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INFLUENCE OF CLUB ACTIVITIES ON
THE SOCIALIZATION AND CHARACTER'
OF JUEIOR HIGH SCHOOL STUDENTSR

By
Jennie E. Johnson

‘A Thesis Submitted to the Graduate Faculty
in Partial Fulfillment for the Degree of

MASTER OF ARTS

Department of Sociology

 

 

 

Dean of Graduate School

MHohigan State College
1933

 

lasers

INFLUENCE OF CLUB ACTIVITIES ON THE SOCIALIZATION
AND CHARACTER OF JUFIOR HIGH SCHOOL STUDENTS

Chapter I Page
I. Introduction 1
II. The Role of Extra-Curricular

Activities in Socialization and
Character Education Among Junior

High School Pupils 11
III. The Citizenship Club of West ,
Junior High School 41

IV. The Personnel of the Better
‘West Club 64

V. Organization, Procedure and Projects

of the Better west Club 88

VI. Some Results of the Better
West Club 122
‘VII. Summary 146
Bibliography 152
Appendix A 158
Appendix B 161

100243

Table
N00

II

III

VI

VII

VIII

IX

Page

Character Education in the United
States As Shown by Answers to Two
Questionnaires 32

List of Necessary Qualifications

for Desirable Ethical Character

as checked by members of Citizen-

ship Club 48

School Recordd of Better West
Club members‘ 67

Distribution of the Scholarship
Averages Club Mbmbers had achieved
previous to membership in Club in
relation to their Intelligence

Quotients 70

Distribution of the Club Rating of
members in relation to the
Intelligence Quotients 71

Distribution of Club Ratings in
relation to Scholarship Averages
previous to 1931-38 ‘ 73

Social Factors concerning members
of the Better west Club 77-78

Distribution of Reasons for Joining
the Better West Club 83

Distribution of the three types of
personalities according to I. Q. as
shown by their confessions 84

Distribution of three types of

-personalities according to I.Q.'s

as shown by Sammie Test #1 Answers 86

Table
NO.

XI

XII

XIII

JXIV

XVII

XVIII

TABLES
Continued

Suggested Books that Pupils may

use to advantage

Distribution of Ratings for
Initial and Final Tests for
Behavior according to I.Q.'s

Distribution of Misdemeanors
before this year and the
present year in relation to
IeQe'B

Distribution of Misdemeanors

showing the persons who received

them and the number each
received in relation to
their I.Q.'s

Comparison of Average Grades
before belonging to the Club
and after attaining membership
arranged according to the
I.Q.' s of pupils

Summary of Table XV; Showing
Comparison of Grades by Groups

Distribution of Improvements
of club members in relation to
their I.Q.'s as Judged by
certain associates of the Club

Summary of Table XVII, Distri-
bution of Improvements of Club
Members by groups

Page

93

125

128

129

131

132

135

138

 

Graph
N00

I.

II.

GRAPES

 

Amount of Increase of five

Page

or more votes in the Popularity

of a Trait caused by group
discussion

Amount of Decrease of five or
more votes in the popularity
of a trait caused by group
discussion. Traits are
grouped according to the
amount of decrease

The distribution of Scholastic
Averages of Club members

The distribution of the marks
of Club Members

Distribution of I.Q.'s, Scores
on Initial Tests, and Scores
on Final Tests of Behavior

51

53

72

74

127

 

 

IACKNOWLEDGL-NT

The author wishes to express her
appreciation to Dr. Eben Mhmford and
Dr. C. R. Hoffer of the Sociology
Department, Michigan State College,
under whose guidance this thesis was
written.

I make grateful acknowledgment to:
Michigan State College Library which at
Dr. Eben Mumford's solicitation secured
from Columbia, Chicago and other colleges
copies of theses; Miss Helen Lowell, one
of the Sponsors of West Junior High -
School Student Council, who assisted in
obtaining the charter and materials found
in the Appendices; Misses Emilie Wood and
Olive mears of Walter French Junior High
School, whose autographed copies of
speeches made before the Michigan
Educational Association are found in
the pocket of this book; Miss Faye
Baumgardner of Eastern High School who
contributed A Test of Knowledge of Social
Usage, found in the pocket of this book;
Mi. H. E. Gardner, Principal of West
Junior High School who permitted the
organization of clubs and made the
observations concerning choice of clubs
and reactions to group socialization
possible.

 

(“1'77‘ r

\. iil”f7 ? I
IFTROUUCTIOH

The youth of the United States today have a difficult
task before them. Their work is to solve the problems created
by the lassez faire methods to which their forefathers adhered.
In order to be able to do this satisfactorily the opportunities
to face difficulties should be presented to them as children
and adolescents. At the latter period especially, when they
are filled with energy, altruistic tendencies, and ambition to
conquer, life-like situations are most interesting.

One way the school creates such situations so that pupils
may be the more able to meet problems they must solve for them-
selves in later life is through extra-curricular activities.
These activities of West Junior High School are centered in
clubs, music, art, dramatics, athletics, and a student govern-
ment which in the above organization is considened a club. The
purpose of all these is the development of good citizenship and
ethical character in the future voters of this country. Member-
ship in all of these as explained in Chapter II is voluntary.
Such groups are usually more homogeneous than regular school
classes, so that sociability ordinarily is easily attained.

The need for these activities is indicated by the fact that
other means of education have not adequately developed socialized
attitudes and character in the personality of the pupils.

This thesis is a study of a particular kind of club in
the West Junior High School, Lansing, Michigan, and the results
produced by it in the socialization and character deveIOpment

upon the pupils who were members. This club started as a

leadership group called the ”Citizenship Club;” but its work
was so succesrful that a Student Council Club of greater scope
vss created which took over its activities, most of its duties,
as-well as a large n mber of its members. From then on the
Citizenship Club could no longer be recruited from the leaders
of the school but with membership from the defeated candidates
for leadership, misfits, and maladjusted children, it continued
the study of character education and good citizenship. This
thesis commences with the study of the Citizenship Club, shows
how it instigated and provided a pattern for a larger leadership
group, e.g., the Student Council, and then considers a club of

a different organization which later adopted the name The Better

West Club.

Purpose and Scope.

The first purpose of this study is to show tia clubs can be
used as an instrument or tool to develop habits of urselfish
thoughtfulness which will lead to consideration of others' rights
and problems. It attempts to show what effects student partici-
pation has upon the character of students. This is possible
because clubs in West Junior High School were organized with
character development as a definite aim. The students formed a
general code for the school, as well as various individual trait
codes, such as homes y, loyalty, etc. They prepared for the
students' use a bibliography of the character education material
found in the school library. They made careful studies of
themselves - their motives, their reactions, their judgments
and acts for self-rating. They acted as a jury in hearing the
cases of misconduct which came before them. The above mentioned

acts of participation are studied in relation to development

of character.

i‘u'if. I'l‘
‘

The second purpose is to show whether the conscious
efforts of one kind of club had any effect upon the morale of
a Whole student body of the school. The third purpose is to
discover the kind of traits that can be developed by study
and consideration in a club in which all members are working
for improvement of conduct and scholarship. The fourth
purpose is to show that there are no adequate tes s for measuring
character traits, and to bring before club leaders, teachers and
parents, an objective study of actual club procedure so that the
need for further investigation and experimentation will be
forcefully brought to their notice. In other words, this thesis
will examine the possibilities of club work in developing ethical
character and will show the influence of club activities on
the socialization and character of junior high school pupils.

The social characteristics considened will be such elements
as cooperation, obedience, loyalty to school, courtesy,
industry, thrift, cleanliness and leadership. Other social
factors considered primarily as a background for the study of
the foregoing characteristics are the race or nationality of
the child, the occupation of the parents, number of children
in the family, the birth place, the number of cities or villages
in which the family has lived, the number of schools attended by
the child, and the group associations to which the pupil has
had access. The scholarship records of each child before he
belonged to the club and during perioi of club membership are
compared. Honor roll achievements efore belonging to the club
and While in it are also examined in relation to intelligence
quotients.

,—

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I q ..
one ctn‘" naturall” divides into three sections: to;

first is the stuly of a club composed of carefulii 56+ec“¢¢

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LILlfpllS Villa Wtfl‘t‘: 01109361.. U69ceh.»e OJ. LL'(-_LJ. blow»; .Jl LllLiCL

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xcellent manners, SEquUUF HbUltc, ni,h atiievruents, ulnfl

ntelli: nce quotients, and social leadership. This group

:__J

H.

(I)

known as the Citizenship Club was studied for a period of tso
years. The second part is the study of the Student Council
which was a direct outgrowth of the Citizenship Club, and

Was so organized that it took ovar fourteen of the leading
members of the former organization. The third section is the
study of a club composed of all the pupils of Test Junior High
School who wanted to stuly citizenship and applied for member-
ship during the year 1951-1932, or were denied admission in
the other clubs because of unsatisfactory conduct. This*sas

called the Better West Club. Tore complete data were obtained

and utilized for this club than either of the others.

Previous Studies of this Yature

Kany books, ess'vs and articles have been written concerning
character education. For the past two years nearly every
educational publication has had some article about it. At
State Educationa Association fleetings speeches have been made
about it. The high water mark of all was the work of the
Department of Superintendence Tenth Year Book on "Character
Education," which is a summary of the results of an extensive
investigation. It shows the need of a definite character
educational program. All methods of approach to the subject
found by the rational Committee are discussed and criticized,
but no definite plan is suqeested.

Some writers are too general and vague in their statements
of what is needed and the methods to be used. Their writings

are mainly subjective or philOSOphical generalization. Others

use the statistical method and clearly show relationships

which they have discovered between intelligence quotients

and scholastic scores, between mental conflicts and scholastic
scores, and between maladjusted children and socialization.
Hartshorne, Fey and Shuttleworth's three books are excellent
examples of the statistical approach. These studies do not
illustrate the methods used in instruction or development, but
they do record initial testings, and then make general statements
that the behavior trait or characteristic was brought distinctly
to the attention of the group. How this was done is not
described, but the records obtained by final tests are presented,
and conclusions are formulated. ‘

One of the first works of this nature carefully studied by
the writer was "Character Education in our Public Schools," a
paper given by Emilie Wood of Walter French Junior High School,
Lansing, at the Junior High School Division of the Hichigan
Educational Association at Jackson, in October, 1929. ‘his is
an account of her Leadership Club, its aim, methods of procedure,
and results. She made no special tests for comparison, nor any
tests to ascertain types of personality. A typewritten copy
of this paper, which she kindly gave the author, is placed in
the pocket on the inside cover of this thesis.

