y a. .. NAM“ .55, J r. - ..4.». .7: x31. _ : .5..A.s.l.5 4:2)... r 1.4: .. . 3 t. .75 3:3. .i;A.;,:.l , :2». .8.uwr,ry.z.. 4. . . .. I. .i . tr... ‘1. :5. . 3.... .Jronrrv.f , 3.". . ; ; hungerfi.» a, , firm”. i. i . H “a? 11... .3: :1 . . o. 0.4 43:?» _. . 1.1: .923: l I. 1.! :dm .. (a 3.... ‘ 14. ' . all . .56.... a!!! .rlviy)!1u.f.u-.t A bib}, J v. 43:55:» i. .Iift}. 7.5? $3.. . 2...... 1.. ‘ ‘ | I: . I... :5 I .91? 1.1!. little???- («3.193.541 4751... v.5. . . 33.1 er. a: vL QHUPiiHnwtiry . I .r... 1.1.34.2; III.r..r...)).I .r . f. '1 .V..... ,uutl a £515 <11. c r, .L . 1 ”W"twill“!llmlwllujlul “ LIBRAR y ( Midligan State Riversity ‘» I g This is to certify that the . ’ t ._ a . . thesis entitled A STUDY OF SELECTED SOCIAL VALUES AS REFLECTED IN CONTEMPORARY REALIS‘I'IC FICTION FOR CHILDREN presented by Carolyn Wilson Carmichael has been accepted towards fulfillment of the requirements for Ph. D. degree in Education £214,644]? , (ha/2’4) Major professor Date May 17' 1971 0-7 639 ABSTRACT A STUDY OF SELECTED SOCIAL VALUES AS REFLECTED IN CONTEMPORARY REALISTIC FICTION FOR CHILDREN BY Carolyn Wilson Carmichael Problem The purpose of this study was to ascertain whether the selected social values of justice, work, obedience and knowledge, and the corresponding value—themes of belief in the equality of opportunity for all people, acceptance of responsibility, obedience to laws and recognition of the importance of an education and knowledge were expressed in contemporary realistic fiction for children as published at five year intervals from 1949 through 1969. The need for the study was established through research which documents the influence of reading upon children and provided evidence that this influence has, in many cases, been transmitted to the chosen value system of readers. Since children are exposed to contemporary realistic fiction as reading matter, a sample of contemporary realistic fiction was selected for the study. Carolyn Wilson Carmichael There were four specific questions posed in this study: Of the total one hundred twenty-six books included in the sample, to what extent were the following value— themes revealed? (a) belief in the equality of opportunity for all people, (b) acceptance of responsibility, (c) obedi- ence to laws, (d) recognition of the importance of an education and knowledge. Method The author identified a sampling of contemporary realistic fiction books from 1949 through 1969 at five year intervals. This sample was chosen from books listed in "Notable Children's Books" (American Library Association) and "Outstanding Children's Books of the Year" (The New York Times). The author conducted a validity study making a comparison of her analysis of a randomly selected book with that of four adult experts and eight fifth and sixth grade students. The writer considers this to be highly signifi— cant as it is a procedure that has not been located in other research in the area of children's literature. There were significantly obtained correlations of the author's perceptions as an adult with those of children and the adult experts. The analysis of each book in the sample was done in the form of content analysis using the entire book as the context unit. Books were rated and those containing major Carolyn Wilson Carmichael themes had specific examples taken from them which were placed on Thematic Analysis Charts and included in the study. Findings Analysis of data showed that of the one hundred twenty—six books read there were fifty books that included one of the four value themes under consideration as a major theme. Of these, the value theme most emphasized was the acceptance of responsibility; the value theme least empha— sized was the belief in the equality of opportunity for all people. Of the one hundred twenty-six books in the sample, one hundred eighteen books (94 per cent of the total sample) Inentioned at least one of the four value themes under con- sideration. Of the one hundred eighteen books mentioning a value theme, fifty books (40 per cent of the total sample) included a major theme. There was a consistently low inclusion of the value theme of belief in the equality of opportunity for all people. The value theme of acceptance of responsibility had a higher inclusion in books during 1949 and 1954; decreasing in frequency in 1959, 1964 and 1969. Although the value theme of obeying laws was not included to any significant degree, it was included more in 1949 than in any other year under consideration in this study. Recogni— tion of the importance of an education and knowledge was Carolyn Wilson Carmichael again a theme that had a consistently low inclusion in the books analyzed, with the books listed in 1954 omitting the inclusion of this theme entirely. A STUDY OF SELECTED SOCIAL VALUES AS REFLECTED IN CONTEMPORARY REALISTIC FICTION FOR CHILDREN BY Carolyn Wilson Carmichael A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1971 1‘“va- 23031:? at. ‘ {I I " T USE-F '3 .. I ”1 "J" . . ' '-'_-’_'.-- . . Copyright by CAROLYN WILSON CARMICHAEL 1971 DE DI CAT ION To My Daughter, Elizabeth ii ACKNOWLEDGMENTS The author would like to express particular grati— tude to Dr. Patricia J. Cianciolo, chairman of her doctoral committee. Dr. Cianciolo has given guidance, patience, and encouragement during the entire course of my doctoral program and has been not only an advisor but a friend. I am indebted to Dr. Norman T. Bell, Dr. William K. Durr, and Dr. James B. McKee for serving on my doctoral committee and giving of their time and wisdom. To the Higgins family who extended their love to include my daughter Elizabeth while I was undertaking this program, I am most grateful; to my parents whose encourage- ment during those formative years provided the foundation for later accomplishments, I am thankful. For his constant reassurance, cooperation, long— sufferance, and love during this entire doctoral program I am most thankful to my husband, Jack. For her patience while Mommy "read her books" I am indebted to my daughter, Elizabeth. For strength received from my Creator, and answers to many prayers, I cannot omit thankfulness to God. x mnmu‘*.;.rz.sfi_._ fly TABLE OF CONTENTS Page DEDICATION . . . . . . . . . . ‘. . . . . ii ACKNOWLEDGMENTS . . . . . . . . . . . . . iii LIST OF TABLES. . . . . . . . . . . . . . vi LIST OF APPENDICES . . . . . . . . . . . . Vii Chapter I. THE IMPORTANCE OF THE STUDY . . . . . . 1 Purpose of the Study. . . . . . . . l7 Significance of the Study . . . . . . l7 Hypothesis . . . . . . . . . . 20 Assumptions of the Study . . . . . . 20 Limitations of the Study . . . . . . 21 Definition of Terms . . . . . . . . 22 Overview. . . . . . . . . . . . 23 1 II. REVIEW OF LITERATURE. . . . . . . . . 25 Introduction . .. . . . . . . . 25 The Effects of Reading . . . . . . . 26 Value Studies in Children's Literature. . 41 Summary . . . . . . . . . . . . 52 III. PROCEDURES FOR THE STUDY . . . . . . . 53 Introduction . . . . . . . . 53 Determination Of Sample. . . . . . . 54 Selection of Themes . . . . . . . . 55 I Analysis of Data . . . . . . . . . 57 The Validity Study . . . . . . 58 Results of Validation Study . . . . . 63 Procedure for Coding. . . . . . . . 67 IV. THEMATIC ANALYSIS OF CHILDREN'S BOOKS . . . 69 V. ANNOTATED BIBLIOGRAPHY . . . . . . . . 158 iv ._ . _.__._... _ .'.‘.'. p i'fi'?IGEC Chapter VI. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS APPENDICES Summary . . Assumptions of the Stud Y Limitatons of the Study. Research Questions Determination of Sample. Selection of Value Themes The Validity Study Analysis of Data . Findings. . . . Conclusions. . . Recommendations . Page 171 171 172 173 173 174 174 175 176 176 180 183 186 i' .' . - . - '. -"2’19541-‘3 563.53 I ' ' ' ' ' "U31; "Hart'fl HJIEE-r' _.' 'z I I" - ' ' ' ELI-hi". :7 .""":.-a"- -'_.- ' l ‘ - : ‘ . r. h l - ,_—,_- - _|' :.._ _._._ ‘ . . - H I I ‘ .l _ I 'i Table 4.1 LIST OF TABLES Books that included the major value theme of the belief in the equality of opportunity for all people . . . . . . . . . Books that included the major value theme of acceptance of respondibility. . . . . Books that included the major value theme of obeying laws . . . . . . . Books that included the major value theme of the recognition of the importance of an education and knowledge . . . . . . Frequency and percentage of major value- themes as found in contemporary realistic fiction. . . . . . . . . . . . Frequency and percentage of books with single and multiple themes. . . . . . . . Books containing multiple themes . . . . Books that were listed by both the American Library Association and The New York Times Books that were read but did not include any of the value themes under consideration in this study. . . . . . . . . Frequency and percentage of books that were read but were not applicable to study or contained no major theme . . . . . . Books containing one or more themes but having insufficient total rating scores to be considered major themes in this study. . Frequency of books containing major themes and distribution according to year . . . . Vi Page 70 77 128 139 149 149 150 151 153 153 154 157 ;- -..e - ' mm 1 _' - ..'-F ' 1%.-.- $11.. Appendix A. B. C. LIST OF APPENDICES Bibliography . . . Rating Sheet . . . Letter to Experts. . Method of Evaluation. Themes . . . . . Pupil Evaluation . . e Thematic Analysis Chart. 0 Page 187 195 196 197 199 201 202 CHAPTER I THE IMPORTANCE OF THE STUDY Studies on the values held by young people are reported in various sources and evoke widespread interest and concern on the part of adults. In a special issue of the UNESCO Courier,l there was presented an analysis of why young people, ages 15—25, act the way they do. In one of the articles which was contained in this issue, René Maheu, Director—General of the United Nations Educational, Scien- tific and Cultural Organization, accounted for many of the reasons behind the activities of this generation when he indicated that: There is probably nothing that has influenced youth more deeply than the impact of scientific and tech- nological developments on society, the crisis of our tentacular cities and the revolution in our modern ways of life and high speed communications. Jeremy Main,3 in a study conducted for a Columbia Broadcasting System Special Report, interviewed 723 college students and 617 non—college students between the ages of lUNESCO Courier, XXII (April, 1969), 4—39. 2René Maheu, "Youth in Ferment," UNESCO Courier, XXII (April, 1969), 6. ‘_"‘—'——‘—-—— 3Jeremy Main, "A Special Report on Youth,‘ LXXIX, No. 7 (June, 1969), 73—74. Fortune, l7 and 23. The responses to two statements are of special interest for they pertain to the social values which will be discussed in the chapters that follow. When college students were asked if they wanted more respect for author- ity, 59 per cent said "yes" and 86 per cent of the non— college student population interviewed said "yes" to the same question. When asked if they thought patriotism was very important, 35 per cent of the college students answered "yes" and 60 per cent of the non-college students answered "yes". One cannot ignore the scientific and technologi- cal developments that have evolved in our society over the past 20 years, and the impact that these developments have had on our society. Modern science effecting social change can be exemplified in the discovery of life prolong— ing drugs and their apparent resulting impact on the struc— ture of our society. As these changes evolve, we are aware of the effect that they have on human values. Individuals and governments must now make choices which heretofore were non—existent. These choices inevita— bly reflect a value judgment. The New Technology and Human Values4 and Values in America5 are two books which 4John G. Burke, ed., The New Technology and Human Values (Belmont: Wadsworth Publishing Company, Inc., 19665. 5Donald N. Barrett, ed., Values in America (Notre Dame: University of Notre Dame Press, 1961}. ._:.-' " "nil F". .'.- '.---' '.“"-'3" '31 35.533 filth? '- ' -7 '3': .‘ffli. .13.... a 59".?!“- :, are available as one reviews the issues emanating from current science and technology as well as the human and social values involved in technological change. Burke explores the effects of the advance of scientifically based technology on human values, which is an elaboration of Barrett's concerns. Barrett surveys contributions of science in solving major human problems. It is here, however, that Gordon6 reminds us that values apparently change to fit the world which technology presents. As technology Changes, so does the means avail— able to the individual and society for attaining value derived goals. For example, the value "friendship" today includes friends made via short wave radio. "Economic Security" is enhanced by high speed ticker tapes and computers. "Pleasure" tomorrow may be drug induced or a sensation evoked by the electrical stimulation of portions of the cortex. In apply- ing a new technology to old value achievement sit- uations, the values themselves may change subtly. Picture a future age in which complete biochemi— cal immunization against viral and bacterial dis- eases is possible. In that world a head cold might be an unequaled mark of distinction, a cause for rejoicing. It might bring a week of nostaglia and evoke fond memories of the time of the aspirin and hot water bottle.7 Rescher8 points out that some value ”erosion" is induced by boredom, disillusionment, and reaction. 6Theodore J. Gordon, "The Feedback between Technol— ogy and Values," in Values and the Future, ed. by Kurt Baier and Nicholas Rescher (New York: The Free Press, 1969), p. 153. 7Ibid. , p. 154. 8Nicholas Rescher, Introduction to Value Theory (New Jersey: Prentice—Hall, Inc., 1969), p. 117. g The status of a value can be eroded away when, in the wake of its substantial realization in a society, the value "loses its savor" and comes to be down— graded by disenchantment and disillusionment.9 VHow do individuals acquire widely divergent values? Actually, the process of acquiring attitudes and values is a continuous and gradual one from birth to the grave. They are acquired through example and expectation. Values are largely unconsciously acquired and based on what an indi— vidual sees and hears.10 From its inception the American school system has emphasized value education as a major part of its curricu— lar objective.ll Some people consider the term "value edu- cation" synonomous with such terms as character education, human relations education, citizenship education, et al. This writer considers "value education" a term that is more general in that it is thought to be a term that implies a goal of helping students develop a set of social values that will enable them to function more effectively in society. Human relations education and citizenship education are terms somewhat more general than character education. The latter is more moralistic in tone. 91bid. loThomas Gladwin, Basic Human Values for Childhood Education, ed. by Bess Goodykoontz (Washington, D.C.: Association for Childhood Education International, 1963), p. 51. llVernon Jones, "Character Education," Encyclopedia of Educational Research, ed. by Chester Harris III (19605, p. 184. Arndt and Everett, in emphasizing the importance of the elementary school in the development of values, stress the fact that student personalities are most impres- sionable in the early years. Basic social, emotional, moral, and intellectual attitudes, beliefs, and habits are formed in these years. They affect the individual throughout life.12 With the acceleration of scientific and technologi— cal advancements, there is a need for innovative approaches as individuals seek to relate to a constantly changing society. Remaining a "constant", however, is the fact that values are conceived early in the living—learning experience of an individual. Therefore, we must turn our attention to any experience that is an intricate part of the value forma- tion process. One can gain experiences vicariously through reading. Dr. James E. Allen, Jr., former United States Com— missioner of Education, has placed reading as one of the five major priorities of education in the 1970's.13 With the renewed pressure on the acquisition of the reading skill, it appears logical that the content of present read— ing materials should be of vital concern to educators. It is the opinion of some educators and psychologists that what a student reads may influence his personal value system. 12Christian 0. Arndt and Samuel Everett, Education for a World Society (New York: Harper and Brothers Pub- lishers, 1951), p. 257. 13James E. Allen, Jr., "A Program of Priorities for the Coming Decade," The New York Times, January 12, 1970, p. 61. ‘-—‘_ i ! The supposition that some children's literature is designed to inculcate certain ideals and values into the minds of the readers is not new. The 1929 edition of A Guide to Literature for Character Trainingl4 provides an excellent example of what some authors believed the pur- poses of literature for children to be. In this volume books were judged for their literary quality using eight standards. These standards were unity, right craftsman— ship, agreeable emotional tone, effectiveness, artistry in appeal, truthfulness, refinement of the fundamental human attitudes, and proper orientation. The last two points specifically dealt with the sort of work literature should do in changing the attitudes of youngsters. The authors stated that man would not escape his original passions because they are basic to life. He would, however, redeem their coarseness and make them elements of culture; less sex, in proportion, and more ideal love; the substitution of the tastes of the artist for those of the epicure; devotion to comrades carried up into higher loyalties, and so on throughout the list. Literature, so widespread and ever present, is or may be a great transformer of all our values. Under the eighth standard of proper orientation literature is referred to as an influence to create an 14Edwin D. Starbuck and Frank K. Shuttleworth, et al., A Guide to Literature for Character Training, Vol. 1 (New York: The Macmillan Company, 1929). 15 Ibid., p. 17. individual who can move easily and familiarly in all spheres of valuable experience. This process takes the form of a threefold recenter- ing of the personality: (a) a rebuilding of plastic lower-self materials into a higher selfhood of refined tastes, insights, and high purposes; 1 (b) a recentering of others who are considered as ends in themselves and appreciated in a ‘ spirit of friendliness, cooperation, and loyality; in other words, communal thinking ‘ and living; 7 (c) a recentering of the self in a world of ideal ‘ values, usually more than personal and more than factual often symbolized by such terms ‘ as "The Oversoul," "A Presence," "The Father," "A World—Order," "The Universe," "Pan Kalon," or "God," to which one responds with simpli— city of mind, with admiration, and with rever— ence.l6 Josette Frank, Reading Consultant to the Child Study Association of America, has written: The very existence of juvenile literature was from the first to improve children's character and show the way in which to go.l7 David C. McClelland, professor of psychology at Harvard University, takes a stand on the effect of various books in molding a child's personality and value structure when he writes: I believe that children acquire the values or ethical ideas expressed in the stories, even without conscious and deliberate attempts to abstract them. It is the abstraction process that is difficult, not the ideas themselves. I believe that Middle Eastern children learn naturally and easily from what they read that l6Ibid., p. 18. l7Josette Frank, Your Child's Reading Today (New York: Doubleday and Company, Inc., 1954), p. 184. g—J cleverness is good, just as American children learn that working together is usually the best way of doing things. Children come to take such ideas for granted because that's the way things "are" or "hap- pen" in the stories they read. In August, 1966, fifty educators met at Dartmouth College, New Hampshire to hold the Anglo-American Seminar on the Teaching of English. This was the first large- scale international conference on this basic subject. It was co—sponsored by the Modern Language Association of America, the National Association for the Teaching of Eng- lish (United Kingdom), and the National Council of Teachers of English. The seminar was supported by a grant from the Carnegie Corporation of New York. The Conference partici- pants discussed, debated and "thrashed out" many aspects of the teaching of English. Among these was a discussion on the question of what literature should be taught, for what purposes and how. One study group agreed on the fact that reading materials should always be chosen for their literary value rather than their possible bearing on psy- chological problems.19 Frank Whitehead stated: All children, whatever their ultimate role in life is to be, need experience of literature . . . if their personalities are to expand and flower into a capacity for fullness of living. 18David C. McClelland, “Values in Popular Litera- ture for Children," Childhood Education, CL, No. 3 (Novem- ber, 1963), 136. 19Herbert J. Muller, The Uses of English (New York: Holt, Rinehart and Winston, Inc., 1967), P. 82. 20 Ibid., p. 79. In simpler terms the recommendations of the seminar participants included: 1. The fact that the teacher should make or keep literature alive as it naturally is for little children. '2. The teacher should assist the growing child to read with more understanding, or to achieve the "proficiency" that appeared as a primary aim in the statements of several study groups at the seminar. However, the principle aim at the seminar for the Response to Literature study group was: That students acquire not merely an ability to read well but a lasting desire to read books--a love of literature that in America may brand a teen—ager as "queer".21 Not only should children experience literature, but as the committee concluded, according to James Miller, that teachers of literature should select books embodying diverse visions of life and beliefs about values, and then question, discuss, and explore them with the students; this would lead to an awareness of moral complexity, ambiguity and paradox. Apparently, there was no objection to this conclu- sion, only an awareness of the fact that the public does not cherish complexity or ambiguity. Herbert J. Muller is disposed to introducing this whole issue of diverse, conflicting values quite explicitly, meeting it head—on. Dr. Muller states that, in general, the seminar dwelt on what most needs to be said today. Zl‘Ibid. 221bid., p. 93. 