-produced bodes for children. The conpilation of titles was then checked in both Bowker publi- cations, Bodes in Print and Children's Bodes in Print11 to insure current publication dates. The list was then cross-referenced in the card catalogs of the Library of Congress, Washington, D. C. If tle bodes were listed in the Bowker publications ad shelved in the Library of Cogress, theywereinelndedintlesarpletobestndied. It should be noted that contrary to geeral belief, all bodes publisled in the United States are not automatically shelved at tle Library of Oogress. They are all categorized ad nunbered upon receipt from the publisher, tlnen stored unntil sufficient time, space, ad avail- able mannpower permit processing, cataloging, ad shelving in the Library. Dne to the large volune of children's fiction being produced each year, inexpensive bodes remain in storage for log periods of time awaiting processing. Therefore, many current inexpensive books are net slelved at tle Library of Congress. 10Association for Childhood Education International (ACE) , Children's Bodes for $1.50 or less, (Washington, D.C.: ACE, 1967 revision ad 1969 revision). llBodes in Print, and Crnildren's Bodes in Print, (N.Y.: R. R. Bowker Publishing Co., 1969) . 42 Thesarpleofbodesforthissttdyis limitedtotlePZ 7, 8, and 10 and PE 1119 sections of tle Library of Congress. Original children's fiction are shelved in tlese sections. TheBowkerbodesdiscussedabcvewereconsultedtodeterminne whether the title in question was in publication in 1969 and if so, at what price. Several mass-produced titles within tle Bowker references retail for both over and under one dollar. Bruggeman attributes this fact to the National Defense Education Act (NDEA) Title II program which allows trade bodes to be purchased by schools, tlerefore library binding is used on sane mass-produced bodes in an attetpt by tle publislers to sell them to schools.12 Sixty-five books met both criteria of being listed in tle mwker pdblications and the Library of Congress catalog and served as the sample for this study. Investigative Instrument To oncument tle exploration of social-personal value content reflected in the sanple of mass-produced children's bodes, an investigative instrurent was designed. A variety of sources were reviewed to seek out social-personal values as well as metleds to measure their frequency of presence within the books examined. The United States Army Officer Efficiency Report, Department of tle Army Form 67-6, dated 1 January 1968 was one source used in the develqmment of a list of personal 12Martha R. Bruggeman, "honey in Children's Books", Publisher's Weekly, Vol. 194 (July 8, 1968) p. 155. 43 qualities considered acceptable by our society.13 In addition, an instrument used by Dewey W. Chambers in his study of social values in children's literature also proved lelpful in tle construction of tle instrument used in this study.14 These sources combined with the research outlined in Chapter II resulted in tle selected social-personal values conprelensible by children ages four through seven.15 Information pertinent to each bode is included on the instrument. These inelude: title, type of fiction (realistic or faeiful) , retail price, antler, illustrator, publisher, year of publication, nunber of pages of actual reading text, Library of Cong'ess nutter, cross-reference indicators, ad a brief annotation. (Appendix A) . Definnitions of each social—personal value reflected on tle research device are to be interpreted as follows: Ambition -- the desire to succeed or achieve; seeking additional and more important responsi- bilities .15 13Department of the Anny, "Tle United States Army Officer Effi- ciency Report", Form 67-6, (Washing-ton, D.C.: United States Army) 1 January 1968. 14Dewey W. Chambers , "An Exploratory Study of Social Values in Children's Literature" , unpublisled Doctoral dissertation, (Detroit, Michigan: Wayne State Unniversity, 1965) . lSSgpra. , Chapter II. 16Webster's New World Dictionary of tle American langlagg, (N.Y. : World Publishing Co. , 1962); United States Anmy Officer Efficiency Report, Fonm 67-6, (Washington, D.C.: Department of tle Army, 1 January 1968). Citizenship Conpassion Cooperation Honesty Individuality Respect Responsibility Selflessness “mm. ”mm. 19Ibid. 20Ibid. 2libid. 22Ibid. 231bid. 24Ibid. 44 respect for tle duties , rights , and priv- ileges of all members of our republican form of government.17 sympathy for others with the urge to help; tenderness, kindnness.l8 working in hanrony with others; working togetler with otlners for a comron pur- pose.lg trustworthy , sincere , fair and straight- forward.20 individual character; being distinct.21 showing consideration for; to be concerned about; courteous regard.22 tlninnking ad acting rationally and being accountable for oe's belnavior.23 unselfishnness; putting otlers' welfare before that of self.24 45 understanding -- appreciation for tle reeds and viewmints of otlers; discernment.25 Tle numerical key ranging from one through five is based on the ratingscaleusedbothbyCharbersadtheDeparmentoftheArmyFonm 67-626. In the desiged instrument, each number is to be interpreted in tle following manner: 1 -- extensively -- vast coverage; covered to a great ex- tent.27 In this study, the value is presented seven or more times in the bode. 2 -- frequently - often, at brief intervals.28 The value is presented five or six times in the bode. 3 -- occasionally - on various occasions.29 Tle value is presented three or four times . 4 -- infrequently - rarely, seldom, not too often.30 Tle value is presented one or two times in the bode. 5--never - tlevalne is netpresentinthebode. Thefreqnencyofappearanceandtheintensityofthevalnebeing recordedhadtohaveabasefromwhichtobemeasured. Asreflected 25Ibid. 26Department of the Army Form 67-6, pp. cit.; Dewey W. Chambers, . clt. 27Webster's New World Dictionary of tle American Language, cp. cit. 28lzbid. 291:bid. 301bid. 46 above, the number rating is the heart of the instrunent. In order to determnine what would represent "extensive, frequent, occasional, or infreqnent", tle researcher conducted a pilot stndy to develOp basic criteria. 'lle pilot stdy consisted of reading twelve mass-produced clnil- dren's bodes, selected at random from the shelves of tle Library of Cogress, ad apart from the selected sample of tle study. It was deter- mined that twenty-five pages was tle average number per inexpensive book read in this preliminary study. Based on this average, tle number scale was developed. As an example, a value in evidence seven or more times received the highest numerical score of "one" and this was recorded for the applicable value on tle instrument. This procedure was followed for each of tle 65 bodes within tle sample. In sore cases tlese refer- eees toavaluewereinanegative connetationadtlesewereneted with a mninnus sign. Since both positive ad negative experieees produce leanning, tlese were recorded for future reference only to inflnence bode cleice; no reduction in, or alteration to the key nunbers was made. Exanples of tle social-personal valnes were noted for clarification purposes of tle study as well as for future reference. When tle nutber of representations had been recorded for each value depicted in the bode, the correSponding key number was assiged. Appedix _B presents the 65 surveyed books and tle ratings assigned to them on the investiga- tive innstrnments . 47 Method of Gathering Data Each book within the corpiled sample was carefully read by the investigator. The presence, frequency, and examples of the selected social-personal values within each book were recorded on the research instrment. A single instrument was employed for each book within the sarple . gem Chapter III presented informaticn relating to the techniques used in this research. It noted the sources of data, the oonstructim of the investigative instrument, and the methods used in gathering data per- taining to the study. An analysis of the data will be presented in Chapter IV. CHAPIER IV ANALYSIS OF DATA This study centered around the collectim of evidence relating to selected social-personal values applicable to children ages fon- through seven which are reflected in mss—prodmed fiction books. The investiga- tion was designed to determine (1) if selected social-personal values are oonspiculously absent in children' 3 fiction retailing for one dollar or less, and (2) if social-personal values portrayed in mass-moduced fiction books for children are unrealistic and misleading in regard to current trends of realism in literature. In addition, the stuiy was designed to identify low cost books suitable for inclusion in classroom or school libraries. In analyzing data, the investigator attempted to identify the presence of selected social-perscnal values as well as their fretmemcy in each bode reviewed. The designed instrument to record and measure applicable values enabled the investigator to oorpile data and develop criteria against which a judgtent could be rendered as to the presence and frequency of a given value when ompared to other noninally-priced children's books. This chapter provides a surmarization of the information recorded on the investigative instruments. The compiled data reflect the specific nmberofbooksreviewedinthis studyandhighlighteachvalueasto its presence within bargain books for children. Insight into the analysis is provided in tables througl'mt the chapter. These tables and the 48 49 supporting discussion are intended to be of assistance to those persois purchasing bodes for young children, and to elementary teachers and administrators in making use of these books in a beneficial classroom situation. Another dimensim of this analysis is to determine the realism of the selected social-personal value presentatim found within the examined sample. Specific informatim relating to each bode surveyed is provided in Appendix E. Presence of Selected Values ‘me sample in this study consisted of sixty-five books located in the P2 7, 8, and 10 and PE 1119 sections of the Library of Congress, Washington, D.C. Of the sixty-five bodes analyzed, no book was void of all ten selected social-personal values, nor did any book reflect more than three of the applicable values to any marked extent. A discussion of specific values investigated appears in the following paragraphs. Ambition. This value reflects a desire to succeed or achieve and was identified in thirty-seven bodes surveyed, or 57 per cent of the sample. Within the thirty-seven bodes alluding to the value of ambition, twenty-six bodes (40 per cent) treated it infrequently; seven books (ll per cent) cccasimally touched upon ambition three bodes (5 per cent) frequently included it; and one book, The Color Kittens by M. W. Brown, dealt exten- sively with ambition Citizenship. The rapect for the rights and privileges of all mothers of our society was related in thirty—nine books or 60 per cent 50 of the sample. Twenty-seven of these books (4?. per cent) depicted citizenship infrequentlv: ten books (15 per cent) occasionallv: and two books (3 per cent) frequentlv. The young child exposed to only inacpensive literature prior to entering school could feasiblv have had only limited vicarious exrerience with this value. The two books presenting the value frequentlv depict citizenship in a negative cometa- ticn. To learn from negative situations normally requires minim or directed discussion to make the negative examples unierstood and meaningful to the vounq child. Therefore, special attention will be given the negative presentation of this and other values later in this chapter. quassim. Thirtv-seven books analyzed, or 57 per cent of the sample, make sate reference to the value of corpassion. Tamer-fair of these books (37 per cent) treat the value infrermentlv: seven bodes (11 per cent) occasionallv; and in three books (5 per cent) mssim is frequently stressed. No book extensively alluded to this value. Based cnthe study, mss-mhmedbooksare limited invalue ecamnles for use as source material to augment instruction designed to assist vmmg children in learniin the value of cotpassion. Cooperation. In the early primry years, the teaching of coopera- tion is considered highly important because the child is beginning to depart from his ego-centric world and enter into interaction with other peqole where cooperation is essential. Forttmatelv this need has been recognized by authors and many are including examples of cooperation in masSHproduoed childrai's books. Fiftv~seven bodes, 88 per cent of ttbse 51 surveyed, touch on 000peration, the value of working in harmony and getting along with others . However, there is ample Opportunity to increase the frequency of its treatment. Only one or two examples of cOOperation were found in thirty-six bodes (55 per cent); sixteen bodes (25 per cent) occasionally included it; and four bodes (6 per cent) portrayed cOOperation frequently . Only one bode, The Color Kittens by M. W. Brown extensively expressed this value. Honesty. Twenty bodes, 31 per cent of the survey, made reference to honesty; fourteen bodes (22 per cent) infrequently addressed this value; and six publications (9 per cent) occasionally alluded to honesty. No bode represented this value extensively or frequently. Fair play , sin- cerety, trustworthiness, and straight forwardness are basic in a free society and are reflected in the value of honesty. Inexpensive books are conspiculously lacking in this value. Individuality. This is a word heard repeatedly in education, and yet Powell and Friedenberg state that individuality "is only verbally admired and in fact stifled."1 In support of their observation, individ- uality is not in evidence to any marked degree in mass-produced children's fiction. (In the contrary, the majority of bargain bodes tends to accentuate "being exactly the same". The manner in which individuality lThomas F. Powell, "Teaching American Values," Social Education, Vol. 29 (May 1965) pp. 272-4; Thomas F. Powell, "American Values - What Are They?", Social Education, Vol. 30 (February 1966) pp. 83-7; Edgar Z. Friedenberg, "New Value Conflicts in American Education," School Ibviow, Vol. 74 (Spring 1966) pp. 66-94. ‘— 52 is presented within nominally-priced bodes tends to support Powell's and Friedenberg's coments. In thirty-three books reviewed, 51 per cent of the sample, individuality was in evidence. Twenty-four of the bodes (37 per cent) containing the value of individuality infrequently make reference to it. There were four bodes (6 per cent) that occasionally treated the value; four bodes (6 per cent) frequently; and one bode, I Can Fly by Ruth Kronss, included this value extensively. M Forty-four bodes, 68 per cent of the sample, depicted the value of reSpect; thirty-four bodes (52 per cent) infrequently addressed the value; seven bodes (11 per cent) occasionally included it; and two bodes (3 per cent) frequently dealt with this value. One book, I Can Fly by Ruth Krauss, extensively alluded to the value of respect. Since children fonrtosevenyearsofagearebeginningtosccialize, itis important for them to be considerate of others. low—priced books can serve a limited function in providing various examples of respect - based on the evidence gathered in this study. Responsibility. The value of responsibility is touched on in forty-nine bodes, or 75 per cent of the sample. Thirty-eight books (58 per cent) rarely reflected responsibility. Nine publications (14 per cent) occasionally alluied to it; while only two bodes (3 per cent) frequently included this value. The treatment of responsibility was not found to be extensive in any of the bodes examined. Qne facet of individualized learning is based on the reaponsible quality of the learner. Making independentdecisicnsinaresponsiblemannerasanadultisaperscnal 53 traitwhidnmybeermancedbyomosm‘eatanearlyage. Basedonthe analysis of data conpiled in this study, tress-moduced literaunre is deficient in presenting this value. Selflessness. The value of understanding others and consideration for annther's welfare also is seldom found in the bargain varietv of children's books. floaty-Wee books, 35 per cent of the sample, reflected sate degree of selflessness. Seventeen books (26 per cent) received infrequent ratims, and four books (6 per cent) received ratings of occasional frequency. Even thongh a low percentage of the sanmle depicted this value, two books, Five Little Firemen by M. W. Rrown and F. T. Hurd and One DaLl'Nerxthing Welt Wrong by Elizabeth Vreeken, extensivelv treated the value of selflessness. As recorded in Table III, Mp. 5'5, honesty and selflessness are social-personal values least frenuently presented in the mess-produced fiction books surveyed in this investigation. .Understanding. 'Ihe value of understanding appears in forty books, or 62 per cent of the sanple. Twenty-nine books (45 per cent) infrequently reflected understanding; six books (9 per cent) presented the value of waderstanding occasionally while three bodes (5 oer cent) frequentlv reflected the value. Dctensive presentation of understanding appeared in twobooks (3percent): 'I‘heOolorKittensbyM. W. BrownardICanFly by R. Hausa. 'I‘hetse two books were published in the 1950's and can very well serve as models for todav's books in presenting this value. 01" the forty-two books published in the 1960's, which make up 65 per cent of the sanple, none presented the value of mflerstanding extensively. Three books (5 per cent) frequently treated the value, and these were 1960 through 1969 pnblicaticns. These three books could also serve as models in presenting the value of understanding. They are: The Little Bear Wlb Wanted Friends byMithIowe,LeandertheGanderbynavidardShamnStearns, ammenav mowing Went Wrong by Elizabeth Vreeken. In developing a reoapitulation of frequency rankings of selected socialdpersonal values as found in this study, the investigator ranked in decreasing order the various values in Table III, Era—.13. 