Walter Armstrong's thesis for a Yaster's Degree (l929) at
the University of Chicago, is an account of "A Controlled Experi-
ment in the Direct Eethod of Developing Ideals." In this he
used the same technique of tests and records as the writer used
in the present experiment, but he did not give any of the methods
of presenting the subject of cha-acter education to the group

with which he was erperimenting. It was called "an experimental

" n '
group, in contrast to the central group which was tested but

not taught concerning ethics. He concludes that some traits
may be so developed, others may not. This study will not bear
out Yr. Armstrong‘s conclusion. It will show t‘a different
methods have to be devised and that in one year's tine all
pupils will not become integrated to the as me extent. The
writer, hovever, achnov edges the help which his thesis has
given in the arrangement of some of the material.

"Group Education and Cher: cter Duilding" by Lillian
Elizabeth Tar eels for a Foster's Thesis (1923-1323) Boston
University, deals with character education as the result of
heredity and environment. She pleads for a favorable environ-
ment, but throu :h the customary channels of he regular
curriculum. She would have traits and characteristics taught
by classroom procedure in a special class. The only social-
ization would be the teacher—pupil and question-answer
relatio nszip.

Gra ce Emma Burnham in "A Course of Study in Character
Education for Grades One to Twelve," College of “due ti on,
University of Colorado, presented in her thesis of 1337 a list
of ten character traits and lesson plans for the teachinj of
these in each grrde. Come of her work is similar to material
presented in this thesis, but the notable erception is that

in the writer's study the children collected all the data and

c+

determined what traits were to he s ui

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them all pre”entf; in a course of study as in Miss Burnham' s.

Thomas and Thomas in "The Child in America" enumerate
. . \
’ ill

the school systems which had ch aracter tra ning in 1327 .

 

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Charzcter education in the Schools.

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school lo (lty, sens: o ditd, classroon de or.,.nt, m. a-

'1 -.

attitudes, courtesy, good taste; community spirit, health, noie
membership, promptnes , self-reliance, self—Control, Vocational
choice a;d scholarship to the pupils. Discussion followed and
cases sometimes were not settled for weeks.

AlthOLgh there are many studies shoving the nature and
desirability of clubs and many summaries of tests proving the
moral, civic and ethical value of them, to the kiovledge of the
writer no work such as the one herein presented has ever been
attempted. All the methods discussed in ,hr above studies were
used in the clubs of West Junior High School. iany of three
studies have helpei the writer in the organization of the work

and presentation of the subjects undertaken.

Yethod

1 o

-ocialization and character education oegin long before

L)

children have membership in school clubs, but careful observation
and tabulation of actions indicate that clubs are irportant in
causing improvements. Otter influences may have been at wort,
but if improvements are due to friendships made in the club, or
to suggestions made by the club, or to the need of workinw out

a code or slogan, the creiit belongs to the club. When certain
new tendencies and new attitudes develop and the child feels and

says that a club is responsible, it is Justifiable-to place the

credit with that partiCular organization.

The growth in cooperative livinf and better habits of
condrct were matched in class and measured by tests. A
disoission of this is given in Chapter VII. By a careful
practice of all the courtesies and polite usages which
civilization has found useful, the iuprovement of personality
is secured. The degree of this real personality growth is
measured to as great an extent as possible by the judgment of
fellow club members, parents and teadiers.

The principal methods used in this thesis then are: case

study, life h :tory, and the erperinental. Direct observation

Ho
(fl

and supervision are also employed. he most direct technique
of explaining the extent and manner in Which each of these
methods was used is by referring to he content of the various
chapters. In Chapter II the survey method is used. A letter
of inquiry was sent to eigbtg-seven cities whose pOpulation
was 100,000 or more and to State Superintendents of Public
Instruction, also to the Researdb Departments of the Univer-

sities of Chicago and Columbia. The form letter 0

er”
H.

be results of this nvestigation form a part of the chapter.
Comparison is made of work done in Test Junior High School with
work done in the other local Junior High Schools and one Senior
Hish School.

Three years ago a Citizenship Club was formed in West
Junior High School. Chapter III tells of the personnel of
that club, its purpose, accomplishments that year, and further
results as shown by the High School records. he following
year the same club continued, but because it had lost half of

its members due to promotion to High School, others were

recruited. The purpose remained unchanged. All this is

recorded, tOSether with a ehenee in procedure. This change

-9-

‘

was the use of a work book by Elmer Harrison Wilde, tne
Junior Discussion Book. The greatest result of the Citizenship
Club was the reorganization of the student council of West

Junior High School. This necessitated change in membership

and purpose of the club. In Chapter III the life study

method is used as extensively as possible. Chapter IV in

which the statistical method is used, contains the tabulation

of reasons why each person chose the Better West Club in
preference to forty-five others, and detailed records of eadi
member.

Chapter V, the longest one of this thesis, tells of the
organization of the Better West Club, its procedures and its
projects. It utilizes the case study method, giving the "boy's
own story," other teachers' evaluation of the child, the parents'
statement and the boy's own evaluation of the club. The
experimental method is also used.

Chapter VI contains accounts of conclusions reached in
working with the Better West Club. The intelligence quotients
of the members of the club ranged from 125 to 70, the home
training was highly diversified, and their interests covered a
wide range. The statistical method with graphs and tables is
used. The conclusions arrived at in this thesis through careful
perusal and examination of data obtained from current literature,
and from studies in which the experimental method was used, as
well as the results of experiments, tastings and evaluations
derived from the actual observation and work with the Better
West Club, are set forth in Chapter V1,.

The author of this thesis writes as a participating director,

adviser, and observer of the activities which were cooperatively

-10-

undertaken by the group for its socialization and the

development of character.

-11-
CUfiPTBR II

Ti?" 9.01:: or rva-CWMN" *1 ..CT IITS‘.
11' “0011111113?" we may“??? EDUC mm:
more JU‘ HI H some]; PUPILS.

The educational programs previous to 1900 were not
adequate to impress upon the majority of the students the need
of effective participation in both curricular and extra-
curricular sc+.ivities. The lack of this has often caused
a-social and un.ocia al behavior and he - convinced many educators
of the need of socialization and character education among
junior high school pupils. ‘

The Need for Socialization anL Character Eiucation among
Junior High School Pupils

 

Within th last thirty years communi ation through Cables,
airplanes, ships and radios, has made the people of the world one
community in interests and welfa.re. That youth may come to as
full a realization of this as possible it is necessary that
thm have an opportunity to participate fully and freely in
group activities of higa order. For emphasis up on this need
of ethical training as well as for sug3es stions of methods for
accomplishing it, one of the mos t complete and latest wor1. cs on
character education presents these views:

"I‘e fact of social change has become a
commonplace. Yet few f us realize how
extremely dynamic contemporary society
is and what revolutionary implications
this dynamic quality holds for moral
education. Although all civilizations
move, even the most primitive, for
practical purposes men in the past could

assume that they lived in a static world.
This condition no longer prevails. . . .

-12-

"If society as a whole is not to continue
to drift with the ebb and flow of circum-
stances, men must fashion certain
fundamental objects of allegiance through
which social change may be given some
measure of purpose and direction. This
task of achieving a modicum of control
over a changing society is perhaps the
greatest problem of our age . . . . .

"The development of the great society
(industrial civilization) with its close
integration and extreme mobility must
seriously affect both the content and the
method of moral instruction. Emphasis
on the large group as opposed to the
small group consciousness has become
irperative. Loyalty to the family must
merge into loyalty to the community,
loyalty to the commun ty into loyalty
to the nation, and loyalty to the nation
into loyalty to mankind. The citizen of
the future must be a citizen of the world.
The sentiment of patriotism must be
widened to embrace other races and
peoples. To the white races of the West,
accustomed as they are to regard them-
selves as the natural rulers of the
world, this will undoubtedly prove to
be a very difficult lesson to learn.

Yet it must be learned if mankind is to
escape disaster. The various sects,
nations and races of men must somehow
learn to live together in peace.

"Also within the limits of a particular
society, individualistic and competitive
impulses must be subordinated increasingly
to social and cooperative tendencies . .

. . . . Practically all tasks are
cooperative in character; interdependence
rather than independence is the rule of
life; and the road to power leads through
the organization of men as well as the

conquest of the resources of nature . . .

"In conclusion let us turn to the respon-
sibility of the school as an agency in
character education . . . . . . . . .
The distinctive mark of the school is
perhaps the fact that it is the only
agency which at present is under the
conscious direction of society. If by
taking thought society is to ifiprove
itself or any of its institutions, it
will have to work through the school.

-13)..

"A certain function of the school should
therefore be critical and evaluative.
This means for example, that pupils will
learn to criticize and evaluate such
things as radio programs, advertisements
and newspaper articles. It is more
inportant that the school teach children
how to think than it be a channel for the
acceptance of the present social practices
and of ideas set forth by the dominant
social group. But if the school is to
become an effective tool of society, its
methods will have to change. Its activ-
ities must become more vital to the child
and much more closely related to the life
of society than they are today. If the
work of the school is not significant to
the child, its teachings will not really
become a part of him; and if that work is
not closely related to the life of society,
its teachings will not bear fruit in the
world of reality which lies beyond the
walls of the school. Only to the extent
that the school becomes a living and
organic part of contemporary society
will it realize its potentialities as an
agency of character education." 2.

A. L. Threlkeld says in substance that Character education
is the successful rearing of the yourg and is the work of many
agencies of Which the home has been the most prominent, but
because of the change of ”set-up" of life incident to the
change from an agricultural to an industrial, urbanized

civiliZation, this education has been forced upon the school.

1

*d

Ll rinciples of procedure

The school must appropriate the gener

n

which have been selected by social experience as basic to
character education if it is successfully to meet this new
responsibility. In the old days father took his son with him
to do the work of the farm or the shop and together they worked
for he good of the family group. If any duty was neglected,
such as gettin: the water from the well, other work was delayed,

dinner in this case would not be prepared and served on time,

 

'T' J‘ r-, . , °
N. ihe Department of Supprlntfindcnce Tenth Year Boo” p lq 17
- _, 1., 0 ._~- u.