4:. “A 1.55:? Hui-11w girl . H; ‘3 ': II? I lulll'. . :1 | .. . In... It was seeking development of the individuality that is threatened by the pressures to conformity in mass education. It was concerned with aesthetic values that do not seem like a real human need in a comer— cialized industrial society where a vast deal of tawdriness, drabness, and ugliness is accepted as natural and normal. This is not the time or place for an essay on what modern technology is doing to people, as well as for them; but the study of litera— ture as recommended by the seminar might give a bet— ter idea why a people with by far the highest stand— ard of living in all history is not clearly the hap- piest people on earth.23 It should be noted, however, that reading has not always been viewed as a positive force in society. Reading has had its effect as a disintegrating force as shown by Frederic Wertham's study on the effect of the reading of comic books by children. As he states: Slowly, and at first reluctantly, I have come to the conclusion that this chronic stimulation, temptation and seduction by comic books, both their content and their alluring advertisements of knives and guns, are contributing factors to many children's malad— justments. Although admittedly speculative, it is of note- worthy interest to review Lorang's comments on the famous Texas Tower mass murders committed by Charles Whitman on August 1, 1966. Dr. Coleman De Chenarm, pathologist who performed the autopsy on Charles Joseph Whitman, the murderer, pointed out his personal opinion to the United Press International. He noted the novel, The Open Square by Ford Clarke in which a killer entrenches Himself in a tower with a supply of long-range guns, ammuni— tion, food, water and a can of gasoline, after kill— ing his wife and mother. Whitman may have read this 23Ibid. , pp. 93—94. 24Frederic Wertham, Seduction of the Innocent (New York: Rinehart and Company, Inc., 1954), p. 10. ll novel. No one can prove that he did and yet he car— ried out every detail of the action Ford Clarke described. He killed his mother and his wife, and then ascended the top of the University of Texas tower with long—range guns, ammunition, food, water and a can of gasoline. He had absolutely no need for the gasoline except it was an item in The 0 en Square. The chance of the real murders apprOXimating every detail in the book unless there was a casual connection between the murders and the book, would be something like 1 in 10 figuring according to the similarities in the two cases. It could be even a higher figure if one takes into account secondary "coincidences."2 The extent of the effects of reading and the ques- tion of positive versus negative effects on the individual has been most recently debated in The Report of the Commis- sion on Obscenity and Pornography.26 Of the four specific tasks that Congress assigned to the commission the third one was: to study the effect of obscenity and pornography upon the public, and particularly minors, and its relationship to crime and other antisocial be— havior. The basic finding on which the complete report is based is that empirical research has come up with no reliable evidence to indicate that exposure to explicitly sexual materials plays a significant role in the causation of delinquent or criminal behavior among youth or adults. 25Sister Mary Corde Lorang, Burning Ice: The Moral and Emotional Effects of Reading (New York: Charles Scrib— ner's Sons, 1968), p. 18. 26 The Report of the Commission on Obscenity and Pornography (New York: Bantam Books, 1970). 27Ibid., p. 1. 281bid., p. 457. 2.: > 1'. -._.. 55“” ‘3" “Hi =33 L *9- h .&t 151E"; ; : '. .' "flit-MW 'T‘. I.i . - .i E 13 ' || '! 1’ ’ 12 It would be unfair to report that finding without mentioning at least one of the many dissenting opinions of three commissioners who were part of the committee, namely Morton A. Hill, S. J., Winfrey C. Link and Charles H. Keating, Jr. We believe that pornography has an eroding effect on society, on public morality, on respect for human worth, on attitudes toward family love, on culture. We believe it is impossible, and totally unnecessary, to attempt to prove or disprove a cause—effect rela— tionship between pornography and criminal behavior.29 With regard to the use of pornography as a vehicle for sex education, these three members state that: Children cannot grow in love if they are trained with pornography. Pornography is loveless; it degrades the human being, reduces him to the level of animal. And if this Commission majority's recom- mendations are heeded, there will be a glut of por- nography for teachers and children. For the purpose of studying social values in chil- dren's literature, the author has selected contemporary realistic fiction for children. This decision was based on the realization of the important influences that books have on children as a result of the author's nine years of public school teaching experience. Also contributing to the selection of realistic fiction are the following find- ings of Gray: 1. Students in both elementary and secondary schools read more fiction than any other type of material and like it better. 291bid., p. 458. 30Ibid., pp. 458—459. l3 2. Children and young people tend to avoid factual or informational books for recreational reading. 3. Students at all age levels, with but rare exe ceptions, prefer prose to poetry.31 The contemporary realistic fiction in this study was selected from two well-known lists. The lists are: (1) "Notable Children’s Books" as selected by the Book Evaluation Committee of the Children's Services Division of the American Library Association, and (2) the "Outstand— ing Children's Books of the Year" as listed annually by the The New York Times Book Review during Children's Book Week. ________________________________ The lists were selected at five-year intervals beginning with 1949 through 1969. Five—year intervals were chosen SO that various trends, if any, might be indicated over a twenty year period. The writer arbitrarily decided on the complete selection of contemporary realistic fiction from these lists feeling it would present a more thorough representation of the category rather than a random sampling. Current periodicals and newspapers reveal a sub- stantial amount of criticism of children's literature. Pleading with her readers to examine whether the subject matter in our children's literature is really in the child's SPhere of interest, Sanders32 asks for consideration of ___________________ 31William S. Gray, Encyclopedia of Educational Research, ed. by Chester Harris III (New York: The Mac— Millan Company, 1960), p. 1106. 32Jacquelyn Sanders, "Psychological Significanc: of Children's Literature," Library Quarterly, XXXVII, No. (January, 1967), 15—22. .r m* 14 whether subject matter is presented in a way that is man— ageable and conducive to a meaningful experience, and finally whether solutions are made available. Emily Neville, a prominent children's author, defines social values as "the struggles, for good or evil, of people in groups."33 Within this definition she describes some of the problems encountered in approaching the writing task and offers no apologies for her convic- tions that an author must not preach, must not make the reader's decision for him, must not indulge in the fallacy that all nice people do good things and that all evil things are done by bad people. The author's job is to throw sharp light on how some real people act in a particular time and place. Susan Hinton, the 19-year-old author of The Out- siders,35 admonishes adults to write realistically, not as things were fifteen years ago. She suggests that if adults took more time to explain and provide answers to the age—old question, ”why?", there would be more understanding between generations. Miss Hinton is quite sincere when she states: Teen—agers know a lot today. Not just things out of a textbook, but about living. They know their par- ents aren't superhuman, they know that justice doesn't always win out, and that sometimes the bad guys win. They know that persons in high places 33Emily Neville, "Social Values in Children's Liter- ature," Library Quarterly, XXXVII, No. 1 (January, 1967), 46. 34Ibid. 358. E. Hinton, The Outsiders (New York: The Viking Press, 1967). ."-. .v.... ._.—— 15 aren't safe from corruption, that some men have their price, and that some people sell out. Writers needn't be afraid that they will shock their tten-age audience. But give them something to hang onto. Show that some people don't sell out, and that everyone can't be bought. Do it realistically. Earn respect by giving it.36 Earlier in this paper, reference was made to tech— nology and science and its effect on the changing composi— tion of today's society. One readily understands that with societal changes especially those involving technology and scientific advancements have come changing value systems. Modern literature reflects today's social values, and in line with Miss Hinton's previous statement, it is essential that all aspects of the value conflict are depicted, even though some facts related to the conflict may contradict, perhaps, an author's personal value system. It is interesting to note that John Rowe Townsend, the British author and critic of books for children makes this same ovservation. He suggests ideally that in seek— ing to develop topics that are highly interesting to ado— lescents, publishers find novelists who are teen-agers themselves. He continues by stating: Teen-age novelists are rare, and those who are around either are not very good or have their eyes on higher things than the juvenile list. So in come the established writers, sturdily applying themselves to new tasks, doing their homework, getting around, talking to their young friends, crossing out "he kissed her gently on the lips" and substituting "his hands explored her body"; 36Susan Hinton, "Teen-Agers Are for Real," The New York Times Book Review, August 27, 1967, p. 29. 16 trying to get with it, trying, trying—-and trying they certainly can be.37 Perhaps it is because of the lack of teen-age authors that causes Robert Coles to contend that children's books fall short of the demands made upon them in these changing times. He states: I don't see why the large number of children's books I read or look at continue to be so stub- bornly condescending to children, so naive about what children do in fact know, and want to know, and in less time than we think, get to know. Nor can I understand why in the name of childhood, a time when curiosity and open—mindedness and awe and anger and shrewdness and guile and kindness are most visible, most concrete, books must be written over and over again without a blessed trace of believable feeling or complexity.38 Nat Hentoff, by his own admission, confessed that his book, Jazz Country39 was a diluted version of the realities of teen-age existence. He goes on to explain: I began to read what other writers in the field were doing and agreed with the young critics that little of relevance is being written about what it is to be young now. There are occasional works of fiction about the past, about other countries, about the riddling truths in fantasy which do attract and hold some young readers; but the chal— lenge is to make contact with the sizable number of the young who seldom read anything for pleasure because they are not in it.40 37John Rowe Townsend, "It Takes More than Pot and the Pill," The New York Times Book Review, November 9, 1969, p. 2. 38Robert Coles, "Growing Up," The New York Times Book Review, May 5, 1968, p. 45. 39Nat Hentoff, Jazz Country (New York: Harper and Row, 1965). 40 Nat Hentoff, ”Fiction for Teen—Agers," Wilson Library Bulletin, XLIII, No. 3 (November, 1968), p. 261. l j". cuif ii""__ ._-". '1' :_ 1'. - - .u r- - " V .* . ...:2-. u... 'gnlg " .- 1.]: "fl“: tr: .- - " ' - .1?” I.- ‘ :r. i! :5; We have noted a concern for the actions of students in today's society, actions based on a value system devel- oped during early learning years. A concern has also been expressed for the content of children's literature since children are so greatly influenced by what they read and hear. Believing that there are certain social values reflected in literature published for children, it is the author's purpose to determine the validity of this belief. Purpose of the Study The purpose of this study is to ascertain whether the selected social values*of justice, work, obedience and knowledge, and the corresponding value-themes of belief in the equality of opportunity for all people, acceptance of responsibility, obedience of laws and recognition of the importance of an education and knowledge are expressed in contemporary realistic fiction for children published from 1949 through 1969. Significance of the Study The issues and problems that young people face today demand decisions on their part. It is difficult for one to view marijuana, L.S.D., the nuclear bomb, television, computers, the birth control pill, the space program, and racial strife with neutral feelings. What feelings youth have for these and other technological and scientific changes reflect a personal value system on their behalf. *Chapter III discusses these values in detail. . '.IE 18 As Henry Enoch Kagan has so succinctly stated: To survive, a society must have values in which the majority of its members really believe.41 It is interesting to note, that in discussing a value system for the future, Talcott Parsons, eminent Har- vard University sociologist states that: are different; they are and must be. It is whether they have abandoned the central values which have given its main thread a continuity to our society. My own View is that, as a group, they have not done 30.4 The specific concern of this study is with four selected social values and their appearance in contemporary realistic fiction. Chapter II presents in detail, research which documents the influence of reading upon children and provides evidence that this influence has, in many cases, been transmitted to the chosen value system of readers. Since children are exposed to contemporary realistic fiction as reading matter, a sample of contemporary realistic fic- tion was selected for the study. The four social values were selected from an established list of CharaCteristics of the Good Democratic ___________________ 41Henry Enoch Kagan, "Teaching Values to Our Chil- dren," Values and Ideals of American Youth, ed. by Eli Ginz- berg (New York: Columbia UniverSity Press, 1961), p. 255. 42 D " ' 1 ' t's View " in -arsons A SOCio ogis _ , TalCOtt ' ed. by Eli Ginzberg Values and Ideals of American Youth, 286 (New York: Columbia UniverSity Press, 1961), p. . .11“:- . - ‘ _ ‘.- _.'. Citizen as developed by the National Council for the Social Studies.43 In analyzing contemporary realistic fiction for children for these values, the author feels that the pres— ence or absence of these values will indicate an exposure, if any, that youth is getting to these values. Establishing the presence or absence of these values should be of interest to publishers, editors, authors, librarians, teachers, and educators on every level. For, if we truly want worthy democratic citizens as suggested by the Educational Policies Commission, then our concern must, in part, be directed toward the reading materials to which our children have access. James E. Allen, Jr., former United States Commis- sioner of Education, has stated that the fundamental edu- cational goal of America in the 1970's includes the right of every individual to secure the knowledge and understand- ing necessary to fulfill himself as an individual and as a 44 Having established these constructive member of society. values as those characteristic of an effective and contrib- uting democratic citizen, it appears logical to assume that the exposure to these values will aid in the accomplishment of an educational objective for America. 43Ryland W. Crary, ed., Education for Democratic Citizenship, Twenty—second Yearbook of the National Council for the Social Studies (1951), pp. 154-161. 44 James E. Allen, Jr., "A Program of Priorities for the Coming Decade," The New York Times, January 12, 1970, p. 61. 20 Concern for the value system held by young Americans is understandable, but research on what influences this value system seems imperative. Hypothesis That the majority of the selected contemporary realistic fiction books for children supports at least one of the four listed social values and the corresponding value theme. Assumptions of the Study 1. That reading, like all other experiences in an individual's life span, affects the formation of values held by that person. 2. That the social values chosen for this study are important to the development of a worthy citizen in our democratic society. 3. That the books in the following lists are those most often seleCted by teachers and librarians for use by Children, and therefore, represents a valid sample for this study. a. "Notable Children's Books" as selected by the Book Evaluation Committee of the Chil- dren's Services Division of the American Library Association. b. The "Outstanding Children's Books of the Year" as listed annually in the The New .‘l-IleJW-h. Lg... n ...-. York Times Book Review during Children's Book Week in November of each year. 4. That any individual engaged in the reading process brings his own background of experience to his reading situation and is influenced by his past experiences in his interpretation of what is read. Limitations of the Study 1. The study is restricted to books which can be Classified as contemporary realistic fiction as defined in the study. 2. This study is concerned with contemporary realistic fiction books as listed on the lists "Notable Children's Books" of the years 1949, 1954, 1959, 1964, and 1969 as selected by the Book Evaluation Committee of the Children's Services Division of the American Library Asso- ciation, and the selection of "Outstanding Children's Books of the Year" for the years 1949, 1954, 1959, 1964, and 1969 as listed in the Children's Book Week issue of The New York Times Book Review. 3. This study is concerned with the following social values as defined by Ralph K. White:45 (1) Justice (2) Work (3) Obedience (4) Knowledge 45Ralph K. White, Value-Analysis: The Nature and Use of the Method (New York: Society for the Psychological Study of SOCial Issues, 1951). Ital-pinch... . .. . .. . :0. 4. The above social values are interpreted through the following value themes: (1) Belief in the equality of opportunity for all people (2) Acceptance of responsibility. (3) Obeying laws. (4) Recognition of the importance of an edu- cation. The value themes as stated above were derived from the previously stated values as defined by White and from a study of the list "Characteristics of a Good Democratic Citizen" (Appendix A) as found in the 1951 Yearbook of the National Council for the Social Studies. The writer defined these value themes in behavioral terms with the assistance of Dr. Stephen L. Yelon46 on February 25, 1969. Definition of Terms Attitude — A readiness to react toward or against some situation, person, or thing, in a particular manner, for example, with love or hate or fear or resentment, to a particular degree of intensity.47 Children's Literature — Published reading material of a superior quality written for children by expert writers.48 Contemporary Realistic Fiction — The writer's definition of contemporary realistic fiction is as follows: 46Dr. Yelon, assistant professor of educational psychology at Michigan State University, is a co—author of the book entitled, A Strategy for Writing Objectives. 47Carter V. Good, ed., Dictionary of Education (New York: McGraw-Hill Book Company, Inc., 1959), p. 48. 48 Ibid., p. 323. i, ' - - - ‘.‘f '1‘ - - a m!- 2.4-: «'1 3w strttfififia¥3m ' '_ '.n- .,- ,4 .'._K 'F ' E; - ' ' ' .u.’-"-'. H l I . . . . s '_ ‘ r . Books which are plausible or possible within the con— temporary times of the date of publication of the book. For purposes of this study the major charac- ters in the junior novels are primarily human, not animals. Readin - Reading is the process of acquiring an author's meanings and of interpreting, evaluating, and reflecting upon those meanings.4 Value Theme — Any value that the author supports or rejects through the action of the book. Social Values - Aspects of human interactions that are regarded as being worthy, important, or sig- nificant for the proper functioning of group life; aspects that the members of society seek to conserve or promote. Value System — In inclusive set of deep-lying atti- tudes and beliefs that tend to direct the person's habitual responses in various situations.5 Overview The importance of the study has been stated in Chapter I. This has included the introduction to the study, the purpose, hypothesis, assumptions and limitations of the study, and definition of terms used in the study. Related literature will be reviewed in Chapter II and will include research on the effect of reading on attitudes and behavior and a review of past research on social values in children's literature. In Chapter III, the design of the study will be stated. The findings of the study will be presented in Chapter IV, with an annotated bibliography of the books 49Guy L. Bond and Eva Bond Wagner, Teaching the Child to Read (New York: The MacMillan Company, I950), p. 40. 50Good, op. cit., p. 595. 51Ibid. . 'Illfhl . . . .Ac 1.. 24 containing major value-themes in Chapter V. The summary and conclusions, implications and recommendations will be discussed in Chapter VI. CHAPTER II REVIEW OF LITERATURE Introduction There appears to be two areas of research that are most closely aligned to this study. The first section of this chapter presents a review of research on the effects of reading on the individual. There has been considerable opinion, offered quite freely by educators and psycholo- gists, among others, on what reading does to people and why, but there are few scientific studies on the subject. The effect of reading is a difficult topic to research, as the impact of printed matter on the individual is generally so closely entwined with combinations of other experiences, it becomes very difficult to divorce one from the other. In the second section of this chapter, the author reviews previous studies dealing with values found in children's literature in general, and social values as found in children's literature in particular. Research concerned with assessing the presence of values in chil- dren's books is of recent origin; few studies have dealt specifically with social values. Even though such studies are limited in nature and scope, their inclusion provides a background which is necessary in understanding the author's present research. It‘ll}. I: All.” II III nlul'ua I. 91“ . 1 The Effects of Reading In her doctoral dissertation in psychology completed in 1944, Sister Mary Corde Lorangl questioned 2,308 urban high school students regarding the books and magazines which they read and the effect the reading of these books had on them. Sister Lorang's study listed 13,337 emotions that students indicated were evoked by reading books, maga- zines or illustrations. Fifty—eight per cent of the emo- tions were credited to books; 34 per cent to magazines; 8 per cent to illustrations. Sister Lorang summarizes her study as follows: 1. If a book has an effect on the reader, the effect on of a good book will almost certainly be good, and the effect of an objectionable book will almost certainly be bad. . Reading can influence conduct for good or evil. It is possible to inculate either good or bad principles through reading. L») N o In 1967 Sister Lorang up-dated her study.3 She used a much broader geographical and sociological sweep, getting reactions from 3,206 high school juniors and seniors. This made it possible to compare two different populations. Three thousand one hundred forty-seven dif— ferent books were mentioned as compared to 330 in 1944, 1Sister Mary Corde Lorang, The Effect of Reading on Moral Conduct and Emotional Experience (Washington, D.C.: University Press, 1946). 