55. It is seenthatvalues rangewithintrehodrssm'veyedfromthevalueofcmpera- ticn with an appearance in fifty-seven books, 88 per cent of the sample, to the value of honesty which was present in only twenty books, 31 per centofthesurvey. Inorderof frequencv fromhighesttolowest, the values applicable to this 81313? found in tress-produced books are : cometa- tion, responsibility, respect, mfierstanfling, citizenship, anbition, colpassion, individuality, selflessness, and anesty. Not reflected in Table III is the freonencv of appearances of the selected values within each book, but this information is reported in Table IV, _I_nlf_r3_._p. 56. In conjunction with Table III, the data in Table Iv more fully present a valid representation of values depicted in nominally- priced books. As an ample, fifty-seven books (88 per cent) contain one reference to the value of cooperation; however, only five books (8 per cent) convey couperation to any frequent extent. Also shown in Table IV is the fact that thirty-six books (55 per cent) of the somle infrequently present the value of cooperation. By using these two tables conjointly, value presentation and the frequency of their treatment is succinctly reported. 55 TABLE III MAL-Pm VALUES IN DEREASING ORDER AS REFIECI‘EDINGSBCDKSREVIHVED Selected Social- Number of Books Percentage of Sample Personal Values Presenting Value Containing the Value COOperation 57 88% ResPonsibility 49 75% Respect 44 68% Understanding 4O 61% Citizennship 39 60% Ambition 37 57% Compassion 37 57% Inndividuality 33 51% Selflessness 23 35% Honesty 2o 31% 56 o e e 3 on 388m N o a 2 mm $95338 H a e em mm 3392 o m e R R Ssmmfifio a m r. em R 8295 o m 3 8 mm deem—$36 m m e am 8 Egg H N s em a. “madame o N a mm me Endowments a e 3 on E fifimuwoooo Sflfigwummm sfifigammio Sflfigammm Sflfiamwnmmm 85% 33> gag pageant @6800 aged 83> fine "a 3 mafia "m 8 means "m to mmfiumm “:0 gum & 8.8m fies $68 5E 968 fies 9.08 fins 9.08 8 352 8 8952 to amass to 352 to g ggmmaggggéggg Egg... 57 Table V, _I£n_f_r_a_n_._, pp. 58-9, is a conpilation of nominally-priced bodes whicln are conspionous in their lack of value examples applicable to the primary age child. No bode among those surveyed was completely void of value occurrences; however, twenty-three bodes (35 per cent) of the sanple, had innfrequent or no representation of the ten selected values of this study. Of these twenty-three bodes, twenty-one of them retail for one cbllar. Althongh costing one dollar and being cotparable in production quality with other mass-produced bodes, these twenty-one bodes are deficient in examples relating to value experiences for the reader. Golden Bodes Publishing Conpany annd Whitman Publishing Cotpany do not have a publication on this list. As shown in Table V, twenty—three bodes (35 per cent) of the sample infrequently or never included social-personal values considered in this study. Conversely, Table VI, _I_n_f_r§_._, 1;). 60—1, shows that eighteen books (28 per cent) of the sixty-five-bode sample included one or more values with extensive or frequent ratings which are cogent in their value treatment. The list records the three values treated recurrently in five different bodes. Three bodes generously allude to ambition, conpassion, and respect. Citizenship rates high in one bode as does responsibility; selflessness is frequently presented in two publications. No bode was found reflecting the value of honesty to any marked extent. The publishing conpanies most apparent in Table VI annd found to be high in value presentation frequency are Follett Publishing Conpany with eight listed titles, and Golden Press with six. Table VII, _In_f_r_3_._, pp. 63-4, is designed to be of assistance to educators in choosing bodes presenting frequent or extensive coverage of 58 84 pumice mg mind «he 8 . a Egg mfiumflmm mafifl ooé madmfialfixnmm monk @393 ms» .mummmoo oo . H upmaaom moon. 98 3.35... 8 A pumice p85. 3m 333 84 £33m flmz swung oo . H pumice Em one mm. H883 one 83 can 398 mmfimm 84 33% 882 mfimmé ooé gangland 3.3m mflm age 84 358mm 8% m 3.80m «.55 me. v. .8203 mqflflmm 88 $82 and mind $43M Hosanna QUE. umummumz .fiofifl mfionoa $85 “Hanna: .8800 x03 685m x03 .Ssum “DE .886 x08 653m Eon . fimfiwm ofiuonhfla . mg fluofimz 5% mflog fig whom .533 ”GEM mg Egmgggggggmogaé >mam<8 59 o o o o o o o o o o o g 0 ca o o o o o o 0 ca 0 O O O O O O O O I I a: (7).- H H H H H H H H H H spawning mouse 32. 8am: 553 Racing 35. 3mm? mm. 5pm: 5&3 egg mag Hmflpccm mfi cmpmm .95. 3395 made Emma mfi. cmamm . 9:: “Sodom Moo xummnoz man. 303 . com—Bag» baggage gamma mfipfl mam: . mppmz mayozuccfl pcccm c5 menus . mppms pumflom zoo moowbd 05. .M “8.3mm . m3 ppmficm gm m . mmfimmw mace . qflpfl ppmdcm mmccm mappfl 95 E nag . 95mm ppmflcm pmcm Sim» mfi pwncmumz . puma pmfiflca mppfl. % gangliw a 60 fipgogg Eflcumoooo pcmcmmm cannon—mg Dfipflmficmmm Egg? mmgmmaflwm 8.398900 games: 53mg c3395 33.32 heavy? 90338 counmmmgoo E 83, ppmflcm ppmficm ppmdcm 300 53.60 Hands G55; Gaping cg; ppmflcm Hmnmfindm encampmpflmc 83.59305on am 05... mBHOHfimmmSH 3% 0393 gfih mqmubdm HOHOU mam. map». 93 085 ccpfimm E 5 p593 cm Pmpmfi. H33; gum owmmz one mam mappfl Jam mom mafia g .0 mg a . c «2932 .afipcpcmc mcéoc a among: .mp8 30.3 65.8 3H3 ”6.3982 .853 was: dam a .3.2 5303 8E pmpmmnmz 53.8 Son a .85 .Bmppcmum ummcm .Bmppcmum pmxmm mid 68m ccuuom ammo 6.8m H93 ggmogéggagmogggfiggg 61 83mg gangs mmmammmamamm 83% Egg uommmmm 3.2338 59385 50.3.35 9.55%? uoommmz 33?? 8332 E 83> £8.30 £33m £33m uumdom flagging goo HUGH How ”8.0.30 Hwnmflnnsm mg 5mm 33 gufizmfinhmpmmmog a “398%ng mgmmfivcmfiqfioh. Em mind? 3.... mnfiflm @353 on: ummm mflufl 9a. “nah GNU H wig 5H8 .mfimaflz fimfiuflm £960; £333 .fifiwg 835 a 6.33 . menu-mum 8H .852 39986 5% fig .33 £3 638M 85:4 BDEGOOIIHNV an. 62 a particular social-persaxal value. The books listed could be enplcyed within the curriculum to help reinforce particular values and augment instnictim in various disciplines, e.g., storytelling, story reading, art, creative dramatics, and social studies. Literary quality, there, and depth of the story were not cmsidered in this study. Consequently, the suggested books are intended only as a guide in selecting literature erphasizing specific social-persmal values. Eighteen books (25 per cent) within the survey contain the selected social-persmal values extensively or frequently . The pmrchase price for the eighteen books is $15.14 as suggested in 1969 catalogs. This naninal mount of ncney could provide a classroan library with a variety of inex- pensive volmes cleared beneficial in value content. Table VIII, I_n_fE1_._ , 11). 65-6, shows the amt-1m, title, publisher, and suggested retail price for these eighteen books. As discussed in Chapter III, M, p. 46, the investigator awarded value frequencyratingregardlessofthetedmiqueusedbytheauthor. In sareinstancesavalmnayhavebeentreatedpriirarilyinanegative ccnnotatim but its rating would mt have been adversely affected. Table IX, Exf_ra_., pp. 68-9, was designed to identify those books within the study portraying values only in negative illustraticns . Books ref lect- ing the value only extensively, frequently, or occasionally in the negative are listedinTable D(. Anoteworthy fact is thatallvalues are included in the table except individuality. The primary purpose of Table IX is to assist educators in the selecticn of materials conveying values in a cmtradictory Harmer. This 63 TABLE VII BmKSWITHHIG'I WRATING IN A PARI'ICIJLAR VALUE Value Ambiticn Citizenship Ompassim Gocperation Honesty Individuality Respect Respmsibility Selflessness Title Author The Color Kittens M. W. Brown I Can Fl R. Krauss The Little Bear Who Wanted E. Lowe Ffimds The Polgy Little Puppy J. Lowrey Big 1.33:5! Little % J. Berg The [10 Friend Maker G. Bcnd Bodanc‘ltheChenyTree M.&J.Oole The Color W M. W. Brown Five Little Firemen M. W. Brown & E. T. Hurd Gertie the Duck N. P. Georgrady & L. G. Rmano E. Vreeken agf‘am Animals G. Williams None Identified There's an Elephant in My Bathtub Who Are You? The Sailor Dog Gertie the Duck BodandtheCherryTree ICanFI JafiyandtheBirds liege Five Little Firetren OneDayEverythingWentWruig R. R. M. N. L. M. R. I. D. M. E. Bradfield & J. Bradfield W. Brwn P. Georgrady & G. Ranano & J. Cole Krauss Mm Bruna W. Brown Vreeken 64 TABIE VII-Cmtim16d Value Understanding Title The Color Kittens 'I'Fan F1 The Little Bear Who Wanted Friends W Gander (he Day Everything Went Wrong M. E. D. E. W. Brown Krauss Lowe & S. Steams Vreeken 65 oo.H oo.H mm. oo.H oo.H oo.H oo.a mm. mm. mm. oo.H mo. oo.Hw cmflaoo upwaaom cucaow numHHom HumHHOE upmaaom _cmnaow caudow mafiaow GQEUH£3 GMEHH£3 cmaflfisz. puma Hoe Hmamwansm Emafidaname magnum @353 23 “88 3.3.3 05. UNada—m0 H ggmg 8§§ggoom mmmm one mmouodmmg cuemnfih mHHuHA.m>Hh mqmuug uofloo 9n. «SON mu¢_ogz assume as 5 pad... 5 Fame. ages Buns 3%: 9n. 9m mind 63 m3 Bun. E 398% 93 53m $53 fig 98:8 .o ..H a game .m .z 38 858 a amazon: 8:3 x35 868 .2 339...: gm .9 find a 58m .3 338m: 56.5 .3 38m: Bmflumum anon a H38 gain ammom Eon .m Enema 98 .m flow .535 mMHmdmmHA.Soommm4AU.mOE madom m>Hmzmmxm2H omammuODm HHH> g 66 3.3... 380. we 82» you .58 38. 84 38 3 fine when 963E 55 84 £33m 95E ufiz gang >3 m8 8:855 fimnmnflm co . a pumice a 5x89 53.3me 84 £23m amuse m5 333 mfimfim 83m a e38 84 » >365 mam m5 95 match. :82 5H UgfigIIHHg g isparticularlyusefulinteadfingvaluesardthecmseqencesthatcan result fran deviating frun accepted behaviorial patterns . Cost Wis Originally, the basic purpose of mass-produced publications was topmvideireaqaeisivetradebodcsreadilyaccessibletothegereral publicvmidimildentertainanddelightchildremz Eyeappealwasan integral part of bargain books and heavily relied upm to attract attentimandgainacceptancebytheyomigreader. Trepirchaseprice rangedfrunlSto39cents. misideringtheinflaticnaryspiralexper- iencedoverthepasttmodecades,itisofinteresttoeaanirethecost riseofnass-producedbodcsandmtedxangesinprinting,binding,and artmflcevidencedinselectedbodcsoftl'esatple. Thisisnotaspecific wjective withinthestudy; havever, theinfomatim carpiledtendsto support the investigator's pranise that current pqmlarity of inexpensive bodcsfordiildrmhasenabledpubliskerstodatendhigherprices. Inhisbodc,PmeCanBeatInflatim,DavidL.Marksteinreports thatUnitedStatescmrencyhaserodedatarapidratedurmgthepast quartercenturyasaresult of inflaticn.3 Hisobservatimgarefurum simtedbyfigmesissiedbyfleBumauofIaborStatisticsinWaslung-tm, JD. cu4 These authorities support the ccnvicticn.that the declining 2Infonuartim dotained frun binding covers of Golden Press (N.Y.: Golda: Press) and Rand McNally (Chicago: Rand McNally & Co.) 3David L. Markstein, How You Can Beat Inflation, (N.Y.: Mosraw- Hill, 1.970) Chapter 1. 4The World Almanac and Book of Facts 1971, L. H. long, ed., (N.Y.: Nanspaper Enterprise Association, Inc. 19715 p. 91. 68 noxmou> 533% 852 WE uoz 3.503 9F man. when he E93 hose ofimfi mflufl 9m. cago >38 and sum use 88.5 E mind one E ggfidfiflnfi 1E Em noosmoamolam Wmfifio when E mind Eon one whose was mousse nae ofimfi oflufl one 0.33. @3336 835s 8.1.5 ”Edam—“mg m0 .Ng egg ggfiagmgégmggmlg NHNHm—g 69 ooxooé fioosnfim 953m gm o egos fiNNwm flunk Mg o5 some moose HE E ouugamb 85 34 mix soaom €33 oppose :oudfioo oBuuuoc Pas soaom mfimoum gem is egos gm 3 a UHEMQ uofloo omens: ofioflfio fiohohdm mood o2 H053» Eoflmomuozmggxomg Mango ow Moog Am 9.3 HHDO osmium oousos WE “mom oflflfl ofi oflmsog ems. whose oflflg one “am manna “a 9.3. 8:93 use 8....me flood one mag swung man. E5 mafia E THUOOH. ragga mammflfiwm bnfiflmfixmmg 83, 70 purdiasingpaverofthedollarwculdhavehadanacmss-the-board inpact on costs of production and distributicn of mass-produced books for children. It is significant, ram-var, that children's books have accelerated in sale pricetoanorenerkedextentflanthecmsmerPriceIndex (@I) would justify. An exanple to illustrate this point can be made by using the CPI base figure of 100 for years 1957 to 1959 and applying this index to three trade books costing 25 cents, 26 cents, and 29 cents in 1958. Based on the CPI for 1969 and using straight line extrapolaticn, these three bodcs should be priced at 30 cents, 32 cents and 35 cents respectively. Each, in fact, sold for one dollar in 1969. Specifically, thirteen books (20 per cent) within the sanple had original publicaticn dates prior to the 1960's and had subsequent print- ings. Discussed below are the bodes which serve as examples to illustrate the evoluticn of mass-produced books. In additicn to the cost increase, fonnat dimgesaremtedwhereapplicable. Nmeofthesebodcsmdement a change in story mutant. “nieColorKittensbyMargaretWiseBrwnhadmchange insize; however, the selling price was 26 cents in 1958 and $1.00 in 1969. Similar price rise with no format alteration is evidenced in the following books : Five Little Fireren by M. w. Brown 5. ET. Hurd 25¢ in 1948 $1.00 in 1969 Little Ballerinaby 4Dorothy Erider 29¢ in 1958 $1.00 in 1969 Little Majorette by Dorothy Grider 29¢ in 1959 $1.00 in 1969 'Ihe m Little m by Janette Lcwzey 25¢ in 1942 $1.00 in 1969 71 Jchnrmand the Birds by Ian Munn 29¢ in 1950 $1.00 in 1969 The Little Red Caboose by Darian Potter 25¢ in 1953 and 1958 $1.00 in 1969 (5th Printing) BabyFannArfinalsbyGarthWillianswas publishedinasmaller editim with paperboard pages in 1953 and sold for 50 cents. In 1967, during the eighth printing, the book was enlarged, paper pages were used, and the price rose to $1.00. Muggins Mouse by Marjorie Barrows was first printed in 1932 with paperboard pages and sold for 75 cents.5 In 1969 thepricewasonedollarwith formatchanges includingbodcenlargenent and the use of paper pages. GerthdeCratptm'smtleasfirstpublishedinDfiandthe 1969 printing was the 24th for this book. It is shelved in the Library of Congress in the Rare Book Oollecticn. Even with its continued popularity and numerous reprints , goggle; still is published in its original format and for the same price of 39 cents. The Little Engine That Laugped by Alf Evers was first in circulation in 1950 as a large sized book with paperboard pages, selling for 50 cents.6 The 1959 and 1969 editions have been reduced one half in size, using paper pages and now sells for 35 cents. 'mo books by Wallace Wadavorth, ciao-cm, The Little Switch Engine (1941, 1954, 1964 and 1969) and Number 9, The Little Fire Engine (1942, 5(Itlmllative Book Index 1933-1937, ed., Mary Burnhan (N.Y.: H. W. Wilsm Co., 19383 p. 166. 6Cunnlative Book Index 1949-1952, ed., N. R. Thompson and R. G. Grossman, 1N.Y.: H. W. Wilson 00., 1953) p. 630. 72 1950, and 1969) have increased in price frun 29 cents to $1.00, and 25 cents to $1.00 reSpectively. The illustrators of both books changed behveenthefirstandsecondprintings, andwhilethetextrenains unchanged, theartmrkhasbeennodemizedinthesecmdandsubsequent editims. After reviewing the preceding material , it is obvious that the price increaseof thesethirteenbodcsisnotaresultcf inprovedpro— ducticn quality, dianged artwork, or better bindings. Nor can the entire increase be justified by the decreased purchasing power of the dollar. Reviewing mass-produced childral's literature published since 1960 also reveals interesting cost data. Two Whitman Publishing Carpany Books, This man Is Mine by Betty Ben Wright (1966) and Four to Get mady by Florence Laughlin (1968) have been published since their first printing inediticns retailing fortwoprices nonetmderandcneoveradollar. Otherbodtscunentlybeingpubushedinoverandmderaedollareditims are: The Color Kittens by M. W. Brown Five Little Firemen by M. W. Brown and E. T. Hurd ICanFlybyR.Krauss The one dollar or less publicatims remain on book racks at supermarkets , drugstores, variety stores , and transportatial depots while the higher priced editims using the same print and illustraticns are reproduced on mredurablepaper, boundinclothbindings, andsoldinbookstores and educatimal catalogs. In Chapter III, mp. 40, it was reported that collections of these stories fran mass-produced books are currently being published and retail for $3.95. Seven books examined in this study are included in the 73 artpilatim publishedbchlden Pressin1969. BabyFannAnimalsbyGarth WilliansandTheOolorKittensbyM. W. BrownareincludedinOuerder- fulWorld (N. Y.: Golden Press, 1969). 'IheSailorDogbyM. W. Brown is me of the thirteen stories included in Bedtime Stories (N.Y.: Golden Press, 1969) and Golden Favorites (N.Y.: Golden Press, 1969) includes: MPdcylittIeMbyJanetteIawrey,TbotlebyGertrudeCratptm, 4 FiveIittleFiremenbyM. W.BrcwnandE. T. Hurd,andICanFlybyRuth 'KI‘aLBS . This analysis of cost growth in naninally priced books for children highlights the significant increase in gross incare realized by publishers of inexpensive books. Realism Reflected Since young children enjoy and identify readily with animals, it is not surprising that thirty-four books (52 per cent) within the sample useanimalsasprimarydlaractersinthestory. 'IWenty-Wobocks (34per cent) use little children as the main characters, while trains, firetrucks, andotherobjectscarrythestoryintheremainingninebooks (l4per cent). Each value occurrence was cmsidered in the sixty-five books reviewed as to its realism within the story content. As an exanple, if the value of honesty was presented, the investigator judged its treatment astoveracityandreasaiablenessintherealmrld. Forty-four books (68 per cent) were considered to present values realistically. Six books (9 per cent) were particularly strong in value authenticity and serve here as exanples of value realism in mass-produced '74 books. The following review highlights the genuineness of the values. The worth of the individual, his hme, and possessims, no matter how meager, are erphasized inWhoAre You? written by Joan and Rager Bradfield. 