It}, |:
.

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and the d sileasure o? the TrOhJ soon v1s1«vi lthlf upon tn
0 "a J.‘ A a . M. x - ‘9' .a . ‘ 1,

negligent member. i‘rie 7101.367? em. daughter vertex...~ side oy

I i ' ’ _. . -- I. \.~ ’1 ‘ . . _, 1‘ :'
slag 1n the kgthgn da r' or berry Latcn, and togeticr they

"Today tWe modern home is a place to sleep af er
the day's work at factory or office. that t
rarents do the child knows, but how social and
ethical problems are met by the parent are an

unknown facter." 3.

scene of operations to

0‘)
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SO there has been

the schocl. Throughout the schools of the Co untry the cnange

from the old order is observable. Group :cti. ritie of all

0‘

(‘C’

kinds have become a par of school life. host of these are
called the extra-curricular program. They represent situati

analog one in many respects to the psychology of the old home

0’

before referrcd to. The individual pupil functions as

‘

member of a group. To hlh are assigned certain duties wrich

he must meet promptlr anl well. If he sets t} em promptly in

' .. A 1 : .. --‘4 _, ., h h -: °
this manncr he is a good Citizen; anl he learns that this 18

success; gool character beconcc a we; of successfil living

'tnat sort of behavior. As far as it goes, this program of
group activities in our schools of today is a program of
living in terms quite similar to those of the old home

Extra-Curricular Activities in Relation to Socialization
and Character Development

 

Extia-curricular activities exist because they fulfill

an in :no ortant need. They are the school's most direct means

h

 

3. A. L. Threlkeld, Character Tiucetion eni the School, Jou
of thcetione Soci0107V, Vol. IV, To. 4, Dec. 19;O,
p. 218-321.

of

rnal

l ( .l'l. l ‘l. .fl'l III.- I'lllllli'll ill

 

»

proviiinq lifT—liVe eitratione in NHiCI en indiviiual acts
cooperatively with others in group projects, meet: proolems

and participatro in ,beir solution. In this way tbe pupil no]

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form a more adecuete conception of

releti ion to t‘e larder bumzn life. Te we? obtain 3 sense of

o o ' . .' .' ‘a ." ‘9‘
nerrooel selT-reslivetion in coorerntien with the otner m Wvflvfi
VL , ‘_ |_ , v3, _ . _. g. -1 -_ —l. l.J . . . —~— 4. A. - o l . — -

of the orcu onfi in renderinr cervice to it. Tbe particiornt

mav becom: erzre o? the import nce of Pelt—development, end

in the unifyinr v clenrr" o” OClP‘v
thrle: 2. Foster 9233 tbet: "Since 1890 tbe Tith

30% 00 l er nrollment bee increased 710 percent; population 2;:
onlv incr eased 68 percent. Tbe nvrbrr of hiéb ecotol students
Jumped from 23 000 in l??? to 25T,CCO in 1937. At present

seconde r3 ecboole of tre

xvi-l
H-
:3

2,000,0"0 pupils are enrollc
‘Vnitei Tteteo." 4. Tbere Cb:nje¢ bav‘ led to e brceienin:
of purposef, more veriei curriculum, 5 more cormopoliten boiy
of elt‘ert" and e rznifeet tendency on tbe rert e etrient:

C.

to irite_+ e tbe lite of tbe comrnnit; in whicb they find tbem—

eelveoo J“‘;' tnriencieo “are le'l to e reelizrticn of
social not”. -"e +0 tbe inlivicuzl {1"er‘ncer the oTutti:
neei We; WCTLI treininr, eni extra-curricular ectifiiioo
furrflxfl‘ a MF'IY‘ +3 tbi:;‘r1”. T?Mfi* ere evticativtrtfizen thrgr

‘ - r- ‘V . l‘ . rv "’— , 1" I. " qr M \-s 1 /~ . . _ 1A . '\ F
fle"clop qualiticn unet met» itr Q coz,let. Citizensnip, notably

r‘ r ‘ I ‘V . 4' . H " . "' . rt ' ‘ 1 ‘ 1 7" ‘ "' ' '
to Lutdority. ioeie qufillblpu are nefrlcpei t TOHTQ eitre—

 

O ,
w“hievcd cnlv t‘ronth esfitrlBSCGa 30

O
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t “' eromir? “onto“: to &Cdl°v' d€se?udie

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'Thesté cterr~vs ccu1 ne :xronrfirt elu;1t Linn; rnr the cxgvtri m nt:s

d

I ~ N . o f . (n' . 1 (-_ q - 4- .ul \ V'V . ‘2
woicn eiteni over a lon, jeriol or t1 0. vtill another writ.r

1‘“
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srciel, intelleo ;ual, moral uni reli
very irportent element 0

number of elements, perhaps tte lzrgest cf nhicE is confidence.

,. ' - -- o \ : ,1 - - ,2 .. ,. : ' ..- .-, z 1 J... .: -
abllJJb , Lo) “riteu I nonlem e sari agilit, uk-"Jé oocnlnwfl.

" If» I ”'1 1 c‘ I“ '1 . . . ~ cw Q‘f‘. -~"'r- 4‘“! ‘. ,’ .
r hr eAtxc-curriculsr aCblVltlEc oecuupe th motive

in Joinine these is interest, eni

In Bulletin 5i, floral Values in Jiucation, public:
the Bureeu of Slucsticn, is found this s;mnery: ”First in
importance as a moral agency should be placed the actual per-
formance of the pupils themselves. It is one thin-
right conduct praised and see it exemplified, it is euite
another and more necessary thin: for boys and girls themselves

\

to do the acts. oh'r'ct r is essentiallv a matter of action,

the habitual performance of certain kirds of deeds rather than

others, and the only genvine Way 0? learning how to do these

deeds is to do them, Just as tennis is learned by playiné tennis." 7.

 

5. Viilliem Cl'yton Bower, Chg; ecter Throunh Creative Exper-
ience, Cllepter 5. .- '

6. Josept Roemer and Charles F0 oster Allen, Extra-Curricular
Activities in Junior and Senior Hijh 3010018, p. 2, p. 100

'7. Bulletin 7,51 (1917) norai Values in .Hucation, p. 10

"q ’1" “ ‘21 “ ‘ “ . -“ ' Q ' ' ‘ ‘ ’ L: 0‘ ‘ J" ‘ I“ "‘ ‘ J‘ .1 y— ‘ 1 ‘ ‘ '. r' “
Lthfi"- CUILC+thlu11$~ 1180110.). '17". L, 1:. t C '..-J~,L’:iil.-;.: 11'» {1. 1 SULLQL
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Just as evereone 19 QQICCA Vltn leled JUWLLLA nu: crvi or of

. 1 . 1.. . - .11 . ,4 m. ',.n ' A. . ~‘-.,..- 3.. _~...‘..,‘:
Ainoergarteo, Aler, oeccnu ch lhlru Grime. 01 D nvci lacllc

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the child is looking nl reecxin: for keen, alert

and critical and can be “rel to attain the dualitie: Which will

,

nis strength, popularity an

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'1

contribute to es. This child

on the thr ::;holl of eiulthood shouli b: given a cuence to find
at for himself tkit "floral life is v'3'1oleeon‘e living," (3) because

intelligence is created, and is constently developinq new standards

fl . . ' '1 ~ r- ‘ . . — w" v- -- m‘ 4‘. - .A ‘3 . .
or liv1n;. let valure 1neV1teoly-eneras in thi: CLOCCSE.

-2 A

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T: 1- fl“ 1" ' .‘
‘T‘ -,.l“)ll ‘JCJOCJ.

:0

The ~vtre-currlcul'“ ectiritics i: zest uni

are center ei in music, athletics ani clubs. The music expansion

has been so great that one mi ht argue toe t it "as a very definite
part of the rrguler school work, becexse the two benis, i.e.,
the regular school band and the beginners’ band, have a definite
period for practice each dey, tnepupile in each receive creiits

for five hours each semester, and also are graded or marked.

cf-
"3

The same is -u of the o orcqeetr's, and the various violin

I".

and viola classes. However, small groups in the bend have

ore zenized for specific purposes enfl practice out iie of the

 

8. H. rord.cn Lullfi Ferel Lite as Yholesome Livinfi, Junior—
Senior Hi 3% @1051 Clezrin: House Vol. V, élO, June, lQSl,

p. 577

-18-

regular class hours. One of these is the oax quartette." The
personnel of this varies, someti es it is composed of three
boys and one girl, sometires two boys and two gir s. Only one
small boy has been in it at all its appearances. It plays
during intermissions in the auditorium, and it has played at
banquets and at Parent Teacher Hastings of several of the
schools, at Business Ken's Luncheons, and Wherever requested.
There is also a 9A orchestra, in which eadi member is also a
member of the school orchestra or band. The Test Junior Chorus
which sings at banquets, at churdi services and at school
functions is another example. Members of this can be used as
quartets, duets, trios, or double quartets.

A few members of the art classes give chalk talks. They
are often called the "vest Junior Picture Talk Foursome."

Although there are gymnasium classes which meet three
times every week and are compulsory except for children who
are forbidden by their family physicians to part'cipate in
it, the intra-mural sports held each noon are in no wise
compulsory. Voluntary members of one home room compete in
seasonal team games with members of another home room. The
seventh grade has championship games when spectators throng the
bleachers, so also do the eighth and ninth grades. Boys and
girls both have schedules for these sports. The Sd1001 also
has teams which play games with other schools in the city and
with surrounding small town high schools, as well as inter-
mediate achools from Jackson and other cities.

Although the student council is considered an extra-
curricular activity in every school system studied, in West

Jurior High SleOl it is one of the school clubs. Chapter 111

-1“-

gives a concise evplanation of the stuient cou1cil an} its

developmvnt a? a result 01 tWe Citizenship Club.

fl ‘ u m y . -‘r 1 . -- . f" " . . 'w I ' .- ~- "I , ,‘
QCQOUL gluocdiqwgelrzyin t; oClellaStlon {mi uw5rkcfa
1'“ .__ ‘ - -nh~r~ n

dev,¢u;J-Lt

 

 

 

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n ‘\ h V ‘\f‘ It I "' 1 x l 55'? Pour r- 4 : — . ,
JChObL Cidu« or? VuiUfluo-J or,cn1¢atL.nc. in com

a chlll may jsin a cLub if L9 TlfflfF, in otbgr 9030019 8 chilfl

‘- n o " 1 1" ’.O .I-r- fl _ . - “ 1... ,..‘_". h ' ‘ fi‘fl1
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anl eum*n19trkbo

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r of scfiocls censiaer fhat clubs rhouli meet
durinr rer‘it“ rc“oui hen?“ otfivrr b liwvr club m0?