2 Ibid., pp. 82—83. 3Sister Mary Corde Lorgan, Burning Ice: The Moral and Emotional Effects of Reading (New York: Charles Scrib- ner's Sons, 1968). an increase of 1,400 per cent, and 925 different magazines were mentioned as compared to 186 in 1944, an increase of 288 per cent. As a result of her replicated study, Sister Lorang reached the following conclusions: 1. Reading of books and magazines does have an effect on emotions, attitudes, ideals and actions of young adults. 2. Reading of books and magazines arouses both socially acceptable and anti—social emotions, attitudes, ideals and actions in young adults. 3. Boys seem to be more harmed by reading material than girls. 4. Books and magazines judged fit for young adults in this study have generally produced good effects while books and magazines judged unfit have generally had bad effects.4 Sister Lorang expected to find a great difference between the responses young adults in 1944 and 1967 gave, but in actuality she did not.5 In 1944 there was a correlation of .958 between the kind of book and kind of effect and a correlation of .992 between kind of magazine and kind of effect.6 In 1967 there was a correlation of .764 between the type of book and type of effect,7 and a correlation of .886 between type of magazine and type of effect.8 We do not have statistical evidence to attest to the relationship between the kind of book and kind of effect; kind of magazine and kind of effect, but direct 41bid., p. 106. 51bid., p. 108. 61bid., p. 9. 7Ibid., p. 34. 8 Ibid., p. 82. 28 quotations from the young people are included to attest to the causal aspect of this relationship. In capital letters Sister Lorang emphatically states that: We do not have evidence that reading effects and affects behavior for good or evil. The effect may result in socially acceptable behavior or anti-soc1al behaVior. In a study conducted in 1965-1966 Shirleylo inter— viewed 420 high school students in two public high schools in Tuscon, Arizona. The major categories in which the students were influenced, by their own admission, were self—image, philosophy of life, cultural groups, social problems, sensitivity to people, and political science. Self-image was reported as having the greatest influence on the students, with 30 per cent of the readings being done in that category. The per cent of reading done in the various cate- gories mentioned as a result of Shirley's study is as follows: self-image, 30 per cent; philosophy of life, 20 per cent; cultural groups, 18 per cent; social problems, 10 per cent; sensitivity to people, 9 per cent; and politi- cal science, 6 per cent. 91bid., p. 122. loFehl L. Shirley, "The Influence of Reading on Adolescents,” Wilson Library Bulletin, XLIII, No. 3 (Novem- ber, 1968), 256-260. 29 This same study is reported more recently in the Journal of Reading.11 It is noted in this particular article that the research was done for Fehl L. Shirley's doctoral dissertation entitled, "The Influence of Reading on Concepts, Attitudes, and Behavior," at the University of Arizona, 1966. The following summary of the study is given: The number of influences of reading on students' concepts, attitudes, and behavior is related to in— telligence, reading proficiency, the number of books and articles read, and the situation in which the reading was done (voluntary and assigned) but not the type of material (fiction or nonfiction).12 The fact that Miss Shirley states that influences of reading on students is not related to type of material may be debated by some. In studies by Haughl3 and Lowder- milkl4 we have some confirmation of the assumption that reading, reinforced by listening, discussion, and conver- sation, will change attitudes more effectively than read- ing alone. However, these results apply to specifically designed persuasive writing rather than literature. llFehl L. Shirley, "The Influence of Reading on Concepts, Attitudes and Behavior,” Journal of Reading, XII, No. 5 (February, 1969), 369-372, 407—413. 12 Ibid., p. 412. l3Oscar M. Haugh, ”The Relative Effectiveness of Reading and Listening to Radio Drama as Ways of Imparting Information and Shifting Attitudes," Journal of Educational Research, XLV (March, 1952), 489-498. 14 R. R. Lowdermilk, "Attitude Shifts From Reading and From Radio Program Listening," (unpublished doctoral thesis, Ohio State University, 1939). a! _. - “fig 41:.-. _.-. ...—.p u i.“ '. * 3n:- rm fl ' ' I =.-'.'_‘. ‘ avast!" '-_ . 4' “um , Fisher's15 hypothesis was that reading material of a literary nature would change children's attitudes. post-test. One group read six selected stories; a second group read the stories and discussed them, and a third group had no contact with the stories at all. The results indicated that reading of stories about American Indians 1 1 An attitude test was given to all pupils as a pretest and produced attitude changes that were significantly greater than not reading stories at all. However, Fisher found that the reading of stories plus discussions produced more significant attitude changes favorable toward Indians than did reading without discussion. The impact of reading on the values of sixth grade students was examined by Lewis.16 Assuming that litera— ture influenced the values of aggressiveness, selfishness, and nurturance, Lewis hypothesized that aggressiveness and selfishness would be decreased and that nurturance would be increased among students exposed to four experimental treatments. A semi—projective Test of Values constructed by Lewis was administered to all the students before and after the experiment. 15Frank L. Fisher, "Influences of Reading and Dis- cussion on the Attitudes of Fifth Graders Toward American Indians," The Journal of Educational Research, LXII, No. 3 (November, 1968), 130-134. l6Isabel Rogers Lewis, "Some Effects of the Read- ing and Discussion of Stories on Certain Values of Sixth Grade Pupils," (unpublished Ed.D. dissertation, University of California, Berkeley, 1967). 31 Several findings were reported by Lewis: (1) Reading without discussion produced significant change through increase in aggressive feeling, decrease in selfish feeling, decrease in nurturant feeling, increase in pro— jected nurturant behavior; (2) Discussion of the values without reading the stories resulted in no significant changes but indicated a trend toward increased aggressive— ness; (3) Reading followed by discussion of the stories and the values produced significant change; (4) There were no significant changes in any of the values for the group which had no treatment of reading or discussion. Lewis' research appears to indicate that the addition of discus- sion to the reading process produces more significant attitude changes than merely reading alone. A study conducted by Jackson17 attempted to deter- mine the effect of reading upon attitudes toward the Negro race. One of the purposes of her study was to investigate the effects of reading fiction upon the attitudes toward the Negro race of a group of southern white children, assuming a decrease in prejudice against that race to be desirable. Jackson's experiment showed a small but significant shift from a less to a more favorable attitude toward the l7Evalene P. Jackson, "Effects of Reading Upon Attitudes Toward the Negro Race,” Library Quarterly, XIV, No. 1 (January, 1944), 47—54. ‘, . an! (ab-3' 1..-'1'! .* ._ ' . ; ' '- fi'EL-‘m.’ - .‘-.:-a-~..'.*3‘£L‘: 5.! mini . .1 ‘.‘IJ.’ 1213111". M.” ‘ 4;. Negro race after students read fiction which presented that race in a sympathetic light. However, when the experiment was repeated in a second school, there was an insignificant shift toward a more favorable attitude on the part of the experimental group thus nullifying any positive statements concerning the effects of reading on values in this par— ticular study. This study appears to be of minor value when consideration is given to the fact that many other influences affect attitudes toward the Negro race other than the act of reading. Sister Mary Agnes, S.C.l8 conducted a study in which an attempt was made to measure the effect of free reading on the expressed racial attitudes of 100 adolescent girls in a large city Catholic high school. A 27 item questionnaire was given to 100 white girls whose library cards revealed that they had borrowed within the previous year at least two books by or about Negroes or dealing largely with Negro life. A matched control group, report- ing no reading on the Negro question, was given the same questionnaire. The replies were compared to determine whether reading books about Negro life, or the works of Negro authors, made any significant difference in the attitudes expressed. 18Sister Mary Agnes, S.C., "Influence of Reading on the Racial Attitudes of Adolescent Girls," Catholic Educational Review, XLV, No. 7 (September, 1945), 415-420. -III: .3.- 5.1 .L . a » 33 When the responses were compared, it became evident that the readers of books related to Negroes were more homogeneous in outlook, more favorably disposed towards the Negro, more cognizant of the Negro's human rights, and more aware of the complexity of the race problem. In addi- tion, these readers displayed greater consistency of opin- ion, while the control group was rather disposed to grant the Negro certain rights in one situation and deny them in a similar one. Sister Mary Agnes indicated that there was no attempt to evaluate other influences on the readers such as radio, movies, parental attitudes and other social factors. It would appear to this writer that the study con— ducted by SiSter Mary Agnes is indefensible. It does not seem legitimate to assume that the reading of two books (or admittedly in some cases more than two books) by or about Negroes or dealing largely with Negro life would be sufficient evidence for determining attitude change. Surely we cannot overlook the other influences that may have affected the attitudes of the readers. Although dif— ficult and in some cases impossible to measure, it would appear to be a blatant error to ignore the fact that teen— age girls are influenced by radio, movies, parental atti- tudes and other social factors. It does not seem justifi— able to state consistency of opinion of one group as the sole result of reading activities. No account is given "' '21-: -. ‘- 34 for other activities performed by this same group of girls. In reviewing the interaction of book and reader, one cannot overlook the insights afforded by Louise M. Rosenblatt in Literature as Exploration.19 In this book Louise Rosenblatt describes a proc— ess of guiding students to responsible reading, illustrat— ing the need to develop programs relevant to what the students bring to the printed page. The book seeks to present a philosophy for teachers who desire to help young people to gain the pleasures and understandings that literature can provide. Rosenblatt has made a most inter- esting comment in the following excerpt: The reader's fund of relevant memories makes possible any reading at all. Without linkage with the past experiences and present interests of the reader, the work will not "come alive" for him, or rather, he will not be prepared to bring it to life. Past literary experiences make up an important part of this equipment which the reader brings to literature, but these have usually been emphasized to the exclu- sion of other elements derived from general life experience. In order to share the author's insight, the reader need not have had identical experiences, but he must have experienced some needs, emotions, concepts, some circumstances and relationships, from which he can construct the new situations, emotions and understandings set forth in the literary work.26 Rosenblatt's comments pave the way for other studies in the field of children's literature. The complexities of 19Louise M. Rosenblatt, Literature as Exploration (New York: Noble and Noble, Inc., 1968). ZOIbid., p. 81. .33 I! _ ' 'I I‘l- ".-:' .; =1"; """'_" ‘i' .':_-,‘.._u- {' dig-f; 114-0.! 2‘“: "i1: the reading process are numerous and surely we cannot have too much research to aid us as we seek to understand the impact of the printed word. As we continue to center our attention on the interaction between the reader and the printed word it seems essential that some comment be made on the Anglo— American Seminar on the Teaching of English, held August, 1966 at Dartmouth College, New Hampshire. Among the reports which were a result of this seminar was that of the Study Group on Response to Literature.21 This report provides us with some invaluable insight into the concerns of the seminar about literary study in our schools. Operating on the basic assumption that a response to a work of literature is an interaction between the work and the reader, James Britton suggests that to read more books with satisfaction may be set down as one objective; as a second, he should read books with more satisfaction. We need to foster in other words, wide reading side by side with close reading. The importance of freedom of choice is obvious enough in the first situation, less recognized in the second, since close reading is usually taken to mean class teaching. But choice is no less desirable in the classroom, and students should whenever pos— sible choose what is studied by the class as a whole or, better still, by groups on their own with occa— sional help from the teacher. 21James R. Squire, ed., Response to Literature, Report on the Anglo-American Seminar on the Teaching of English, Dartmouth College, N. H., August, 1966 (Champaign: National Council of Teachers of English, 1968). 22 Ibid., p. 8. 36 This suggestion prompts action from the teacher to provide sufficient books and easy accessibility. D. W. Harding, Chairman of the Response to Litera— ture Study Group, stated the following in the final report of the study group. The group stresses the need for open communication between teacher and pupil so that there is an opportunity for discussion without any expectation. The group amplifies this thought with the following: Moreover, works to be read should always be chosen both for their value as literature as well as for their possible bearing on psychological reactions of young people. This complete report of the Study Group on Response to Literature should not be overlooked by anyone dealing with any phase of the reading process as acted upon by children and young people today. The findings are basic and the report provides concrete and explicit suggestions for assisting any who seek to provide a more meaningful experience to those who engage either in the teaching of reading and literature or the reading process itself. The emphasis on a carefully organized program of guided individual reading24 appears to give weight to the necessity of a study such as this one. We must be aware of the content and values of books so that we may more intelligently provide our students with books that aid their development as worthy Democratic citizens. 23Ibid., p. 16. 24Ibid., p. 18. ;;—4 The importance of the relationships between teacher and student and its influence on the extent that literature has on value formation of the reader cannot be too care- fully stressed. This relationship is again emphasized by Robert Whitehead,25 who describes specific practices which are designed as aids to the classroom teacher in planning an attractive and effective program in literature. Among the principles that Whitehead lists, the following are for the teacher who is concerned with eliciting interest in a literature program: The teacher must plan a continuing program of evaluation in terms of two main purposes: (1) growth in children's knowledge and appreciation of literature and (2) advancement in the area of per- sonal and social understandings. While reading is only one of many influences upon children's lives, the teacher must be ready to capitalize upon the guidance aspects of literature. Even though they cannot be measured statistically, attitudes are developed, by the reading of literature. On-going evaluation must be made in terms of these goals.2 ‘n thinking of the uses of reading's effectiveness one cannot omit what is known in psychiatric circles as bibliotherapy. This is sometimes referred to as thera- peutic reading. Bibliotherapy is therapy used in the treatment of emotional problems which is based on reading material that will provide a solution for those problems. 25Robert Whitehead, Children's Literature: Strate— gies of Teaching (Englewood Cliffs: Prentice—Hall, Inc., 1968). 26Ibid., pp. 5-6. -I‘ -4—~'-: __'—__ 38. Sometimes books are used because of the duplication of problems that young people can identify with and some- times books are used as a developmental source so that principles are firmly established and a reservoir of inner strength is built up to be utilized during "crisis periods". Clara Kircher appears to be a pioneer in the field having first published a list of books for the purpose of bibliotherapy in 1944. This was revised in 195227 and has since been replaced by a newer edition.28 As bibliotherapy became more known more agencies gained an interest in its effectiveness. The United States Veterans' Administration compiled a bibliography for bibliotherapy from 1950 to 1952.29 This was augmented and reprinted in 1955.30 VSince then there have been numerous sources published for the purpose of bibliotherapy. 27Clara J. Kircher, Character Formation Througn Books: A Bibliography (3rd edition; Washington, D.C.E Catholic University of America Press, 1952). 28 . . . . . Clara J. Kircher, BenaVior Patterns in Children's Books (Washington, D.C.: Catholic UniverSity of America Press, 1966). 29 U. S. Veteran's Administration Bibliotherapy: A Bibliography, Reference Library Division, 1950—1952 (Wash- ington, D.C.: 1953), 378 references. 30U. 8. Veterans' Administration Bibliotherapy: A Bibliography Supplemental List 1955, Department of Medicine and Surgery Library DiViSion, Special Service, Medical and General Reference Library (Washington, D.C.: 1955). :. aural. .III. Jill-1.“ 39 One of these is found in an article by Cianciolo.31 This article can be helpful in two ways. The author has identified a sampling of publications in the field of children's literature that might be used to affect coping behavior. In addition to this, the author has listed studies in which researchers sought to change attitudes through the use of trade books. Dr. Cianciolo reminds us that books that are used for therapeutic purposes should exemplify good literature and should be used in a manner that is based on sound educational and psy- chological principles. Both Bailey33 and Newell34 offer excellent resource material for the interested individual and one might particularly find helpful Bailey's selected bibliography of possible books to be used in alleviating personal problems. Cor— inne W. Riggs35 has compiled an annotated bibliography on 3IPatricia Jean Cianciolo, "Children's Literature Can Affect Coping Behavior," Personnel and Guidance Journal, XLIII (May, 1965), 897—903. 32 Ibid., 897. 33Matilda Bailey, ”Therapeutic Reading," in Readings About Children's Literature, ed. by Evelyn Rose Robinson (New York: DaVid McKay Company, Inc., 1966), pp. 31—40. 34Ethel Newell, "At the North End of Pooh: A Study of Bibliotherapy," in Readings About Children's Literature, ed. by Evelyn Rose Robinson (New York: David McKay Com- pany, Inc., 1966), pp. 40—45. 35 Corinne W. Riggs, Bibliotherapy — An Annotated Bibliography (Newark, Delaware: International Reading Association, 1968). lluln- £111.... .. . 40 bibliotherapy which is composed of 138 citations ranging in date from 1936 to 1967. This volume is designed as an aid for teachers and librarians who are dealing with mod- ifying the attitudes and behavior of students. Charlemae Rollins36 has updated two previous edi— tions of a bibliography published in 1941 and 1948 which lists those books for Children and young people which present Negroes as human beings and not as stereotypes. In a paper presented by Claudia Lewis37 different types of books that appeal to preschool children are dis- cussed. Bibliographic data is provided for books that encourage the healthy expression of emotions, books that enable the pupil to participate, books that present the conflicts and feelings children experience as they grow, and for books that are loved by pupils irregardless of their socio—economic status. Realizing the importance of an information guide for teachers and librarians, Gillespie and Lembo38 have prepared a volume that is beneficial to those providing reading guidance to young adults between the ages of nine , 3oCharlemae Rollins, ed., We Build Together (Champaign, Illinois: National Council of Teachers of English, 1967). 37Claudia Lewis, "Literature for Young People" (paper presented at the National Council of Teachers of English Convention, Honolulu, November 23—25, 1967). 38John Gillespie and Diana Lembo, Introducing Books: A Guide for the Middle Grades (New York: R. R. Bowker Company, 1970). (*I and 14. In his introduction in the same book, Lloyd Alex— ander reiterates once more the importance of placing the "right book in the hands of the right child at the right time." This book is a sequel to Juniorplots39 which is designed to serve as a guide for those who give book talks to young people. The material provided for each book con— sists of the plot analysis, thematic material, book talk material and additional suggestions. It is noteworthy that under book talk material specific passages are sug- gested from the book that lend themselves to reading or retelling before a group. Value Studies in Children's Literature Some studies which are worthy of note have dealt with various other value categories as related to reading material designed for the younger reader. Perhaps one of the earliest studies done in relation to the pursuit of values in children's literature was that of Leland B. Jacobs.40 The major purpose of this study was to investi— gate the democratic acculturation embedded in the content of the outstanding children's historical fiction of Ameri— can life written during approximately the first half of the twentieth century. Jacobs states: 39John Gillespie and Diana Lembo, Juniorplots (New York: R. R. Bowker Company, 1967). 4OLeland B. Jacobs, "Democratic Acculturation in 113611031 CL: 5.2.3.” " ‘ ' " ’. published 914.3. dissertatio_, 1.e 1945}. ll Illil II Illili 4 u I n u. . . . v .... .m .. H.” :6. m. .m . . H. . - . .1 .vu '.l I- III Jill's.- - I . . If. . . . III I; that through the perusal of his sampling of child- ren's historical fiction of American life, the child-reader may gain not only entertainment but also insight and a heightened sensitivity to the democratic values inherent in this literature. The child-reader finds in this literature the prizing of certain democratic values, the inclu— sion of which not only presents the emerging American culture but also reveals to him various concepts of the ideals of democratic living.4l Jacobs researched in the area of historical fiction for children in the elementary school. He looked for three main values in his sampling of 39 books. 