'Ihebodcpointsoutthatalldiildrenhavesimilarneedsandlikes, regardless of socio-econcmic background. Helping others, cmpassicn, selflessness, and cooperaticn, is the theme of Five Little Firemen by BrownandHurd,andofBodandtheCherryTreebyMichaelandJcAnneOole. These stories are realistic in their values of carpassim and respect for others. The Too Little Fire Engine by Jane Flory discovers that even the mallarriweakhaveaplaceandmrthinsociety, andcancontributein theirawnwaytothebestoftheirability. DickBruna's'lhem' and TillyandTess are realistic inviewing the child's problems, e.g., having afriendtoplaywith, anddisplaying regretinseeingabirthdaycaneto an end. Sixteen bodcs (25 per cent) within the sample are not realistic in their value presentatim. The primary unrealistic presentation in these books are absence of halesty, success resulting fran wishes, and lack of inproved behavior fran negative value presentation. A synqasis of these books indicating their unrealistic presentation is presented in the follow- ing paragraPhS- Roger Bradfield portrays diildish fantasies as truth in There's an Elephant in My Bathtub. Margaret Wise Brown's The Color Kittens ends withthekittenSSpillingalltheirpaintandthatisthewayallthe thingsintheworldwerepaintedthecorrectcolor. HerbodcTheSailor D_og_givesnoexplanatimsofhcwthedoggothisship,noneytobuyclothes andoranges,orl’mherepairedhisshipafterbeingslfi.pwrecked. _I§_i_t_te_n_ '75 Nell by Dick Bruna gets the things she wants because she wishes for then. LittleBirdTweetbythesateauthorhasafarmdescribedtohimbya dog whose explanations are quite unrealistic. MyElephantBookbyKatkfleenDaly suggests thatscmejcbs are appropriate according to traditim ; generations must follow in the foot- steps of their ancestors in work selection. Joel Dolens accentuates peer approval inJimgy Paints His House. Jinmy finally paints his house a variety of colors to please his friends. Alf Evers' story, The Little Engine That W, is a value pre- sentation in the negative connotaticn. The engine is rewarded for his rebelliolsmanner, andworlewellmlywhenhehashisomway. % Ballerina by Dorothy Grider portrays arbitim in that the child desires to be a ballerina. Little arphasis on practice and hard work is given, however, before she becomes "the star of the show." The Yellow Boat by Margaret Hillert is weak in value intensity to beginwith, andthe realisminthevaluesare furtherweakenedinan attexpt to control the vocabulary. The story conveys the thought that any- thing different in the eyes of the viewer is considered funny. The Poky Little Puppy by Janette Iowrey is rewarded on nunerous occasions even though he discbeys. None of the puppies in the story learns from negative value occurrerces or from punistments received. In Esther meks' The Curious Cow, one experience corpletely changed the behavior of a formerly nost mischievious animal . The Little Red Caboose by Marian Potter enphasizes that being last makes a job unimportant andundesirable. InleandertheGarrierbyDavidandSharmStearns, Leander gains control of the group through bullying, and this ability to 76 doninate is acomplished through wishing and magic. Little Horsenan by Mable Watts illustrates success without understanding skills needed and practice necessary to accorplish given equestrian acts. Helen Wing's The Kitten Twins are extrener mischievious. No effort to teach then right fronwrcng is shown; they are excised frcm responsibility because they are YOUTH- A A young child's identification with the characters of these books could well support undesirable behavior pattern development. Five books (8 per cent) were not categorized into either realistic or unrealistic value presentatims because aspects of these stories and values reflected were in the realistic realm, but segnents of the story were implausible . Consequently , no attempt was made to categorize these marginalbooks. Theuostpronouncedexanple ofthispmblenis foundin Nobody listens to Andrew by Elizabeth Guilfoile. In this story adults are too busy or preoccupied to listen to a child. This is realistic, but the problem the child is experiencing and desires to discuss is extrerely imaginary, i.e., abearhiding under his bed. FourtoGet Readyby Florence Laughlin is a very realistic story, but the values are unrealistic- ally portrayed. The youngest child in the family does not clean up her playthings and the three older children must assist her. The youngster who fails to share responsibility is the one rewarded. MyOwnlittleHolsebyMerrimanB.KamiejoinstmyandtheBirds by Ian an as carrying nessages of didactic mralien. Individuality is strongly stressedinMyOwnlittleHoise, butthebookisweakenedbythe noralistic preaching. Johnny's perfect behavior in Johnny and the Birds is rewarded by a wild bird eating "without fear" from his hand the first 77 time Johnny atterpts to feed it. David and Sharon Steams' W mmw up cruelty towards those who are different. Spunky does findattheendofthestorythatheismtaloneinhismisfortune. The realistic value preseitaticns in the story are overshadowed, however, by Spmky'srewardofaneasylife afterheruns awayfranhonebecausehe is looking for "less work and nore food". In those instances where values are in evidence, the majority of thetinetheyarereflectedinarealisticmarmer. Althoughthereis support that mass-produced books do present many stories in a true-to-life manner, there is considerable roan for strengthening the approach to story writing for children. M The selected social-personal values included in this study have beenfourri tobepresent inmass-produced children's books. Thevalue preseltations were reflected in varying degrees within the sixty-five books surveyed. Applicable values appearing in order of frequency are: cooperation, reSpmsibility, respect, urflerstnrdirg, citizenship, anhition, cotpassion, individuality, selflessness, and honesty in that order. In the n'ajority of cases, louver, value presentation is of an infrequent minute. A significant finding of this analysis is the fact that no book within the satple was void of all values considered in this study. Approximately one-third of the sample, however, rarely alluded to the values. Also noteworthy is the fact that two values, selflessness and honesty, were reflected in only one—third of the stories, and for the most part their treatment was infrequent. 78 malianinbargainbodeisinevidence. Inoverhalfthebodis reviewed, selected social-personal values , when present, were realistic- ally treated. Cnapter IV presents tables reporting findings considered useful to educators and parents in their selecticn of nominallydpriced bodcs for primary age children. These tables surmarize the analysis of litera- ‘1 P ture reviewed in the study. They report Specific facts relating to value .u‘ presence, treatment, and realism. 'lhe infonnaticn provided in this analysis supports the thesis that overtandgreater awarenessonthepartof authors andpublishers of bodcs for young children is needed in the treatment of values in mass- produced bodcs. Additionally, those who purchase inexpensive bodes for diildrenaretobealertthatsotetradebodcsmaybeusefulinexposing the reader to realistic value experiences. Others are conspicuously lacking in educational qualities that relate to vicarious value examples. QiAPI'ERV 5mm , omenslms , IMPLICATIQVS AND APPLICATIONS , AND Wiws $519.11 A l’) m , The problem. The purpose of this study was to investigate to "i what extent social-personal values applicable to young children are reflected in mass-produced bodes . Included in the investigation was an exploratory content analysis to identify selected values found in inexpensive fiction books for children and to measure value content frequency. Additionally, an effort was made to determine if story content was presented in a realistic manner. (he half of the sales volume of children's trade bodes sold during recent years is the mass-produced variety selling for one dollar or less per copy. The growth trend of this type of children's bode since 1963 has been steadily increasing. The easy access to nominally—priced bodes in supermarkets , drug and variety stores , and transportation terminals has obviously stimulated sales and enhanced their p0pu1arity. Recognizing that literature may serve as a means of conveying values to children the educational worth of this medium was investigated. Review of literature . A review of literature supported the premise that values exist in society, are leaned, and transmitted. The more essential social-persaal values are those relating to the individual and his association with his fellow man. Social-personal values recognized 79 80 as important to and corpreheisible by young children and selected for investigation in this study were: ambitim, citizenship, corpassion, cooperation, honesty, individuality, respect, re5ponsibility, selflessness, Itwasdeterminedthatvaluesarecommnicatedtotheleamerina ”‘L variety of ways in additim to oral language. The learner builds his own system of values after exposure to value experiences and the resulting consequences . These value formations may result from adhering to accepted patterns of conduct or deviating from then. Emphasis in this study is placed primarily on bodes as one medium, within the multi-media approach to teaching values, which can assist children in examining alternatives and discovering without oral discourse that certain values and actions are worthwhile and desirable. Authorities support the view that literature should mirror life as it actually is, projecting hmesty, humor, and values. Books for young children must be realistic if they are to aid in preparilg them for adult life. Realism in bodes can help the child in anticipating real-life conditims and can contribute to developing a solid foundation for mature reactions to everyday problens . Method of investigati . Selected bodes surveyed in this explora- tory study were compiled from titles of bodes retailing for one dollar or less published by Follett, Golden Press, Rand-NbNally, Whitman, and Wonder Publishing Companies. An initial compilation of 375 titles was obtained from various reference sources. This initial list of bodes was 81 cross-referenced in both Bowker publications , Bodes in Print1 and Children's BOOKS in Print2 to assure current publicaticn. Card catalogs of the Library of Congress, Washington, D.C., were used in an attempt to locate those bodes emerging from this research. Bodes listed in the Bowleer publications and shelved in the Library of Congress met the criteria for the final sample to be used in this exploratory study. Sixty-five publicaticns met the criteria established for the sample. Each of these bodes was then carefully read to identify instances within story content of the ten social-personal values selected for this study. 'I'he presence, frequency, and examples of the values were recorded on the investigative instrutent. A single instrument was employed for each bodes surveyed (Appendix 1}) . his instrument designed for this investigation was developed aromdaninvestigative fonmusedbyDeweyW. Chalmers inhisdoctoral research suidy3, and the United States Army Officer Efficiency Report form.4 The specific selected values listed on the instrument were consid- ered carprehensible by children ages four through seven, and were carefully selected based on a review of literature of specialists in early childhood educatim . Values selected for inclusion in this study were ambition , lBodes in Print, (N.Y.: R. R. Bowker, 1969). 2Children's Books in Print, (N.Y.: R. R. Bowker, 1969). 3Dewey W. Chambers , "An theploratory Study of Social Values in Children's Literature," unpublished Doctoral dissertation, (Detroit, Michigan: Wayne State University, 1965) . 4Department of the Army, "The United States Anny Officer Efficiency Report", Form 67-6, (Washington, D.C.: United States Army) 1 January 1968. 82 citizenship, compassion, cooperatim, honesty, individuality, respect, responsibility, selflessness, and understanding. m The first of two primary objectives of this study was to detenmine if selected social-personal values are conspicuously absent in children's fiction retailing for one dollar or less. Results relating to this first objective are as follows: 1. Of the sixty-five bodes analyzed, no bode was void of all ten selected social-personal values, nor did any bode reflect more than three of the applicable values to any marked extent. 2. The frequency of value presentation within the examined bodes range from the value of cOOperation with an appearance in fifty- seven bodes, 88 per cent of the sample, to the value of hcnesty found present in only twenty bodes, 31 per cent of the bodes reviewed. In decending order of frequency the values applicable to this study reflected in mass-produced bodes were: moperatim, respmsibility, respect, under- standing, citizenship, ambition, conpassicn, individuality, selflessness, and l’mesty. Additionally, the frequency of the value's presentation within each bode was investigated and the majority of the bodes within the sample were found to rarely include value examples. 3. Within the sixty-five bodes surveyed, fifty-seven bodes, 88 per cent of the sample, included the value of cocperation. Only one or two examples of cooperatim, however, were found in thirty-six books (55 per cent); sixteen bodes (25 per cent) rated occasional frequelcy; four bodes (6 per cent) received a frequent rating; and one book had ectensive presentation of this value. 83 4. The value of respcnsibility was touched on in forty-nine bodes, 75 per cent of the sample. Thirty-eight bodes (58 per cent) rarely reflected this value. Nine books (14 per cent) occasimally alluded to examples of responsibility; two bodes (3 per cent) frequently exhibited it. No bode, however, illustrated this value extensively. 5. Forty-five bodes within the sample, 69 per cent, depicted _‘1 the value of respect; thirty-four bodes (52 per cent) infrequently addressed the value; seven (11 per cent) occasionally; two (3 per cent) frequently; and one book extensively dealt with respect. 6. The value of understanding appeared in forty bodes, 62 per cent of the sample. Twenty-nine books (45 per cent) received a rating of infrequent. Six books (9 per cent) presented the value of understanding occasimally; three (5 per celt) frequently; and two (3 per cent) extensively. 7. Encamples of citizenship were present in thirty-nine bodes, 60 per cent, within the sample. 'IWe'lty-seve': books (42 per cent) depicted citizenship infrequently; ten bodes (15 per cent) occasionally; and two bodes (3 per cent) frequently. No examples of extensive presentation were evident. j 8. The value of ambition was in evidence in thirty—seven books, 57 per cent of the bodes reviewed. Twenty-six bodes (40 per cent) made infrequent reference to the value; seven bodes (11 per cent) rated occasional treatment: three bodes (5 per cent) frequently presented ambition; and one boole extensively dealt with this value. 9. Ompassim appeared in thirty-seven bodes, 57 per cent of the sample. Twenty-four bodes (37 per cent) infrequently treated the 84 value; seven bodes (11 per cent) occasionally; and three bodes (5 per cent) frequently aspicted compassion. No books extensively exhibited this value. 10. In thirty-three books reviewed, 51 per cent of the sarple, individuality was in evidence. 'IWenty-four of the bodes (37 per cent) infrequently made reference to this value. There were four books (6 per cent) that occasionally treated the value; and four books (6 per cent) frequently alluded to individuality. One book extensively addressed the value. 11. Selflessness was illustrated in twenty-three bodes, 35 per cent of the sample. Infrequent appearances of the value occurred in seventeen of the bodes (26 per cent) and four bodes (6 per cent) presented occasional examples of selflessness. No bode frequently suggested this value; however, two books (3 per cent) extensively demonstrated the value of selflessness. 12. Treatment of honesty within the sixty-five bodes reviewed was identified in twenty bodes, 31 per cent of the sample. Occurrences were of an infrequent nature in fourteen publications (22 per cent) and occasional ratings were awamd to six books (9 per cent). No examples of frequent or extensive presentation were noted. 13. Twenty-three bodes within those surveyed, 35 per cent of the sarple, had infrequent or no representation of any of the selected values included in this study. 14. Eighteen bodes, 28 per cent of surveyed material, represent one or more of the selected values in an extensive or frequent manner. Five bodes (8 per cent) extensively or frequently illustrated the values of cooperation, individuality, and understanding, and three bodes 85 (5 per cent) alluded to arrbition, conpassion, and respect frequently or extensively. Selflessness is frequently presented in two bodes (3 per cent). Citizenship and reSponsibility also received high frequency ratings but only in one bode each. . 15. In addition to positive illustrations, all the selected values considered in this study, with the exception of the value of individuality , were also treated in a negative connotation . Negative treatment of values ranged from occasional to extensive. 