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be :Mle at rowv=c3u er ul 0, (~. ., curl; 1111Lx:rnornlu,, :u‘ f17t

o'cloc: in tfic aPternoon.

J“"‘r '0 ‘ "Y"' q w‘r :- . (a ‘ x v' 0“ . " "" ""
A 9.ppua 0. fl? ~n1g, OOUW cve11&J1Le on cl“ > Twrltteu by

hflli aft‘" FC Owl 0FC.*“P In tfiir “Ly fhv f?FLinu CCOfffaflLH
enfl frpeiom WORLT Fr :o 1(701. If f??? Wrre 1‘4” "“i3¢ :Choal

hour; .une :finiyin" "‘n 1 E 1” to b“ ”cup :ff'r :cWool, a?” t“P
TP'let ""‘H : 1.)" Surf; 3 j’.7.“‘j"7-fi“ n" ti .3. In 31“ .7. +3 1 ,
nflV*ntial SChJul Fjirit must “‘ oui f HA :4? n;int:inzj.

It cannot h”"rb70+¢fl 1L 3 :infi‘o nlj”fi >4! *Wkt h" *3; r';ult
of‘ *;19 s!“1”e‘n*; YAW‘;‘ ‘v‘1.704 03' €1"“‘i‘;10€‘ L11 C'vrf‘; .. (*9 t‘ua

 

 

* v - a ' 1‘ .. 1

scrooi watrz“f ‘r'c "C"? '& C'L"o
‘1’ ,. 'fi \ 1 a, .‘ 1" rr'..- r) 1 ,«l n: 1 ‘ - m -13- c‘ "7-, ..

9- “urw l53:quruu uu“ 11,k uClOu+ u4u0., a Uf.4d 0 “fit?“-
a O \ ‘ _- u '1. ‘ .-. '-‘ 1 g. F, 1-3. ‘ .q.’ A .4-
burfilcu or “c 171L1F$ 1n yFC ,5 : 6L1 .1Vrv ‘UT(Cu
r‘.' - . n: ‘_,. . r7
*0 "17'.‘.-i.1_:_. .. ; E). l o

"The school is a place for growth not only physical and
mental but social, moral and spiritual. Club work will make he
child conscious of his responsifi.lit¥ for the general welfare,
more able to meet new situations and m re sensitive to the

' ' (10) fl 1 ' 1 ‘l 1
spiritual values of life." cluos Wlll thus mahe Character
education an outcome not a program.

The b

is jOb Of the ClUb according to Rivez'da Harding;
1

Jordon s to develop proper conduct through understanding
of the amenities of life, and through the setting of standards
of taste and appreciation.

Klopper (12) points out that school regulations do not
always have their origin in social need, children fail to see
school control as social control, the teacher not the pupils are
hurt and offended they think. Their thinking and emotions

should be trained to self-control through the assumption of
social responsibilities. Each can be given a task to collect
data, fill ink wells, erase boards, water plants, feed the
goldfish, and other duties which help the group. If the sdhocl
is a miniature society then its round of social duties must be a
medium for developing socialized conduct. School clubs may
exercise a far-readiing influence on their members for they cater
to every legitimate human craving; they aim to satisfy the whole
range of normal interests of youth. Through these clubs children
learn the art of self-government, taste the joys of intirate

friendships, and deve10p worthwhile hobbies and group loyalties.

In the clubs, teachers come in closer and more informal contact

 

10. The Department of Superintendenze, Tenth Year Book, p. 215

ll. Riverda Hardin; Jordon, Extra Classroom Activities, p- 4, 8

12. Paul Klopper, Contemporary Education, Its Principles and
Practices, p. 203

I litw’.!,w_ .grln

v

ml, VI

-31-

to their pupils and thus really learn to know them.
0 (13) O a .1 ‘1 fir
Another educator's views are that: it should so tn
business of .he school to attempt to utilize as many ‘f the
adolescent characteristics as possible and direct them into
sise and intelligent expression. Some form of student partici-

af’ irs is desirable because such an

('0

pation in control of schoor
organization approximates the democracy in wt ich the student as
an adult will live. It will consequentb he 19 to trcin hit for
this membership. Further suda participation will he 9 to
organizesand systenize the extra-curricular activities of the
school. The club appeals to this age pupil — he is a "joiner"
as evidenced by the m any secret societies, cliques, and organi-
zations to be found amonq students of this age. Furthermore,
if clubs are included in the regular schedule it makes them
more convenient for the student and the teacher, th us encours s3in3
a good attitude toward them, and dignifies them as well.

The aim of proper attitudes and Nb lity to share in the
experiences of others can he obtained. To the G.JFTlr(PlOT,

however, is left t_1e ClOlCE of "conduct" or ”character"

education. It is the latter which may lead the child to joys
of rir‘t ll"lfl it errorde Opportunities for creti“icatien
o” in11VJfln:l testes and afiulthfi', erercirinr speci,l talents

and aptitudes, the developin: 0? leadership, and the assembling

"The L511ior ”i’”*27fiiiol's eir‘tr? trtinirr* tor
, . _ , a
citizeifh‘\ if to Tcild up the “or: e? the
elemrntarY "‘hool”, ”ire the children thr seeiel
~r~n~ 'Arpn vle' ~11 7n ~‘- ”(N-n .mtc. tr ti~r~4- cud-(3
e. r].lpAl—)~ 16 _. c._~JI‘---~.'i..rlf_. ‘\, Ix) a- -.L__ (._)v,

 

 

—_~ " - 1 -». 71' 7r ”m. “1- .. . ° . - '--:L' '
c. Fenry Carrles c o'-, gntrc—Curricwlar “Ctlthlou in
A "N f': r;
UCEW.OOl‘:~: F. {vi} 6 I) 91 ’ (1’7.

ifiéliiuifkl ulrh Viva! rt.» .u‘t’
. . o . ...

- -- 1. '3 “7'“ ’3 ~,..1 1 1.11
and sent ,"en on to Jphlbr wi_h scwoul an: t.e
.. ,- L - -. ‘ ,...' 1.. _ ‘J- ”p r-,. .L '
13’" ou*:.fe L r*cl‘u. 1,' t'e ?1l1:u tr-sceive
. - o 5" I ‘ .- “ .l‘ '4' . -‘ 1“ -‘l ’9!" . .' ’-
tune o: ,r'rnin, ft“ m ?ilCLgrulUl in tie or LNlZLl
. : . 3. " .‘ ‘ .‘..J. 'l A,» \
grou~ life of tie :iult can unity. (ls;
..- ,1 ‘ _ p a 1 .0 -. n _, L‘I.‘ - ,4, - _: H
'“Pvi'value ezr: nee? r11 clues 13* s't ;;Jn,. 1n wilt
N

~ 1‘
Z 6.? fr. C lu -) F1

stztemvnt. The avercfr nuiner o orfian
1

i -
increase: re3ularly mitt irri cee in Cirollnryt.
jhg “vinpllcliffllinvt3L'n tflx: t"c tggtfi‘ of pupil
experience {eztre-curricrlcr (n1 1ri3rew of etuiie?)
.1133eetsizi1 lJCPPCCflJZ" r>carn1tfixn1 e] the 1.13t of
steirrs and u i;cip€lc of t“? "sin. of e:.rc ciatcroon

(

7
UCLIiVlble‘o” \
-. p a. ,. ..- ' -, m ,., J-L” 3.. ,, , ,, - 1 a
all or th-“ rriter: a3rw» bgct clues are csseitlal ior

T ‘ . f‘\ T? . 1.7. H x A ‘ j V : r L -. .I‘ s x . 1 .'- - «- ,'v"~ r ' : . « P '1' - -. '
uUflluT n13n soiowl exucaticn, lere l& 1 sons cat cis:enc133

”ITO one

lc? tritinri i: iiiis .ld ex) far 1110 be:* gone
beyond, firrt, a Fb3+wr study of the prerint 1r;ctice
of schoo peep c an” th‘ir attitu s tcvard the re sult
achieved, and seconi, the theor t ' ities of
is :.i

the ertri-curricular act, as c
new psychology 0’ lee rnin: aid
of education." (13)

n3 to the
rn 1fl1ilos gflur

cf-

This Writer ne) wants us to View the inadequacies, such as:

first, inadequate kn0”16:dae of the principle 0? Worthy living;
second, knouledge of 1.3 cLolo _; and the lea.nin3 process; thiri,
knowledg, and op: )TGC cgiation of both school men and laymen of the
implications of a13hilo.cyhy of education vhich predicates exceed-

ingly comprehensive fields of te ciing ma eriel for the developm nt

{'1‘

of the educational erperirnces of great cosmopolita, groups of
ccholars; fourth, inadequate methods of validatin3 tn, sgecific

objections Which znry be subsumed under a gene al princigle or

ain as worthy livin3. fie continues:

"'t presezit many earnest students appear to be

 

14. faul Yeshin'ton Terry, Zytr: -3urricular Activities in
Junior Vieh SC'wo oi n. ll .

15. 35.1: tuthor, Ex tr a-Curriculer Activities in Jurior Vieh
School, p. 18

16. Edgar T. Draper, RealizatiOL df'?crth; liuinj 2hri intra—
Curri culs_r Acti viii\e s i " Yi3h Clearinv

. *0": 3r I 1r -" r1 re::_r.
}-01.LL-'CI , ‘. O»h. ‘. 9 :ijk ’ I) 3 T' ('1'

“f
— ‘4 LI .

conf sea_ in their tFi1liin3 re3criin3 the
education l value ct t.F ertre—curricular
act. In certa in soiools the results

attain or throurn stur} ent participation are
outsteniin3e nd 013ninic nt, while in others
the results arr in acrior end even danj'rous
Are these eycellent results a‘tainrd thr (3"
contact with the activities as such or t rough
the erposure of the students to the e} :tra-
ordinarv leadership eni Wonderful personality
of teacher sponsors."

tee

:3

Ie t11€n proceeds to criticize the data heretofore press

I...

as the reader vith.