1. Belief in the optimal development of the individual. 2. Belief in a society that fosters cooperative participation in social action. 3. Belief in reliance upon human intelligence. These values were used as a basis for his instru— ment and were expressed in numerous items of evaluation. A more recent study using a historical survey is that done by Shaw42 in which it was established that one of the dominant themes in children's books was that of a quest for values. Walker43 conducted a study to determine the extent of moral and spiritual values presented in upper grades (grades 4, 5 and 6) basal readers. 41Ibid., p. 385. 42Jean Duncan Shaw, "A Historical Survey of Themes Recurrent in Selected Children's Books Published in America Since 1850” (unpublished Ed.D. dissertation, Temple Uni— versity, 1966). '2 - u . 4“Alcuin C. Walker, "Moral and Apiritual Values and Certain Basal Readers“ (unpublished Ed.D. dissertation, New ‘York University, 1963). 43 One hundred—fifteen randomly chosen selections from five authoritatively established upper-grade basal readers were analyzed to determine the presence of ten moral and spiritual values listed by The Educational Policies Commission. Fifty—five of the selections were found to contain one or more of the ten moral and spir— itual values selected for purposes of the study; sixty selections were found to contain none of these values. The ten values used in this study were: human personality --the basic value, moral responsibility, institutions as the servants of men, common consent, devotion to truth, respect for excellence, moral equality, brotherhood, the pursuit of happiness, and spiritual enrichment.44 The most frequently occurring value was spiritual enrichment, followed by human personality; two values not found in any of the selections were common consent, and devotion to truth. Meyers45 study involved the nature and extent of social class values found in elementary school textbooks. Values were placed into upper, middle and lower class categories. Thirty—five books, for grades one, three, five, and seven in the areas of English, reading, 44Ibid., pp. 15—26. 45Howard Edward Meyers, "An Analysis of Selected Elementary Textbooks to Determine the Extent of Expression of Certain Social Class Values" (unpublished Ed.D. dis— sertation, Arizona State University, 1968). T! :1 44 geography, history and fused social studies were randomly chosen from the lists of textbooks selected for the State of Arizona in 1964—65. Meyers discovered that middle—class values received the greatest amount of attention by far, and that middle— class values receive more favorable attention in the selected books than lower—class values. The study also revealed that primary grades have greater percentages of the books given to class values and in all grades, reading and history books contain the greatest number of expressions of class value. A recent study of Lowry46 was concerned with dis- covering whether American middle-class values were present in selected children's books, and if so, the extent and intensity of such content. The analysis was conducted with Newbery award-winning books from 1922 to 1966. Lowry also sought to discover whether there might be any trends with respect to time periods and, therefore, also categor— ized his sample according to five-year intervals. The 15 values used in the study as a basis for analysis were: civic and community responsibility, clean- ness and neatness, importance of education, freedom and 46Heath W. Lowry, "A Content Analysis: Middle Class Moral and Ethical Values in the Newbery Books," The English Record, XVIII, No. 4 (New York State English Council: April, 1968). 45 liberty, good manners, honesty, initiative and achievement, justice and equality, loyalty, sacredness of marriage, importance of religion, responsibility to family, self- reliance, sexual morality, and thrift and hard work. Lowry found that all of the Newbery books contained some of these values, and some of the books included all 15 of the values studied. Most of the values found in the books were generally treated by the authors with only mod— erate intensity. The author concluded that the Newbery award books studies only occasionally offered the young reader an opportunity to explore the 15 values and that there is less emphasis on these values than might generally be expected. Therefore, only moderate influence on shaping values might be attributed to these books. The trends found in this study were as follows: first, there was a relatively strong intensity of treat— ment in the interval 1932—1936; secondly, the years 1957- 1961 showed an even stronger emphasis of treatment of the 15 values; and thirdly, there was a sharp decrease in value intensity during the last half—decade, 1962-1966. David C. McClelland,47 professor of psychology at Harvard University, describing a research project in social psychology, reports reading "hundreds" of stories for children in the third and fourth grade readers of some 40 47David C. McClelland, ”Values in Popular Litera- ture for Children," Childhood Education, XL, No. 3 (Novem- ber, 1963), 135—138. 46 different countries all over the world. In his reading he found a marked difference in the values expressed in the stories from country to country. Middle Eastern countries and North African coun— tries like Turkey, Lebanon, and Tunisia had values such as cleverness or the ability to outwit somebody else as the theme of their stories. Chilean and Japanese stories emphasize the importance of kindness and obligation to others. Loyalty was the value that predominated German stories. McClellan's conclusion is that popular stories for children reflect the values most held by the adults in their country. Also, by reading the stories, children learn what adults regard as important. A study to determine how society inculcates its values in the young reader was conducted by Dr. Richard Mandel48 of the University of Chicago. Two sets of chil- dren's beginning readers from two periods of United States history (the mid—nineteenth century and the mid— twentieth century) were seleCted for this study. Dr. Man— del sought to analyze, compare and contrast the books in order to discover differences in ways used to inculcate social character in the young reader. Working on the baSic assumption that widely read books written for and about children reveal the methods 48Richard L. Mandel, ”Children's Books: Mirrors of Social Development," Elementary School Journal, LXIV, No. 4 (January, 1964), 190—199. f 47 used to form the normative social character sought by the child's society, Dr. Mandel found that the fictive world of books does indeed reflect the world of their readers. The children's readers from the mid—nineteenth century were from the Rollo series by Jacob Abbott (published in 1844-1860). The contemporary readers were selected from the well—known Dick and Jane series for beginners to second graders. Four generalizations were formed as a result of this study: 1. In the first group of books, the world is full of dangers and evil temptations, and the child himself is full of evil impulses that he must learn to control. In the second group, the world is full of good possibilities, and the child himself has only good impulses which should be given rein and encouragement. 2. In the first group of books, social behavior is handed down with unshakable authority to the child in a complete set of established rules and virtues which he must live up to. In the contemporary books, no such abstract rules are instilled in the child, but he seems to get his ideas about right and wrong from everyday social experience. 3. In the first group of books, the child finds his source identity and motivation in his father. In the second group of books, the child's identity is confirmed and his social behavior is molded by his peer group. 4. In the first group of books, the child's social character is developed by his being brought into the world of adults. In the second group of books, the child finds accept- ance and meaning from being a member of his peer group, and his social character seems to have its source there.4 49 Ibid., 193—199. . [III—IIIII.‘ . q 1 n 48 Dr. Mandel concludes by stating that our children's books mirror broad trends in methods of inculcating Ameri— can social character. In thinking about the impact of literature on a value system, a related study is the following. In study— ing books that were labeled "provocative," Broderick50 found that students, after having read these books, ques- tioned established values. These books had an impact on the value system of the reader. Broderick's study is even more interesting when viewed together with a recent article by Mary Q. Steele.51 In this article Miss Steele states: There may be many children who might suffer real trauma at being presented with a set of values not their own, so that however often the old values were restored to them they could not really lay claim to either one; who need reinforcing over and over again in what they have once_learned so that they will not drift away into chaos. Kimmel gives us a review of research done on the effects children's books have on changing children's values.53 He concludes that books may play a significant 50D. M. Broderick, "Study in Conflicting Values," Library Journal, XCI (May 15, 1966), 2557—2564. 1 5J'Mary Q. Steele, "Realism, Truth, and Honesty," The Horn Book Magazine, XLVII, No. 1 (February, 1971), l7-27. 521bid., 26. 53Eric A. Kimmel, ”Can Children's Books Change Children's Values?” Educational Leadership, XXVIII, No. 2 (November, 1970), 209—214. 49 role in shaping an individual's thinking, but the methods used to do this and the total significance of their role are matters still determined largely by the observer's intuition. Chambers54 conducted an exploratory study to ascer— tain the presence of selected social values in fiction for children, ages five through nine. Twenty-nine fiction books were randomly selected from the catalogues of The Viking Press, and Harcourt, Brace and World, Inc. The social values selected for the study were: individuality, peer group relations, aspects of family living, exploring neighborhood and community, exploring aspects of national and world living, time passage and social change, and selected social values which Chambers lists as fairness, honesty, kindness, cooperation and commitment. Chambers found that young readers were presented with little oppor- tunity in the books selected to acquire and/or develop the social values under consideration in his study. Chamber's general conclusions included the follow— ing: 1. That the social values identified in this study, as judged important by cited experts for the developing child between the ages of five and nine, were found to be presented in a uniformly weak manner. 2. That if one were to assume that education in social values does result from the reader's 54Dewey Woods Chambers, "An Exploratory Study of Social Values in Children's Literature” (unpublished Ed.D. dissertation, Wayne State University, 1965). .;;—4 50 interacting with the fiction books selected for this study that assumption can also be challenged. 3. That similar forces seem to affect the edi- torial policies of both publishing houses to such an extent that any given social value analyzed in this study was shown to have had an 85% chance of being dealt with in the same intensity order by both publishers.55 A study which aligns itself closely with the one being reported by this author is that of McGuire. McGuire56 reports a study in which 42 authors of children's books, out of 44 which replied to a questionnaire, agreed that they had particular values in mind when writing a story. When four books were chosen, the authors of each were asked to write out a statement of the values they desired to see related to the child through the book. In an appraisal of these same books by adults and children, the values as stated by the author were correctly identi- fied by both groups with some additional values being included by some of the children. A follow—up questionnaire given a year later, indicated that children who had read these books and were made value—conscious showed greater discernment in problem—solving in relation to these spe— cific values. The conclusion in this study was that values are not only a part of children's literature but children can identify and utilize these values. 5°1bid., pp. 81—82. 56Alice Brooks McGuire, "Developmental Values in Children's Literature" (unpublished Ph.D. dissertation, University of Chicago, 1958). o. ‘1 ...O .5.“ :3, ' \ 3'19: ‘. ‘5' 4! I - .. .. . .31. .l . III '.l. \I»: u r 2‘ I .‘IIIrII-Wk Pg... . . hi. 8 . l . In a study done by Cianciolo57 an identification is made of specific literature for children that reflect some of the values held by Americans. She illustrates the following values: humanity and individuality of man; ideal of liberty; respect for truth; respect for the rule of law; tolerance for the other person's point of view and behavior if not disruptive to the group; "family to- getherness"; helping the child to understand that his con— cerns are typical and identical to others of his age, sex and social class; religious and nationality differences; values and beliefs held by those of different generation; realistic writing——avoiding sentimentality and overpro— tection of the child; recognizing an understanding and appreciation of people's need for a stable and permanent home, school and friends in the midst of a mobile society; physical security; good education; increased need for expert knowledge, specialization and technology and the heritage of America and the democratic way of living. The author stresses the fact that some of the values that guide our public and private life are still emerging and their emphasis may change with current pres— sures . 57Patricia Jean Cianciolo, "Children's Books Can Reflect the American Style of Living," Elementary English, XLI (November, 1964), 773-777, 822. n,- l} 3‘ Eu»- I 'i V i I u- ‘-| . -.| ' .I-l . O .-I . Summary The research included in this chapter was divided into two specific areas. The effects of reading was the first area to be discussed, and value studies in children's literature was the second major field of emphasis in this review of research. The studies researched in the area of the effects of reading provide ample credibility to the fact that reading does effect behavior. There may be variations to the impact of reading as found by Lewis in her conclusion that discussion produces a more significant attitude change, but the fact of a change resulting from the reading process remains constant. Concern is expressed by many researchers that real- izing what effect reading has, care must be exercised in the selection and recommendation of books for young people. This is emphasized by the Response to Literature Study Group which was a part of the Anglo—American Seminar on the Teaching of English. Values studies in the field of children's literature have involved research in various types of children's liter- ature. Studies done in historical fiction, basal readers, elementary school textbooks, selected children's novels, and beginning reading texts all indicate values presented in some manner and in various degrees of intensity. .. llulrr'lul .I. a I. .u i. . CHAPTER III PROCEDURES FOR THE STUDY Introduction A sampling of contemporary realistic fiction for children was taken from the lists, namely, "Notable Chil— dren's Books" developed by the American Library Association and the list entitled, "Outstanding Children's Books of the Year" as found in the special Children's Book Supplement published during the month of November each year in The New York Times Book Review section. The list of characteris- tics of the Good Democratic Citizenl was used in the pre- liminary thinking of the values to be used in this thematic analysis. The four social values used in this study are taken from Ralph K. White's fifty basic categories of value- analysis.2 White's list is based on eight years of inter- mittent experience in content analysis of widely varied types of verbal material. lRyland W. Crary, ed., Education for Democratic Citizenship, Twenty-second Yearbook of the National Council for the Social Studies, (1951), pp. 154—161. 2Ralph K. White, Value—Analysis: The Nature and Use of the Method (New York: Society for the Psychological Study of Social Issues, 1951), p. 12. 53 ... n .... 62....-. .. . a 1..}... .14.. .. IIIII..|J.'I.I..V . . . 54 Determination of Sample The initial step taken by the author for this study required the selection of a sample of contemporary realistic fiction books for children. It was the writer's belief that books selected over a span of 20 years, at five-year intervals, might indicate a trend, not only in the values expressed or omitted, but in the frequency of the expressed or omitted values. The years 1949, 1954, 1959, 1964 and 1969 were arbitrarily selected as the time intervals. All contemporary realistic fiction books pub- lished during these years and listed in "Notable Children's Books" (published by the Book Evaluation Committee of Chil— dren's Services Division of the American Library Associa- tion) and "Outstanding Children's Books of the Year" (pub— lished by The New York Times Book Review during Children's Book Week) constitute the sample of literature used in this study. The lists varied as to format. In every case the lists published by the American Library Association listed the books alphabetically by the authors' last name. Tng New York Times had each book in a category such as, Begin— ners, For Ages 8—12, For Teen—Agers, Stories for Boys, Girls Today, Science, Hobbies, Biography, Tales from the Past, Folk Tales and Fantasy, Poetry and Drama, Nature and Science, Facts and Possibilities, Picture Books or just Fiction and Non-Fiction. In no list was the category of If." 1:... hfltad’ 66355 '5- j - --5_- taxi“, ’- O .u —'.- . 1' contemporary realistic fiction used. Each book in every category was considered as a possibility until it was found lacking the necessary requirements to be considered as contemporary realistic fiction. The criteria used in the selection of contemporary realistic fiction books from these lists was manifold. The annotations as provided by the publishers of the lists were reviewed, as well as comparisons made by using The Children's Catalog, School Library Journal, and the Wilson Card Catalog. The total number of books in the lists of "Notable Children's Books" was 207. The total number of books in the lists of ”Outstanding Children's Books of the Year" was 442. From these lists 126 books were selected as contemporary realistic fiction (Appendix A) and were read by the author. Selection of Themes The following themes were derived from values as stated by White and a study of the 1951 Yearbook of the National Council for the Social Studies which contains a list entitled, Characteristics of the Good Democratic Citizen. The themes are presented below together with an appropriate behavorial objective: 1. Belief in the equality of opportunity for all people. This would include any response made by an individual that results in a pleasant conse- quence for another person, or at least a neu- tral consequence. This response should be n . .L‘ .. a... . “I . A 9144.1.” . '5- f'l * 0‘ l n 1 l 56 indicative of a basic belief in equality of opportunity for all people. 2. Acceptance of responsibility. This would include any actions that ful— fill the duties of an individual as defined by their job or role. 3. Obeying laws. This would include any references to civil laws, rules as may be established in a class— room situation, or previously agreed-upon laws by a peer group. 4. Recognition of the importance of an education and knowledge. This would include any response made by an individual, the consequences of which increase the ease of his own learning or the learning of others. Examination of each of these themes reflect assorted social values as defined by White. The theme "Belief in the equality of opportunity for all people" is an expression of the social value justice which White defines as: Equality; fairness or egual opportunity; fairminden— ness or openmindedness. The theme "Acceptance of responsibility" is an expression of the social value work which White defines as: Working long or hard (considered as a desirable thing), not being lazy. Doing a necessary task, or soing it well; good workmanship. Having a job.4 The theme ”Obeying laws" is an expression of the social value obedience which White defines as: 3Ibid., p. 33. 4Ibid., p. 31. P. Cu . .fl . '5151.C. . . . . . IL. I 57 Complying with the wishes in authority (obedience in the usual sense), and also with impersonal rules or laws. Discipline, law-enforcement.5 The theme "Recognition of the importance of an education j and knowledge" is an expression of the social value ‘ knowledge which White defines as: having of such content and the degree of its "truth" or correspondence with reality. Facts; logic, wis— dom, understanding; books, education; thinking, planning.6 Mental content corresponding to "reality" both the Therefore, the themes with which this writer has been concerned are four social value themes. Analysis of Data From the selected lists, each book that met the definition of contemporary realistic fiction as defined in this study was subjected to content analysis. This was done in the form of thematic analysis. Specifically, the process was as follows: 1. Each selection was read through once. (The context unit was the entire book). 2. The stories that pertained to one or more of the themes considered in this study were then meticulously reread for coding. The proper code was recorded where applicable. A "+1" was used for a positively stated theme, and a "-1" SIbid., p. 33. 6Ibid., p. 31. _fi——'—_——FW if 58 was used for a negatively stated theme. As mentioned by White7 the reader must take into account qualitative dif- ferences of emphasis. He states that sheer frequency is probably the best as well as the most reliable indication of intended emphasis, but also refers to the use of super— latives as one means of emphasis. Therefore, an emphasized value-judgment was encircled and counted as "+5" or "—5". This judgment is viewed as acceptable in light of White's statement: The feeling of the analyst is probably the best criterion of what the writer is trying to empha- size, and a very simple weighting system is prob— ably almost as adequate as a more refined one.8 The use of the numeral "5” held no particular significance other than the fact that it differentiated a passage with regard to emphasis of a value theme. The numerals "1" and "5" were not used as part of any continuum. The reader will find this fact highly relevant to the explanation of the use of the numeral "2" instead of "5" in the computa— tion of the product moment correlation. All ratings assigned to various passages in a book were then transferred from the book to the Rating Sheet (Pppendix B). The Validity Study Procedure 1. Determination of vocabularly usage for student eyaluators. 