16. No one bode was found reflecting the value of honesty to any marked extent. The second major objective of this research was to determine if social-personal values portrayed in mass-produced fiction bodes for children ages four through seven are unrealistic and misleading in regard to current trends of realism in literature for children. The results irndicated below relate to this second objective. 1. Inthoseinstanceswherevalueswereinevidencewitlnina bode, their presentation was found to be realistic in mass-produced bodes for children in forty-four bodes, 66 per cent of the sanple. 2 . Unrealistic or misleading presentation of values relates to the absence of honest explanations, success resulting fron wishes, and the absence of appropriate behavior change. Sixteen bodes, 25 per cent of the sanple, were considered unrealistic in their value presentation. 3. Five bodes within the sanple, 8 per cent, were not cate- gorized as either realistic or unrealistic value presentations . Aspects of these stories and the values presented therein were realistic, but parts of the stories were considered inplausible . Consequently, these five books did not properly fit into either category. 86 Conclusions The conclusions resulting from this research regarding social- personal values reflected in mass-produced children's fiction bodes are as follows: 1. Social-personal values selected for this study have been found to be present in tress-produced children's fiction books. 2. The designed instrument used in this study was adequate for the frequency measurement of the selected social-personal values found present within mass—produced children ' s bodes surveyed. 3. Selected values of this study appearing in decreasing order of frequency within mass-produced children's fiction bodes are: coopera- tion, responsibility, respect, understanding, citizenship, ambition, corpassion, individuality, selflessness, and honesty. 4. The value of cooperation is the nest frequently illustrated value in bargain bodes. It was found in fifty-seven bodes, 88 per cent of the sample, and supports the findings of Clnanbers in his evaluation of trade bodes published by Harcourt, Brace and World Publishing Ounpany and Viking Press.5 5. Two values: selflessness and honesty, are not reflected in mass-produced children's fiction books to any marked extent. 6. Mass-producedbodesare limited invalueeuanples foruse as source material toaugmernt instruction designed to assist vomg childron in learning social-personal values , with the exception of the value of cOOperation. 5Dewey w. Charbers, 92. cit., p. 75. 87 ‘7. Realism is in evidence in bargain books for children. Social—personal values, when presented, are realistically treated in the najority of instance. Inplications and Applications Implications; Selected social-personal values included in this investigation have been found to be in evidence in mass-produced children's fiction books. The majority of the bodes reviewed in this survey, however, treat applicable values infrequently. . 'Ihe infrequent presentation of values in naturally-priced bodes suggests that as a general statement this medium contains little worth to the young child as a vicarious transmitter of social-personal values. However, careful selection of mass-produced bodes can provide specific value experiences as recorded in Tables VI, VII, and VIII, this dissertation. Theneed topresentthevalue of cooperation toyonnqdnildren whoarebegirminctointeractwithotherpeonlehasbeenrecomizedby authors of bargain bodes for children, and this value was included in fifty-seven books, 88 per cent of the samle. However, there is anple qnportunity to increase the frequency of the treatnent of cooperation wiflnin inexpensive books. Basedonthis study, itwasoonclndedthatmss—producedbodes are limited in value enormles applicable for use as source mterial to augnmt instruction designed to assist young children in learning values. 88 'Iherehasbeenaonsiderablepriceincreaseinmasswroduced bodesoverthepasttnodecades. Ananalysisoftheincreaseinthe sellingpriceofbargainbooksmsnotaspecificpurposeofthestnfly; Invever,asreportedincnapterIV, %, pp. 67—7l,thecurrent pomlarity of inexpensive books for children has enabled onblishers to derendhiqherprices. 'nnepriceincreaseofbodessurveyedonuldnct beattributedtoinpmvedproductimquality,changedtextorart:mrk, better bindings, or entirely resulting from decreasing purchasing power ofthedollar. All books withinthesanple,luwever,havenotengnerienced pricegrowth. Onebode, _‘1bo___t_l_e,byGertruieCranpton, is shelvedinthe lure Bode Collection of the Library of Congress. The 1969 printing was its twenty-fourth and the bode still retails for its original price of thirty-nine cents. Eyeagnealisanintegralpartofbargainbodesandplaysakey role as the publishers attenpt to influence the prospective pardnaser. It was noted during this investigation that the illustrations in bright colors were appealing and might partially account for the popularity these books are currently enjoying. Each value illustration identified within story cmtent was consid- ered as to the realisnn portrayed and reasonableness related to real-life situations. Although forty-four books, 66 per cent of the sanple, reflected values in a realistic nemer, there renains considerable area for strengthening the quality of stories for dnildren to provide increased realism in value presentations. 89 Applicationis; The results of this stnriy should assist parents, relatives, and educators in beconing more critical in their selection of books pnrdnased for children. Secondly, the results should help primary teacher's inonderstandingthevalue badegronnndwhidnmightbederived fron constant exposure to the inexpensive type of book. 'Ihis information can aid teachers and curriculun directors in working to develop social-persoknl valnn appreciation in their students through the use of various types of children's literature. Books have been identified which are suitable for inclusion in school or classroon libraries. anefully, this will be of particular assistance to administrators and teachers who are establishing school or classroonn libraries and have limited budgets for acconplishing this goal. Recomendatigns Further stoiies . Specific topics relating to mass-produced looks for children considered appropriate for future studies are as outlined below: 1. As previously suggested, m, p. 88, the illustrations inbookssurveyedinthisstnxlywerecolorfulandeye-arpealing. An investigation of the artwork in epensive books as a printer-y attraction influencing purdnase or selection could be oxnducted. 90 2 . An investigation of the literary value in mass-produced bodes is considered to be worthwhile. This investigator made no attenpt to include literary merit of bodes surveyed. Using the bodes within the sample of this stndy, it would be beneficial to note which bodes, if any, arestronginliteraryquality. Thesefirdings couldthenbeconpared with the bodes ranking high in social-personal value presentation identified by this research. 3. Many mass-produced bodes not included in this study are re-written versions of formerly-published dnildren ' s bodes . These include both fiction and fairy tales. A conparison between the original story content and the content within bargain bodes would provide further insights into the evaluation of this segrent of children's publications. 4. Asafurtherdinensiontothestudyof inexpensivebooks, thosedealingwith scienceandsocial studies couldbesurveyedto determine the accuracy of facts portrayed. A seonnd categnry of recomerded areas for future studies centers around the social-personal values reflected in children's literature. This investigator found a limited nunnber of research studies dealing with value content within children's bodes. Subjects dealing with values in dnildren's literature which might be further studied arnd have surfaced as a result of this research follow. 1. An in-depth study of the selected social-personal values of this exploratory content analysis usirng frequency ratings with a statisti- cal weighting for each to determine the statistical significance of the findings. Aconparisonoftheresults ofthis researchwith those of a statistical analysis would be of interest. 91 2. A replication of this study to conpare the presence and frequency of social-personal values in bodes retailing for one dollar and less versus those retailing for over one dollar. An hypothesis developed around the onrrelation between the price of a bode and the intensity of social-personal value content would constitute an interestixng and wortl'nwhile study. 3. Using the social-personal values of this investigation and tradebodesretailing ficroveronedollardirectedtcwardchildren for through seven years of age, it would be of interest to conpare the intensity of value treatment with bodes costing under one dollar as reflected in this stndy. 4. A replication of this study could be made analyzing social- personal values contained in mass-produced bodes for children of an age gronp other than identified in this stndy. 5. Since fivebodesofthis stndywerefomndineditions costing bothcverandnmderonedollar, asurveyofabroadsanple ofbodes inthis categorycouldbecbnetoomparechangesinformat, text, andarmork. 6. A longitudinal study he conducted to identify value eeanmles in children's literature and tow these values have changed through the decades. 7. Mare extensive research is needed to determine the internaliza- tion of values fronn vicarious eeperiences. It was found in this stndv that valnneeeannplesarepresentedinineepensivebookstoalimiteddegree. Is the young audience aware of the praentation, ard are they interpreting the presentation as the adult author, piblisher, and reader would? It mudbeofvaluemcorhctanin-deptharalysisofthereactionsyomg readers or listeners display after exposure to selected stories used in 92 thisstidy,andtodevelcpaneanstomeasuretheirinterpretationsof the stmycontent, understanding of value treatment, and amlication of the lesson or lessons learned to a sitnation within their enviromnennt. m. This eeplcratory content analysis has detennined that while social-personal valuesdcarpearininexpemivebooks forchildren, theirfreguencyoftreatnnentisnotgreat. Earlychildloodisthetime when nanny socialdcersonal value systems begin development. If vicarious ecperienoesareinstrnmentalinthisdevelmnent,close-attentioncnflne partofparents, teachers,andaoninistratorsneedstobegiventothe truss-media infhnencing children's valuemderstandimarddevelment. this investigation supports the fact that floss-produced books are pcpnhrwitmnnodernsocietyandlargemnbersofbookssoldssggestmnv dnildrenareegnosedtottdsmediun. Consequently, authorsandwblishers cann directly inle this large reading audience with realistic strides for children which include meaningful mles of values considered essentialtothedenocraticwayoflife. 'Ihevaluesreseardnedinthis Bondy directly and indirectly impact on these essential aspects of educa- tionfcrthechangimworldinvmichwelive. BIBLIOGRAPHY BIBLICIERAPHY ILMS Allport, Gordon W., P. E. Vernon, and G. Lindzey. A Study of Values. mvised edition. Boston: Houghton Mifflin, 1951. Altide, Richard D. Preface to Critical lbading. Fonrth edition. New York: Holt, Rinehart and Winston, 1963. Arbuthnot, May Hill. Children and Bodes. Third edition. Chicago: Scott Foresman & Conpany, 1964. Benedict, Ruth. Patterns of (:ulture. Boston: Houghton Mifflin Connpany, 1934. Berry, ErickandHerbertBest. Writing forChildren; chtoMeetthe Juvenile Marleet. Coral Gables, Florida: University of M Press, 1964. Bodes in Print. New York: R. R. Bowker Conpany, 1969. Borg, Walter R. Educational Research, An Introduction. New York: David my Corpany, Inc., 1963. Bruner, Jerone S. The Process of Education. New York: Randon House, 1960. Canpbell, Williann G. Bonn and Style in Thesis Writing. Boston: Houghton Mifflin Conpany, 1954. Carrier, Esther Janne. Fiction in Public Libraries -- 1876—1900. New York: Scarecrow Press, 1965. Children's Bodes In Print. New York: R. R. Bcwker Conpany, 1969. Crosby, Muriel. Readiflladders for Hanan Relations. Fourth edition. Washington, D.C.: American Council on Education, 1963. Cnmilative Bgde Index 1933-1937. Mary Burnham (editor). New York: H. W. Wilson Conpany, 1938. Cumlative Bode Index 1949-1952. N. R. Thonpson and R. G. Grossnan (editors). New York: H. W. Wilson Conpany, 1953. Dahlke, Otto H. Values in Culture and Classroonn. New York: Harper, 1958. 94 95 Dewey, Jdnn. Theory of Valuation. Chicago: University of Chicago Press, 1939. EriJeson, Erik H. Childhood and Society. Second edition. New York: W. W. Norton & Conpanny, 1950. Fitzpatrick, Patricia. University Guide to the Preparation _Qf Theses . East lensing, Michigan: Michigan State University, 1970. Foshay, Arthur W. and Kenneth D. Wann. Children's Social Values. Columbia University: Teachers College, 1954. Gagnne, IbbertM. The Coditions of learning New York: Holt, Rinehart and Winston, Inc., 1965. Gardner, Jdnn. Self Renewal. New York: Harper and lbw, 1964. Good, Carter V. (editor). Dictionary of Education. Second edition. New Yorle: Meflraw Hill, 1959. ' Gross, Elizabeth H. Publig LibrgflService to Children. Dobbs Ferry: Oceana Publications, Inc. 1967. Hinds, Marjorie M. How to Write for the Juvenile Market. New York: Fell Publications, 1966. Huck, Charlotte S. and Doris A. Young. gn_i;1dren’s Literature in the Elenentary School. New York: Holt, Rinehart and Winston, 1961. Kircher, Clara J. Behavior Patterns in Children's Books. Washington, D.C.: Catholic University Press, 1966. Krathwdnl, David R., Benjamin S. Blconn, and Bertrann B. Masia. Taxo of Educational (Injectives, Handbode ILL Affective Donain. New Yor : David McKay Eonpany, 1964. Larrick, Nancy. A Parent's Guide to Children's Reading. New York: Pocket Bodes, Inc., 1964. Iogasa, Hannah. Bode Selec_t_ign Handbode for Elenentary and Secondary School. Boston: F. W. Faxon, I953. . Bode Selection in Education for Children and Young Adults. Boston: F. W. Faxon, 1965. Mes, Paul. Wan of Instruction for the Elenentary School. Boston: lin Conpany, 1966. 96 Markstein, David L. How You Can Beat Inflation. New York: McGraw-Hill, 1970. Pilgrim, Geneva H. annd Mariana K. McAllister. Books, Young People and wading Guidance. Second edition. New York: Harper and Row, 1968. Raths, louis E., Darrin Hannin, and Sidnney B. Simon. Values and Teaching MWith Values in the Classroonn. Colunbus, Ohio: Merrill, 1966. Smith, James Steel. A Critical Approach to Cnildren's Literature. New York: Mairaw Hill, 1967. Snith, M. Brewster. Social Psycholm and Hunan Values. Chicago: Aldine Publishing Conpany, 1969. Steckler, Phyllis B. (editor). The Bowker Annnual of Library and Book Trade Infonnation. New York: Bowker Cotpany, 1968. Stranng, Ruth. The Adolescent Views Himself. New York: McGraw Hill, 1957. ‘ Turabian, Kate L. A_Ma_nua1 for Writers of Term gpers, Theses and Dissertations. Chicago: The University of Chicago Press, 1955. Viguers, Ruth Hill. Margin for Surprise; About BooksL Children, and Librarians. Boston: Little, Brownn and Oonpany, 1964. Webster's New World Dictionary of the Annerican Language. Clevelannd and New York: World Publishing1 Oonpany, 1962. Williams , Robin M. , Jr. Panerican Society, A Sociological Interpretation. New York: Knnopf, 1951. The World Almanac and Book of Facts 1971. L. H. Long (editor). New York: Newspaper Enterprise Assocration,Inc . , 1971. Whitney, Phyllis A. Writing Juvenile Fiction. Revised edition. New York: Writer, 1960. B. CHIIDREN'S HIJKS Asheron, Sara. Little Gray muse Goes Sailig; New York: Wonder, 1965. Barrows, Marjorie. Mggins Becones a Hero. Chicago: Rarnd—Mcflally, 1965. . Mine BigBalloon. Clnicago: Rand—McNally, 1964. . Mngginslnbuse. Chicago: Rand-McNally, 1.932, 1969. 97 Berg, Jean Horton. Big 331! Little Eng. Chicago: Follett, 1964. Bethell, Jean. Barney Beagle and the Cat. New York: Wonder, 1965. . When I Grow Up. NewYork: Wonder, 1965. Bond, Gladys Baker. The Magic Friend-Maker. Racine, Wisconsin: Whitman, 1966. Bradfield, Joan and Roger. Who Are You? Racine, Wisconsin: Whitman, 1966. Bradfield, Roger. There's an Elephant in the Bathtub. Racine, Wisconsin: Whitman, 1964. Brown, Margaret Wise. The Color Kittens. New York: Golden, 1958. . The Sailor Dog. New York: Golden, 1953. Brown, Margaret Wise and Edith 'nnacher Hurd, Five Little Firenen. New York: Golden, 1948, 1.969. Brunna, Dick. Thehjgg. Chicago: Follett, 1.968. . The Fish. Chicago: Follett, 1963. . mega“ . Chicago: Follett, 1.968. . Kitten Nell. Chicago: Follett, 1.963. . Little Bird 'Inweet. Chicago: Follett, 1963. . Tilly and Tess. Chicago: Follett, 1963. Burrows, Paggy. Bunny Tales. Chicago: Rand—McNally, 1.956, 1969. Cole, Michael and JoAnnne. Bod and the Cherry Tree. Chicago: Follett, 1966. OOOper, Marjorie. Jegers the Little Frog. Chicago: Rand-McNally, 1965. Cranpton, Gertrude. Tootle. New York: Golden, 1946, 1969. Curran, Polly. The Little Red Caboose That Ran Away. New York: Wonder, 1952, 1969. Daly, Kathleen N. mmephant Book. New York: Golden, 1966. Dolens, Joel. Jinlnny Painnts His House. Chicago: Follett, 1966. 