1+1

_J
re
\
.1
‘4
X

s insufficient and poorly organized.
the advice to determine the ElCCif ic on; ectives which will mace
worthy living, and Purtrermore to organize carefully controlled
experiments to determine th- definite contribution? of clubs,
etc.; then to make car flil analysis of results and present
techniques used step by step so that the experiment may be
truly scientific as far as bei 1n3 veri ifi ble is concerncx

So far in this thesis a pres enta ti of hteen diffe rent
treatments of the subject of clubs has been given and an analysis
shows that with the erception of the critic above mentioned

hey are unanimous in three general concepts, namely, the club
is an educational situation that most nearly represents the
community in which folks live, that clubs make possible social
experience because they are concerned with group activity, and that
all emphasize student participation. They agree with Dewey:

"That the pupil have a zenuine situation of etperience - that
there be a,continuous activity in whichlie is interested for its
own sake; secondly that a genuine problem develop within this
situation as a sti ulus for thought; third, that he possess the

information and mate the observations needed to deal with it." (17)

 

17. John Dewey, Democracy and Education, p. 112

One says a child is socialized by acting in clubs in the same
way as tennis is learned by playing, another as learning to
drive a car is done by actual driving.

To this point the references have been mostly from
articles in magazines and books, but following is a report of
an experiment in student government atl cLa1~111n Union High
School, Hilton-FreeWater, Oregon, Which weaves into the lives
of the pupils esperiences that help them later to adapt thrm-
selves to community life. rr. Branson in this article sa3s:
"Citizens hio should be learned by doing, just as the operation
of a car is lea .rned by driving." (18) The CI 1iliren in this
school drew up their own constitution, elected officers for a
student council, instituted a series of courts, work ed up a
pledge, appointed monitors for study halls, corridors and
the library. The resul.s have been very gratifying because
students have zealously attended to their duties and assumed
responsibility in their commurity, the conduct was as good as
in previous years w1en disciplinary matters were brought before
the office. Spirit and enthusiasm were high in academic and
extra curricular activities. Their achievements surpassed
any previous records made.

"Furthrrmore, in comgirtition Wit‘i other schools of

the state these young men and Women Who were
learning throush active citizenship that the

success of their covvunity was in a great measure
their responsibility demonstrated a leadership

in numerous linrs oflendeavor. During the school
year 1939-30 there pupils Won the follOWifs honors
for the school: ,he State Debatin: Che mpi ons11n°
the Eastern Oregon Football Champions ship; four
first places, two second places and one third place
in Eastern Oregon T3pin: Contest; first e.d second

 

18. Harold S. UrCWn; 1, 30W to Vitalize1e 1e501in~ o1
Citizenship, The lation' s Soiools, Ho fIlI1, ”l, July,
1931., I“. '57-’39.

1“.“

pla es in the State ?-v1n on of th1 Yetional
Chemical Jese1y Cortest; second place in the
State: :ews peJer Contest, With the editor of
lie sch ool pcper elected preside t of the
State Hig1 School Irese Association, also
superior rati1g among the Hijh School
(1

Yearbook 5.”
Another author stresses club work to a very marked
degree, but he believes very little can be done for d1aracter

building by the schools alone. They must be upheld and
encourap zed b3 the Whole comnunity. "What can We do With a
child in five hours of a day W den all that he is doing the
other nine or ten hours is undermining our teaching?" (20)
is his Opening remark. We can motivate a.boy or girl to
desirable conduct Within the school but we have no control

over his outside hours and he is developing during that time

*-

as well as While with us. About forty percent. of the life
of most of tie children is spent in leisure time activities,
and so they have an important influence in the formation of
character. Milwaukee has a municipal program of playgrounds
and social centers Which is conducted by the Extension
Department of the Kilwaukee rublic Schools. Eighteen school
buildings and three community centers are Open five or more
nights a week from September 15 to Kay 1, and last year were
attended by more than 1,325,000 people. Fifty playgrounds
were open from June until September, twenty playgrounds are
open all thC time. Athletic sports are scheduled, moving
pictures are shown, trips are made to other parts of the cit

and hikes are taken to points of interest. After Sohool

activities, especially clubs are fostered Where gymnasium

 

19. Ibid

20. Francis C. Rosec crance, Character Building, a Community
Enterprise. The Journal of the Yational Educational
Association, V0. 21, To. 2, Feb. 1933, p. 51-54

‘ .. ° ,. :. ,- 1, A
table games stories, hand vorx, Cled-b n 11'1drc

mechanical ir 53in n1, aircraft, radio, reed Work, drmn

‘P

music ar, underoa1en. Th's correlation of sC1ool

ide of school activities maze possible throujo

out

U)

kl!

rection of both provi_ues the Opportunity

,Jc

oard's d

\.

..

concentrated attack on the problem of character bu

J _'J..

Clubs in West Junior :1 Ce ool

C
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"5
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In Vest Junior High School 0.
school TOFC- A complete list follows:

Tern? of Glut)

 

 

For Room
Chess Club (Chess Set Required) Boys 1 3iéls_—§CS
Library Training Club 8A & 93 Boys a Girl: 112
Reading Club Coye 1 Girls 50
Plover Club Boy" 1 Girls 51C

C‘

'odel Airplane Club "ateri 1
es W1 7“ Boys 22-
Tistcricel Ctudy Clrb uoye 3 Girls 709
Journelirn Club 83 a CA Joys ; Cirl“ 1C5
Spelling Club “eV* 3 Girls 15‘
Bevin: Club }irle 20
Latin Club B y: & Girls 863
Girl Cceu Club Girls 305
Camp Tire Clu‘ “ee l.““‘ lirls 293
Trave Club 7'3" 1 Girls 2C6
Certccn Club Coy" E Cirls 32?
French Club “if: ; Cirls 307
IWblic Sneehin* Club 3y: 1 Girls 336
311V‘"ox:lihg Club (T;t+“irl
foe V1.3?) Dove a Girls :10
Life Caviif Club (Competitive) Boys 125
Bugle and Drum Club Boys 201
Violin Club Boys & Girl: 164
Leather Club {Tateria Tee ~
pl.CC} Keys ; Sirls Ste
uflO'S ;ho in America Boys 3 Girls 103
Setter "est Club Doys 1 Girls 103
Camp C332 n: Club Boys 215
Student Cou ci (Icmbers
elected by Home Reoms) )oys & Girls 204
Debate Club Boys 1 Girls 200
Iublic opetti17 Club 305s a Girls 226
Agricultural ‘lub 3 ya 3 2
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Shorthand Club “J13 — DA Boys
Girls' Glee Cluo (Competitive) .
’kelele Club Bovs

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Gymnastic Club Girls 221 ::
Embroidery Club Girls sol :2
Radio Club Boys loo so
Literature Club 8A, 93, 3A Boys & lirls 203 ob
Ienmanoli1 Cluo Boys & }irls 5C4 35
la ematics Club Boys 1 Girls 313 35
Girls' woodwork Club Girls 126 35
11 agazine Club Boys 1 Girls 202 35
Spanish Club Boys 1 Girls 327 55
01033in3 Cl b Girls 221 35
Electrical Club Boys 123 35
Amateur 13pewritin§ Club Boys & Girls 106 35
Gymnastic Club Boys 225 55
Fancywork Club Girls 308 55
Candjmaking Club BB-QA Boys & Girls 115 25
Child Care Club Girls 215 30

Each child in this school must belong to some club but can
choose the kind of club which interes s him. Royal J. Creitz
in his Thesis 1952 entitled, "Socia.1 Fe ctors in the Achievements
of Junior high School St1dents," arrives at the conclusion
that the work of clubs in general, and their socializing
influence is one of the great'fectors for achievement.

If pleasant social inter course can be established in the
formative adolescent period GEM life of a child, there is less
probability that, as an adult, he will be anti—social. In
West Junior High School fifty-three only out of thirteen hundred
fifty students were listed as maladjusted. A number of tnese
became members of the Bettor'Test Club. The club was not
organized for these, but use Was made of it to help them become
better members of society. Clubs, as this study shows on a
small scale, help the anti-social f0 ks, but clubs also help

the normal and the superior people.

A ;uestionnaire Study of Cher'cter E1ucc+ion ir Other Schools

The expirience of other schools in character education

11. n" grill. I313.
. A 1

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programs was the n;;t.qtep to be considered, so tie pr1n01pal

of West Junior Eijh QcTool ariointei a character council,
consistin: of four vomcn and three men. These tracbers rare

a representative group, one from the gymnasium, one a commercia
teacher, one the cafeteria instructor, a shop vor: instructor,
a mathematics tc:2 Cher, chairman of the English Defertmrnt, and

the assistant principal, to represent the so minis trative side.

:5

At the fi rs t meetin*; of tie ch Mr cter coun011 the one irms

‘ .-

rs of innuiry to all cities of

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wa instructed to send le tt

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100,000 population and to the Sta te Desartments of In

Instruction of Iowa, Connecticut, ani Febrashe, and to the four

r the following questionnaire had
been sent out:

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-1. '41- .. u

"C: TIP 1 own-7115 '21-‘31?!" 1:77th \‘v hfi’r‘lL 3:1P17T

This school feels the neei of training its pupils in

social behavior and ethical character; therefore, it is greatly

'1

interested in What other schools have attempted of this nature

short

’1']

and any results obtainei. ” ill you plea se fill in thi

 

 

questionnaire and return to the undersijned:
Do the sch_o ole h vs a definite character
education prorrsm Yes Fo
Does your school favor the flircct or infiirect met-tho"l
Has it wor‘cei out its: OWn or mrre of stur‘ y
in character eiucation Tee No
Does it ha ave prints fl source materials mimeographed
materials no definite source materials
ire clubs organizci with this in mind Yes Yo
Are these matsrisls for sale
Please seni pr1cc 11" s or material C.C.D."

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tic. ETC—73114.11: O' ‘V .LC‘ "'TT‘» ll‘dv f r. u..(A.uLs. (ab

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connoil d301d3m111aon t‘me: t.o foiax‘t.- lee.~rs.