7Ibid., p. 60. 8Ibid. 59 On April 9, 1970, the author met with ten randomly selected pupils. These pupils were from a combination fifth and sixth grade class of 31 students in the Lincoln Elementary School, New Providence, New Jersey. A discus- sion led to the pupils defining the selected social values to be used in the study. The author wanted to have these value themes in terms that were in the vocabulary range and intellectual comprehension of possible student raters for the randomly selected book which would determine author—validity. Therefore, the four value-themes, in the students' vocabulary were as follows: A. All people should have the same chance. B. A person has certain duties because of what he is. For example, a student should do his home— work. A person should accept whatever respon— sibilities he has or is given. Also, if a person says he is going to do something, they should try their best to do it so that they don't let the other person down. C. In certain environments there are sometimes different rules. For example, the rules at home may be different from those at school. These rules should be obeyed as well as laws which may remain the same no matter where we are. D. Learning is important. It is important to go to school and to learn whatever we can outside of school also. 2. Notification of Experts. On April 24, 1970, letters (Appendix C) were sent to the four experts requesting their participation in the study. These experts were selected from numerous persons working directly in the field of children's literature. These people were introduced to the author through her varied professional activities, namely, National Council of Teachers of English, American Librarian Association and her own university teaching. They were located in Michi- gan, Delaware, Kentucky and New Jersey. Their duties were that of professors of children's literature, school librarian and a Technical Assistant in a Department of School Libraries office who also serves as a reviewer of children's books for a leading professional journal. This letter also included the method of evaluation to be used by the experts in the study (Appendix D), and examples of the value—themes as viewed by the author from the book, Roosevelt Grady9 (Appendix E). The object of including examples from Roosevelt Grady was to help clarify in the minds of the experts the interpretation of the themes as viewed by the author. It was anticipated that this would give a singular interpretation to the four social value themes. This book was not a part of the sample used in the study so as to prevent any possible conflict with the randomly selected book that the experts were to analyze. A self—addressed postcard was enclosed for their reply. Using a table of random numbers a book was selected on May 5, 1970, to be evaluated by pupils, experts and 9Louisa A. Shotwell, Roosevelt Grady (New York: The World Publishing Company, 1963 . .vl'll al., .I ca. a“! Pu- . 'llnlf.‘ . c . . .I . the author. This was done to validate the author's defini— tions of the various values and her ability to determine the selected value themes. On May 8, 1970, a copy of About the B'nai Bagelslo was sent to the experts and given to the students. 3. Notification of Students. The eight students chosen for the study were ran- domly selected from the ten that participated in the dis— cussion group on April 9, 1970. This decision was based on the fact that the randomly selected book fell within the age range of these students. Having agreed to participate in this study, the students were each given a copy of the book, About the B'nai Bagels. None of the students had read the book previously. In an effort to strive for consistency in this validation study, the students were told that they would receive a small sum of money at the completion of the study.11 It is to be noted that the experts were also offered a financial remuneration for their services. These actions were the result of two specific convictions on the part of the writer, namely: lOE. L. Konigsburg, About the B'nai Bagels (New York: Atheneum, 1969). llThe students were offered $2.00 each and the experts were offered $20.00 each. m 1. That the time and effort spent by the experts and students was worthy of an expression of appreciation. 2. That a financial expression of appreciation would elicit a more consistent response. On May 14, 1970, the author returned to the class— room to check the progress of the students. All the books were read and the final explanation for the completion of the study was given to the students. Realizing the amount of time and concentration required for the proper evaluation of each book, and understanding the time limitations that the children had for this study, the author decided to have each student randomly select two value themes. Therefore, the students would be paired, for research purposes. The students were not told of the pairing, for the author wanted to avoid any psychological problems that might have occurred had they known who was paired with whom. There were four pairs; eight students involved in total. Pair ABl Pair AB2 Pair AB3 Pair AB4 1 4 /1 ./l Rmflomly Selected B,D c,A A,D B,C A,B C,D A,B C,D Value Themes A. All people should have the same chance. B. A person has certain duties because of what he is. For example, a student should do his homework. A person should accept whatever responsibilities he has or is given. Also, _4 if a person says he is going to do something, they should try their best to do it so that they don't let the other person down. C. In certain environments there are sometimes different rules. For example, the rules at home may be different from those at school. These rules should be obeyed as well as laws which may remain the same no matter where we are. D. Learning is important. It is important to go to school and to learn whatever we can outside of school also. After randomly selecting their value themes, the pupil evaluation form (Appendix F) was given to each stu- dent. At this time the pupil evaluation form was thoroughly read by each student and any questions asked by the pupils were answered. The following was discussed with the stu— dents to eliminate any contamination of results. 1. There was to be no comparison of books as the various passages were rated. 2. A reassurance was given, by both the author and the classroom teacher, that there would be no "grades" given for this work. A request was made that they do their best. There were no "right" or ”wrong" answers. 3. The sample evaluations that were sent to the experts were also used with the children. Results of Validation Study In order to determine the correlation between the findings of the author and children and author and experts, the following Fourfold Point Correlation was used. This is (Z) = (bC - ad) /(a + b) (c + d) (a + c) (b + d) ...:I. :I. "1' ”WI“ _’15$ :9. 37"”0‘1'?’ ...I" n‘l{.'d'-.d3 1 sci-1'3" - "I ‘I'E'I': ‘75-’ii‘.‘ -.r'.-Il flu L‘s-nu"- ' ' "5 I i... ,. U: ,5 I, . n " '2 a4 ‘ ._ I I . '11 ' J' I 3 #5 '-.'-_ " I- I .' " 55:] . .l 51 also referred to as the Phi Coefficient.12 This formula is algebraically equal to the standard Pearson product moment correlation when each of the two variables being correlated is dichotomous. The author set up a fourfold contingency table for each comparison made between author and children and between author and experts. This table provided the basis for the figures that were used in computing the Phi Coef- ficient. The data were set up in a four—way table such as shown on page 65. Author absent present a present (children or experts) c d absent A theme rated only by the children was tabulated in space "a"; a theme rated by both chil— dren and author was listed in space "b", all other passages rated with values other than the one being compared was placed in "c" and a theme rated only by the author was tabulated in space "d". 12 (New York: William L. Hays, Statistics for Psychologists Holt, Rinehart and Winston, 1963), p. 604. ——'—————ng:—.- When the validity coefficients were tabulated, the author realized that this is a lower bound estimate of the actual correlation due to the fact the ¢ is restricted by the marginal frequencies. However, as a validity coefficient this is highly significant. The following thoughts and actions were undertaken by the author to demonstrate the significance of the found validity coefficients. In the physical sciences it is possibly to secure perfect positive (1.00) or perfect negative (-l.00) corre- lation. This is rare in the social sciences. The author found it a point of clarification to include the maximum possible correlations so that the reader can View the highly significant obtained correlations by comparison. Comparison of Author to Children To determine Possible the presence of Obtained maximum the following: correlation correlation Theme A .683 .801 Theme B .558 .653 Theme C .474 .770 Theme D .489 .657 Comparison of Author to Experts To determine Possible the presence Of Obtained maximum the following: correlation correlation Theme A .697 .760 Theme B .722 .722 Theme C .626 .815 Theme D .862 .862 '.-'.-' ‘ ' l -. - 'I .. II_ .- - I- I; : rs .--;.'-.-.'-: an .-.q:t.th.il.-€v.a as statuwfif .znhmpli F ' ' '- . _ ' '..'.la.£...v - .. '1: . 1. . ”4.. -'» _ . 1;"- 'e: ' «Jr . ‘1‘ I '. :I‘. ——'L--:——.. -. ‘.- 66 While the Phi Coefficient was most satisfactory in determining the correlation between the author and children or author and experts in regard to the presence or absence of a value theme, there was not sufficient variation in the results to employ the same formula for direction and magni— tude. Therefore, the standard Product Moment Correlation formula13 was used. NZXY - ZYZY /[NZX2 - (ZX)2] [NZY2 — (ZY)2] In computing the product moment correlation the author found it advisable to substitute "+2" or "-2" for "+5" or "-5". This gave a more accurate description of the actual correlation and was completely justifiable con— sidering the fact that the numeral 5 held no special sig- nificance as a quantitative numeral, but was solely used to differentiate a value—theme passage as being empasized from one merely mentioned in the text. It was not necessary to compute possible maximum correlation, for when using the product moment correlations the maximum is always a perfect positive (1.00) or perfect negative (—l.00) correlation. Given that the author and children, or author and experts agreed on the presence of the value-theme being computed, the following data were compiled. It was 13Robert L. Ebel, Measuring Educational Achievement (New Jersey: Prentice-Hall, 1965), p. 266. :u-I .:' '. 1.": f__ __ ,_.' _- . _' , :o' 59. "' Jug-£5! fist-3212p“ at _ '. .. .. . __ . .:'; _‘ --. .:-..‘.a.-.:.-sv 35.133211": Ax; .-:'-a= 01".: «was. - " -' . . 2' 17- l' {gnu necessary to combine direction and magnitude as there was insufficient variation in the magnitude to determine a correlation. Correlation Between Direction and Magnitude Theme Author and Children Author.and Experts A .7938 .9386 B .975 .9730 C 1.00 1.00 D .9135 1.00 This writer has undertaken a procedure that she has been unable to locate in any other research in the area of children's literature, that is the process of comparing what she as an adult sees in a book with the perceptions of children. In view of the fact that the author and the children are one generation apart, the results of this validation study appear to be highly significant, and the author can assume that her analysis of books used in this study will be reliable. It would appear on the basis of these results that the author has a significant understand— ing of the thinking of children and also is in close contact with her own adult peer group. Procedure for Coding In compiling the research performed on the remaining 126 books in this study, the following procedure was added to that already previously stated. On the rating sheet (Appendix B) a total was com- piled of all scores listed. The author arbitrarily 68 established the total of "—10" or "+10" as being a major theme. It was only for books containing major themes that statements from the book or summaries of the story-line were entered on the Thematic Analysis Chart (Appendix G). CHAPTER IV THEMATIC ANALYSIS OF CHILDREN'S BOOKS The purpose of this study as stated in Chapter I was to ascertain whether the selected social values of justice, work, obedience and knowledge, and the correspond— ing value—themes of belief in the equality of opportunity for all people, acceptance of responsibility, obedience to laws and the recognition of the importance of an education and knowledge were expressed in contemporary realistic fiction for children. The data which were collected and analyzed according to the procedures outlined in Chapter III are presented in this chapter. The analysis of results has been divided in the following manner. Each social value with its correspond— ing value theme has been analyzed in relation to the entire book selection, and of each value theme the follow- ing question has been asked: Of the total 126 books read, to what extent does contemporary realistic fiction include the major value theme of: (a) belief in the equality of opportunity for all people? (b) acceptance of responsibility? 69 70 (c) obeying laws? (d) recognition of the importance of an education and knowledge? Value theme: Belief in the equality of opportunity for all people. Question: Of the total 126 books read, to what extent does contemporary realistic fiction include the major value theme of the belief in the equality of opportunity for all people? Of the 126 books read, there were four books that included as a major value theme the belief in the equality of opportunity for all people. This represents a percent— age of .0373. These books are listed in Table 4.1. TABLE 4.l.--Books that included the major value theme of the belief in the equality of opportunity for all people. Author Book Rating List Krumgold, Joseph Onion John +14 American Library Association, 1959 Sterling, Dorothy Mary Jane +12 The New York Times, 1959 Stolz, Mary Pray Love, Remember -10 The New York Times, Wojciechowska, Maia Shadow of a Bull +11 American Library Association, 1964 The New York Times, fl%1——-____“_—_ The reader will note that three of these four books represent a positive major value theme of belief in the equality of opportunity for all people and Pray Love, Remember is an example of a negative major value theme. Mary Stolz, the author of Pray Love, Remember, has exempli— = fied this negative emphasis through the attempted suppres— sion of the ambitions of Dody Jenks, a teen-age girl, by her mother as illustrated by the example on the Thematic Analysis Chart. An anti-Semitic feeling is expressed by Dody Jenks' employer when Dody expressed a desire to visit with a Jewish friend. 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"onenz emoh Hoonom oco co noon: one Honou mnog onn #50 Mom ”oneamwnoq o>on >2 om oEoo Eocem moeeeq ono ouonz Momee ooenz ono ooem Momma w Hononnfl .nomnnOb .e nuancem .colo onnonnmoh oxauomm onoh ~noonso mflnem .connflo mmaem .noHHeQ Bog \Nuoea neovneoz anOb on neocneoz ~mnOb om osvenoew> neon .m wene>mq .we>oa Heem a muo> .eo>ooao .3 Homom onemao wosneun0011.N.v mnmwm nonE< Unoeaez ~ooeum mmmH .moaee nuoe 3oz one me+ mmfln oono mo: moonu one enoonon onenoen nmma .nOHHMHOOmmn enouneq nmoeHoE< mH+ woouemmnoo eHeEmm one noow ~nemmenm mmmH HHI .moEee neoe 3oz one oa+ neon Unm unmeem .omeq nnow .waowsoz meme ooe>eom nmonom w .ooEee nnoe 3oz one me+ onn no mom 4 ~nomnom .n .m eonoeoo ~nooz mva . 111111111111 .moEee neoe 3oz one om+ eom m.nmwoo .3 nonmoum ~nonwoz mme 1111111111111111111 .moEee nuoe 3oz one NN+ nomm e2 ne nonnoo meon .enmnoq mvma 11111111111111111 .moEee Meow 3oz one NH+ moonm no: ne Unmm wonvaez .oonoHBMQ meme 111111111111 .moEee xnoe 3oz one ma+ evoHoz emmeo eoamono ~nnmEnoM meme .mofiee neoe 3oz one vH+ nmez m_>mmom annoee< .monon omen mneoom noon nonnsn moanennoo11.m.v mnmde 80 wwma nneeuoeoOmm< euouneq nooeeofi< omen noosee nuoe 3oz one vmma .moaee nuoe 3oz one mama .noeuMHUOmmn enmnneq nmoeeofid vmmH .mofiee nuoe 3oz one vwmm .nOHuoeooomn meanneq nooeeofim NH+ VN+ HN+ mH+ mH+ VH+ MHNM1M1MWINMWMMW hEowoom Hm>mm onn mo ooq nonmenmwez now Eooe .00 oemnSh onn ne oensone eonEoEom no>oq eonm BoHomnsm open; one meoz .onmzonooeoeoz nnom noonnz .m nnon nmense .m nnon .nnomCBOe and: .NHoum ooEem .naomnoafiom wosnenn0011.m.v mnmfie 1"—" 81 The reader will notice that two books in this list» have both a positively and negatively emphasized value theme, namely, Escape From Nowhere and Lisa, Bright and Dark. The conflicts presented in both books were extremely power— ful, resulting in emphasized themes at both the positive and negative point of investigation. Escape From Nowhere deals with the obsession of drugs as well as an overwhelming con- cern for the results of using drugs. Lisa, Bright and Dark is a poignant presentation of indifference on the part of parents and teachers for a teen-age girl who pleads for help in combating mental illness and an overpowering sense of responsibility on the part of her friends to help her in whatever way possible. The following Thematic Analysis Charts clearly illustrate these findings. It is interest— ing to note that the books Rowan Farm, The Long Way Home, Lucky Mischief, Where the Lilies Bloom, Cedar's Boy, and Midshipman Lee of the Naval Academy are all books that have the major value theme of acceptance of responsibility emphasized in a strong manner. By comparison, the ratings on the following books indicate a lesser degree of empha- sis. These books are Cape Cod Casket, Meet Sandy Smith, The Two Uncles of Pablo, Little Flute Player, Fourth Down, Tico Bravo, Shark Hunter, The House of the Fifers, Wolf of Badenoch; Dog of the Grampian Hills, The Min—Min, Ride the White Tiger, Come Be My Love, Landslidel, Far Out the Long Canal, The Wheel on the School, Jeff White: Young Woods- man, The Coriander, The Lost Island, Camerons on the Hills, 93:12:: .1 :- . '7 ......- o 5;) u. ‘- 1.51113 9;};- 734B". 1,4- - EA: 9: =21st . ".2 air. :“u 3111...”. ___.._.‘._ M- .. 82 Egggpe From Nowhere, The Fighting Shortstgp, The Grizzly, Eggqy's Wish, gypsy Melody, Sand in Her Shoes, Cotton in My Sack, Ranger, A Dog of the Forest Service, Lisa, Bright and Dark, The Family ConSpiragy, The Grass Was That high, émazon Adventure, Operation Getaway, Jennifer, The White Bungalow, Pray Love, Remember, Trouble in the Jungle, Go, Team, G01, and Shadow of a Bull. 1 ”..-”. .eonoeoomoe onu en poemennope mo mononn onn emepmofl on oneaeeoum mo enoeezw no noon Eonm on050* o o ompoasonn ono noenoosoo no mo oononeomfie onn mo nOHeenmooom HH 0 mBoH mnemono Anna .QV .Nnao3 Mouoaeopno mo onen o ne HouoB poonn pno1lueon wen no meum NE an an ooom men pno noon noon men moon 3 on wo3 on nadoo H nmon one .oono no nmoEHo 8 neomo nnem on eano moB ne noauuea o omon noon men meuuooam non UHDOB eHmEem mounom .Honoa onn Eoum noE nousmne no monomoe on mo ©n50m we menn mo onono an .momeu msoeno> mo eueaenemnommoe mo Hoop uooum o topmoooo Moaoam 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Hn.H: .ennom uno noon on wonommHns ooHnoz :.onon nann monm: :.nDon no wnnoo eanm .eom nooo mnemmonz m.none .noE onn meow :imom .nnoz m.nnon no non: .ooHnoE ponnomnon :mmmon non oonnn nn onoE 50» Han: :nmnHow .wozomnne .nn o>ooH no nn onoe ..nnnnon no moo non o m.nH: .Eonn no pnonmnE mnan nno mnnn wonmon on mo .non wHon noE onn :nenoH icon on mmonHmnm: .ooHnoz onom :.>onon nH neon on on o>on H: .nos onn onom =.moo non n: .ooHnOE nonmo :moE eon 50> HH.non3: _ :mmnHOM nQ5 nnmnn monm .oonm onn no>o nEHHo nmnh: .noE onn nonmo :mnow .manHoB so» none .nonn nnH no oEoo: .ooHnoz noHHoo :.DO> nomHon ono ononn nH oEoo H nn onoE o>nom pHnoo 50% .nonng: .nonmo ooHnoz moon non .oEon man o onon on ononnoo mnennom pno Eonn manoom no enHHHnHmnommon onn won onm .wonon non nmoH won onm nonn mno>oomeo ooHnoz Ho>Hnno nnonn non: .mnonHo onn oom 0n ennom nno nooo mnemsoo nomnsoe 03n non nnmnonn won nonHm oonnoz mneHHom noE onn manUoonmm< moEonn onn enenmon on onHHenonm no enoEEnm no noon Eonm onono« ompoHBOnn Uno noHnoosoo no no oononnomEH onn no nOHanmOUom mBoH mnneono enHHHnHmnommon no oononmooo< onooQ HHo new enennnnommo no nonnoooo onn on nonnom *nnoEononm .mnoEmnon ”mmmequm vmmH .moEHe nnoe 3oz one "meH¢Z< UHe mnonnm onn no onno: one umHBHB .nononoomon onn en UoHannopH mo mononn onn enenmnm on onHHenonm no enoEEnm no noon Eonn onono* o o omoononn ono n0nnoon©o no no oononnomEH onn no noHanmooom m o mBoH mnemono :8 .0: 3 :.no oHH on moo onn non nonnoo o nn 9 nooono>o mHn UHoH nonn on .nHoz on HHo Eonn o>om pno .EHn nnHB nnmnonn won on mononsnnom onn nonoom nooono>o mnn Eonn noon AoHnnomv on nonHB onn no onomnen manonoom onn Eonn eoBo .oonnH oonO: o mH hnnHHnHmnommon no oononmooon o o onooQ HHo now manonnoemo no nonnosoo onn on nonnoo 1 + nnnoEononm onoom Honoe monone onHo> mmmH .noHnoHoomm< mHHnn nonEonw onn no enonnnn noOHnoE< .00 a noono .mnoEmnon nHonnommHnU .m nmomOH moo “noonooom no nHoz "meda QZfi emHH ”mammHHmDm "momeD4 umque BMflmU mHmMH¢Z¢ UHeHH0 nno anHonom ono mnHono onn an nononm onm .HOOHM onn no on3onmw non3 nonoommo non eonn mo nomonon mo n.nono3 hone .mmoon noon nH Eonn mnHHHQ .mnoon nononnoom onn an nonnoo on nonnonm AoH>H>mV onm nHomo oono .Hoonow onn no mnonno ono mom nonnonn non an onon mnon3 onn nnmnn on nonmfionno oe>H>m AmH .mv .mEno m.nn< onnH noon HoEHno nonnnnm onn nnm ono .monnOHonon Eno3 w.nn< noon: nHom .Qn nom noe>H>mv onm Am .mv .ms EHn nono>oo nno onno mHn no no>o AoHHHnmv EHn ooHHon AoH>Hmmv onw . .omnon onn onnono nn03 onn no anE M0 mnHHnnnwnomwon onn ponmoooo mpnoSUm oH>H>m o wH enHHHnHmnoawon no oononmooon o m onooQ HHo nOw enennnnommo no nonnoswo onu on nonnoo 1 + o.nnoEononm onoom Honoe monone onHo> mmmH .nOnnoHUOmmn enonnnq noonnofin enomnoo noHHHEooz one nnoH0 omnone mn>oz neEInnz one "MBfla QZfl EmHA ”mmmqumDm "momfibfi "MHBHB BMflmU mHmNH8 non 9 .oHnsonn nH ono eonn non3 monoHnm mHon nmsE ono .moEHn omnonno ono omone .oEOOHoB 50> no» onoE on onnmoon n50 on 6H503 nH: .Uomonnmon oEon men non noon onB noE nHo no one ImHon no eoS o manm oonon no ennnnoo nnon1no3 onn nH eon UH01nooeInoonn50n o .oon o HN mnHHnnHmnommon no oonongooo< o H onoom HHo non eannnnommo no nonnosoo onn on nonnoo 1 + nnnoEononm onoom Honoe monone onHo> amen .moane nnon 3oz one .00 w ozonm .onnnnn nnono .3 nomom nomne oonnz onn oonm ”neon ozn emHn ”mmnmnnmon "noneon uonene emoo nno mnnoHo nHoo UoHHmmo nno nHEO> onn nonooHo o3 .non eHno Inonons moS ono monon mHn nnHS eHononommoo monEon men nHon on .ononn oonEonU .non 6 mHn nH m5 nno omnon onn onnH Anonnon nHonnv 9 EHn nom o3 Uno mannnn oEoo oHo>oQ .onono no me mneen on0non non on nonn noonno one .nomHon HHo eoEom nno nooo oEH noHo>on .HHoU enoz nnonnHHno onn nno .nmon emoo on moB nonnnq mom nonnom nHonn no onoo mnnnoe H mm enHHHnHmnommon no oononmooon e H onoom HHo now eannnnommo no nonnosoo onn on nonnoo 1 + viunnonnononm onoom Honoe monone onHo> moan .nonno Inoommn mnonnnn noonnonn amen .oonne nnon 3oz one nooonnoonn .m .n no>oono nnnm o ono> noonm oonnnn ono onone "neon 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NH enHHHnHmnommon no oononmooo¢ o H onoom HHo now mnnnnnnommo no nonnoooo onn on nonnoo 1 + *nnonononm onoom Honoe monone onHo> vomH .noHnoHoommm mnonan noonnonn .onH .nno0oz1nno300 won