98 Estes, Eleanor. The Hundred Dresses. New York: Harcourt, Brace and World, 1944. Evers, Alf. Tie Little Engine That Laugled. New York: Wonder, 1.950, 1959, 1969. Flory, Jane. The Too Little Fire 15% New York: Wonder, 1959, 1969. Georgrady, Nicholas P. and Louis G. Mama. Gertie the Duck. Chicago: Follett, 1959. Grichr, Dorothy. Little Ballerina. Chicago: Rand-Wally, 1958, 1960, 1969. . Little Maiorette. Chicago: Rand-McNally, 1959, 1969. Guilfoile, Elizabeth. Ncbody Listens to Andrew. Chicago: Follett, 1957. Hillert, Margaret. The Little Runaway. Chicago: Follett, 1966. . The Yellow Boat. Chicago: Follett, 1966. Kaine, Merriman B. {£05m Little Honse. Chicago: Follett, 1957. Krauss, Ruth. I Can Fly. New York: Golden, 1950. Lattin, Anne pseud. for Lois D. Cole. markey's Firemen. Chicago: Follett, 1968. Ianghh'n, Florence. Four to Get Ready. Racine, Wiscrnnsin: Winitman, 1968. Laydu, Claude. Freddie Bear. New York: Golden, 1965. Lowe, Edith. The Little Bear Mno Wanted Friends. Chicago: Follett, 1962. Lowrey, Janette. Tle Poky Little Puppy. Nm York: Golden, 1942, 1969. Masks, Esther K. The Curious Cow. Chicago: Follett, 1960. balcony, Sara. The Animal Hat Shop. Chicago: Follett, 1964. Munnn, Ian. Johnny and the Birds. Chicago: Rand-McNally, 1950, 1969. Pezzi, Maria Pia. Curly the Pig. New York: Golden, 1964. Pierce, Ibbert. What If? New York: Golden, 1969. Potter, Marian. The Little Ibd Caboose. New York: Golden, 1953, 1959, 1969. 99 Sherman, Diane. Nancy Plays Nurse. Chicago: Wally, 1965. Steams, David and Sharon. Leander the Gander. Chicago: Follett, 1962. . muneDonkey. Chicago: Follett, 1962. Wadsworth, Wallace. (hoo—Choo TheLittle Switch Engine. Chicago: Rand- Mdlally, 1941, 1964, 1.96 . . Nunber 9, The Little Fire Engine. Chicago: Rand-Wally, 1942, 1950, 1969. Watts, Mable. Cub Scout. Chicago: Rand-McNally, 1.964, 1966. . Little Horsennan. Chicago: Rand-mNally, 1961, 1.963, 1969. Williams, Garth. Baby FarmAnimals. New York: Golden, 1953, 1959, 1967. ' Williannson, Stanford. The No-Bark Dog. Chicago: Follett, 1962. Wing, Helen. The 1am Twins. Chicago: Rand-McNally, 1966. . The Kitten TWins. Chicago: Rand-Wally, 1960, 1961, 1965. . The Sgnirrel Twins. Chicago: Rand-McNally, 1961, 1966. . The 1% Bear Twins. Chicago: Rand-Wally, 1965. . TubbyTurtle. Chicago: Rand-leally, 1964, 1969. Wright, Betty Ren. This lbon Is Mine. Racine, Wisconsin: Whitman, 1966. Vreeken, Elizabeth. TreBoyWhoWonlndNotSayHisNane. Chicago: Follett, 1969. . Henry. Chicago: Follett, 1961. . One Day EverythingWent Wrong. Chicago: Follett, 1966. C. mmosomeovmmwr,msoomns. ANDOIIEROIGANIZATICNS Association for Childhood Education International (ACE) . Children's Books for $1.50 or Less. Washington, D.C.: ACE, 1967 revnsnon and 1969 revision. 100 Association for Childhood Education International. Implications of Basic Hanan Values for Education. Nursery-Kindergarten Years , Primary and Intermediate Grades. Bulletin lO-A. Washington, D. C. . Association for Childhood Education Intemational, 1964 . ~ Association for Supervision and Curriculnmn Develqrnent (ASCD). _R_o___le of ananmrionlmnDirectorinaClimateofChani Washing- ton, D. C.: ASCD, 1965. Byerly , Carl L. "A School Curriculnmn for Prevention and Remediation of Deviancy". Social Deviancy Mung Youth. Chicago: National Society for the Study of Education, Yearbook, Part I, 1966. Department of the Army. "The United States Army Officer Efficiency Report", Form 67-6. Washinngton, D.C.: United States Army, 1 January 1968. Douglass, Malcolm P. "Ibading and Emerging Cultural Values, " Clarenont leading Conference , 28th Yearbook. Clarenont, California:—_C'1a_r§n_ont College, 1964. Educational Policiee Connission. wral and Spiritual Values in the Public Schools. Washington, D.C.: National Enhncation Association, 1951. Jacobs, James N. and Joseph L. Felix. "Testing the Educational and Psychological Develcpnent of Pre-Adolescent Children- ages six to twelve" . Review of Educational Research, Vol. 38. Washington, D. C.: Mnerican Education Research Association, February 1968. Hutchinson, John A. "Connunication of Values".C1arenont Reading Con— ference Yearbook. (mlcolm P. Douglas, editor). Vol. 28. Clarenont, California: CIarenont College, 1964. National Conference on Research in English. Developnent of Taste in Literature. Gnanpaignn, Illinois: National Council of Teachers in EninQi, I962 and 1963. National Education Association (NBA) Policies Counission. Tle Purposes of Education in Annerican Democracy. Washington, D.C.: NBA, 1938. Nixon, President Richard M. Renarks, Bicentennial TV and Radio Broadcast, Washington, D.C.: Office of the White House Press Secretary, July 3, 1971. Swift, Hildegarde H. "merging Ciltural Values in Children's Books. Clarenont Effigy Conference Yearbook. Malcolm P. Douglass (editor) 0 . . areron , rnnia: Clarenont College, 1.964. Whitman, Robert 8. "Significant Reading Experiences of Superior English Students " . IeView of Educational rmsearoh, Arts and Fine Arts. Vol. 3'7. Washington, D. C.: Merican tional Research Association, April 1967. 101 D. PERIODICALS Arbuthnot, May Hill. "Developing Life Values Through Reading," Elenentary Eglish, Vol. 43, January 1966. pp. 10-16. Bacher, June M. "The Educational Scene," Elenentary English, Vol. 45, November 1968, p. 888. "Book Sales - U. S. Census of Manufacturer's Juvenile Book Sales," Publisher's Weekly, Vol. 193, May 6, 1968, p. 23. Broderick, Dorothy M. "Study in Conflicting Values," Library Journal! Vol. 91, May 15, 1966, pp. 2557-64. Brogden, Hubert E. "The Prinary Personal Values Measured by tle Allport- Vernon Test, A Study of Values," Psychological W, Vol. 66, 1952, p. 16+. , Martha R. "they In Children's Books, "Publisher's Weekly, Vol. 194, July 8, 1968, p. 155. Buhler, Charlotte. "The Problenn of Values and Beliefs in Our Times," Educational Leadership, Vol. 21, May 1964, pp. 520-6. Helen,. "Develqning Power in Critical Reading," Education Digest, Vol. 29, October 1963, pp. 51-3. Chavis, Kanawha Z. "Children's Book Needs in a Changing Society," Publisher's Weekly, Vol. 190, July 25, 1966, pp. 35-8. "Children's Book Needs in a (hanging Society," sunmary of addresses at a conference in Tarrytown, New Yondc, May 19-20, Publisher's Weekly, Vol. 190, July 25, 1966, pp. 35-8. Connission on Education and Human Rights. "Education and Hanan Rights," Phi Delta Kappan, Vol. 49, April 1968, pp. 418-9. Crosscup, Richard. "What on Children Value?, " Wilson Library Bulletin, Vol. 39, October 1964, pp. 146-50. Dalgliesh, Alice. "That Pointing Finger," Saturday Review, Vol. 49, Septenber 17, 1966, pp. 40-1. DeBoer, Jchnn. "Teaching Critical Reading," Elenentary Eli ,Vol. 23, October 1946, pp. 251-4. ‘ Dickens, unica. "The Facts of Fiction," Writer, Vol. 81, June 1968, pp. 21.40 Dyer, Prudence, "bbdern Fiction; a unifying Experience," Clearing House, Vbl. 39, May 1965, pp. 551-3. 102 Ekstein, Ridolph. "Origin of Values in Children", Educational leader- SIIj-E’ V01. 21' my 1964' we 523-60 Everts, Peter. "Suburbia: The Target Area: Paucity of Books Dealing with Social Problens," Wilson Library Bulletin, Vol. 41, October 1966, pp. 173-6. Farrell, Jones T. "Value of Literature," leery Honse, Vol. 42, January 1968, pp. 315-6. Fehl, Shirley. "The Influence of Reading on Adolescents," Wilson Library Bulletin, Vol. 43, Novenber 1968, pp. 256-60. Fielder, William R. "Two Styles of School Talk About Values," Social Education, Vol. 31, January 1967, pp. 34-6. Friedenberg, Edgar Z. "New Value Conflicts in Merican Education," Harminn, Merrill. "Values and Teaching: a Human Process," Educational leadership, Vol. 24, March 1967, pp. 517-25. Hilton, T. L. and J. H. Korn. "beasured Change in Personal Values," Educational and Psycholchical masurerent, Vol. 24, Fall 1964, pp. 609-22. Hines, Paul. "Papularity and Quality in Children's Literature," Horn Book, Vol. 44, February 1968, p. 15. . "Quality of Literature for Children," Horn Book, Vol. 44, June 1968, p. 275. Hunt, Irene. "Books and the learning Process," (Newbery Award Speech), Horn Book, Vol. 43, August 1967, pp. 424-9. Jenkins, Williann A. "Reading for Enjoynent and Personal Development," Educational leadership, Vol. 24, February 1967, pp. 404-6. Jewett, Mary Mo. "Values and Children," New York State Education, Vol. 52, November 1964, pp. 12-13. Junnell, Joseph S. "Intelligence Without Dbrality," Phi Delta Kappan, Vol. 49, Septenber 1967, pp. 42-6. Lane, Diary B. "Creative Thinking on Critical Needs of Children," Childhood Education, Vol. 43, Septenber 1966, pp. 30-9. Lang, Melvin. "Value Development in tle Classroonn," Childhood Education, V01. 41’ W 1964' W. 123-60 Iawhead, Victor B . "Values Through Identification , " Educational leader- ship, Vol. 21, May 1964, pp. 515-19. 103 lewis, Michael. "Effect of Effort on Value: and Exploratory Study of Children," Child Develqlnent, Vol. 35, Decenber 1964, pp. 1337-42. Little, Jean. "Pecple in Books," Horn Bock, Vol. 42, April 1966, pp. Lowery, Heath W. "A Review of Five Recent Content Annalyses of Related Sociological Factors in Children's Literature," Elenentary English, Vol. 46, October 1969, pp. 736+. McElderry, Margaret K. "Children's Bodcs - Must the Boon Be a Bang?," The Reading Teacher, Vol. 20, May 1967, pp. 783-7. lbrse, J. C. "Quest for mality," Elen'enntary English, Vol. 40, Novenber 1963, pp. 687-9. Noyes, J. "Art of Selling Children's Bodes," Publisher's Weekly, Vol. 193' my 6' 1968' We 3.7-9. Nyren, Karl. "Wild Blueberries; Rnle of Books Today," Library Journal, Vol. 91, October 1, 1966, p. 4586. Painter, Helen W. "Critical Reading in the Prinnary Grades," Tle Readim Teadner, Vol. 19, October 1965, pp. 35-9. Paschal, Billy J. "How Children learn Values," Education Digest, Vol. 33, May 1968, pp. 49-51. Pitcher, Evelyn G. "Values and Issues in Yonng Children's Literature," Elerentary English, Vol. 46, March 1969, pp. 287-94. ' Powell, Thonas F. "Teaching American Values," Social Education, Vol. 29, May 1965, pp. 272-4. . "American Values - What Are They?," Social Education, Vol. 30, February 1966, pp. 83-7. "Publisher's Weekly Survey: Booksellers Vote Yes on Children's Books," Publisher's Weeky, Vol. 194, July 8, 1968, pp. 101-2. Raths, Janes. "A Strategy for Developing Values," Educational leadership, Vol. 21, My 1964, pp. 509—14. . "Value and Valuing," Educational leadership, Vol. 21, May 1964, W. 543-60 midnart, Sanford. "Youth and the Coward Search," Educational leadership, Vol. 21, May 1964, pp. 487-90. "Retail Book Sales, 1966, Estimated at $868 Million," Publisher's Weekly, Vol. 193, March 25, 1968, p. 31. Rogers, Vincent R. "Developing Sensitivity and Concern in Children," Social Education, Vol. 31, April 1967, pp. 299-302. 104 fingers, Vinncent R. and Elizabeth long. "An Exploratory Study of the ‘ Develqnnent of Social Sensitivity in Elenentany School Children," Journal of Educational Research, Vol. 59, My—Junne 1966, pp. 392-4. Ibsecrans, Mary A. "Imitation in Children as a Funnction of Perceived Sinnilarity to a Social Model and Vicarious Reinforcement," Joirnal of Personality and Social Psychology, Vol. 7, 1967, pp. 307-15. Russell, David H. "The Prerequisite: Knnowing How to Read Critically," Elenentary Enggish, Vol. 40, October 1963, pp. 579-82. Sanler, Joseph. "School ad Self-Understanding; the Explicit Support of Values," Howard Educational Mview, Vol. 35, Winter 1965, pp. 62-4. Shaw, Spenncer G. "Records Can Teach Values," Library Journal, Vol. 73, W 15' 1948' We 1484-70 Smith, Robert R. "Personal and Social Values," Educational leadership, Vol. 21, My 1964, pp. 483-6. Snnyder, Elam E. "Innplications of the Changing Onltural Values, " Educational leaiership, Vol. 24, February 1967, pp. 437-9. Stone, Walter L. "Essential Values in a Changing Society," Adult leader- fip, Vol. 17, June 1968, p. 89. "Stores Gain in Secod Quarter but Fall Below 1966 Figures," Publisher's Weekly, Vol. 192, August 28, 1967, p. 267. Todcelson, Gerald M. "Using learning Resources in Teaching Values," Social Education, Vol. 31, January 1967. pp. 41-2. "Trends Net Sales Annnnual Index," Publisher's Weekly, Vol. 193, My 6, 1968. pp. 24—5. Weill, David P. "Invisible Chains; Medial PhilOSOphy of Hardbacks", Library Journal, Vol. 91, Septenber 15, 1966, pp. 4054-6. Wiles , Kinnball. "Values and Our Destiny, " Educational leadership, Vol. 21, My 1964. pp. 501-4+. Willians,.Rcbin M., Jr. "Individual and Group Values," Annnnals of the American % of Political and Social Science, Vol. 371, My 6 , pp. . Wolfson, Bernice J. "Values ad the Primary School Teacher," Social Education, Vol. 31, January 1967, pp. 37-8. "1969 In MView: Statistics, News, Trends," Publisher's Weekly, Vol. 197, February 9, 1970, p. 27. 105 E. ESSAYS ANDARI'ICLES IN CDIIECI'IQ‘I Deiulio, Anthony. "Yonth Education: A Literary Perspective, " Yonth Education: Problensfi’erspectives/Pronises. (Raymmd Muessig, editor). Washington, D. C.: Association for Snpervision and Curriculnnn Develqnnent, National Educational Association, 1968. Dickinson, Sarah G. "The Storyteller's kale," Ivory! Apes ad Peacocks: The Literary Point of View. (San L. Sebesta, editor). Newark, Delaware: Intennational Mading Association, Inc., Vol. 12, Part 2, 1968. Jarrell, Radall. A Sad Heart at tlne Snpennarket, Essays and Fables. New York: Atheenm, 1962. Neville, Enily. "Social Values in Children's Literature," A Critical Amroach to Children'gflaterature. (Sara Fenwick, editor). Chicago: University of Gnicago Press , 1967. Robinson, Evelyn R. (editor). Readings About Children's Literature. New York: David NbKay, 1966. Rosenheim, Edward W., Jr. "Children's Reading and Adult's Values," A Critical dn to Children's Literature. (Sara Innis Fenwick, editor) . 'cago: university of Chicago Press, 1967. Saders, Jacquelyn. "Psychological Significance of Children's Literature," A Critical roach to Children ' 3 Literature. (Sara Fenwick, editor). anicago: university ofiicago Press, 1967. Sayers, Frances Clarke. Snmnoned m Books, (conpiled by Marjeanne Jensen Blinn) . New York: Press, Sochor, E. Elona. "T'ne Nature of Critical Reading," Issues and Innnovations in tle Teaching of Readin . (Joe L. Frost, editor). Chicago: Scott Foresnann and Conpany, 196 . F. WW dnanbers, Dewey W. "An Exploratory Stndy of Social Values in Children's Literature . " Unpublished Doctoral Tlnesis, Wayne State university, Deficit, Michigan, 1965. Chant, Sally A. unpublished study, East Lansing, Michigan: Michigan State university, 1967. Creech, Glenwood L. Vice President for Student Affairs, University of Kentucky, speech, Fort Canpbell, Kentucky, Decenber 14, 1970. 106 Noble, Jndith Annnn. "The Hone, The Church, and The School as Portrayed in American Realistic Fiction for Children 1965-1969." Unpublisred Doctoral Thais, Michigan State university, East Lansing, Michigan, 1971. Snnyder, Doyle H. unprinted sernncn, Mnenganela, Pennsylvania: First Presbyterian Church, My 11, 1969. G. NEWSPAPERS Gibson, John E. "How Happy Are You," Family Weekly, (Newspaper supplenent) . New York: Fanily Weekly, Inc., January 10, 1971, p. 18. Michner, Janes A. "Revolution in Middle-Class Values," New York Times Diagazine, Vol. 118, Angust 18, 1968, pp. 20-1. APPENDICES APPENDIX A Investigative Instrunent 108 109 ANDQSTKJNENPDFSIQEDTODEIEMDQETHEPRESENCEOFSEIMED mm VAIUES 1N FICI'ICN FOR CHILDREN AGESFGJR'D'MIG-ISEVEN By Sally A. Chant Type of Title Fiction Price Author Illustrator Year of Number Publisher Publication of Pages Cross reférenced: 1969 Books in Print __ Library of Congress Nunber: 1969 Children's Books in Print Annotation Value intensity rating scale: 1 . . . T'ne value is represented extensively in this book. . . .Thevalueisrepresentedfreqnentlyintldsbcok. . . The value is represented occasionally in this book. . . Tle value is represented infreqnently in this book. . . The value is never represented in this bodc. Ulnwa Nunber of Intensity Value Occurrences Rat_.n_ng’ m Annbition Citizenship Gamassim CoOperation *1th Individuality Respect Reswnsibility Selflessness Understanding APPENDIX B Research Data Investigative instruments reflecting data fron tne sixty-five books surveyed are listed alphabetically by author. 110 111 AN INSTRUMENT DESIGNED'TO DETERMINE THE PRESENCE OF SELECTED £KIHUdeflfl§K1flflnmeUES IN FTCHTON FOR CHILDREN AGES FOUR.THRDUGH SEVEN By Sally A. Chant Little Gray Mouse Goes TYpe of TitleLgéilingy_p Fiction Fanciful Price 59¢ Author Sara Asheron Illustrator Claudine Nankivel Year of Number PUblisher Wonder Books Publication 1965 Of Pages 60 Cross referenced: 1969 Books in Print _§__ Iitmamy of Congress NUmber: 1969 Children's Rocks in Print. _3;_ P2 10.3.A8696L1 Annotation Gray Mouse is a house mouse who meets Brown Mousey_a field mouse, when he follows the family of the house to the yard for §_Dicnic. The mice surreptitiously join in the picnic, and while playing tag, Brown Mouse falls in the swimming pool. Gray Mouse turns on a fan and uses a toy sail boat to rescue him (all this takes place unnoticed by the family.) Brown Mouse chooses a yard without a pool for his home. but Gray Mouse remains at his prgsen; ppm; :9 gnjgy sailing in the pool and singing songs. value intensity rating scale: 1 . . . The value is represented extensively in this hock. 2 . . . The value is represented frequently in this hock. 3 . . . The value is represented occasionally in this hock. 4 . . . The value is represented infrequently in this hock. 5 . . . The value is never represented in this book. Number of Intensity 'Value CKxnncxauaes Rating EEEEEEEEE Ambition o 5 Citizenship 2 -4 Mice tangfood frogypegplg. (rupessicn o 5 Cooperation. 1 4 Mflce‘work and plgy gooperagiygly. Honesty o 5 Individuality I 4 saggy Mguge beggmgg a fiailozl Gray Mousenwarns Brown Mouse about RESPBCt l 4 ggnger of the pool. . . . Uses toy boat to save Brown Mouse Respmsmlllty l 4 Win- Gray Mouse saves Brown Mouse without Selflessness l 4 thought for own safety. Understanding* __Q__ __iL_ 112 mmmnmwmmmom SXIIAIt-PERSNALVAHJESJNFICI‘IO‘IMGIIIDRHNI mmnmmm By Sally A. Chant Type of Fanciful in Title Mus Because 9. Hero Fiction rhyme Price $1.00 Ant-rm Marjorie Barrows Illustrator Anne Sellers Lear Year of timber Publisher Rand Mel Publication 1965 of Pages 20 (loss ref : 1969 Books in Print 1: Library of Congress Nnmber: 1969 m in Print 3 P2 8.3.3253142 Anmtaticn Mins Mouse admires polka dots on s circus rat and his friend put scns on him. After being chased by chicchs and spsnchby gig fgther, he decides it is best to be himself. While walking in the field he rescues s. bsby rsbbit caught and tied up in s trap by s W. The rabbit's psientsjin a. medal on Huggins and he is given s hero's psrsds hols. He now tries tcTSc good, and polishes his scdsl swag g. Value intensity rating scale: l . . .Thevalueisranesentedentensivelylnthisbook. 