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school 1 e” e;1cat1on 3 cu. ”htv~rs't1<s ulfi cilit n“
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t-lat it hp tslll. )iAt O pll‘J Lil .-. J. k 0 tOLt,_) L v lilClirh‘LleLr
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or directl; as a Sbsaroob unit 1n a course 31 c~ JV:
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14.0"}? :‘ uwtvl E: ‘it, 0;.) u.) {~1ch c111 CO vf lAjuutx- let].
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availaole from our ullro_s1.d.
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Form 2.
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’ouperintenoenv or ocnools,
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Dear o1-:
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As a rerun“ of e cemnlttc on CuorLCtS? eiuoati n
1 ur “0100 s, 1 5” attrmptinj to fine out Tdft 13
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.1nr done along n .6 c t es lie so
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dvise me as to Ge uni cost 0 Kate

Yours vrry tn1ly,

‘_l_ 24‘ q n no 1" 4~ of vnr 7‘
alt C..- 15’ V A. Vii-Col .r.i.C~r1 .

A comrar'son cf tFe results of these two investiratious
4. .)

is more universally efcrc

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the eiucetors todsv than it was three years ago, or else that
educators fio not lire even short ouestionnaires, but will
courteously anrver letters.

In the stuiv made in 1929 trenLy-éivo questionnairestvere
sent out to outs (”1n sceools 1-'-'}1.ic'1 had been rfyoro-l 80
having a definite plan for c.1s.r ecter trainin , or were rcputed
. h

‘ '7 . ‘4‘ r- VY'EI '1'? - .w A 1" '.‘ I - W." ’,
as ver, progress1ve. 01 tne .C‘t Hon-11¢r onl, nine responaed

at all- if these ninF, two wrote that they had no isf:T_nite

courre in ohrrecoor tr lnlnf.

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A r “roocntttlvc from 13* , Inwlana, wrotc: Flt 19 top .t

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incidentally by every tFECT-
bFlievo tfie 'Wort-Ctn”j521€£:_tho o” organiaation is iflealiy
adaptofl to a natnrzi charootor forming. Qifnt 1dee o aro tonght
and unfior a aprrrl environment ohiliren mod try out those

principles 9nd obrerve results."

The informant from fivonrvillo, 4nii2na aloo said not

I)

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nelr school sgwuem Lfia no no .nluva or on 293 ooMrFe buv

_ - ' .' -, .. ,J , -_ -. . ., . r .‘ ‘, ‘1:- _ ,7
emoHa81zed 1t in ever; mTcue old tnolorei tare: lefcrunt

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Cltrzenonlo report Carl: ufion f,o JQO~- or -hTCJ Yu;c also

1.. o o “3
=ood PJV traits” 32M;

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is used in kinflcrgprten first 231 gbconl Qrgflpf. Tho next
listPi ton trrit: oni 1s noon from qrzde tEroe to Fight

inolusivo. 79 formor in r"Mosllrér, but 1o othrrmiso just like

a A M ,-
no SCCond n noi.

were in tho proooor o? evolvjn: 8.COJ?%€. In fh€ir afhlo.ior
andtverkly clung thoy trioi definitely to .LLoV Toir f "V. In
-h€ir family from? (thor? was no €rpl€.9tion about tkio from?)
+ke firinoiyal Wroto, "We are teaching monnoro from too ethiorl
viewpoint. Once unon a tire we faujht t“o Tutorinr COLE." This

school Spnt a form fiiviinfl into €1vo divioiono 5nd rubniviied

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334 vorr ‘Lcll+199; 4. nugl

toworfl school; 3:

shin; 5, Tcrcoral and social qualitieu.
Two other sdhools wrote to recommend some other porson,

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university, 1.e., school of education, or some 0 mar ogatom.

-‘ 1' V aw v- 1 o . . ‘ ‘7 . Er . I“
one sent two some Olollograp}y sq>ets WfllCh tho Iatlonal
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“V 4‘ C~ » 11 L.‘, l‘b C .1. ‘ -’ j .' W ' ‘1 .\ ‘ "‘f V: . V - ‘v0 '1.:: {10 L
‘ ° *““ ““ Jigcrt“ont 00*“3*i“ *‘ T

riai sent us.

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FQQ 3"nver "so r—orir‘i Aoncjr ;. ,Mm. r otio on,
I ~ - ‘~“ ‘ I —‘ 1A,\n1- ‘.\‘ - ~ C.
Ctaracter .Jiuc cation in t1 11"“ ioouc uCiUquv, 4.0.7. J.-L.L..)

o
. ’- r A‘ , 4‘ L‘A ~ " r ' ‘v' I ‘ ~1‘ ‘ "' L I. ' 1 : c.+fw C' ’-:v‘ x ‘7‘! "
eubJect; tau;Lo, one ecgool rhaeruliflu, un« lva~ ~U~J Jholt
T". - T— i s,q'* ,1 vr p ”I r»(~:v~-{~ 1 '7‘: ..7 "4 ‘.~ \A, 1 ""f-l-“i C-Lcy‘ r l
.L‘ r031 at; S .gxILUh 1.9 0 V on .L.‘ bu .1. .' k u. AHL JLI. QU- LuUJ. v-19“ ct u~ i r J. A

‘3'.

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Conduct Course of oonnf n grint la: -. it incio_

- n 1' ,~, ’- s r‘ --Q '.r 1n n a -. ~ w." “ , ”I :~ 3"“ *. . 1‘ t: V “
contents ho on» LOMOWTb7u .1om tn? “ASTuT LuOOl, but in a n 0*.

1" o ‘ . 4 u J .
bet» ‘ cryonics "o4 un prcrcu cclvho
‘1“ A .‘1 .: --‘ Tl ‘ ‘ - : r "'0 (- TC E ' T‘P( ,' +176“ ‘ 1’1 ’ ‘) I“ ‘f
‘_g~.l“ .J-LrJLL J * J.-.1LC4~C u»: 0 iv V. J‘ .511 ‘ Lt» -u L! \J

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to be diemzssei oni acid
Sonorevilie, Ian.ac“uoo.ts sent twenty-six pares of
mi:cogra3hed materials. It Woe cailei their Juidance :ro rem
(l) lroblcre of A13 Unen ;(3) “Eportraitics e?forcni by
Clubs; (3) Attenoanoe; (4) Thrift; (E) Cooperation; (6) Self-

\ v. , q . o --v .
control; (7) Respon5101lity and firnstrorthii

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netternirere niitten to tnt Lnifcipltlcs 0i “LSCJlefl,
V

ChicaCO, Coiumoia, Loleni Stanford, Celii ornie, the rational

Education Degartment of the In,erior each of Which sent

no experience in formal oovrseo in character training, and ”0

can say nothing 0; va no on the subject." But no refer ed to

" '1‘ 1'," . v- r 'r' v- v 1.. '4--- --—... - m t ' .s .

1r. u. rifeneoner oi i+r Hora CitJ, fron "-om not bin) Ins as
1 ma .. [.1

yet 02th receiiei.

The percentage of answere receiV*d from all thone sorrco

In the recent unlertazing of the character Committee
ninety-four letters'were sent, eighty seven to cities of
100,000 population or more, and seven others as follovs:
Leland Stanford, California, Chicag and Columbia Universities,
and re State Departm(nts of Eebraska, Connecticut and Iowa.
Sixty-eight answers 1were received. The percent of answers
was very gratifying, 72.345. Koreover, of thore #10 answered
nineteen had no materials to furnish; we obtained pamphlets,
courses of study, catalogues, bibliographies from thirty
different sources, and were placed on the mailing lists of nine
whose courses of study were in the process of being evolved
or being revised.

For a clearer understanding of data received both years,

consult Table I -

TABLE I - CHARACTER EDUCATION IN THE'UNITED srans AS SHOWN 3!
names TO no Qumnonnuaxs:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1 . m
3 ans «4:8
-P o o C) H
a g h 2.3gs23 3:.
h gm 3 g b g: gbg guaugg 3 gig
H a a .u g. -H o~4 to can -P+a
.4 9:4 H$4> a) a}; +mp oeaowdp-ot>c>pcnul <0 o
Hg 00 00H 0 o d cannon-.4 H q-cmo a a?
o .049 eaten I3 muqrq ocamaotac>m a) cozshoa H ii
a g: g": :2 z=v=3vs.s zuaaesss.
04 5a: i. MPG-3 nab-:13 go: a: ll: OHBD .0
1929 33 18 106.5 11 7 2 It 0 9 o 1 o
1932 94 63 72.3 33 52 7 21 0 7 3 2 7
While the council awaited the ansvers from its inquiries

it met and apportioned off all faculty members to serve on small
committees under the chairmanship of each member of the council.
This was done in the follo in: manner: the seven council members

sat around a.table and the principal read the names of the faculty

 

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alphebeticelly, oe inx: in) at a certain rson e'.c a council? n
took one person's name until each h.d :even on his connitteo.
r“he nex t move of the council was to mane and send out to
the {culJN"Uie ChdFECtLI‘iLT H.i1in; (ue tonqzln tire nerefith.
submitted:
CHAR C222 TRAITI 3 LTJ.II;YT;I“J

1. Do you think there is a Ileed for syttem tic charcoter
training in the public schools? Cheer. Yes lo

2. (a) Should it be tau ht as a separate unit of one
semester in junior high school? Yes 10 (o) Lore
han one sense ter? Yes To to} Yov Leny some terr?
3. Should it be tautht along; with certain other subjects,
s3." one dag; a week? Terr To

4. Sdouli it be tau ght in co -nneo tion vith any other
su’jects? [es Io

5° (a) should it begin in the elementary schools? Yes
no (b, If 9r, in Vnat grade

 

 

6. (a) ”iiould. 't oe cxmivinueu. into
Yes To (b) I” so, in "hot gr

7. Ch .eok the nrme under “iioh the var
to be desireole, could nest be acetmplishe
Hennors an: Conluct Correct Attitude
Iersonel Tr it: necescary for Success
Attitudes

 

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be desirable.
‘Al ~ I vo- w ‘.-\ -: “‘0 L‘ . . .. _ V 1.. -‘ 7 , r' ., P ‘- -. r .t 1 .
a. In c're you thin. tniv «or: on uld oe done a. a.slue lino
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to outer rLlJJ€Ct _gfln...'bi1ef oitline or‘rp. m‘tlun as to don
'. ‘ f: " 4"- ‘rrI‘ . . V ~--- ,~ fix. 4-
you would carry on me more in your fdeer:
D. «"0 . a. ._,.1..._, . ,3 .. .,. ,.. .' _ ,
lo. Jenorel remain. and Cqu’CLlOHCo
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u ....