ononnonw> noonHmnnon ume¢o 92¢ emHH "mmmmHanm uMOIeD¢ HmHeHe BM¢EU mHmMH¢2¢ UHe¢EmmB .nononoomon onn en nonmnnnone mo moEonn onn eanmnm on onHHmnonm no enoEEnm no noon Eonm onone.T o m omoononn ono nOnnoonno no no oononnomEH onn no noHanmooom H o mBoH mneeono AvHN .mv :.nono3 onn n0 n50 an EHn J Common Uno nonno onn nonno omnnono nonnonm u .oomoonm nonnom .nH moo mHoon ononm nnez: nooon monon nnonnonn mnHBOH 1H0“ onn .Honoo onn mnOHo mnenonm nnHB 0 HH enHHHnHmnommon no oononmooon N o oHQooQ HHo now ennnnnnonmo no nonnosoo onn on nonnoo 1 + *nnonononm onoom Honoe monone onHo> vmmH .nonnoHOOmm< enonnnn nooHnoEn 30m n nomnom mnon on nnoonnoz Hono0 mnon onn nno non ume¢D Q2¢ emHn ”mmmmHHmDm “momeD¢ umneHe Bm¢20 MHmMH¢2¢ UHB¢meB .nononoomon onn an poHannopa mo moEonn onn ewnnmnm on onHHenonm no enoEEnm no 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on nonnoo no mn1 1 + *nnoEononm mnovn Honoe monone onno> vmmH .noenoHUOmmn mnonnHA nooenoan mnonnonm a noanom once on ¢1rnnnos .Hoonom onn no Hoonz one nme¢0 02¢ emHA "mMEMHAmD .Wumepm umque Bm¢mo me>H¢2¢ UHU¢Zm:n. .nononoomon onn en ermennooH mo mononn onn amenmnm on oneHmnonm no enoEEnm no noon Eonn ononO« o o omnononn nno n0nnooono no no oononnomEH onn no nOHanmooom N H mBoH mnnwono 83 .3 .HHo wo3 none .nann oHnonnowEoonn .mnOH o on UHSOS nH .nnEnoB nno poem wo3 onone .Bon mannOE HHnnn onHw on oHnoz onone .onon mo3 now onn non3 noHnmnonxo nnHB mano I>an mnEnH @no mnenooHn onoB monon mHm .mnsonBOHn onn Eonn monononn noon onn Commennm on .nooHEon nno nonoo onn no monononn noon: onn Eonn mnEHH an Innnm enn onn ononn on .Honm non onnonm onn oonon ono onononnn onozm onn oonn onmnn onno Imfioo no man onn onoeon nnom Annohv on 101 .nann enHon o no .nOHm on on3 monm nnHB mUOOB onn nH onoHo oHHnS mooannoonSOmon mnn HHo moms nnob .non Inna m.nonnon mHn on mmonnHBowo mHno onn inoHan monm mo oMHH onn o>om on nmfionno no nH 0 MH enHHHnHmnommon no oononmooo¢ o H onoom HHo non ennnnnnommo no wnnHonvo onn nn noHHom 1 + «nnoEononm onoom Honoe monone onHo> mva .moEHe nnoe 3oz one .00 w nzonm .oHnan NnoHn 3on noEmoooz mnnow "oanB nnoh ume¢0 02¢ BmHH "mmmmHHmDm "momeD¢ "mneHe EM¢EU mHqu¢2¢ UHB¢mee .nononoomon onn en noHMHnnoUH mo moEonn onn eanmnm on onHHenonm no mnoEEnm no noon Eonn onone».n o w omnononn nno noHnoonno no no oononnomEH onn no noHnnnmooom 3 o 222 onnnono AHOH .mv .eno>ooon on noon onn no mmonmonm nmnnn non onoe onm Hennn non nnHB omnon onn nH ononn nann nomonm W on nno .meoo nman onn non.onoHo nnoH l on non anoo 08oz .noHHHmannH no nn03 m.nonoon onn no mnnnnnmon onn moB none .monnsn Hoonoon men noEn0n Inom nonooo onn nnoHHHmnoHnH no UnonH onn no HHHB men nmnHomo nHon mnHon nononnH¢ o NH mnHHHnHmnommon no oononmooo¢ H N onoom HHo now mannnnommo no enHHonwo onn nH noHHom 1 + *nnoEononm onoom Honoe monone onHo> vme :noHnoHOOmmn enonnnn noonnoE¢ mHHonmoB o nnnm noHHHQ 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noannnn moB nHom omnooo one .Eonn no noonm mos H Uno HHoS eHHnnzo 0H0 >HHoon mxon one: ”no>nm wo3 nnnoooo mnHBOHHom onn nmono ooon onn no oEHn onn n¢ 0 NH mnHHHnHwnommon no oononmooo¢ o o oHQoom HHo now eanonnommo no nonnoooo on» an nonnoo 1 + *nnonononm onoom Honoe monone onHo> vme .moEHe nnoe 3oz one .nnn .00 o noHHHEooz noonno onow wHHHn one no mnonoEoo "08¢0 02¢ BmHH "mmmdembm “MOEBD¢ umHeHe em¢mo mHmMH¢2¢ UHe¢mee .Hononmomou onu ma UoHHHHnowH mm moEono onH mepmdm on onHHeuoom Ho enofifism Ho noon EOMH ou050* o m omonzonM woo noHpooswo no mo oonoomomEH onp Ho noHanmooom ma H wsz mcflmmno AMOH .mv =.qum3 no: UHU onm onHHum onm nmsonuHo won 5 omHmno ono EOHH Bouno ono nuHB Hon UoHo>oo l cam moonm m .nonnoE NE HHo oommHHm H: "mnHonHow on» mmoHoH oHHoo ~Hon oUHwon oHuoon ox©o> wpmfio no nuHa moon noxnsuc m CH 802 Mon mnHUnHm HH + m Ho oHQmem NH HH mpHHHnHmnommon Ho oonopmooom o H onoom HHo HOH prCSHHommO mo Huflnwswm map 2H owflamm + *pnoaopopm ouoom Honoe moEone osHo> mmmH .moEHe nHoe 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A total of 14 books contained multiple themes which is 11 per cent of the total sample. Table 4.6 illustrates this and Table 4.7 indicates the books with multiple themes and the specific themes found in each book. TABLE 4.6.——Frequency and percentage of books with single and multiple themes. Total Number of Books with Singular Books with Multiple Books: 126 Themes Themes Frequency 49 14 Percentage .388 .lll x N 150 X N N N X N X X X N N N mHmz .mamsoaomHofloz hum: .NHoym mmEHa .yHmyymEEom pHmHHHB .mOHym mmHmmaU .aCMEamM myymammh .mHHmhm myyya .aoHHya HHHm w mwm> .ym>mmHU .3 ammom maymHo mmHoaB mH>m2 .MHmHU mamamz .awsmysm yymaom .amsom HHsm m H0 3oamam ymaEmEmm .m>OH wmum Bonmasm myHaz maB mysyam>p< aonE< atonE hmmhw mamasoz Sony mmmomm HmUGMHHOU maB aooym mmyHya may mamas ymmyy myyaz may mmya mmmumHmImmH Hmmmmmmwmnmwmam QBOQ anyOh ebpetmoux pue uorqeonpe ue go eoueglodmr sun go uogggubooeu SMBI burfiaqo x x Agrtgqrsuodsex go eouegdeoov etdoed IT? Jog Kgrungloddo go flattenbe sq: HI ESTISH yoaysa aoom .mmamay mHaHsta mayaymyaom maooaII.H.a mamas 151 It is interesting to note that in Table 4.7, Amazon Adventure has three major themes included, that of acceptance of responsibility, obeying laws, and recognition of the importance of an education and knowledge. The major themes of acceptance of responsibility and obeying laws are found in Fourth Down, Lucky Mischief, The Coriander, and Escape From Nowhere. The major themes of acceptance of responsibility and recognition of the importance of an edu- cation and knowledge are included in The Min-Min, Ride the White Tiger, Where the Lilies Bloom, Gypsy Melody, and The White Bungalow. The major themes of belief in the equality of opportunity for all people and acceptance of responsibil— ity were found in Pray Love, Remember and Shadow of a Bull. There were six books in the total sample of 126 that were listed by both the American Library Association and The New York Times. Table 4.8 indicates these books. TABLE 4.8.--Books that were listed by both the American Library Association and The New York Times. Author Book Year Cleary, Beverly Jean and Johnny 1959 Cleaver, Vera & Bill Where the Lilies Bloom 1969 Fox, Paula Portrait of Ivan 1969 Harris, Isobel Little Boy Brown 1949 Keats, Ezra, J. Whistle for Willie 1964 Wojciechowska, Maia Shadow of a Bull 1964 152 In the total sample of 126 books, there were eight books that were not applicable to the study by virtue of the fact that they did not contain any of the four value-themes under consideration in this study. This is a percentage of .0634 of the total sample. Table 4.9 lists these books. Another consideration must be given to the books that were a part of the total sample and, although they contained one or more of the value themes under consideration the total rating score was not sufficient to classify the books as having major themes. There were 68 books that were read but did not include a major theme. Table 4.10 presents this information. Table 4.11 is a list of those books that contained one or more of the themes under consideration but were not major themes. This is due to the fact that these books had insufficient total rating scores to be considered major themes as stated at the conclusion of Chapter III in the procedure for coding. _. ,4. i _. --- _ . '. 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P 9 D a S 0 Id n .L S 0.8 m a W O ..A d 9 O E T. O 1 1 8 N. 1.5 .... 0d BITS 02.... SN u m u u u a. I 1. ....1. 1.1 o e 0 ed T. 5 S p. I n a. 2K 2 M M 0.0 .4 Tu UK T. .... H In J .... T. 0.0 d .... u I. .A a 0 3. O 9 .59 e 1. o O 0 may. . a ...... m... ..m. u y 9 .....O O 1. I. T e m a I. K a pmsaHyaOOII.HH.v mHmae .' Ins-n}. " "an”; 79' I in" :- .'5-: HI .. ."._ I. ; ’II- "r ‘51 . .l 'I I 157 It is interesting to note that Table 4.12 reveals a consistently low inclusion of belief in the equality of opportunity for all people. Acceptance of responsibility had a higher inclusion in books during 1949 and 1954; decreasing in frequency in 1959, 1964 and 1969. Although the value them of obeying laws was never included to any significant degree, it was included more in 1949 than in any other year under consideration in this study. Recog- nition of the importance of an education and knowledge was again a theme that had a consistently low inclusion in the books analyzed, with the books listed in 1954 omitting the inclusion of this theme entirely. TABLE 4.12.--Frequency of books containing major themes and distribution according to year. Year Theme 1949 1954 1959 1964 1969 . + - + - + — + - + - Belief in the equality of opportunity for all people 1 2 1 Acceptance of reSponsibility 12 ll 6 9 5 Obeying laws 5 1 ll 1 Recognition of the importance of an education and knowledge 3 2 l 2 3:; min am -‘I _-.;;1._._ “3523:“. . aiqéaq iI'fiz. . .”._" - u I _ r_.. ... II I. .- ‘477-95 - .. -. :A-I-IIV . I CHAPTER V ANNOTATED BIBLIOGRAPHY Of the total sample of 126 books read there were 50 books that contained major themes. The following anno- tated bibliography is provided for utilization by the reader of the information revealed as a result of this research. The author has presented for each book a state— ment of the storyline with mention of the values included in the book. Amerman, Lockhart. Cape Cod Casket. New York: Harcourt, Brace & World, Inc., 1964. When Jonathan Flower accepts a position on Cape Cod as a tutor to two pre—adolescent twins, he is unaware of the many surprise events that will occur. Suspense and mystery are cleverly intwined as a mysterious Egyptian, Dr. Sarx and the silent Near—Eastern servants lend color and intrigue to this absorbing novel. This book reveals a posi- tive major theme of the acceptance of responsibility and also negative theme of obedience to laws, the end result of which is justice. Anderson, Neil. Meet Sandy Smith. Wisconsin: E. M. Hale and Company, 1954. Sandy Smith, age seven—and—a-half years had lived all his life on a ranch in New Mexico. An only child, Sandy had as his constant companion his dog, Soft Cloud. Moving from New Mexico to an apartment building on Long Island was a period of adjustment for the entire family. The situations that arise provide the setting for a major theme of acceptance of responsibility. 158 ‘-.' Isms-c.3123 I ... I “II I I. I II I .lf. I ... I. a... .l Humans .I. . ..I'II .II'I...‘ 159 Behn, Harry. The Two Uncles of Pablo. (Illustrated by Mel Silverman). New York: Harcourt, Brace & Company, 1959. Although nine years of age Pablo has never traveled away from his home which is a small farm in the mountains of Mexico. When Pablo's Uncle Silvan comes to visit, he persuades Pablo to come to live with him for awhile in town. While in town Pablo learns firsthand of the irreSponsibility of Uncle Silvan and proves himself highly responsible in difficult circumstances. Pablo meets another uncle of his, Don Francisco and learns further responsibility when contrasting the two individuals. A positive major theme of acceptance of responsibil- ity is found in this book. Benary-Isbert, Margot. Rowan Farm. New York: Harcourt, Brace & Company, 1954. This story is set in Germany and evolves around the determination of a young teacher, Christoph Huhnerbein. With the help of his class Christoph Huhnerbein wants to turn Wetz Farm into a rammed-earth house for homeless veterans. The fact that Germany has so many displaced persons causes the residents of the town of Hellborn to oppose this idea. The sense of responsibility and acceptance of it is a major positive theme expressed in this book. . The Long Way Home. New York: Harcourt, Brace & Company, 1959. The story of Christoph Wegener, a German war orphan who travels across Europe to America. Before coming to live with his sponsor, an American soldier who cared for him as a baby in Germany, many experi— ences mature Christoph. The theme of acceptance of responsibility is emphasized in a positive manner throughout the book. Bothwell, Jean. Little Flute Player. (Illustrated by Margaret Ayer). New York: William Morrow & Company, 1949. Ten—year-old Teka Ram, one of the boys in Mina- pur, India has the experience of learning the results when a harvest fails. After his father leaves home in search of work, Teka is forced to find a way of keeping his family alive. A powerful theme of acceptance of responsibility is depicted throughout this book. Bowen, Robert Sidney. Fourth Down. New York: Lothrop, Lee and Shepard Company, Inc., 1949. '3 $55 _ ' ":‘EJ'Ji-u 5"}! I'I‘dg'a spa ."- .1531. -. 7175‘ m :31 :‘.'2-£I.t.' :1. .‘”.\" -- I :I. H, L. . . .... .. I .. ... . _ .. j "! 160 John Sloan played football for Dayton Univer— sity. As a key man on the football team, the underground racketeers found it to their advantage to frame Johnny in a cruel life-shattering manner. Forced to quit school, Johnny learned how to earn a living and run away from the past. The lawless- ness of the gambling underground emphasizes a negative obedience to laws. There is also a posi— tive major theme of acceptance of responsibility emphasized in this book. Brown, Gladys Everets. Tico Bravo, Shark Hunter. (Illus— trated by Scott Maclain). Boston: Little, Brown and Company, 1954. Tico Bravo is the adolescent son of Captain Bravo, a shark fisherman. The life he lives in Costa Rica is the setting for an adventure in shark hunting and provides an emphasized value theme of acceptance of responsibility. Burgwyn, Mebane Holoman. Lucky Mischief. (Illustrated by Gertrude Howe). New York: Oxford University Press, 1949. Life along the Roanoke River in North Carolina provides the setting for this story. Two Negro boys strive for the position of leader of the gang, but the escape of a convict and the competi- tion in raising a prize—winning calf are vehicles on which major value themes of disobedience to laws and acceptance of responsibility are inter— twined. Caudill, Rebecca. The House of the Fifers. New York: Longmans, Green and Company, 1954. Monica Fifer was most unhappy over her father insisting that she spend the summer with her rela— tives on a farm near Colgate, Kentucky. In the five years since she had been there she had changed and felt too sophisticated for the dull existence of farm life. In spite of herself Monica finds herself involved in the daily chores of the farm and concerned over the hardship that a prolonged drought is causing. This book has as a major positive theme that of acceptance of responsibility. Chipperfield, Joseph E. Wolf of Badenoch; Dog of the Grampian Hills. (Illustrated by C. Gifford Ambler). New York: Longmans, Green and Company, 1959. The setting of the Highlands of Scotland adds to the adventures experienced by Robbie Craig. The struggles between two men center around two dogs, and the pride of each in training and ownership. 161 The story is climaxed by a fight for survival by Robbie and Wolf of Badenoch and the strong value theme of acceptance of responsibility is basic to the plot of the story. Clark, Mavis Thorpe. The Min—Min. Toronto: The Mac- millan Company, 1969. Sylvie Edwards and her younger brother Reg had run away from home. Reg had been the cause of vandalism to the school and Sylvie did not want him to be sent to reform school. Knowing she would find help at the home of Mary and Chris Tucker, Sylvie and Reg walk miles through inland Australia before reaching their destination, Gulla Tank——outstation of one of Australia's large fenced sheep-stations. This story encompasses two major themes, both positively emphasized, that of acceptance of responsibility and the belief in the importance of knowledge. Clark, Roger W. Ride the White Tiger. (Illustrated by Kim). Boston: Little, Brown and Company, 1959. The powerful story of a l4—year-old boy Lee, in the war—torn country of Korea. Finding himself responsible for his household, Lee accepts this responsibility with unfailing courage. Along with the positive theme of acceptance of responsibility, Lee's burning desire for learning makes the belief in the importance of education and knowledge a major theme in the book. Cleaver, Vera & Bill. Where the Lilies Bloom. (Illustrated by Jim Spanfeller). New York: J. B. Lippincott Company, 1969. This is the story of a l4-year-old Appalachian girl who uses every means possible to maintain the dignity and independence of her family. Mary Call Luther faces responsibilities that she accepts with unsurmountable courage. This book provides not only a major positive emphasis of acceptance of responsibility but a major emphasis of the positive recognition of the importance of education and knowledge. Davis, Lavinia R. Come Be My Love. New York: Doubleday and Company, Inc., 1949. Jessica Bolton, known to everyone as Jib, spent a summer in Berkshire Village. This summer enables her to know herself. The situations involving her creating her own job, becoming a part of the vil— lage's labor troubles in their only industry, the 162 paper mill, and falling in love with Stanton Carter a young government soil conservationist provide the setting for the acceptance of responsibility as the major theme. Day, Veronique. Landslide! (Illustrated by Margot Tomes). New York: Coward-McCann, Inc., 1963. The five Colson children were on vacation, but being trapped inside a lonely cottage by a land- slide dramatically alters their plans. A story of intrigue and human resourcefulness leads to the development of acceptance of responsibility as the major theme. ' De Jong, Meindert. Far Out the Long Canal. (Illustrated by Nancy Grossman). New York: Harper & Row, 1964. Moonta Riermersma was nine years old and could not skate. In the village of Wierum in the Nether- lands this is a difficult circumstance. As Moonta learns to skate, many other things are learned as well. In going far out the long canal, acceptance of responsibility is an emphasized lesson for Moonta and the reader. . The Wheel on the School. (Illustrated by Maurice Sendak). New York: Harper & Brothers, 1954. This is the story of the people in the little Dutch fishing village of Shora and their desire to have storks come and build nests in their vil— lage. The children of the school show determina— tion that was unyielding to many obstacles. The struggle to get the wheel necessary to have their plans become a reality cause the theme of positive acceptance of responsibility to be a major empha- sis of the book. Dickson, Marguerite. Turn in the Road. New York: Thomas Nelson & Sons, 1949. Moving from Shanty Row to Hackmatack Point was the beginning of greater opportunities for the Worthingtons. Perhaps the greatest advantage to Sil Worthington was to get the best education pos- sible, and she made that the goal of her younger siblings also. The importance of an education is the dominant theme in this book. Dietz, Lew. Jeff White: Young Woodsman. Boston: Little, Brown and Company, 1950. Jeff White returned to Maine as a teenager, the place where his father had died. The mystery surrounding his father's death haunted Jeff. His Dillon, Duncan, Eyerly, 163 persistence in seeking out the truth caused him to have more than one encounter with Red Taggard—-the outlaw of the forest. The example of doing a job well is set forth by Will Hibbs, the warden with whom Jeff goes to live. This story of courage and resourcefulness presents a positive major theme of acceptance of responsibility. Eilis. The Coriander. New York: Funk & Wagnalls Company, Inc., 1963. The need for a doctor was urgent on Inishgil— lan, a tiny island off the west coast of Ireland. When a ship named the Coriander was wrecked a doc- tor is found and kept against his will. This story of kidnapping which illustrates a defiance of law is balanced by events which strongly depict the theme of acceptance of responsibility. . The Lost Island. New York: Funk & Wagnalls Company, 1957. After receiving word that her husband Jim is alive, Mrs. Farrell consents to having her only son Mike look for him. Most believed that Inish- mmanann, the island where Jim Farrell was headed when last seen, was the lost island of Manannan, the old god of the sea. Mike has the opportunity to prove himself worthy of any trust and his adven- tures emphasize the acceptance of responsibility. Jane. Camerons On The Hills. (Illustrated by Victor Ambrus). London: Macmillan & Company, Ltd., 1963). The setting of the Scottish Highlands adds to the experiences of Shona, Neil and Donald Cameron. A plane crash provided an opportunity for the chil— dren to aid in the rescue work. There is a strong theme of acceptance of reSponsibility throughout this book. Jeannette. Escape from Nowhere. New York: J. B. Lippincott, 1969. Carla Devon had a lonesome life, no one would deny that. The lonesomeness was caused in part by an alcoholic mother, and a father whose business took him away from home much of the time. In trying to flee the uncertainty of whether her mother would be sober or not whenever she opened the door, Carla discovered a new life with Dexter Smith-—a life of drugs. Pot was the begin- ning, and the series of events that followed resulted not only in complete drug experimentation but tragedy. There are three major themes expressed 164 in this book. Not only an acceptance of reSponsi- bility, but a rejection to acceptance of responsi— bility is also emphasized as well as a lack of obedience to laws. Flood, Richard T. The Fighting Shortstop. (Illustrated by Lee Ames). Boston: Houghton Mifflin Company, 9 . Eddie West was the leader in getting the town to support a baseball team previously backed by the American Legion. A senior in high school, Eddie was the oldest child in a fatherless home. An inward struggle between his own desires and accepting responsibility for his actions leads to a positively emphasized value theme of acceptance of responsibility. George, Jean. My Side of the Mountain. New York: E. P. Dutton & Company, Inc., 1959. The story of Sam Gribley, a l3-year—old boy who survives a winter in the Catskill Mountains while using what is provided by nature as his sole means of existence. The theme stressed is an obvious belief in the recognition of the import- ance of knowledge. Haig—Brown, Roderick L. Mounted Police Patrol. New York: William Morrow & Company, Inc., 1954. Dave Sloane had been brought up to distrust the law. When he went to live with his aunt and uncle a learning process began. Dave's uncle, Ken Sandforth was a member of the Royal Canadian Mounted Police in Alberta. Dave learns much, not only about the existence of law breakers but about his own feelings and reactions toward obedience to laws. There is an empahsis on disobedience to laws in this book, but one which seems necessary in order to stress the importance of adherence to law and order. Henderson, Le Grand. Here Come the Perkinses! New York: The Bobbs-Merrill Company, Inc., 1949. The Perkins family decided on a new family ven- ture to augment their income. The planning of sea— going dude-ranch trips involved taking on as part of the crew more than the family. In taking Buck- tooth Dilley and his father on as crew members, serious problems arise and the activities of Sam Dilley and his son Bucktooth give a negative empha- sis of disobedience to laws as a major theme in the book. 165 Johnson, Annabel and Edgar Johnson. The Grizzly. (Illus— trated by Gilbert Riswold). New York: Harper & Row, 1964. The son of separated parents, ll-year—old David is not enthusiastic about going fishing with his outdoorsman father. The experiences on this particular fishing trip cause David and his father Mark to accept responsibilities far beyond what they thought humanly possible. Jones, Alletta. Peggy's Wish. (Illustrated by Mary Stevens). New York: Abingdon-Cokesbury Press, 1949. Living in Hannah Moore Home for Children wasn't really a sad life, but it wasn't like being in a real home with real parents. That's what Peggy wanted more than anything in the world. When Peggy was sent to the Meredith farm for the summer, the dream started to come true. The adjustment to home life by Peggy and the difficult adjustment to Peggy by John and Mr. Meredith lends the setting for a book in which the acceptance of responsibility is the major theme. Kahmann, Chesley. Gypsy Melody. New York: Random House, 1949. This story is of Reni, a gifted Gypsy girl. In her struggle to obtain self—identity, she has to cope with the customs of her own people and their conflict with the Gajos (non—Gypsies). This story is one in which a positive value of acceptance of responsibility is stressed as well as a major emphasis on the belief of the importance of educa— tion and knowledge. Krumgold, Joseph. Onion John. (Illustrated by Symeon Shimin). New York: Thomas Y. Crowell Company, 1959. The story of a twelve-year—old boy, Andrew J. Rusch, Jr. and his friendship with Onion John. Onion John was a man of many peculiarities and through Andrew many of the townspeople learned of the belief in the equality of opportunity for all people, especially those different from the estab- lished norm. Lawrence, Mildred. Sand in Her Shoes. (Illustrated by Madye Lee Chastain). New York: Harcourt, Brace & Company, 1949. Moving to Florida presented some adjustment problems to Dorrit and her brother Sandy. Living -“-.