2 . . .Thevalueisrepresentedfrequentlyinthisbook. 3 . . . Tlevalueisrenresentedoccasionallyinthisbook. 4 . . . Thevalueisrepresented infrequentlyinthis book. 5. . .Tlevalueisneverrepresentedinthisbook. Number of Intensity Value Occurrences Raging m Huggins tries to do good deeds csch Ambition l 14 day. Citizenship 0 5 Conpassion 1 In inns saves baby rabbit. . Suzy paints dots amiss. Mussifs Chapel-anon 2 3; saves rabbit . {treaty 0 5 Huggins decides it's best to be Individuality 2 in himself. '53} catches rabbit with s trap and Respect 1 4: Egg his :3. Responsibil ty 0 5 Selflessness 0 5 menus snffsfficr dBn'E undc'rsT—d'sn uderstanding 1 4: Muggins' desire to be like circus rat. 113 .AN INSTRUMENT DESIGNED TU’DETERMINE THE PRESENCE OF SELECTED SOCIALéEERSUNRLMVADUES IN FICTIONIFOR.CHELDREN AGES FOUR.THROUGH SEVEN By Sally A. Chant W of Fanciful in TitleMins' Big Balloon Fiction rhyme Price $1.00 Antim- Margorie Barrows Illustramr Anne Sellers Leaf Year of Number Publisher Rand McNally Publication 1964 of pages 20 Cross referenced: 1969 Racks in Print LLibrary of Congress Nurber: 1969 We in Print §_ PZ 8.3.B253Ms mam Muggins Mouse sails over the ocean in a pail. He rescues a wooden soldier and 'sfifis" 'w'i'ETn' mo" s'a'TeTy'.'T_eryo—ne 'W—n s s autograph because he is a hero. After seeing a bat, Muggins uses a balloon to fly.fiHe narrowly escapes becoming an owlTs dinner by Eachutigg to earth with an umbrella. He then wants to stay home and warm his tail by the fire. Value intensity rating scale: l . . .n'evalueisrepresentedextansivelyinthisbook. 2 . . . navalueisrepresentedfrequentlyinthisbodc. 3 . . . finevalueismesentedoccasionallyinthisbodc. 4 . . .‘Ihevalueisranesentedinfrequentlyinthisbook. 5. . .nBvalueisn'neverrepresenteiintrdsbodc. Number of Intensity Value Occurrences Raga m Hfbitim l )4 Wants to fly like bat. Citizenship 0 2 Muggins is kind in rescuing wooden (21193851011 1 h soldier. Likes to help others; aIfays *sweef' (bcperation l 16 and. gay". I-bnesty 0 5 Irdividuality 1 1* Acts as he wants to. Respect __0_ _§_ Wflity 1 J4 Tries to fly like a bat. Selflessness l h Rescues soldier by swimming. Maratandixg 0 5 114 AN INSTRUMENTIDESBGNED TODDETERMINE THE PRESENCEICF'SELECTED SOCIALHEERSONAL‘VALUES IN FICTION FUR.CHILDREN AGES FOUR.THROUGH SEVEN By Sally A. Chant 1342 of Fanciful in Title Muggins Mouse Fiction rhyme Price $1.00 Author Marjorie Barrows Illustrator Keith Ward Year of 1932 timber Publisher Rand McNally Publication 1969 of Pages 20 Cross referenced: 1969 Books in Print x Library of Congress amber: 1969 m in Print 3 Pz 8.3 13253 Mu kmtation Muggins Mouse was meticulous in his appearance. While celebrating hfs‘hfrthday with a party, Katie the cat appeared. Mgins led her on a merry chase until he finally spilled a vase of water on WerTupWhen assisted Huggins by Wtde to remain on top of a chest while the birthday party continued. l . . .flEvalueisranesentedextansivelyinthlsbodc. 2 . . .nevalueisrepresentedfrequentlyinthishook. 3 . . .‘I‘hevalueisrepresentedoccasionallyinthlsbook. 4 . . .‘1‘1'evalueisrepresentedinfrequentlyinthisbook. 5 . . .Tlevalueisneverrepreeentedinthishodc. Number of Intensity Value Occurrences Ratim m Petition 0 5 Citizenship 0 5 Ompassion 0 5 —" _ Dog cooperated to help mice against Cooperation _}_ __1_¢__ cat. Ibnesty _0__ _§_ Muggins was a neat and meticulous Ilflividtnlity l ’4 mouse. Muggins concerned about self 8: friends; Mpect 2 34 Peter Pup concerned about mice. Responsibility 0 2 Selflessness o 5 understanding 0 5 115 MWDESIQWIODEWMPRWCFW socmrmnmnrsmrmwrmammm mmnmmszvm By Sally A. Chant W of Title Big Bug, Little Bug new Fanciful Price $1.00 Autlrr Jean Horton Berg Illustratnr Mac Shepard Year of _fiirber Publisher F0119“ Publication 195“ of Pages 25 Cross referenced: _— 1969BooksinPrint {_Libr-aryofmngressnmber: 1969 m in Print 5.. P1: 1119.351). Armtatim Big Bug wants to help. Cat and dog say he's too small. The hen wants'T'fiTg'Tdr dinner, so m1»; runs away. We?— ant who says he's too big to help, but Big Bug proves to the ant he map and is careTuT nit to ammflhes you1 re 33.52 sometimes small - depending on the situation. " Value intensity rating scale : l . . .Ttevalueisrepresentedextensivelyinthisbodc. 2 . . .flBvalueisrepresentedfrequentlyinthishook. 3 . . . 'I‘tevalueisranesentedoccasionallyinthishook. 4 . . . 'nevalueisranesented infrequentlyinthisbodc. 5. . .MValueisneveerc-esentedinthisbodc. Number of Intensity value Occurrences mating m Ambition 3 3 desires to be of assistance. . h respects wishes of dog, cat, Citizenship 16 3 hen and ant. 'fig wants to help others - cat, dog, Carpassim 6 2 hen and ant. Cooperation 1 1: Ant and bgg aorkigg tggether . Iboesty 0 2 Individuality O 2 Concern about bein c ful f Respect l h stepping on ant. 8 are 0 no: luponsibility l h _A_nrt hard worker. Selflessness o 2 Bug understands need of hen; dog and Metataxdilng 3 3 cat “don't W, 116 mmomxmmnmmmmnmmmm KEWPEWLWDESINFICTICNKRGIIIDREN AGESFUJRWM By Sally A. Chant Type of Title Barney song a the Cat Fiction Fanciful Price 59¢ Author Jean Bethell Illustrator Ruth Hood Year of Mmber PubliSher wonder Books Publication 1262 of Pages 60 Cross referenced: 1969 Hacks in Print 1 Library of Congress Number: 1969 We in Print Z P2 1366; Bar Annotation Barney Beagle becomes 4Lesions when his master acggires a new kitten. Barney chases her and gets punished in return. He is delighted when he sees the kittenéget locked in a.milk truck and driven away; however, he is unable to cheer Alan up. Barney finally takes Alan to the milk truck and.Alan and the kitten both become his friends. Value intensity rating scale: l . . .‘Ihevalueisranesentedextensivelyinthisbodc. 2 . . . The value is represented frequently in this book. 3 . . . The value is represented occasionally in this hock. 4 . . . Thevalueisrepresented infrequentlyinthisbook. 5 . . . The value is never represented in this book. Nmber of Intensity Value Occurrences Rath W Ambition 0 2 __g_ Barney does not respect rights of Citizenship, 2 -h boy or cat. Chnpasslon 0 5 _L Barney most uncooperative in Oboperatmon 2 -h _treatment of cat. Barney lets cat get locked in.milk Honesty l -h truck. Irflividuality 0 5 W __9_ _L _e Typical behavior of a young child in RESPODSibility 1 5 a situation whengjealous. Selflessness l h _Einally lets Alan know where cat is. Barney didn't understand a boy can Understanding l -h have and love two pets. 117 AN INSTRUMENT DESIGNED‘TO DETERMINE THE PRESENCE OF SELECTED SOCIALeEERSONAL‘VALUES IN FICTION FORGDKUUNHQJ AGES FOURLTHRDUGH SEVEN By Sally A. Chant Type of Fanciful Title When I Grow up Fiction. in rhyme Price 59¢ Author Jean Bethell Illustrator Ruth Wood Year of Number Publisher Wonder Publication 1965 of Pages 60 Cross referenced: 1969 Bodresented extensively in this book. . The value is represented frequently in this book. . The value is represented occasionally in this book. . The value is represented infrequently in this book. . 'Ihevalueisneverrepresentedinthisbcok. U'I-hh-INH Matter of Intensity Value Occurrences Raga Mes Anbition O 5 Citizenship 0 2 (Impassicn o 5 Cooperation 1 -ln Runnigg agLis uncoomrat ive . Ibnesty __9_ _2_ Individuality 0 2 lot concerned about mother ' s feelings Respect 2 J4 when he runs am . Wmflitl’ __L :1. W. Selflessness Q 5 Little Kitten appreciates why mother Under standing __2 ......“ __mtedhimhm 144 mmmmmmmamm mmmrlmmm mmmmvm By Sally A. Chant MPG of Title The Yellow Boat rm Fanciful Price $1.00 Putin: Margaret Hillert Illustrator Ed Young Year of Ember ablisher F0118“ Mlication 1966 of Pages 23 Chase referenced: 1969 Backs in Print 1 Library of m m: 1969 m in Print Z P2 7.1!558Ye Nmtatim A boat floating along sees a frog which he thinks looks fum, a turtle which seems very big, and a ldbster, which Ts fin'n'ny looking to him. A boy comes along and takes the boat home with him. y es one on 00 ng for owner . Io respect for lobster andfiog because they are different. Boat goes away. 145 ANWDESImmmflNEfl-IEPRESENCECFW SIZIAD-PERSCNAL VALUES IN FICI'ION FOR CHILDREN AGESFUJR'IHKIJG‘ISEVEN By Sally A. Chant Type of Title w Own Little House Fiction Realistic Price $1.00 Author llerriman B. Kaune Illustrator Merriman B. Kaune Year of Number Publisher Follett Publication 1957 of Pages 29 (loss referenced: 1969 Books in Print .3. Library of Congress Nunber: 1969 Gifldrenrs Flaw in Print _5 PB 1119.185 Annotation A child draws a picture of a house explaining g: each thing is so drawn . The chimney goes to the basement because the furnace is there. es it into a school and a church. His own house will be FeTt.‘ "s'e' _gwil! l pll ay everyday and "be good to the birds“. He will have a cow to mow the H' and a hundred stairs lead%_z_n_g to his house. His parents will visit him every Sunday and he will live happily always in w own little house". Value intensity rating scale: 1. . .fievalueisrepresentedectensivelyinthisbook. 2. . .Tinevalueisrepresentedfrequentlyinthisbook. 3 . . . 'ITevalueisrepresented occasionallyinthis book. 4. . .lhevalueisrepresentedinfrequentlyinthisbodc. 5. . .Ti’evalueisneverrepresentedinthisbcok. Nmber of Intensity Value Occurrences mung E952}?— Anbition 1 In Desires to have a house of his own. Citizenship 0 5 'findnessfico birds and to parents when Oanpassion 1 In they will come visit. (boperatian 0 5 Irbnesty 0 5 Irrlividuality 1 In Child draws house, etc. as he sees them. Respect O 5 _Eflanation of why he has each thing in Responsibility 1 In the picture of his house. Selflessness 0 5 Understanding 0 5 146 AN INSTRUMENT DESIGNED TO DETERMINE THE PRESENCE OF SELECTED SOCIALHRERSCNEL.VALUES IN FICTION FOR.CHIDDREN AGES FOUR THROUGH SEVEN By Sally A. Chant ' Type of Realistic in 25¢ (Over In Title I Can !E[__ Fiction;_£hyme Price Under £1.00 Editions Author Ruth Krauss Illustrator Mary Blair Year of Ember Publisher Golden Books Publication 1220 of Pages to Cross referenced: 1969 Books in Print _L Library of Cegress Nurber: 1969 airldrenTs Books in Print _E pz 3,3,1“: 1 Annotation q. - . J, ,. , .. grab, moo, squirm, crunch. She can yike a irde e's ona swi - she can walk like a climb like a bear like a bbit and walk like a cat. Song at end suggests you can be anything you want g pgetendgg. Value intensity rating scale: 1 . . . Trevalueisrepresentedectensivelyinthisbook. . . . itevalueisrelresentedfrequentlyintlfisbcok. . . . Tle value is rearesented occasionally in this book. . . . 'Ihe value is represented infrequently in this book. . .' . 'Ihevalueisneverrepresentedinthis book. U‘IBWN Nmber of Intensity Value Occurrences new m Significance of being able to do things An'bition 5 2 _if jou want to. ...... Citizenship 0 2 Canpassion o 2 Cooperation 0 2 I-bnesty 0 2 Child is alone in book but is being Individuality 8 l and doigg what she wants. Each animal is different and has Raped: 8 l varied needs which are respgcted. Responsibility 0 2 Selflessness 0 2 What animals do has a meaning for Understanding 7 l the animal. 147 AN INSTRUMENT‘DESIGNED‘TD DETERMINE'THE PRESENCE*OF SELECTED SDCIALPPERSDNIL‘VADUES INWFDCTTONIFORMCHILDREN AGESIFCUR.THRCUGH SEVEN By Sally A. Chant Type of Title Sparkv's Firemen Fiction Realistic Price $1.00 as 3 n p89“ a 01‘ Author Lois Dwight Cole) Illustrator Hal French Year of W Pnblisher Follett Publication 1968 of Pages 29 Cross referenced: D69bcksinPrint x Libraryofoxgressm: 1969 m in Print I PE 1119.c6 Annotation. Jack's dog, Sparky, liked to chase firetrucks. He saw firemen helpm ways. Jack saw a fire prevention movie in school and Fireman Mike checked Jack's house for safety. Jack took e ouse an on e e came 0 eave, par not want to go. Jack wanted Sparky to stay at the firehouse so he , e remen sa ey co n e m rcm ac . Sparky put out a.match with his paw, stayed on as fire dog and everyone lil‘Hlfifiyi Value intensity rating scale: l. . .MValueisrqresentedextensivelyinthishodc. 2. . .‘Ihevalueisrqaresentedfrequentlyinthishodc. 3. . .nnevalueisrepresentedoccasicnallyinthishodc. 4. . .‘analueisranesentedinfreqnmtlyinthishook. 5. . .113valueisneverrwresentedinthisbook. Wot Intensity Value Ocanrrencas Ram REESE. miticn Respect fer firemen's duties. Jack wanted to be kind to dog. Dog also helpful. Firemen assisting Patty and mother. 82555! assistigg firemen. Firemen checkingi3zck's house. Jack taking Sparky to firehouse. jack giving up dog because of what dgg_wants mogt. Firemen and Jack understanding Sparky's strogg desire to be a fire dgg. 148 AN INSTRUMENT DESIGNED'TO DETERMINE THE PRESENCE OF SELECTED SOCIALPPERSONAL‘VADUES IN FICTION FOR.CHILDREN AGES FOUR.THRDUGH SEVEN By Sally A. Chant Title Four to Get Ready Author Florence Laughlin TyPe of $1.00 (Over & Fiction Realistic Price Under $1.00 1 ions Illustrator Albert John Pucci Publisher Whitman cross referenced: l969 Books in Print 1969 EIIdren‘s Boats in Print Year of Number Publication 1968 of Pages 2h ____ library of Congress Number: _3:_ PZ 7.L3703 Fo Annotation Debbie and big brothers and sister are playing outdoors and their mother asks them to clean up. They work very slowly until mother whispers that someone special (grandpa) is coming. Big children work quickly, but Debbie continues to dawdle. Big children have to clean up her mud pies, and then they go to tell mother that grandpa is in sight. Debbie's legs are too short to keep up with big children, so she and grandpa walk tggether slowly. All children get a big hug and Debbie gets the biggest. slow, slow. value intensity rating scale: l . . . The value 2 . . . The value 3 . . 4 . . . The value 5 . . . The value Number'of value Occurrences Ambition Citizenship Cknressicn Cbcperaticn Honesty Respect Responsibility Selflessness .3. _2__ _;L_. __3_._ __9_ Individuality _o_ _L. _L _9__ .2. understanding She thinks it's very nice to be slow, is represented extensively in this hock. is represented frequently in this hock. . The value is represented occasionally in this bodk. is represented infrequently in this hock. is never represented in this book. Intensity __tiIs__Pa' Perle-i Older children display ambition, but -h younger children do not. Rewards to child who neglects her -h duties. Bigger brothers and sister helped h Debbie. Mother is understanding; she realizes 3 need for motivating children. 5 5 Debbie‘s lack of concern for cIeaning -h up her fair share. Older children did their work and‘then 3 had to help Debbie. _2. Bigger brothers and sister help h Debbie because she is small. 149 AN INSTRUMENT DESIGNED TOIDETERMINE THE PRESENCE OF SELECTED SOCIALPPERSCNBL.VALUES INIFICTTCNIFOR.CHIUDREN AGES FOUR.THRCUGH SEVEN By Sally A. Chant TYPEOf Title Freddie Dear Fm Fanciful Price $1.00 Autlnr Claude u Illustrator Paul Durand Year of Nimher Publisher Golden Pr... Publication 12§2 of Pages 26 Cross ram: 19 69 Books in Print 1 Library of Corgress Nunber: 1969 We in Print 1 P2 lO.§.LIn Fr Annotation Two children go to visit bear family and as they are about to have brefifast , tEey discover there is no Honey—m— Dear goes for some and everyone follows. Freddie picks flowers and 'w'fien the bees settle on the flowers, he gets the honey. H? brings the flowers and they give his the honey. Going home, Freddie falls in the river but doesji't spill any honey. Milken and bears work t other getting pancakes made and have a large feast in the eveHng . Value intensity rating scale : l . . . Tlevalueisrepresentedectensivelyinthisbodc. 2 . . . ‘I'revalueisrepresentedfrequentlyinthishook. 3 . . . lievalueisrepresentedoccasienallyinthisbook. 4 . . .Tlevalueisrepresentedinfreguentlyinthisbcok 5 . . . Trevalueisneverrezresentedinthisbodc. Number of Intensity Value Occurrences Rag meg Ambition 1 In Freddie goes to get the honey. Citizenship 1 In Freddie doesn't steal honey. e e as upon a o Carpassicn 1 In obtain honey. (boperation 3 3 Freddie and bees cooperate. 'T'Feddie gives bees flowers and they Inbnesty 1 In give him honey. Individuality 0 5 Raga for fies making honey and need Respect 1 In for flowers to do so. fieddie seemed to be only responsible Responsibility 3 -3 one. Ivar-yous else Just followed. Selflessness O 5 """ _ 'Fieddie understands bees neerthe Understanding 1 In flowers. 150 ANWDESIQMDIODWMWWW WMINFICPICNFCRGWREN mmnmmm By Sally A. (Rant The Little Bear Who Type of Title $335 31235,. Fiction Fanciful Price $1.00 Author Edith Lowe Illustramr Frances Eckart Year of Nutber Publisher Fe ett Publication 1262 of Pages 35 Cross ref : 1969 Backs in Print _x_ Library of (harness umber: 1969 Children's Racks in Print _r__ P2 10.3.L93 L13 Ambtatim agar Bear was lonely and cried because he had no family. lie thought maybe someone else was lonely , too , so he went out to look for him. He tried to make friends with many animals but broke bluebird's nest , frightened grasshopper, swans , fawn and skunk. He helped beavers, but couldn't £31 in water, get stung by the bees, snapped by the turtle, and ignored by the fox. Sugar Bear cried and cried but was Joined 91 a little girl bear who understood him. Someday she will be the nether and Sugar Bear will be the father and they and the little bears will newer be lonely again. Value intensity rating scale: l . . .TTBvalueisrepresentedactensivelyinthisbook. 2 . . . Tie value is represented frequently in this book. 3 . . . 'I'levalueisrepresentedoccasionallyinthis book. 4 . . . Tm value is represented infrequently in this book. 5 . . .