A few changee ware sujfieetei. ace writer was not in faVor or
changing he question concernin: teachere' attitude towerd

pugils, but the Wiener of the mggcsi y were followef. inc
second queetionneire we: then submittei to ever; puuil in the
school in their club perioi. The revised questionnaire is as

1:7 CEITIQY OT VEST JUTIOR

.A.

Pleeee do not Sign the followinz twue tionnaire. Expreee

‘ _ .' - “ -Y.“-‘_ ‘I 7‘ ‘ o ._I .r .g ' . . .' f“ o
a smell commxtteos ue;r LSxBu to critic1ae emu annnu 1t.

your opinion of the retinr you feel Test Junior shouli receive

in the follovin: phases of school life. Check under heading
poor, fair, good, or excellent as you feel tect fits the
situation. If you think of other items Which are not men ic
adfi them to the end of the list, eti rate then as .u*“€c+rfl a

Q if

:61,
hove.

L'xcol-

 

Ioor Fair 330i lent

Ccurtery of student? to each otker
Courtesy of students toteechere
Courtesy of students to substitute
teacher? end other aiulte
Friendly spirit toward new stuleni s
'Honesty in work
Fa ir play in games

Hort -menle3ip of crowd at games
Order in hells
Habit of clean speech
Veetnace eni pereonal epoetrcnce
of students
fEeetnefir'enri epgezrurux? of bells
and rooms
Teatnees end apgeerorce 0? school
grounds
Respect for rulre anti-i r‘i‘iial ii
of School

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10;?
Use ani care of locker“
Reepcct for progerty of others
Respect fcr rithts of prayerty ovners
Habits of stufiy in home rooms
Attention at auiitorium
Industry in Clasr rocwc
Ability to assume respcneirflity
Punctuelity
Loyalty to school
Support of school cctivitiec b; etrflentw
Other 1*Prc me" be aiflefi talc” or en bps” of

. ‘ 1
non desiranlc

.—

~ W. V’ ‘Pl P Q
tcecnerc pent wor.m3 u

submitted their report:

”Ur-Nun ~4‘7r
\l1._‘ . \-\

Cunrtery
Respect
Uependbhility
”J: srr- o ‘1 n i ’3 i 1i 1:37
Self-Control

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o

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A: _ i ,_ 1 . ..

- cymjiacg 333 kirflnecs
-'-

. royalty

a
0

Service and Beijiulners
Cooccraticn
Functu91i+y
‘9 Inivrtry
Ccortsmcnrhic
Steflience “
Tnitiative
Courate
Tereereranc,
Thrift
Ieaderehip
Fectners

LJ\ 0
2 o TC'Ct
CS. Cheertnlreee

23. Cleenliness
. 'Vorslity

. Tolerance
Cptimis

. Temperance

of chrrsctericti01

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(3

TWO.-

 

qualities

Each small committee was then given a task: first group
to work out an auditorium program for character development;
second, to work out plans for the indirect and incidental
teaching of character; third, projects to be carried out by
the student council for school betterment; fourth, clubs as

7 moans of soc ializa tl'JH; fifth, traits to be stressed and

Cl.

. u ‘ w _. o $ : .~ _1' \ 0 ‘fl,‘ 4.1 :0 r" a.

methc7c usei in ttr sevvnth jTLu\; r-nt1, in 116 eignon Dre c.
. . . ~ fl rfi‘ _ -. ‘ 'm _ J— _ .‘ ‘ “‘."- 4- . ‘ 1 "
se7entn, in the hint; gral;. ineyo reportr arc not Jot falrd

o v __,' ~~ ‘3-1- (~_7—~". ..
formulat:;, but the work will Continue Lest senvstor.

The other Junior ‘1'77 7;.h scT1OUls are vrcrxt 1n:

' ' ,.- 7,1-:,-»..-,., . . ' , 4-. ”4

ization through hone reon act- iLL-s, ntro-Lwr l sports and

. -. 1- .- ' l ‘r. "7‘ 1, 7-.._,°1. ~"°_ - 1 .. . f -- :1. 'rn'.
student CounCllno in r”,nCJ ounlor n13; scncol tic past V1ars

. , “ V“ “".o')' . A L 3“ -v\ I':- . 2"": -.
SPCd 1H tile. 12:71.; lect‘. .‘Iktt.-.l;l~ 9...”. SuClo.J. tllv~?'dll-

17nt c” tn” C”;". This res done t rough ”Student cu 7€"' sheets
containing thee: ;u““*itis, and many more:

l. How long have you lived in Lornioj?

2. IIor‘rnLrur i;1 :Lx2“ *Yvnilgg?

'7: 7* VT “WKV‘V' 1""‘."5(." TT 1' ,r 1,‘ 'M 0": ’“WC v“ (unfi’e

u. l-3. .-i'.(, :..J U0; 3.) . -AO-r “C11“ (:1; La. . 11.)}qu -. x. («2.0.1.0

“. "hot i; yep? Author's nationality ant occupatio1?

5. Is he employed now? How many da;: 3 weik?

6. Does your mother work? Where? «not hill of rock?

7. Do you work at alli What kind?

I
fir, .-.-.._ a. 1 ,. ., * ,-.,. 1. L“
8. av Jud usuallJ go Hole for luncl;

0")

Hor far do you live
To finance the feeding of those who needed it, the teachers
contributed $100.00, and then the school gave a play to raise
more money. Here is a schedule of the first forty-five minutes
period which is called the activities period:
"Mbnday is devoted to study; Tuesday to banking; Wednesday

to character work. In the upper classes this is conducted by

.u

I-
n.i I u u

.9

 

,. 1
90.

 

the Booster Class, or definite character training group of

the school, each member of which takes a home room and discusses

actual character and ethical programs of the school, supplemented

by illustrations and projects develOped previously in the

Booster Club. The Seven B's have an auditorium class at this

time which is in the hands of our assistant principal, Miss

Wood, for the training in ethical behavior . . . . Thursday

is devoted to home room.meetings, while Friday closes the

week with a general school auditorium program. The formal

organization of the home room is in the hands of a set of

officers, elected by the students and given definite duties." (21)
In Eastern High School the assistant principal interviewed

every girl, and the principal every boy, and tried personal

adjustments where needed. Each student was given a test of

"Knowledge and Social Usage." This consisted of:

50 statements, some correct, and some incorrect, to be
marked plus or minus, concerning manners at Moals

15 statements concerning manners in Meeting People

18 statements concerning manners in Talking and Walking
with people.;

12 statements concerning manners of Guest and Host
6 statements concerning manners innDress
__gg_statements concerning Miscellaneous manners
llO statements to be answered but not signed and handed to
the assistant principal. A course will later be worked out to

augment the greatest needs as shown by the student body. (22)

 

21. Olive Hears: Successful Practices in our Home Room given
in the Junior High School Section, meeting of the Michigan
Educational Association, Jackson, Michigan, October, 1931.
A capy is in the envelope on the back cover of this book.

22. A mimeographed COpy of this questionnaire is placed in
the envelope on the back cover of this book.

Summar

A brief summary of the facts shown in Chapter II indicate
there is need of socialization and character education in the
junior and senior high schools at the present time. Various
types of extra-curricular activities are adapted to this
achievement.

Of all extra-curricular activities the clubs give greatest
freedom of choice. The children develop happily in these
cooperative situations. In the clubs the bashful child is given
some simple task, such as watering the plants. He is commended
for faithful performance, given other tasks and soon forgets
himself in happy service. He has learned to live socially and
to contribute to the group. The overbold child may learn to
curb his impulses, his speech and actions. The maladjusted child
may also find some interest, the pursuit of which will help in

the integration of his personality.

CHAPTER III

THE CITIZEYSHIP CLUB OF WEST JUTIOR
HIGH SCHOOL

During the time of the investigation in regard to what
other schools were doing toward character education, discussed
in the previous chapter, two experiments were being tried out
by the writer. One was concerned with changes in the vocational
course, and the other with organization and activities of the
Citizenship Club. Only a brief outline of the former can be
given here. The first semester course of social studies, listed
as occupations, was ch nged from fifteen weeks of studying the
various types of work, qualifications for each kind of work,
advantages, disadvantages, and the history of each occupation
and two weeks study of the kind of character needed for the
chosen Job, to eight weeks study of "what am I going to do" and
nine weeks of "what am I going to be." The course now is a
study of the field of work and of a desirable character. (23)

Before the Citizenship Club was organized three of the
faculty members of West Junior High School visited the Walter
French Junior High School of Lansing which had a Leadership
Club that boasted of no truancy problem, and of excellent
behavior from most of its pupils. The order in the halls, as
well as the businesslike movements and interest in keeping the
halls, grounds, and cafeteria neat and attractive were noted by
the faculty members. Then the club was visited. Emilie Weed,

the.Assistant Principal of Walter French Junior High School

 

23. DeWitt S. Mbrgan, Case Studies for Classes in Civics,
published by Laidlaw Brothers, is used in QB classes.

had charge of this club. It used as it's text, "Studies in
Conduct" by Hague, Chalm’rs and Kelly, and a case study note
book by DeWitt S. iorgan. A story was told or read and
discussion followed; then the principal gave a childhood
experience in which he didn't overcome temptation. Following
this a statement was discussed from the "Case" book. Next a
child who was habitually tardy was brought before the club.
He rather shamed-facedly gave his reasons for tardiness. The
members of the club then talked to him very kindly and
informally. One boy said he would be willing to<3all for the
offender every morning if the pupil wanted him to do so. Then
the gong sounded and the Leadership Club meeting was finished
for one day. The meetings are held daily and the same number
of hours credit is given as for mathematics, English, geography,
or any other subject. The Will Hutchins morality code is the
‘basis for all the work and study of this club. The faculty
of Walter French Junior High School argued that the teacher
discussing morals would not be nearly as effective as having
the children themselves do it. "So," says Miss Wood, ”It was
agreed that a group of about thirty of the finest pupils
constitute a class which should be given special training all
through the week and on Monday morning of each week each
individual in the class should present the week's lesson to
his particularly assigned home room." These pupils were told
that the slogan was to be "Every Pupil of French Junior High
School a Better Citizen," and that the aim was to create a desire
for right action and a hatred for wrong.