-..... . .._..- --J- Lenski, Lewis, Meader, C 166 through a Florida hurricane helped in their under- standing not only of themselves, but of others. The major theme is acceptance of reSponsibility. Lois. Cotton in my Sack. New York: J. B. Lippin- cott Company, 1949. This is a regional story dealing with the cotton picking people of Arkansas. The ups and downs of a family who are earning their living by picking cotton are portrayed in a realistic manner, as well as a pride in their accomplishments. The major theme portrayed in this book was that of acceptance of responsibility. . Day. The Otterbury Incident. (Illustrated by Edward Ardizzone). New York: The World Publish— ing Company, 1948. This story centers around Otterbury, and the agreement of two street gangs to help pay for a window which was broken by one of their members. The peaceful campaign to raise this money lead to the uncovering of a black-market operation. The lawlessness of criminal activities is a major theme in this book with justice winning in the end. Stephen W. Cedar's Boy. (Illustrated by Lee Town— send). New York: Harcourt, Brace & World, Inc., 1949. Shad Davis is a teen-age boy who works his way through the chores of being a stable boy until he obtains the honor of riding and winning in a harness race at the local fair. The mysterious events surrounding Cedar's Boy, Shad's horse, and Tug, his dog, provide the setting for an empha— sized theme of acceptance of responsibility. Meek, Colonel S. P. Ranger: A Dog of the Forest Service. Neufeld, New York: Alfred A. Knopf, 1949. Buzz Hampdon and his dog Ranger, a Labrador retriever, were a vital part of the United States Forest Service. Their duties entailed a variety of opportunities, all of which lead to a story which portrays a major theme of acceptance of responsibility. John. Lisa, Bright and Dark. New York: 5. G. Phillips, 1969. Lisa Shilling, aged sixteen was losing her mind. She knew it and tried to convince her par- ents, but they would not listen. Three friends try to help through group therapy sessions, for it seems that no adult really wants to become 167 "involved." This noncommittal attitude on the part of adults is cause for the negative emphasis of acceptance of responsibility as a theme in this book balanced by a positive theme of acceptance of responsibility as demonstrated by those teen-age friends of Lisa's who actively concern themselves with Lisa's obvious illness. Phipson, Joan. The Family Conspiracy. (Illustrated by Margaret Horder). New York: Harcourt, Brace & World, Inc., 1962. The setting of this story is an isolated sheep station in Australia. The Barker family learns of the necessity of an operation for Mrs. Barker, and each member of the family follows through on a plan to earn money to help defray the cost of the operation. This predicament provides the means for the author to stress a positive major value theme of acceptance of responsibility. Pitkin, Dorothy. The Grass Was That High. (Illustrated by Genevieve Vaughan—JaCkson). New York: Pantheon Books, Inc., 1959. Kit Harris finds herself on a Jersey dairy farm in Vermont. Her father's illness requires rest and this means being away from her home in Old Greenwich, Connecticut, her sailboat, and Allie, her best friend. What was anticipated by Kit as a lonely, bor— ing, and unbearable summer results in a summer that brings about a new appreciation for farm life, and a maturity within herself that develops as new relationships are formed. Kit's experiences as well as meeting the everyday needs of rural living by other characters in the book provide a positive major theme of acceptance of responsibility. Price, Willard. Amazon Adventure. New York: The John Day Company, 1949. John Hunt and his sons Roger and Hal set out to explore and bring back valuable animal specimens from a previously unexplored part of the Amazon Valley, the Pastaza River. This uncharted river is the setting for unforeseen situations for Hal and Roger who volunteer to complete the expedition on their own after their father is called home on an emergency. This is a highly suspensive story which masterfully intertwines positive major themes of acceptance of responsibility and recognition of the importance of knowledge. The breaking of laws is also stressed, but with justice prevailing. 168 Seth, Ronald. .Operation Getaway. New York: The John Day Company, 1954. Captain Grant had four days to get Jan Vrancyk, age twelve, out of Poznia. The Russians had taken over Poznia in 1947 and Professor Vrancyk, a famous Poznian atomic scientist was forced to flee to England, unfortunately having to leave behind his son Jan. Russian agents in England had threatened the Professor that if he did not return to Poznia at once to work for them, he would never see Jan alive again. They had given him a week to make up his mind. The adventures that occur during that four day period are all part of a masterful plot in which many people from all walks of life display an overwhelming acceptance of responsibility. Sherburne, Zoa. Jennifer. New York: William Morrow and Company, 1959. The story of a teen-age girl as she deals with the problems of alcoholism and its effects on her family life. Jennifer learns, through many experi- ences, the true and varied meaning of acceptance of responsibility. Sommerfelt, Aimee. The White Bungalow. (Illustrated by Ulf Aas). New York: Criterion Books, 1964. Lalu was an intelligent Indian boy faced with a soul—shattering decision. He had the opportunity to go to medical school and become a doctor, a wish he deeply wanted to fulfill. But did he have the right to do that which would necessitate his leaving his family, all of whom depended on him so desperately? Lalu's deep respect for knowledge and burning desire to obtain it is a major emphasis in this book as well as his overwhelming sense of responsi— bility. Sterling, Dorothy. Mary Jane. (Illustrated by Ernest Crichlow). New York: Doubleday & Company, Inc., 1959. Mary Jane Douglas was black and wanted a good education. That meant going to an all—white com- bination junior—senior high school, Wilson High. The struggles involved in trying to break down prejudice are painful to Mary Jane, a junior high school student. The author uses a very current problem in emphasizing the belief in the quality of opportunity for all people. IL '.I _.- ._.II-. .' rainy?! nan-159 a: jail ._ Ian“: .'.I' :1 Immigrant?! 531‘? . c.1343 ‘ j I up.- 3.35.3“ -:'- . : . ."H ((3.. '7'... _ I 1:5 II I 1 ti; u ”4:,"- ‘. I -'- '.I I. H. '. iI- ,- l - I“ - -—_ - 169 Stolz, Mary. Pray Love, Remember. New York: Harper & Brothers, 1954. . Dody Jenks, a high school senior faces many decisions as she encounters obstacles toward her getting more education, becoming independent of her family in accepting the position as a governess, and making friends with a Jewish boy. In Dody's struggle to find herself the author weaves in a negative theme of belief in the equality of opportunity for all people and a very positive theme of acceptance of responsibility. Townsend, John Rowe. Trouble in the Jungle. (Illustrated by W. T. Mars). New York: J. B. Lippincott Com— pany, 1969. The story of Kevin, aged thirteen, and Sandra, aged twelve, as they struggle for survival in a ghetto in northern England. Left alone with two younger children to care for, they exemplify the major theme of acceptance of reSponsibility through— out this book. Tunis, John R. Go, Team, Go! New York: William Morrow and Company, Inc., 1954. "Hoosier hysteria" is vividly portrayed in this book as State Basketball Tournament winners come home to Ridgewood. The decisions that Coach Hooks Barnum must make were not always popular ones, but they reflected a deeply believed value system from which nothing could detour him. A book strongly portraying American ideals and vitally concerned with the acceptance of responsi— bility. White, Robb. Midshipman Lee of the Naval Academy. New York: Random House,’1954. Courtney Lee, Jr. was at the United States Naval Academy because of a heroic act of his father. He didn't want to be here. The struggle for hon— esty within himself makes this a powerful book in which the value theme of acceptance of reSponsi- bility is emphasized through many various experi- ences. Wojciechowska, Maia. Shadow Of A Bull. (Illustrated by Alvin Smith). New York: Atheneum, 1965. Manolo Olivar was expected to be a bullfighter like his father. Juan Olivar was the greatest bullfighter in all Spain, and everyone planned for his son to succeed him in this profession—-except his son, Manolo. CHAPTER VI SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary The purpose of this study was to ascertain whether the selected social values of justice, work, obedience and knowledge, and the corresponding value—themes of belief in the equality of opportunity for all people, acceptance of responsibility, obedience to laws and recognition of the importance of an education and knowledge were expressed in contemporary realistic fiction for children as published from 1949 through 1969. The need for this study was established through the research as reported in Chapter II. This research doc- uments the influence of reading upon children and provides evidence that this influence has, in many cases, been trans— mitted to the chosen value system of readers. Since chil- dren are exposed to contemporary realistic fiction as read— ing matter, a sample of contemporary realistic fiction was selected for the study. The hypothesis set forth in Chapter I was that the majority of the selected contemporary realistic fiction books for children supports at least one of the four listed 171 172 social values and the corresponding value theme. In check~ ing this hypothesis, there were several assumptions neces— sary to the study. Assumptions of the Study 1. That reading, like all other experiences in an individual's life span, affects the formation of values held by that person. 2. That the social values chosen for this study are important to the development of a worthy citizen in our democratic society. 3. That the books in the following lists are those most often selected by teachers and librarians for use by children, and therefore, represents a valid sample for this study. a. "Notable Children's Books" as selected by the Book Evaluation Committee of the Children's Services Division of the American Library Association. b. The "Outstanding Children's Books of the Year" as listed annually in The New York Times Book Review during Children's Book Week in November of each year. 4. That any individual engaged in the reading process brings his own background of experience to his read- ing situation and is influenced by his past experiences in his interpretation of what is read. 173 Limitations of the Study This study was restricted to books which can be classified as contemporary realistic fiction as defined by the author as being the following: books which are plausi— ble or possible within the contemporary time of the date of publication of the book. The study was concerned with con- temporary realistic fiction books as included on the lists "Notable Children's Books" of the years 1949, 1954, 1959, 1964, and 1969 as selected by the Book Evaluation Committee of the Children's Services Division of the American Library Association, and the selection of "Outstanding Children's Books of the Year" for the years 1949, 1954, 1959, 1964, and 1969 as listed in the Children's Book Week issue of The New York Times Book Review. Research Questions There were four specific questions posed in this study. Of the total 126 books included in the sample, to what extent were the following value themes revealed? a. belief in the equality of opportunity for all people b. acceptance of responsibility c. obeying laws d. recognition of the importance of an educa— tion and knowledge 174 Determination of Sample The initial step taken by the author for this study required the selection of a sample of contemporary realistic fiction books for children. It was the author's belief that books selected over a span of twenty years, at five-year intervals, might indicate a trend not only in the values expressed or omitted, but in the frequency of the expressed or omitted values. The years 1949, 1954, 1959, 1964 and 1969 were arbitrarily selected as the time intervals. All contemporary realistic fiction books published during these years and listed in “Notable Children's Books" or "Outstand- ing Children's Books of the Year" constitute the sample of literature used in this study. Selection of Value Themes The following themes were derived from values as stated by White1 and a study of the 1951 Yearbook of the National Council for the Social Studies which contains a list entitled, Characteristics of the Good Democratic Citizen. The themes are presented below together with the behavorial objectives used in this study. 1. Belief in the equality of opportunity for all people. This would include any response made by an individual that results in a pleasant consequence for another person, or at least a neutral conse— quence. This response should be indicative of lRalph K. White, Value-Analysis: The Nature and Use of the Method (New York: Society for the Psychological Study of Soc1a1 Issues, 1951), p. 12. 175 a basic belief in equality of opportunity for all people. 2. Acceptance of responsibility. This would include an action that fulfills the duties of an individual as defined by their job or role. 3. Obeying laws. This would include any references to civil laws, rules as may be established in a class- room situation, or previously agreed-upon laws by a peer group. 4. Recognition of the importance of an education and knowledge. This would include any response made by an individual, the consequences of which increase the ease of his own learning or the learning of others. The Validity Study The author made a comparison of her analysis of a book with that of four experts and eight students. The book was randomly selected and then rated by author, experts and students. This writer has undertaken a procedure that she has been unable to locate in any other research in the area of children's literature, that is the process of comparing what she as an adult sees in a book with the perceptions of children. In view of the fact that the author and the chil- dren are one generation apart, the results of this validation study appear to be highly significant. There was a meaning— ful degree of significance between the obtained correlations and possible maximum correlations when comparison of author was made to children and to experts. 176 Analysis of Data The data were collected by coding the 126 books which were included in the sample. The analysis of each book was done in the form of thematic analysis using the entire book as the context unit. Specifically, the process was as follows: 1. Each selection was read through once. 2. The book that pertained to one or more of the themes considered in this study were then meticulously reread for coding. 3. The proper code was recorded where applicable. A "+1" was used for a positively stated theme, and a "-l" was used for a negatively stated theme. Using White's sug— gestion as outlined on page 57 of Chapter III, an empha- sized value-judgment was encircled and counted as "+5" or "—5". 4. Ratings were placed on the rating sheet (Appen— dix B). Those books that had a rating of "—10" or more or "+10" or more were considered to contain major value themes. These books then had specific examples taken from them and placed on the correct form of the Thematic Analysis Chart (Appendix G) to verify these findings. This process is detailed in Chapter III. Findings An analysis of the data collected revealed the following facts: 177 1. Of the 126 books read there were four books that included as a major value theme the belief in the equality of opportunity for all people, resulting in a 3.7 per cent. 2. Of the 126 books read there were 43 books that included as a major value theme acceptance of responsibility, resulting in a 34.1 per cent. 3. Of the 126 books read there were nine books that included as a major value theme obedience to laws, resulting in a 7.1 per cent. 4. Of the 126 books read there were eight books that included as a major value theme recognition of the importance of an education and knowledge, resulting in a 6.3 per cent. 5. Of the 126 books read there were 50 books that included as a major value theme at least one of the four value themes under consideration, resulting in 40 per cent of the total sample. 6. Of the 126 books in the sample 49 books had singular themes, resulting in a 38.8 per cent. 7. Of the 126 books in the sample 14 books had multiple themes, resulting in a 11.1 per cent. 8. Of the 126 books in the sample eight books did not include any of the value themes under consideration in this study, resulting in 6.3 per cent. 178 9. Of the 126 books in the sample 68 books con— tained one or more of the value themes under consideration but the total rating score was not ten or more, thereby not sufficient to classify the books as having major value themes. This resulted in a 53.9 per cent. 10. The validity study undertaken in this research provides evidence that: a. children at the fifth and sixth grade level are capable of reading contemporary realistic fiction and analyzing their reading for values as they perceive them in the literature. b. an adult is capable of viewing literature in the same perspective as that of a young person and also an adult peer group. Therefore, a generation gap does not prohibit com— parable response to literature. This implies that contem- porary realistic fiction may be recommended and used for bibliotherapy or character development. This also means that literature can be used to develop critical reading and thinking skills because children do see in literature a rejection or acceptance of social values. 11. The findings indicated that in regard to books including the major theme of belief in the equality of opportunity for all people there was the following distribu— tion of books containing this major theme: 1949 - no books 1954 - one book 1959 — two books 1964 - one book 1969 — no books 179 12. The findings indicated that in regard to books including the major theme of acceptance of responsibility there was the following distribution of books containing this major theme: 1949 1954 1959 1964 1969 13. The findings indicated that in regard to books including the major theme of obedience to laws there was the following distribution of books containing this major theme: 1949 1954 1959 1964 1969 twelve books eleven books six books nine books five books five books one book no books two books one book 14. The findings indicated that in regard to books including the major theme of recognition of the importance of an education and knowledge there was the following dis— tribution of books containing this major theme: 1949 1954 1959 1964 1969 The original hypothesis set forth in Chapter I was that the majority of the selected contemporary realistic fiction books for children will support at least one of the four listed social values and the corresponding value theme. Of the 126 books that were part of the sample, 118 books men— tioned at least one of the four value themes under considera- tion. This is 94 per cent of the total sample. It should be three books no books two books one book two books ¥—*. 717,, 180 noted that this percentage represents both major and minor inclusion of themes. Of the 126 books read there were 50 books that included as a major value theme at least one of the four value themes under consideration resulting in 40 per cent of the total sample. Conclusions 1. That the category of contemporary realistic fic— tion is one that is a definite inclusion on lists that are instrumental in recommending books to teachers, librarians and educators such as the two lists used in this study, namely, "Notable Children's Books" and "Outstanding Chil- dren's Books of the Year." We can use these book lists as sources to identify books that deal with problems in our contemporary society. 2. That of the four value themes under considera- tion in this study, the value theme of acceptance of respon— sibility was the dominant one in the books read. Of the 126 books read, 34 per cent of these had acceptance of responsi- bility as a major theme. It appears that this theme may be given more importance by writers of contemporary realistic fiction, particularly during the years 1949 and 1954 as in- dicated in the previously mentioned findings. This appears to reflect self-accountability. If one could say that there is an overall American culture that includes this value, then this consistency in emphasis could possibly indicate that it is persistent and important. It could also mean that adults (authors, editors, educators, et al.), reflecting the posi— tion of the so—called establishment, are imposing this Value 181 on the young reader. Perhaps contemporary writers feel more comfortable dealing with this topic because it is less con— troversial and emotional than some other possible themes for inclusion in their writing. 3. The value theme of belief in the equality of op- portunity of all people was the least emphasized of the four value themes under consideration, representing a percentage of .0373. By these authors this is a value that is not worthy of emphasis. The previously mentioned findings indi- cate this to be particularly true during the years 1954-1969. 