‘I‘revalueisneverrepresentedinthisbodc. umber of Intensity Value Occurrences Rally m Allbition 6 2 Desired to have friends. Citizaiship O 2 Sugar Bear tried to help and be kind (hrpassion 3 3 to other aninals. moperation 2 It _S_u_gar Bear tried to help others. I-bnesty __9_ _§__ Irriividuality O 2 Wt __0_ __§__ __ _ . . Wanted to help but couldn't understand Whinty 2 It _others. _ _ __ Sugar Bear was unselfish in his efforts Selflessness 2 I: to help. Sugar Bear saw needs of others who didn't WSW 6 2 appreciate his; lSl AN INSTEUHENT’DESIENEI’TO’DEEEFNINE‘THE PRESENCEiOE'SEIEEHED’ SDCIALFPERSONILHVNDUES IN'PICETONIFURHCHIEDREN AGESiIUUR.THRDUGH,SEVEN w SallyA. aunt Type of 25¢ (19h2) Title The Poky Little Puppy Pictim Fanciful Price $1.00 $69) Autln: Janette Lowr_ey Illustramr Gustaf men Simon 8- Schuster fi§h2T Yer of 1932 Misha: Golden Press £12622 Ptblicntim 12§2 of Pages 38 Cross : D69Bodcsmnrin __x_ Mbraryoanngressnmer: 1969M inPrint _; P2 10.; L9: Po mum Posy Puppy and his brothers and sisters dig a hole under the fence and go out to see the world. Poky Puppy always lags behind. when other four mics return home, mother mts then to bed without dessert. Poky Puppy comes home when everyone is asleep, eats the dessert, and goes to bed "happy as a lark". This happens twice before the four puppies slip out of bed and fill up the hole. They eat the dessert and none is left when Pokyiuppy returns. He goes to bed very sad. llo evidence that the puppies learned any lesson, especially Poky Puppy. Value intensity rating scale: 1.. .‘l‘lealueisrqresentodactmsivelyinthisbook. 2. ..navalueisrqaresentedfrequmtlyinthisbook. 3. . .MValueierrescntedoocasiomllyinthisbodc. 4.. .MValueisrqresmtedinfrequartlyinthishodt. 5.. .m‘rameismverrqresemodinthisbodt. Intensity £929.— It 3 My wanted to do thi s. Puppies have no respect for property; Citim 2 -2 Poky lacks respect for family. Mother rewards puppies who haven't h gptten dessert before. Four puppies worked tagether and accepted 3 punishment without fuss. Puppies running away. Poky Puppy eating -3 desserts without pegmission. h -Io ..:?— .3. .33. w thinks for himself. Running away from home - no concern for pther's feeling or for anrty3 of others. Poky Puppy does not accept the punish- esst- _— Other puppies try to get Pow Puppy to return home, but he's not interested. upp es don't understand need for rules. 152 EN’INSTRUMENT’DESIGNED'TU'IEHUINHNE:THE PRESENCEIOE'SIIECEED SOCIALriEEEIIUfl3\flUlflES INWFICEHIIIIIIICEDIIIGiI 4NGES FOUR.THRDUGH SEVEN By SallyA. Chant have of 1114. The Curious Cow Fiction Fanciful Price $1.00 W Esther K. flecks Illustratm: Mel Pekarsky Year of W Publisher F0110“ Publication 1950 of Pages 29 Cross refs—tuned: l969800ksinPrint __:_:__ Idbnryofwmz 1969 m in Print .3. PE 1119.MI¢736 mum Katy was a good cow, but very curious. She ate neighbors‘ grass , garden plants, and wash. She went into a kitchen and broke things. 373mm! still liked Katy. hmgyer, One gay, thgough cgriogig, she fell in a deep hole. Everyone cooperated to get her out . The firemen floated her out with water. "Katy was elm g99_d - gag ppy-g; anions mgr“ that . l...'nnvalueisrq:resmtedextensivelyinthishook. 2...'navalueisrqresentedfreqimtlyinthisbook. 3...'msvalueisrqresentedoccasiaullyinthishook. 4...!!3vaheisrqresentedinfregmtlyinflushook. 5...myalueisneverrqresantedinthisbodc. value W BEE ERIE; lubitim O S Katy's lack of respect for other people's Citizuuhip 2 -It property. Firemen and neighbors' kindness toward W 1 It Katy in helpigg her gut of hole, People and firemen working together anperatim l h to save Katy. MW .0— .1. WWW ..1__ _L. W Rupact 1 It Concern of evenope ip guipg 9n, WWW _1__ __L W 301-151“ _l_ __L W People still liked and tolerated Katy Ming 2 h even thggh she did gism11§ 3mg“, 153 AN INSERUMENT'DESIGNED‘TODDEIEHMINE'THE PRESENCE‘OP SELECTED SDCIALPPERSONHL‘VHUUES IN’PICETONIEORLCHIHDREN AGESTEUUR.THRDUGB SEVEN By SallyLChnnt W of Title The Animal Hat snap Fiction Fanciful Price $1.00 Autlnr Sara Murphcy Illustramr Mel Pekarsky Year of 6% mar 26 alblisher Follet Publiation 12 of Pages Cross Mm 1969mmPr-int x Idbraryofcmgressm: 1969 m in hint 1 PE 1112.148}; mum Mrs. Rabbit owns a hat shop and tries to please all animals, fish and fowl who shop there. The Ben and the Cat bw hats and Misses RobinI Pig, and Fish spy thgy can't see any hats. The Hen and Cat think this is because they have hats and Robin, Pig, and Fish don't. The Ben Cat 10 in e and do 't see hats so return to the hat shop. Their hats couldn't be seen because they bought hats the same color as they were. Thg traded hats ; everyone raved about their hats and went to the hat store to bw one for themselves. Value intmsity rating scale: l . . .MValueisrqsresentedactmsivelyint-Jushodc. 2. . .‘analueisrepresentedfrequmtlyinthisbook. 3 . . . 'mevalueisrqresantedoocasionsllyinthisbodc. 4 . . .ltialueisrqresmtedinfregmtlyintmsbodc. S. . .mevalueisnoverrqresmtedinthisbodc. miner of Intensity \hlue Ocamrmces Bag! @135 Inbition o 5 __ _ Cat and Hen think friends are ‘Citizanship h -3 igalgnap Chmsssim L __L _L Rabbit worked to get them hats, then mm 2 It Cat and Hen traded for right hats. Robin, Pig, Fish and Rabbit tell Cat hasty h 3 and Hen truth _gbout not W Imiividuality o 2 Rapect _g_ __L Rasputisibility o 5 Selflessness o 2 W _o_ __5_ 154 mmnmmmmmmmm murmmmsmmemenmm mmmmssvm By Sallyh. Giant Me of 29¢ (1950) Tina Johm and the Birds Fiction Realistic Price $1.00 (1969) Antim- Ian Munn Illustramr Elizabeth Hebbe Year of I955 Rainer mblisl'ar Rand McNally Publication 1969 of Pages 32 Cross reformed: """""" 1969 melts in Print _x__ Library of Cbngress lumber: 1969 W in Print _r__ Pz 10.3.1487 Jo mum While Johnny is picking strawberriesj 5'31”" various kinds of birds. TE stories o‘f:each are til? in chapters. Johnny heard a kitten, but discovered it was a catbird. While the Blue Jays were hatcth, came too close and father Flue Jay frightened him off. Johnny saw both Robin ents feedi their Jougg. He recalled letti Chickadee stay nthe woods ed in the winter and he and his parents feeding than. One ate from Johnny's hand "without fear". Near a crow's mm a lame crow wboufile namedfiBLlacky and it became his pet. He returned to his berry-picking. Value intensity rating scale: l . . .Mwlueisrqaresentsdactmsivelyinthishodc. 2. . .mmnmtdfloqimuymmm. 3 . . . flawalueisreprosentedoccasiomllyinthisbodc. 4. . .navalnsisrqresantedinfrequmtlyinthisbook. S. . .TIBvalueisneveert-esentedinthisbodc. Mailer of Intmsity Value Oealrrmoas mm m Fnbitim 0 5 01th l I: Respect for each kind of bird. mm It 3 Johnny very kind boy. Parents also. _ —' fiping birds by feeding or leaving moperatfilm 1 It then alone. M 1 II Trustworthy person. Mividtnlity 0 5 Raped: 5 2 Very concerned about all the birds. feeding birds in winter. Not dis- muibility 2 I: turbipg birds. Selflesmess 0 5 _r Idea that birds are different and mourning 2 i. have special needs. 155 .HN INSTRUMENT’DESIGNED‘TODDEEEIHINEITHE EEEEENIEICP'SELECTED SOCIALPPERSDNILVVIDUES IN PICTIDNIFORLCHIHDREN .NSES.IOUR.TERDUGHISEVEN By SallyA. Giant W of Title curly the Pig Fiction Fanciful Price $1.00 a a can - ed .Authnr' by Kathleen Daly Illustrator Virginia Livraghi Yer of We: niblisher Golden Pru- Publicaticn 196% of Pages 22 Cross nefensusd: 1969 make in Print x ofOoligress tamer: 1969 m in Print : PM P Won Mutaticm Curly was an unusual pig with a fine tail, and he was the leader of his group. :Ei’enJOyed exciting and'naughty things.*;NFET'U3ht paid little attention to Curly and his group and this annoyed them so ey egan p ng r c s on er. e was a respec e or scolded Curly for bullying and.made Curly apologise. Curly learned Mrs. msspardEEd'TFai-EEF‘EIdT"CEFI5'?Eii'EEfSEEK-EFIEIE'EEE'PEEEFEbd kid to Mother Goat and paid farmer for hint He was rewarded by respect ?rom other adimals. Value intensity rating scale: l. . .Tiumlueisrqreamtedsctmuivelyinthisbodc. 2...:nuvalueisrepresentedfrequntlyinthishcok. 3...!iuv valneisrqresentadoocasimallyinthisbodc. 4...!i'avalueisrqresmtedinfrqmtl yinthishook. 5...!iuvahuisnwerrqaressttedinthishook. “were! Intslsity Nam ”93! E132. Curly finally decided to do something worthwhile. WW differences. m at first. Dog helped Curly find kid. mm took kid from farmer, later paid hnn. 'U33€-:_5E3533T1155}'§1g - 1ea3553-—-' dog - respected leader. ng 0 one w is ”different". Took it upon self to find goat's kid. At first selfish, but reformed. Failure in most of EEO! to Eiderstand needs of others. I I I I WEI??? I’l”l*‘l”l"lwl“l“|"l“ 156 MWMIWNWMWCW WWWPMIWMW mmmmvm By Sallyh. Chant Type of mu. What If? pm Fanciful Price $1.00 W Robert Pierce 111mm;- Robert Pierce Year of W siblisher Golden Press nablicatim 1969 of Pages 2" Gross referenced: "" """" l969RuksinPrint _1.t__ LibranyofOcluressnnben-z 1969 W in Print _8_ P2 8.3.?5586h wh mum What if animals did the things people do? Part of book shows animals acting politely and cooperating . Other part shows unmannerly actions, e.g. , gobbling up socks and birthday cake. Valueintsnsityratmgsoale: l. . .Tiuvaltuisrapressrtedaztmsivelyinthisbook. 2. . .flBvalueisrqn-esentedfreqtmtlyinthishodt. 3. . .Mmlmisrqarssemedoccasiomllyinthishook. 4...!iuvalluisrmsmtedinfreqmtlyin bode. 5. . .Thevahuismerrqxemtedinthisbodt. Wof m__ m2 mum EOE O! appreciation for rights 0! Citizenship others - eating birthday cake and socks. Cooperation of animals in people role. Animals as people . Waiver—owe” an s ‘1'!» 'ng' " ""as people . 3' I“ |- |~» nu lw lw I~ Iv. lé— |~» FE :4 “WE? 157 mmmmmmmam mmmmsmummmnm mmmm By SallyA. Omit 'iype of 25¢ (1958) Title The Little Red Caboose Fiction Fanciful Price $1.00 (1969) W Marian Potter Illustrainr Tibor Gergely Year of l , Publisher Golden Books Publicatim 1969 of Pages 26 Cross refersued: "‘"""""" l969800ksinPrint _25_ Libraryofcmgressumucr: 1969 W in Print __x_ Fz 7.P853 Li -:_ train and foils no one cares for him. when t e train began backing down a steep mountain, the Caboose puts on his breaks and said the train would Eel goWaacwards "T? he could help it" . Two engines arrive and push the train up the hill. Eve one cheers the Caboose and now the train saves hhe hfidesh worh for hhe aihoose. fireat aphasia in book placed on being last. Mutation Little Red Caboose is very unhappy beipg at the end of the Valuintmsityretingscale: liiuvalueisrmnesentedactslsivelyinthisbook. isrqaresmtodfroqlmtlyinthishook. UI.UNI'" eeeee Biggest Jobs are saved for Cahhose no . Bis Job now is respected by others. Ci‘hoose did save trafn. in other epgines helped them. aboose unhappy being last. Thinks no one likes him. EphasTs on being last and no one likipg the one that is last. Took it upon himself to save train. hidn't appear to save train above own welfare. --....“ ___-' 153 mmmmmM-nmma mmvnmsmnmrmamm mmmm By Sallyh. amt me of Title sang P152 nurse Fiction Realistic Price $1.00 Author Diane Sherman Illustrator Dorot Grider Year of Publisher Rand Mentally Publicatim 1965 of Pages 20 16 Cross nefonsued: m 1969 Books in Prin _x__ Library of Gangrene m: L 1969 W in Print .1. P2 1.55151: nan [ 41 m Nancy wanted to be a nurse so very much and played nurse I- with her dolls every day. ;EEr older sister was a candy-striper and téld lancy all about her work. One day while Kane 's mother and sister were away, a neighbor tripped and cut his knee. h%ncy took him home, washed the cut with soap and water and ppt a bandage on it,_gg well as ivi him.a lollypop. A dog had a splinter in his paw and Nancy soaked the w and removed the linter. When her sister had a cold lane made the room.attractive. She received a candybstriper outfit for her birthday. Valuintslsityratingscale: navalueisrepresmlteiextmsivelyinthishook. 'nuvahuisrqaresentedfreqmtlyinthishodc. . :- I: E s E Child had stropgydcsire to be a nurse. 'Child kind and tencfir to sister, dog and neighbor. Cooperativelyycared for hurt dog and boy. hiking neighhor child home when no adults were home. Left alone by parents. wanted to help others. 159 AN INSTRUMENT DESIGNED‘TO DETERMINE THE PRESENCE OF SELECTED SOCIALPPERSONAL'VALUES IN FICTION FOR.CHILDREN AGES FOUR.THFDUGH SEVEN By Sally A. Chant Time of Title Leander the Gander Fiction Fanciful Price $1.00 Author David & Sharon Stearns Illustrator David & Sharon Stearns Year of Number Publisher Follett Publication 1962 of Pages 30 Cross referenced: 1969 Books in Print _3:__ Library of Congress Nurber: 1969 Children's Books in Print .5. P2 10.3.5787 Le Annotation Leander discovered he was magic and whatever he wished_ came true. Through his magic he caused much anguish for the cat, {poster, and pigs. While he was looking for friends, he ended up with "polite admirers". He was mean and cruel to barnyard animals and "laughed heartily" at his pranks. He was very happy beingirespected in the barnyard. Value intensity rating scale: 1 . . . The value is represented extensively in this book. 2 . . .‘I‘hevalueisrepresentedfrequentlyinthisbodc. 3 . . . The value is represented oocasimally in this book. 4 . . . Thevalue isrepresentedinfrequentlyinthisbodc. 5 . . . 'I'hevalueisneverrepresentedinthisbook. Nunber of Intensity Value Occurrences Raga m Desired friends but obtained them Ambition l h through fear. No respect for rights and privileges Citizenship 5 2 of others. Trickery; making fun of others, Caupassim ll -3 laughing and unlindness. Cooperation h 2 Working against others. Honesty _9___ _§__ Distinct in that he could wish things Individuality l h and they came true. Respect 3 -3 Concerned only for self. Respalsibility 0 5 Selflessness O 5 Animals had to abide by Leander's Understanding g 2 rules. Couldn't be individuals. AN INSTRUMENT DESIGNED'TO DETERMINE THE PRESENCE OF SELECTED 160 SOCIALPRERSONAL‘VALUES IN FICTION FOR.CHILDREN AGES FOUR.THROUGH SEVEN By Sally Al Chant Title Spunky the Donkey TYPGOf Fiction Fanciful Price $1.00 Author David & Sharon Stearns Illustrator David & Sharon Stearns PUblisher Follett Year of cross referenced: 1969 Books in Print X 1969 Children‘s Books in Print I Publication 1962 of Pages Number 30 library of congress Number: PZ 10.3 8787 Sp Annotation Spunky was discouraged because his owner worked him hard and fed him little. to a river he swam.using his legs, then ears. Spunky was also laughed at because his ears were largeggfuzzyggand floppy, While in town selling vegetables, a man with large ears laughed at Spunky and Spunky kicked him and hit him with his floppy ears, then ran away. Onlookers cheered him on. When he came Found a boy who owned a large-cared donkey (Floppy) and he made his home there where there was little work and lots of food. offspring and was happy. value intensity rating scale: represented extensively in this bodk. represented frequently in this bodk. represented occasionally in this hock. represented.infrequently in this book. . . . The value . . . The value . . . The value . . . The value . . . The value UiuwaH Number'of value Occurrences Ambition ._¥l_ Citizenship __3__ Cbnpassion __;;_ C00peration ..:L. Honesty o Individuality l ReSpect __£i_ Responsibility 0 Selflessness 0 understanding O 18 is is is is He was proud of his large-eared donkey never represented in this hock. Intensity m We Wanted to find a place where there was little work and lots of food. Laughing_at one who is different. Owner unkind to donkey; donkey unkind to man. Boy not truly kind. Spunky and owner worked at odds with each other. Largez fuggyggfloppy_ears on donkAy. No one concerned about anyone. but unkind. Slapstick, 5!" 4 l in 161 mmmmmmmmcmm WWNFWMW mmmm Dy SallyA.Clnnt Choc-Choc, The Little Type of 29¢ (19M) Title Switch Engine Pictim Fanciful Price 1.00 l 69) Clarence Biers l9 1 Partial: Wallace Wadsworth Illustramr Mary Jane Chane (1951:4969) Year of 19M, 5h, umber ablishar Rand Mclally Publiation 6h, 69 of Pass 28 Cross refErenced: l969k>dcsinPrint __x__ ldhraryobengressnmber: 1969 We in Print .25. P2 7411196 ens mm A happy little switch eggine moved freiggt to different tracks and was proud of his Job. He dreamed, however, of the day he would "grow up" and become a streamliner. One N he was telling his dreaa to a atreenliner who told little engine that peOple and dogs grow up, but eggines don't. The engEinAe became so sad he couldn't do his work and was replaced. An engineer fired him up one day and he forgot about being sad and worked harder than ever. One day he had to pull the atreamliner who had laughed at his dream back to town. He never again felt his Job was unimportant. Value intmsity rating scale: l . . .Tievalueisrepresamedactmaivelymthisbodi. 2. . .mmhmtedfieqmuymflfisbodc. 3. . .‘analueisrepresmtedoocasiaallyinthishodc. 4 . . .MValtaeisrqaresmtedinfreqtmtlyinthishock. 5. . .l‘lealueisnaverrqreamtadinthishodc. Ruler of Intensity Value Omurrmcas Raga m “11:10! 2 1: Had ambitign to bg g ggzggmnngg. _ Each individual has a place and a responsi- Citizcldlip 2 h bility in our land. W l 40 Streamliner not kind to Choc-Choc. Choo-Choo helped all engines he could, Watim l it even streamliner. Although honest in what he told, stream- mty l -h liner was unkind to Choc-Choc. Realized he was different but: did his wividuality 3 3 133 to the best of his ability. Streamliner dld not considem's W 1 4‘ job important. Mo worked harcf at his job. Proud Willi? 3 3 of what he did. Selina-mas 0 2 Streamliner broke dream of Choc-Choc W l 46 without compgs ion. 162 ANIINSTRUMENE‘DESIGNED TO’DETERMINE THE PRESENCB‘UF SELECTED SDCIALFPERSONBL‘VAUUES INIPECEEINIKIICIDEIIEDI AGESIFOURLTHROUGH SEVEN By SallyA.Chant Number 9, the Little W98 of 25¢ (191:2) Titlem Fiction Paciful Price 1.00 l 69) Clarence Biers l9 2 Nathan: Emacs “gammy Illustrator Eleanor Corwin (1250 a. 1969) Yer of 19 2, 195 ablishar $33 “615;!!! Publication 1262 of Pages 20 1969 Racks in Print x Library of Chngress Mater: 1969 mfils at: in Print __x__ PZ T.Wll96 Null F'- | mum tt old fire e ine. He and Jeff . his driver, had been crowded out of one big station after another until Wages of town. Jeff had .1— many medals for past brave deeds and he and number 9 were proud of them. h 1d at of the ear to hel with a fire the big engines couldn't handle. They went behind the building fore the 1 calls sed on them. They were taken to a large station and Number 9 had a plaque seed on his side. no intuisity rating scale: l. . .nemlmhmtedmivdymthum. 