4. As a result of the Dartmouth Conference, we have the report of the Study Group on Response to Literature. This report places an emphasis on a carefully organized pro— gram of guided individual reading and also stresses that peOple be allowed to respond to the literature as presented within the context of their own individual and personal style of thinking. To provide such a program it is essential that as educators we are aware of the content and values included in books that are in print. A study such as this one will aid in book selection, especially when the concern is with any of the four values that have been under consideration. 5. The Response to Literature study group also recommended (Chapter I, page 13) that teachers of literature should select books "embodying diverse visions of life and beliefs about values, and then question, discuss, and explore them with the students; this would lead to an 182 awareness of moral complexity, ambiguity and paradox." This study reveals some books that contain value themes that are emphasized negatively. Proper selection and discussion of these books with students could prove most valuable in the development of value formation. Contemporary realistic fiction can provide a range of human experience. Children can View these themes as positively or negatively pre— sented. This allows them the opportunity to view or experi— ence life vicariously. 6. The reader must be cognizant of the fact that although a book under study in this research may not have included any of the four value themes under consideration, the author does not mean to imply that said book is not worthy of consideration. There are other themes which are equally important for the reader's consideration. In many books varied themes were discussed such as that of value of achievement, cleanliness of mind and body, willingness to work hard for success, and diligence. 7. This study appears to be one of few where specific examples have been quoted from the books researched to provide concrete evidence to support the findings. It would appear that having this information immediately accessible would be of value to those seeking information from research such as this. Specific examples, such as provided in this study could be used as a vehicle to moti— vate children's reading or the basis of discussion, 183 reaction, or evaluation of any of these themes by chil— dren. 8. The fact that contemporary realistic fiction provides reading matter that includes everyday common experiences which may perplex youth today is an important fact. The books read provided insight into contemporary realities or realities of the past. For example, the problems of dope did not arise in books written previous to 1964. Racial integration was not discussed in books written in 1949. Acceptance of responsibility was more emphasized in 1949, and 1954 than in any other year. Although still a concern in 1969, we do not find acceptance of responsibility or obedience to laws as great a concern in 1969 as they were in 1949. Recommendations The following recommendations have been derived from the findings and conclusions of this study. 1. That the area of values as included in con— temporary realistic fiction be further researched so as to go beyond the four value themes under consideration in this study. Values that could be considered are those such as cleanliness, respect for truth, unity of family, or belief in hard work for attainment of goals. 2. That depth research be done with each of these four social value themes not only in the area of contempo- rary realistic fiction but in other areas also such as 184 fanciful fiction, science fiction, historical fiction, biography, informational books and textbook series. 3. That more extensive research be done with the students who are the readers of fiction in order to gain more insight into their perceptions of material that is read. It is suggested that the validity study be repli— cated on a larger scale using more books of one type of literature or expand to other types of literature. It is also suggested that a broader socio—economic strata of pupils be used in further research. 4. That research be conducted as to what the actual purchase figure is on recommended books to educa— tors such as those contained on the two lists used in this study. Further value may be derived in checking this buy— ing with the values contained within the purchased books. It would also be advantageous to survey who buys these books and why. 5. That research be carried out to intelligently analyze not only the fact that a book may be purchased by a school or public library but to determine the circula— tion of the book. 6. That we study what combination of factors influence the intensity of children's response to a theme in a book. 7. That research be conducted as to what factors influence our youth in borrowing books from a library. It 185 would appear from observation that little guidance is received in regard to current fiction works due to the increased number of students in our school systems today. It would appear that we could better utilize the medium of mass media to inform our students of books which have proven to contain values that affect the development of a citizen in a democratic society. 8. That this research be expanded and updated to keep educators aware of the content of recommended books. 9. That an open-ended study be conducted to evalu— ate any value found in books rather than to use a prescribed list such as has been done in this study. 10. It would appear helpful to have complete research conducted on the background of the authors of contemporary realiStic fiction. This would establish or disprove the validity of their experience with the youth culture of today. This would show their awareness and sensitivity to the problems and concerns of youth. 11. The information in this study should be made available to educators in order to present factual proof of values as dealt with in contemporary realistic fiction. 12. Any person responsible for book selection must have a rationale for his position as to whether or not he Will guide, control, restrict or permit total self- selection of children‘s reading. APPENDICES 186 APPENDIX A Bibliography The New York Times, 1969 Cleaver, Vera & Bill. Where the Lilies Bloom. Illus. by Jim Spanfeller. Lippincott. Donovan, John. I'll Get There. It Better Be Worth the Trip. Harper & Row. du Bois, William Péne. Porko Von Popbutton. Illus. by the author. Harper & Row. Eyerly, Jeannette. Escape From Nowhere. Lippincott. Fox, Paula. Portrait of Ivan. Illus. by Saul Lambert. Bradbury. Goffstein, M. B. Goldie the Dollmaker. Illus. by the author. Farrar, Straus & Giroux. Konigsburg, E. L. About the B'nai Bagels. Illus. by the author. Atheneum. Lee, Mildred. The Skating Rink. Seabury. Neufeld, John. Lisa, Bright and Dark. Phillips. Warburg, Sandol Stoddard. Growing Time. Illus. by Leonard Weisgard. Houghton. Zindel, Paul. My Darling, My Hamburger. Harper & Row. American Library Association, 1969 Clark, Mavis Thorpe. The Min—Min. Macmillan. Cleaver, Vera & Bill. Where the Lilies Bloom. Illus. by Jim Spanfeller. Lippincott. Fox, Paula. Portrait of Ivan. Illus. by Saul Lambert. Bradbury. 187 188 Greene, Constance C. A Girl Called Al. Illus. by Byron Barton. Viking. Ish-Kishor, Sulamith. Our Eddie. Pantheon. Keats, Ezra Jack. Goggles! Macmillan. McNeill, Janet. Goodby, Dove Square. Illus. by Mary Russon. Little. Steptoe, John. Stevie. Harper. Townsend, John Rowe. Trouble in the Jungle. Illus. by W. T. Mars. Lippincott. The New York Times, 1964 Amerman, Lockhart. Cape Cod Casket. Harcourt, Brace & World. Duncan, Jane. Camerons on the Hills. Illus. by Victor G. Ambrus. St. Martin's. Fall, Thomas. My Bird Is Romeo. Illus. by Louise Gordon. Dial. Keats, Ezra Jack. Whistle for Willie. Illus. by the author. Viking. Lexau, Joan M. Benjie. Illus. by Don Bolognese. Dial. McGovern, Ann. Zoo, Where Are You? Illus. by Ezra Jack Keats. Harper & Row. Wojciechowska, Maia. Shadow of a Bull. Illus. by Alvin Smith. Atheneum. American Library Association, 1964 Caudill, Rebecca. A Pocketful of Cricket. Illus. by Evaline Ness. Holt. Day, Véronique. Landslide! (Tr. from the French by Mar— garet Morgan). Illus. by Margot Tomes. Coward- McCann. De Jong, Meindert. Far Out the Long Canal. Pictures by Nancy Grossman. Harper. 189 Dillon, Eilis. The Coriander. Illus. by Vic Donahue. Funk and Wagnalls. Gage, Wilson. Big Blue Island. Pictures by Glen Rounds. World. George, Jean Craighead. Gull Number 737. Crowell. Hoban, Russell. The Sorely Trying Day. Pictures by Lillian Hoban. Harper. Johnson, Annabel and Edgar Johnson. The Grizzly. Pictures by Gilbert Riswold. Harper. Keats, Ezra Jack. Whistle for Willie. Viking. Phipson, Joan. The Family Conspiracy. Illus. by Margaret Horder. Harcourt. Sommerfelt, Aimee. The White Bungalow. (Tr. by Evelyn Ramsden). Illus. by Alf Aas. Criterion. Surany, Anico. Ride the Cold Wind. Pictures by Leonard Everett Fisher. Putnam. Willard, Barbara. Storm from the West. Illus. by Douglas Hall. Harcourt. Wojciechowska, Maia. Shadow of a Bull. Drawings by Alvin Smith. Atheneum. The New York Times, 1959 Allen, Elizabeth. The In-Between. Dutton. Bemelmans, Ludwig. Madeline and the Gypsies. Illus. by the author. Viking. Benary—Isbert, Margot. The Long Way Home. (Tr. from the German by Richard and Clara Winston). Harcourt, Brace. Buckley, Helen E. Grandfather and I. Illus. by Paul Galdone. Lothrop, Lee and Shepard. Clark, Roger W. Ride the White Tiger. Illus. by Kim. Little, Brown. Cleary, Beverly. Jean and Johnny. Illus. by Beth and Joe Krush. Morrow. 190 Cook, Bernadine. Looking for Susie. Illus. by Judith Shahan. Scott. Corbett, Scott. Tree House Island. Illus. by Gordon Hansen. Atlantic—LittIe, Brown. Haywood, Carolyn. Eddie and Louella. Illus. by the author. Morrow. Hilles, Helen Train. Rainbow on the Rhine. Illus. by Kurt Werth. Lippincott. Lewiton, Mina. Candita's Choice. Illus. by Howard Simon. Harper. Munari, Bruno. Jimmy Has Lost His Cap-Where Can It Be? (Tr. from the Italian’by the author-artist). World. Nicolas and Will. Four—Leaf Clover. Harcourt, Brace. Ogilvie, Elisabeth. How Wide the Heart. Whittlesey. Pitkin, Dorothy. The Grass Was That High. Drawings by Genevieve Vaughan—Jackson. Pantheon. Sherburne, Zoa. Jennifer. Morrow. Sterling, Dorothy. Mary Jane. Illus. by Ernest Crichlow. Doubleday. Stinetorf, Louise A. Musa the Shoemaker. Illus by Harper Johnson. Lippincott. Stolz, Mary. Emmett's Pig. Illus. by Garth Williams. Harper. Summers, James L. Tougher Than You Think. Westminster. Vreeken, Elizabeth. The Boy Who Would Not Say His Name. Illus. by Leonard Shortall. Follett. American Library Association, 1959 Baudouy, Michel Aimé. Old One—Toe. Illus. by Johannes Troyer. Harcourt. Behn, Harry. The Two Uncles of Pablo. Illus. by Mel Silverman. HarCourt. 191 Carlson, Natalie savage. A Brother for the Orphelines. Pictures by Garth Williams. Harper. Chipperfield. Joseph E. Wolf of Baden0ch; Dog of the Grampian Hills. Illus. by C. Gifford Ambler. Longmans. Cleary, Beverly. Jean and Johnny. Illus. by Joe and Beth Krush. Morrow. George, Jean Craighead. My Side of the Mountain. Illus. by the author. Dutton. Krumgold, Joseph. Onion John. Illus. by Symeon Shimin. Crowell. von Gebhardt, Hertha Triepe. The Girl from Nowhere. (Tr. by James Kirkup). Illus. by Helen Brun. Criterion. The New York Times, 1954 Anderson, Neil. Meet Sandy Smith. Illus. by Mary Stevens. Messner. Benary-Isbert, Margot. The Shooting Star. Illus. by Oscar Liebman. Harcourt, Brace. Bice, Clare. The Great Island. Illus. by the author. Macmillan. Bishop, Curtis. Larry Leads Off. Steck. Brown, Gladys Everets. Tico Bravo, Shark Hunter. Illus. by Scott Maclain. Little, Brown. Carroll, Ruth and Latrobe. Tough Enough. Illus. by Ruth Carroll. Oxford. Caudill, Rebecca. The House of the Fifers. Decorations by Genia. Longmans, Green. Cleary, Beverly. Henry and Ribsy. Illus. by Louis Darling. Morrow. Clymer, Eleanor. Chester. Illus. by Ezra Jack Keats. Dodd, Mead. Corbin, William. High Road Home. Coward—McCann. Davis, Lavinia R. Hearts in Trim. Doubleday. 192 Dillon, Ellis. The Lost Island. Funk & Wagnalls. Flood, Richard T. The Fighting Shortstop. Houghton Mifflin. Haig—Brown, Roderick L. Mounted Police Patrol. Morrow. Lenski, Lois. Project Boy. Illus. by the author. Lippincott. Oberreich, Robert. Super Summer. Illus. by Charles Har— gens. Lippincott. Rounds, Glen. Whitey Takes a Trip. Illus. by the author. Holiday House. Seth, Ronald. Operation Getaway. John Day. Simon, Ruth. Mat and Mandy and the Big Dog, Bigger. Illus. by Lisl Weil. Crowell. Stolz, Mary. Pray Love, Remember. Harper. Tunis, John R. Go, Team, Go! Morrow. White, Robb. Midshipman Lee of the Naval Academy. Random House. American Library Association, 1954 Benary-Isbert, Margot. Rowan Farm. (Tr. by Richard and Clara Winston). Harcourt. Clark, Ann Nolan. Blue Canyon Horse. Illus. by Allan Houser. Viking. De Jong, Meindert. The Wheel on the School. Illus. by Maurice Sendak. Harper. The New York Times, 1949 Ardizzone, Edward. Tim to the Rescue. Illus. by the author. Oxford. Bothwell, Jean. Little Flute Player. Illus. by Margaret Ayer. Morrow. Bowen, Robert Sidney. Fourth Down. Lothrop, Lee & Shepard. Brown, Marcia. Henry—Fisherman. Illus. by the author. Scribner's. 193 Burgwyn, Mebane Holoman. Lucky Mischief. Illus. by Ger- trude Howe. Oxford. Carmer, Carl. Hurricane Luck. Illus. by Elizabeth Black Carmer. A a in. Dalgliesh, Alice. The Davenports and Cherry Pie. Illus. by Flavia Gag. Scribner's. Davis, Lavinia R. Come Be My Love. Doubleday. Dickson, Marguerite. Turn in the Road. Nelson. Dietz, Lew. Jeff White: Young Woodsman. Illus. by Bruce Adams. Little, Brown. Hager, Alice Rogers. The Canvas Castle. Illus. by Mary Stevens. Messner. Harris, Isobel. Little Boy Brown. Illus. by Andre Fran— cois. Lippincott. Haywood, Carolyn. Eddie and the Fire Engine. Illus. by the author. Morrow. Henderson, Le Grand. Here Come the Perkinses! Illus. by the author. Bobbs—Merrill. Henry, Marguerite. Sea Star: Orphan of Chincoteague. Illus. by Wesley Dennis. Rand, McNally. Hewes, Agnes Danforth. Anabel's Windows. Illus. by Kurt Wiese. Dodd, Mead. Hoffman, Gloria. Primitivo and His ng. Photographs by the author. Dutton. Jones, Alletta. Peggy's Wish. Illus. by Mary Stevens. Abingdon—Cokesbury. Kahmann, Chesley. Gypsy Melody. Random House. Larom, Henry V. Mountain Pony and the Rodeo Mystery. Illus. by Ross Santee. Whittlesey. Lattimore, Eleanor Frances. Deborah's White Winter. Illus. by the author. Morrow. Lawrence, Mildred. Sand in Her Shoes. Illus. by Madye Lee Chastain. Harcourt, Brace. 194 Lenski, Lois. Cotton in My Sack. Illus. by the author. Lippincott. Lewis, C. Day. The Otterbury Incident. Illus. by Edward Ardizzone. Viking. Lyon, Elinor. Wishing Water Gate. Coward-McCann. Marshall, Dean. Dig For a Treasure. Illus. by Christine Price. Dutton. Martin, Ethel Bowyer. Judy-Come-Lately. Illus. by Sari. Harcourt, Brace. Meader, Stephen W. Cedar's Boy. Illus. by Lee Townsend. Harcourt, Brace. Meek, Sterner S. Ranger: A Dog of the Forest Service. Knopf. Piper, Ruth. Sudy and Prill. Illus. by Brinton Turkle. Doubleday. Price, Willard. Amazon Adventure. John Day. Severn, David. Cruise of the Maiden Castle. Macmillan. Tunis, John R. Young Razzle. Morrow. Williams, Jay. The Magic Gate. Illus. by John Brimer. Oxford. American Library Association, 1949 Angelo, Valenti. The Bells of Bleecker Street. Illus. by the author. Viking. Davis, Lavinia R. The Wild Birthday Cake. Illus. by Hildegard Woodward. Doubleday. Harris, Isobel. Little Boy Brown. Illus. by Andre Fran— cois. Lippincott. Politi, Leo. Song of the Swallows. Illus. by the author. Scribner's. APPENDIX B Rating Sheet Author Book Listed by (year) American Library Association (year) The New York Times mmpmHzoaa paw aoHymospm am mo moamyHOQEH may mo aoHyHamoomm msmH manmaO waHHaHmaommmH H0 moamymmooa mHmomm HHm HOH hyHasyHOQQO mo HyHHmamm aH ymHHmm line/ last lines lst word word page 195 APPENDIX C (variations occur in the first paragraph to personalize the letter) Dear You may recall our brief conversation last November during which I discussed the possibility of your serving as an expert in validating social values as found in children's literature as part of my doctoral research. With the publication of April's American Libraries and its list of "Notable Children's Books for 1969", my sample, which also includes "Outstanding Children's Books of the Year" as found in The New York Times Book Review will be complete. A randomly selected book from this sample will be given both to experts and children for evaluation. The sample consists of modern realistic fiction from these lists from 1949-1969 at five year intervals. The method of evalu- ation is enclosed. Recognizing your busy time schedule and that of the other experts, an honorarium of $20.00 will be given as an expression of appreciation. I look forward to hearing from you as to whether or not you might assist me in this project. A post card is enclosed for your convenience in replying. If there are any questions please don't hesitate to call me collect at 201—464—2249. I am home any weekday night except Tuesday after 7:00 p.m. Thank you for considering this request. Sincerely, 196 APPENDIX D Method of Evaluation You will receive a copy of the randomly selected book. If this book has not previously been read this should be done before the evaluation is attempted. All rating will be done directly in the book which will be returned to me upon completion. Enclosed are four value-themes with an accompanying behavioral objective and an example for each. While read— ing the book, if any of the value—themes are found, the rating given to the passage by you is to be put in the mar- gin of the book as well as the letter of the value—theme, with brackets around the specific portion to which each rating applies. The rating scale is as follows: + l for a positively stated value—theme — l for a negatively stated value—theme If a passage is felt to be EMPHASIZED, either by the use of superlative or extensive description of the value action, the rating will be +5 for a positively emphasized value—theme, or a —5 for a negatively emphasized stated value-theme. It is conceivable that a statement may exemplify more than one value-theme. If this occurs, please indicate such. 198 At the conclusion of the book evaluation, a quote from the book or a summary of the story line should be stated to justify any theme as identified by the researcher. APPENDIX E Themes A. Belief in the equality of opportunity for all people. This would include any response made by an individual that results in a pleasant consequence for another person, or at least a neutral consequence. This response should be indicative of a basic belief in equality of opportunity for all people. EXAMPLE: The following, from Roosevelt Grady, would be an example of a negatively stated form of value—theme "A". "Some places there wouldn't be any school at all. Or else there'd be a school and the bean— picker boys and girls didn't get to go to it. The school would be for residents, and bean-picker families weren't residents. They didn't belong. (p. 20) B. Acceptance of responsibility. This would include any actions that fulfill the duties of an individual as defined by their job or role. EXAMPLE: The following, from Roosevelt Grady, would be and example of a positively stated form of value—theme "B". "Roosevelt got the stove going and put coffee and hominy grits to cooking for breakfast. He mixed up some powdered milk and water in Princess Anne's bottle and put a little of the coffee in it. He looked in the trunk, and there was Princess Anne awake and making gurgly noises to herself. He gave her the bottle and she went right to work on it. She was a good feeder. Then he woke up Matthew and Sister and made them get up." (p. 41) C. Obeying laws. This would include any references to civil laws, rules as may be established in a classroom situation, or previously agreed-upon laws by a peer group. 199 200 EXAMPLE: Again from Roosevelt Grady, the following is an example of a negatively stated form of value—theme "C". "Matthew wouldn' t wash. He never washed except when Mamma was right there making him." (p. 41) Recognition of the importance of an education and knowl- edge. This would include any response made by an indi- vidual, the consequences of which increase the effec- tiveness of his own learning or the learning of others. EXAMPLE: Roosevelt Grady provides us with the following pOSitively stated form of value-theme "D". "Someday we'll find ourselves a house in a place where there's work for your papa every one of all twelve months in the year. Maybe the house won't have a dog run, but it'll sure enough be a home. And you and Sister and Matthew will go to school, the same school right along, day in, day out, fall and winter and right on to the end of spring." (p. 30) APPENDIX F Pupil Evaluation Select two pieces of paper. On these pieces of paper are two values that you are going to look for when read— ing the book the second time. Read the two values you have selected. Be sure that you understand them. If you have any questions at any time during your reading, ask me or call me on the telephone. (464—2249) Now, while reading the book the second time, look for anything in the book that may refer to one or both of the values that you have. Every time you come across something in the book which you feel refers to a value put brackets around the words that you feel represent that value. Then, in the margin put the letter of the value that the passage represents. Then do the follow— ing: If you feel that the value was spoken of in a good way put a +1 next to the letter that you put in the margin. If you feel that this value was spoken of in a bad way put a —1 next to the letter that repre— sents the value. If you feel that the words or actions emphasize the part of the book that you feel expresses a certain value, then don't put +1 or -1, but rather the follow- ing. If it is emphasized in a very good way put +5. If it is emphasized in a very bad way put -5. Be sure that you put the proper rating by the proper letter. Remember, only EMPHASIZED parts of the book get a +5 or a ~5. The rest get either a +1 or a -1. You may not find anything on several pages that refer to the two values that you are looking for. That is okay. It is important to put down anything you feel comes under one of your selected values. Don't try to make anything "fit". If you aren't sure, but think a passage may come under one of your values, rate the passage with a question mark after it. 201 ..HmflOHMTmQH may ma pmHHHyampH mm mEmay may NHHymdfl oy maHHHHoym H0 HHmEESm Ho Mooa Sony my050* mmpmHsoaa paw aOHymospm am yo moamyHOQEH may Ho aoHyHamoomm mBmH maHmmao HyHHHaHmaOQmmH H0 moamydmoo< mHmomm HHm HOH HyHCSyHOQQO yo HyHHmaam may aH ymHHmm I + ayamEmymym myoom Hmyoe mmEmaB msHm> "@940 02¢ BMHH "mmmmHHmDH ”MOEBDH "MHBHB Bmdmo mHmNH¢Z< UHB “MB/HQ QZHN BMHH "mmmmHHmDm "MOEBDHH . ”MHBHB Bmflmo mHmNHHHZd UHBgmmB Am EHOHHV 204 .Hmaoymmmmy may ma pmHyHyampH mm mEmay may HyHymsn oy maHHHHoym Ho HHmEESm yo aooa Sony myOSOa mmpmHsoaa mam a0Hym05©m am Ho moamyyomEH may H0 aOHyHamommm mBmH manmao HyHHHaHmaommmH Ho moamymmooa mHmomm HHm How hyHasyHOQmo yo HyHHmsmm may aH ymHHmm I + yamEmymyw myoom Hmyoe mmEmaB mDHm> “ME49 QZ< BMHH "mmmmHHmDm “MOIBD< umHBHB Bmflmu mHme "MBH