2. . .flevahleisrqlresentedfreqmtlyinthishodc. 3. . .nevaJueisrepa-esentedoccasimallyinthismok. 4. . .‘Ihevalueisrqresentedinfrequmtlyinthishodc. 5. . .‘l‘hevalueisneverrqaresmtadinthishook. Halberd Intmsity Value Ocalrrences Rag m Militia": l: MES 39 he [1:9 fighter. Citizmship 5 Not kind in moving him.from one house W1“ .1. Wont- Worked well as a teen and with other m __3— _5_ number 9 was old and little - one who _5_ 1.; "different" 93:; ggcceed. _L __L __3— Jeff's medals ware respected. Rewarded for bravery. Responsible action in moving to spot ‘where they_could help most. Put caring for the fire before their gown safety. Due to size and age, Number 9 and Jeff _=§__ _were not having needs understood and met. FHMFHH SEE” 163 IlilfllflflllflfllrllflslGNED TO’DEEERHINB THE PRESENCBiflr c: - SDCIALPPERSDNHL‘VNUUES IN’FICTTONWFOR.CHILDREN AGES IUURLTHRDUGH SEVEN By Sally A. Chem: Wee of Title Cub Scout ricticn Realistic Price $1.00 W Mabel Watts 111mm: William Timins Year of m umber Publisher Rand McNallY Publication 1956 of Pages 20 cross referenced: l9693:dcsinPrint x Libraryofaangressm: 1969 m in Print I Pz 7.1131: Cu mm Eight-year old Danny Dobson became a Cub Scout and his mother became the den mother. They turned their sunporch into the meeting place. Everyone worked diligently on achievement badges and wanted to become Eagle Scouts. l. ..nevalueisrmreaenteduct-isivelyinthisbook. 2. . .‘analueisrqresentedfreqmtlyinthishodt. 3. ..nnvalueisrmresentedoooasimallyinthishodt. 4.. .nnvalueismtadinfreqaentlyinthishodc. S...'nevaluaisnsverrqreaentadinthishook. Dania became a Cub Scout wanted to go all the way to Eagle Scout. Respect shdwn to}??? esTéh person although very weakly as they all were stereotyped. Weryone always worker so well together. Eye in cub scouts concerned ab???— achievement awards . Danny's mother became den mother. 164 .AN INSTRUMENT'DESIGNED‘TO>DETERMINEITHE PRESENCEIOI’SELECTED SIXDUdelflfiilFflsVlLDES IN FICTIONIEOR.CEELDREN AGES FOURLTHRDUGH SEVEN Title Little Horsanan Author Mabel Watts New MSmmh‘int Damminprint By SallyA. Chant Type of Fiction Realistic Price $1 .00 Illustrator Dorothy Grider Year of 1961, 196m .1. Library of Gangress miter: .8— 21 133’: L53 Publicationggsg ofPages 20 Alan concerned with eare‘af'horses. Regard for father and trophy. Alan took good care of horses, learned all lessons well,A Workedghard. AA: .‘a_u s_v‘_-— 165 mm‘xmmmmmam mmmmummmm mmmsvm By SallyA. aunt m3 of Title Baby Farm Animals ricticn Fanciful Price $1.00 W Garth Williams Jilin-train: Garth Williams Year of 1953, 59m Mlislm Golden Books Publicatim 1261 of Pages 2} Cross MM: lSS9BooksinPrint _i_:_ Idhraryomegrassluaaer: 1969 m.- in Print .23.. P2 10.3 w668§ Be mum All baby animal; on a farm are learninthheir abilities and to get along together. Rabbits sniff at puppies and kittens because they are friends. The guinea pig suspects mischief. The chicks respect the ducklings desire to swim, but obey their mother and stay out of the water. All respect rights of others. l . . .fievalueisrcpresantedmivelyinthishook. 2. . .‘i'ievalueisrepresentadfreqimtlyinthishook. 3. . .‘analueisrepresentedoccasionallyintlushodt. 4 . . .nmvalmismeamtedinfreqmtlyinthishodc. 5. . .navalmismrarrepresmtdinthisbodc. m of misity & W $525... as: witim 2 h Baby ducks desire to swim. Citimup 0 2 mansion _o_ _L All animals are working and living Cboparatim 5 2 harmoniously. WW .9— ..2_ r Each animal is distinct and behaves MMty 1 1: diw_fferently from others. Rabbits and pony concemer about their “pact 1 h mp} and kitten friends. Minty o 2' _ Selflessness 0 5 .. Chicks appreciate ducks wanting to W 1 h swim, but respect Mother's wishes. L: 166 mmmxmmnmmmmmam mmvumsmrmmnmnm mmnmmsnvm By iifluurIL.CMBnt Tfi” 0‘ Title The llo—Bark Dog Fictim Realistic Price $1.00 Ant!!! Stanford Williamson Illustrator Tm O'Sulliwan Year of “finer W Follett mum 1952 of Pm 29 Cross refEEEEEEd} """"' 1969 Boats in Print x of (ingress m: 1969 m in hint '5: P2 7.w 7h so mum Tim Trotter loved his new dog, Top, but is surprised Top doesn't bark. He makes excuses to the other children tha p bark when he's older, or that Top bites but does not bark. Adults realise Tim’s concern and try to w se ow o m e p ar . me day while out walking, Tim and Tap saw two basset hounds with socks on their ears. fiat started op ng an e e e way home. Then Tim was happy. l I O O 2. . .analueisrepreemtedfrequmtlyinthishodt. 3. . .Ravalueismtedoooasiomllyinflushodc. 4 . . .fimvaluaisrqzresentedinfreqmtlyinthishodc. 5. . .‘analueisnaverrqresmtedinthishodc. mailer of Intensity Value Ooazrrerloes Ram Eli: llbitim O 5 "" Tim trIeFto help Taptrespéttm not <31de 2 1: barking. Not disrespectful to dgfi. W 2 10 Timothy tried to help Top learn to bark. TE and Hats cooperated HES 'l'Sp 150 mm 2 it help Top learn. TE lk'nows 'l‘op doesn't Ear! FEE won't m 1 Jo admit it to other children. naivid‘ality 1 h Dog didn't bark. "'""" s new s concern a an ed meet 1 h to offer suggestions. Minty 0 5 Salim 0 5 "" ""— Adults apprem Wing 2 1* barking 4°8- [.m‘ 167 ANIINSTEUHENT'DESBGNED’TODDEEEFHENE'THE PRESENCEIOI'SIIEEEED' SOCIALPPERSONKL‘VIDUES IN FICIEDNIFOR.CHELDREN AGES»FOURLTHRDUGH SEVEN By Saiiya. Chem: Type of Realistic in Title The Ram Twins Pictim rhyme Price $1.00 Ant!!! Helen Wing Illustramr Mar orie Cooper Year of ablisher Rand McNally Biblicatim 1966 of Pages 20 Cross referenced: 1969 Banks in Print _x_ library of (kngress umber: 1969 W in Print _a_:__ P2 8.3.w718 Hap_2 mam Joe and Jill were "such happy twins", and played well mether. Their grandfather takes them for a walk and they take their dog along. He forgets his manners and leaps and barks. While walking through the park, the twins remember not to pick the flowers . Value int-mity rating scale: 2...!!nvalmisrmtedfreqlmtlyinthishodc. 3.. .Timvalmisrqresaxtedoooasianllyintmshodc. 4. ..nnvahnisrqresmtedinfreqlmtlyintmshook. 5...'nmwaJneismrerrqmesmtedinthishodc. Wot valueOomrrmoes Ra E133. Infinity .2151— .2... - Respect of rights of others to enjoy __h__ flowers. __h__ grandfather kind. _L .2... :B_ .3... _‘i_ .§__ .2. Twins worked and played well together. Twins exactly the same. Respect for flowers . Acting well mannered, not picking flowers. Raindigg dog of manners. 168 mmmmmmmmam WWNPWKRW mmmssvm By SallyA.Chant mas of Fanciful in Title The fitten Ens Pictim rue Price $.00 Autlm Helen Wing; Illustrator Elizabeth Webbe Year of 1m Publisher Rand Nell-11: Ptblicatim 1965 of Pages 21 Cross referenced: 1969 Bucks in Print a: Library of (nurses tamer: 1969 m in Print 3: P2 8.3.w7181c12 mam Twinkle and Boo were kitten twins who wanted to be good, but made no reif attempt. 1l'hey were always getting into mischim as snarlingfiGrandma's yarn, drinking the milk from Grandpa's cup, iteppfng in the pie and leaving pawlprints all over kdtchen, and filing in the soapsuds and getting water all over the clean floor. They got on to theqbed in Mot Eer's room and tore up her new hat. 0 one attempted to teach them accepted behavior, but accepted their mischievious ways because They were little kittens. Valueintensityratingscmlex 1. . .msvalueisrqresmtedactmsivelyintmshodc. 2. . .n'nwalmisrqmesentedfreqmtlymthisbodc. 3. ..Rnwalueisrqressntedoocasianllyinthishnok. 4...“:valmisrepresmtadinfrequmtl yinthishook 5...Ttmva1ueisnevsrrwtedinthishodc. Wot Intauity Value 00am Ragga ME Mitim h Wanted to be 400d . Citizald'iip -3 lo respect for other's possessions. Kindness because "kittens are kittens". Kittens did everything tgether. fittens were not concerned about -3 an hing. Kittens were unaccountable for bad -3 behavior. __1_ __§_ __1_ __1__ __9_ WWW _J_-__ - Twins exactly alike . ....2. _’.‘_ .2. __9... AF . ...—”__1 .. 'llllll'l' ‘ 169 mmmsmmmmmwm mmmmsmummamm mmnmmm By SallyA.Chsnt w of PmCiml 1n Title The Squirrel Twins pm rhyme 9:103 $1.00 W Helen Wing Illustramr Elizabeth Webbe Year of ‘19EI""NEMber 1 Publisher Rand McNally Publicatim 1966 of page; 20 ...." Cross referenced: 1969 moks in Print _x__ Library of Cmgress umber: j 1959 m in Print __ Pz 8.3.w71asq 1,. Almtntim Chitter and Chatter were "as happy as two little sluirrels could be". They played together and had exciting experiences - being chased by a d9; and hiding under a bush until a rainstorm passed. They returned home singing . Pnbitim 0 5 Citizenship 0 5 Win: 0 5 Played together , ran together to get (hoperaticn 2 1: away from dog. mnesty 0 5 T170 peas In a pod — one did what naivichality 1 -14 other did. Repeat 0 5 Wibility l 1: Took shelter during rainstorm. Selflessness 0 5 finder-standing 1 h Shared in play. r1 170 EN'INSTHDHENE'IESIGNED TO’DEEERHINEITHB PRESENCE‘OP SEEECTED SDCIALPPERSONKL'VHLUES IN'PICTIONIFURLCHIDDREN AGESFPUURLTHRDUGH SEVEN w 8allyA.Clnnt Mpe of Fanciful in Titls The Tedq Bear Twins Fictim rhyme Price $1.00 Antiwar: Helen Wi Illustrator Margarie 000er E Year of “miner ablisher Rand Menal Mication 1262 of Pages 20 cross ref : .- 1969mma'int ..2‘... Ubraryomegr-essnmber: F 1969 m in Print _:_:__ Pz 10.3.w68hh Te 1. W Flam and Plim decided to go on a trip to see the city. L. They rode on a toy train to Sh'scraper City. The policeman stopped the traffic for them to cross the street. The desk clerk allowed them to leave their baggage with him. The bears went to a toy shop, rode in a taxi, and in a canoe. They fell in the river and let the sun 9;; their clothes. After a shower, they went to bed. The next morning they called the giraffe to tell him they would be home in a week. Value intensity rating scale: l . . .‘l‘tnvalueisrqaresentedactensivelyinthisbodc. 2...!tevalueisrqaresentedfreqtmtly thisbook. 3 . . . 'n'evalueisrqaresentedoocasiomllyinthisbook. 4 . . .nnvalueisrqresentedinfrequentlyinthisbook. 5. . .Thevalueisnsverrqaresmtedinthisbook. umber of Intensity Value Ocarrmoes mg! m Inbitim 0 2 Respect for rules about street Citizenship 1 1; crossing. Gmpassim 0 _L Policeman and desk clerk helped the Cooperation 2 h bears. an“)! _.0_ .2. Decided on their own to go on trip to WWW 1 It see city. Traffic Cop - reference didn't aspect 1 41 show respect. Called home to tell others when they'd Responsibility 1 h be back. Selflessness 0 5 uderstanding 0 5 171 AN INSTRUMENT DESIGNED‘TO DETERMINE'THE PRESENCE OF SELECTED EKIHIEriEHEXIElaVEIUES IN FICTION FOR.CHILDREN ' AGES FOUR.THRDUGH SEVEN By Sally A. Chant Type of 29¢ (1961») Title Tubby Turtle Fiction Fanciful Price $1.00 (1969) Author Helen Wing Illustrator Helen Adler Year of 1963 Number Publisher Rand McNallY Publication 1969 of Pages 20 cross referenced: '_——_‘_—' 1969 Books in Print _J_c_ Library of Congress Number: 1969 Children's Books in Print ___. PZ 10.3.W68hh Tu2 Annotation TubbyiTurtle was on his way to school. He asked a rabbit and a squirrel to wait for him but they didn't want to be late. Tubby was late because he slipped on a stone and rolled down a hill, and Miss Owl gave him a black mark. Tubby felt he couldn't do anything right and even though Miss Owl encouraged him, he felt he was no good to anyone. At recess, Squirrel fell in a pond and rabbit does also while trying to save him. Tubbygsaves them both and everyone is proud of him. Tubby is happy to learn he can do something well. value intensity rating scale: _ l . . . The value is represented.extensively in this book. 2 . . . The value is represented frequently in this back. 3 . . . The value is represented occasionally in this hock. 4 . . . The value is represented infrequently in this bodk. 5 . . . The value is never represented in this book. Dhmdxn:cfif Intensity value Occurrences Rating ggggple§_ Ambitim l 1+ Tubby wanted to do something well. Citizenship 0 2 Cbnpession o g Cooperation 1 h Rabbit and Tubby try to save squirrel. anesty _};__ _£___ Turtle was slower than other animals. Individuality O 5 Respect 0 § . . Rabbit and squirrel wanted to get to Respon81bllity 2 h school on time. Tubby saves rabbit and squirrel from Selflessness 1 h drowning. -Not allowing for reason Tubby was late. Understanding 2 h +Teacher encouraging Tubby. .-.—-21... x ....IIIIIIJI IHII; 172 mmmmmmmmwm WWWINPICIIWMW mm'nmmssvm By SallyA.Chant Type of 69‘ (Over 8: Title This Room Is Mine Fiction Realistic Price Under $1.00 W Betty Ren Wright Illustratr Judy Stang Year of m Publisher Whitman Publication 1966 of Pages 26 moss refer-awed: T 1969 Books in Prin __ Library of (harass m: ' 1969minPrint __§_ P21323311: ‘. Win) Mary and Chris shared a room. When Chris was angry she ”it called it hem ' of the room and each girl had half and wouldn't cross the rope. They mm couldn't go down because the door was on Mary's side of the room. She neswa er e e an eroom. to Jump over the rope, and the sisters go out together. rqzresented occasionally in this book. rqresented infrequmtly in this book. never rqreeented in this book. m of Intmsity value Occurrmces mm m lsbitim 0 5 """"' “""" W Citizuuhip 2 it made. W l h Mary allows Chris to cross line. W 3 -3 Selfish bickering between sisters. M .2. .2. nuividuality 0 S "" _ W“ W l h on the right side. " ' WW Responsibility 1 h it. 59111“ 1 h Mary first displays unselfishness. — ""'" W W 1 '1 Chris. 173 mmmmmmnmmmm mmmmsmncnmrmamm mm'nmmmvm By SallyA.Qxant The Boy Who Would Not Type of Title By His Rams Fictim Realistic Price $1.00 Mm Elisabeth Vreeken Illustrator Leonard Shortall Year of Ember Rialisher Pollett ablication 1959 of Pages 29 cross referenced: 1969 Banks in Print x Library of Cmgress umber: 1969 m in Print Z Ps 1119.v7u Mmtatim Bobby Brown liked to pretend he was a different person each day, and had a different name. fiis parents and relatfies got very angry at Bobb for doi thisL and Father and Grandmother even tried to bribe 55 not to do it. One day he got lost ira His mTher while shopping. _B_g told the manager he was Rumple Stiltskin and they called for Mrs. Stiltskin, but no one came for Bobby. They took him to the police station when the store closed and he still wouldn't tell his name. He got to thinking about missing dinner and did give his correct name. From then on he liked to pretend, but he always said his name. Value intmsity rating scale: 1 . . .nBvalueisrqaresmtedactmsivelyinthisbcdc. 2 . . .nmvalueisrepresmtedfrequmtlyinthisbcdc. 3 . . .Tlevalueierresentedcccasionallyinthisbcdc. 4 . . .TTavalueisrepresentedinfrequmtlyinfiiisbcdc. 5. . .mevalueisnsverrwresmtedinthisbcdc. tuber or Mity Value communes Raga 9.29.12! mitim 0 5 Citizenship 0 5 Ompassicn 0 5 Could not distinguish between time for mm 3 -3 pretend and time for serious action. Boy told fictitious name even in hasty 3 - serious situation. Irdivimiality 1: 3 gay definitely thought for himself. Concern shown for lost child by police Rapect 2 3: and store employee. Boy could not distinguish between WW 2 4t reality and pretend world. Selflessmss o 5 Adults didnTt appreciate Ehild's pretending. W h -3 Boy didn't understand adults' viewppints. 174 mmmmmmmmwm mmmummrmmamm mmmmssvm By Sally A. Chant Type of Title Henry Pictim Realistic Price g :99 mum Elizabeth Vreeken Illustratnr Poll Jackson Year of Ptblisher Pollett Publication 1261 of Pages g2 Cross referaxced: 1969 Racks in Print x Library of (ingress mar: 1959 m in mm: 3 pr. 111,2 v16 Ambtatim Judy received non for her birth an mouse which she named Henry. Judy and her brother built Henry a house, made him a nice bed and tagght him tricks. When ngfiign the gag, relatives cared for the pets but not for Henry. Judy took him to stay at the et sho and tied a red stri returned they couldn't find Henry because the string was gone, so they used the tricks the had t t h mice. & W 35.4m— m Sought responsibility of caring for Mbitim 1 1: pet. Citizmship O 5 Cmpassion 0 5 - Working together of brother, sister and 00mm 5 2 W. ._ _ _ musty O 2 Bought pet of her choice. Cared for naividiality 1 h it. Concern about someone to take care Meet 2 h of pet. Judy took care of pet in all W111i? 1 h m Brother helped Judy on several Selflessness 2 h OM}. understanding _9___ L ‘ 1‘ ill! ‘ 175 .HN’INSTRUMENTllflflflGNED'TU>DEflEFMENE.THE PRESENCE‘OF SELECTED SOCIALFPERSUNHL1VIDUES INIFICTICNfFORLCHILDREN .HGESIFUUR.THRDUGHISEVEN By SallyA.Chant One Day Everything Type of Tit]; Went Wrong rm Realistic Price $1.00 War Elisabeth Vreeken 111mm;- Leonard Shortall umber Mlisher Follett Ptblicatim 1966 of Pages 29 cross term ""'_"" 1969 Boats in Print x Libr of Cmgress filter: 1969 aiildrm's team in Print :1: PE 11 9.1m Annotation Seven-year old Billy liked.most of all to help others. On Saturday everything hm butter instead of whipping cream, pulled up flowers instead of weeds, e g n u e a , an e ran s par ee escape. outdoors and repeated all the phrases the bird knew and the bird reiurned and Billy got hum happy, and Billy went off to find someone else to help. Value intmsity rating sale: l...'nmvalueismresentedectmsivelyinthisbodc. 2.. .mmmquremmflymflusm. 3.. .‘l‘lealueisrqaresentedoccasimallyinthisbcck. 4. . .nnvalueisrqresmtedinfreqlmtlyinthisbcok. 5.. .mvalueismvernpresmtedinthisbcdc. Very ambitious boy. fisisEEd irieids and TGIEEIVBI In whatever they were doing . oncern a ou o era. 0 n about letting bird loose. 'BiIIy‘iiFifi?d'TIEEIEE‘EHE‘BIP!‘IEH“‘ finding someone he could help. eme o - y s 0 things fer others. ways un era 00 caused problems to those concerned. "I11111111111E5