"Each pupil was made to feel that the home room in

which he spoke was his personal charge and any pupil

failing to cooperate must be interviewed by him
personally. These personal conferences play a vital

part in this character education program, for
youngsters feel keenly the criticism of those

of their own age." (24)

After the visit to the Walter French Junior High School
the student council of West Junior High School was called
together, the results of the visit to the neighboring school
were presented to the members of the council, and they were
asked their pleasure in the matter. This student council
consisted of five students, a president and secretary from the
9A.group, and a representative of each of the threeggrades.
These were elected after campaign speeches had been made in
the auditorium by voting on the machines loaned to us and set
up for us by the City Hall employees. After the election
returns were published the council could convene in the
principal's office, and would be informed of its duties in a
general way. It would be told that its biggest business was to
make suggestions for any improvement of the school. As has been
stated, this student council was asked for their opinion about
character education for'West Junior High School. They voted
that a club called the Citizenship Club he started at once.
Since it was impossible to have this club meet every day, they
decided to have meetings on Mondays and Fridays.

The purpose of this club, as stated in the minutes of the
Student Council meetings, shall be to: "Erase the most
flagrant mistakes of our school citizenry, such as unnecessary
noise, crowding in the corridors, truancy, and stealing; to
substitute helpfulness and cooperation for the spirit of rivalry

and competition which now exists: to foster a feeling of loyalty

25. Emilie WOod, Character Education in our Public Schools,
Unpublished material, cOpy in pocket on the back cover
of this book, p. 4 and 5.

1 nulli. 3|
,pL'r-III.‘aKn- v.1 .
2..
I...
A 5:551.
l l .

fills] .

to the home room and the school; and to change the attitudes
of the pupils who are lawless and express by their actions
this policy: 'do as you like, have a good time, pass the
buck if possible, but don't get caught'." (25)

The nature of the club made it desirable that the oldest,
best, most thoughtful and well-mannered children be members
of it since they were to be the leaven to raise the standards
of thirteen hundred fifty other children. Only the three
highest sections of the school, 8A, 93 and 9A would contribute
members. In other words, the upper group students alone were
eligible. The five students of the student council immediatexy
claimed membership and proposed that the defeated candidates
for the council also be invited to Join, because these ten
peeple would represent more fully the whole school. This
proposal made the Seventh grade represented, an exception to
the above rule.

Out of further discussion the procedure agreed upon was:
each.home room teacher of BA, BB and 9A was asked to send the
names of her best pupils to the office. Best pupils were
described as the socially minded, tactful, honest, dependable,
self-confident, whose scholarship was "B" or better. The last
stipulation was necessary because the pupils would be in club
two study periods each week and would have to do their work at
noon, or at home, or in shorter time than usual. The home room
teacher would also announce to her pupils that this club was
in the act of formation and those who wished to apply as
candidates were to see the assistant principal and leave their

names. The council felt that all members should be volunteers

 

25. Minutes of Meetings of Student Council Botebook,
October, 1929.

who were interested in the betterment of the school and could
be trusted to know many things not known to the student body

in its entirety. The notices were so worded that each child
would know that only thirty-six could be selected, that no one
with any bad habit, such as tardiness, nor any mediocre or

poor student could be chosen. These notices were read only

in the home rooms of the three upper sections. If the presence
of any child was desired who did not volunteer, the assistant
principal approached him regarding the matter, and in all cases
each child felt it a great honor to belong.

At the first meeting of the club it was decided that
members should be eligible to one other regular club, and that
the Citizenship Club would meet every anday during the third
period and on alternate Fridays, the third period, when their
other club did not meet. The next step was to obtain a group
opinion of the hours of credit to be given. There was some
difference of opinion; five of the girls and three of the boys
said this club should be altruistic and should work without
credit. This attitude was taken by the ninth grade pupils and
might not be as "big-hearted" as might seem at a glance. The
QA's were not in need of the two hours which would be super-
fluous for promotion to Senior High School and could not be
applied there for future credit. It is not believed that these
fine young students reasoned the matter through in this way,
but the possibility is worth mentioning. After thorough
explanations and discussion concerning the value of this club
credit, slips of paper were passed and the pupils asked to
'write "two hours credit," "no credit," or any other suggestion

they had. A majority of 24 to 6 decided that for attendance

and work in this club the members would receive two hours of
credit. "This cannot" said the teller "be construed as a bribe
but would give honor and prestige to the club and place it on
the same footing as any other subject studied in school."

The teacher then fully explained that the aims of this
club would be: "To cultivate in its members a thoughtful
attitude, tolerance and pity for unfortunates, ability to think
straight and act justly toward everyone; ability to raise the
standards of the school children so that they will be better
mannered, more orderly, more polite, more thoughtful, prouder
of their school, more thrifty, more punctual, and more law-
abiding." After this talk an opportunity was given to all those
assembled who did not care to undertake this work to leave. The
teacher left the room for a few minutes, but returned to find
the same thirty still there.

The children were than asked to give their names, grades
and home rooms. Those present organized themselves electing
officers. The period was about over but the president made a
few remarks and asked the club leader to assign some work, so
all members were asked to come prepared Friday with a list of
character traits, and some ideas for discussion of the topic -
Being a Gentleman or a Lady. The bell rang; a new club was in
existence.

At its Friday meeting all but one person came with a list
of desirable characteristics or qualities. From these lists
‘was made one complete list to be studied and used. It was
compiled in this manner: the secretary of the club was asked
by the president to write the characteristics upon the board as

the child read his list, but to make a mark after a characteristic

 

 

.1:

already on the board and not to duplicate words.

While the secretary was getting ready at the board, the
lists were collected, shuffled, and passed out. Then someone
read the first trait on his list. It was written on the board
and all who had that trait on their papers so designated.

These words were then arranged alphabetically with the number
to show how many of the club consider d them important. Each
characteristic was discussed as to meaning, and a vote followed
the discussion to see how many of the club then considered
each trait important.

The remainder of the club period was spent in reading
Charter's list of 222 qualities which were grouped under Bl
"families." In the list the club made out, honesty and
truthfulness were designated as two distinct qualities, whereas
Charters has honesty as one "family" with integrity, veracity,
truthfulness, and rectitude included. He has the “family"
poise: calmness, deliberateness, self-confidence, self-control,
self-reliance and dignity. (26)

From the same source it was discovered that ideals are
complex:

"In the first place they are so enormous in number

that in the dictionary one can find over five
hundred, and of this number . . . . no two mean
quite the same thing . . . . Not only do they
differ in meaning but experience and the kind of
social group changes the meaning through the

years. ‘Moreover, meanings interweave and overlap,
i.e., dependability may involve industry, patience,
honesty, courage and accuracy. One must not forget
that ideals often conflict, too. At examination

time loyalty to a friend may be a temptation to
honesty in the test." (27)

 

26. ‘W. W. Charters, Teaching Ideals, p. 55, 54, 58, 59, 6O
27. W. U. Charters, Op. Cit.

..‘

,3:

 

 

 

 

The next day of meeting a mimeographed sheet of these

traits, alphabetically arranged,
They were asked to check each trait they considered important,

and also rank it from 1 to 45,

they did not need to consider those they thought insignificant:

TABEE II - LIST OF FFC“"” RY “VALIRIJAIIO“" FOR DJSIRABLU

"arr r: 1":

ETHICAL CHARAC"

THE CITIZENSHIF

Qualities Necessary Orig—
inal
Rank

Alphabeticalhy
Arranged

 

Adaptability
Ambition
Beauty, love of
Broadmindedness
Carefulness
Cheerfulness
Cleanliness
Consideration
Cooperation
Courage
Courtesy
Dependability
Fairness
Health
Henesty

Honor

Humor
Industry
Initiative
Leadership
Loyalty
Morality

Ne atne s 3
Obedience
Optimism
Patriotism
Pep
Perseverance
Pdme
Popularity
Reliability
‘Responsibility
Religious-minded
Scholarship
Self-control
Service
Sincerity
Sociability
Sportsmanship

 

13
10

H E“
ammmo

to

raw sue
HIDUQCDHNU‘rbNQl-‘O

(0
HQ!

20
17

15
13

22
16

24

KOLQQOSODn-b

1"";
:40

No. of
Times
on List

17
20
21
27
18
25
26
2O
29
23
28
26
25

3
29
11
12
27
15
19
27

4

8
25
12
22
14
17
23

3
13
24

1
26
22
24
23

9
21

No.0f Votes
of Member 8
after Ex-
planation
of Terms

25
3O
22
29
1O
15
28
22
3O
27
3O
3O
27

5
3O
15

7
27
21
2O
3O
3O
15
28
10
25

7
2O
27

O
25
27

1
26
28
27
29

5
29

was given to each pupil.

if all were to be used, but

R3 OF

No.0f Votes
recd.
final ballot
after
discussion

25
29
22
29
18
15
28
2O
3O
2O
28
27
3O

5
3O
25
17
27
10
19
28
27

8
25

5
25

5
3O
25

O
27
3O

1
26
3O
29
28
10
27

Final
Rank

 

-49-

TABIE II - Continued

 

 

 

F0. on

Qualities Original No. Times Second F0. on Final
Necessagx_ Rank Listed Vote Ballot Rank

at 10 2O 22 25 6
gig: hy ll 19 30 25 7
Temperance 22 3 8 8 l6
Thrift 5 25 22 2O 10
Tolerance 23 2 19 2l 9
Truthfulness 3 27 50 50 l

The characteristics which ranked highest are those considered
by the pupils each year in nominating boys and girls for the
Sons of the American Revolution Medal. Notice concerning these
with definitions is herewith submitted:

"The qualities to be considered in awarding the S. A. R.
Good Citizenship Medal shall be:

First: DEPENDABILITY as evidenced in the record of
punctuality, truthfulness, honesty, loyalty,
trustworthiness and self-control.

Second: COOPERATION as evidenced by the record in respect
for authority, respect for property, respect for
rights of others and courtesy.

Third: LEADERSHIP as evidenced by what the pupil has
done to make the school a better school.

Fourth: PATRIOTISH as evidenced by loyalty to, a knowledge
of the purpose expressed in the preamble of the
Constitution of the United States.

Fifth: No pupil shall receive the "Sons of the American
Revolution medal" who is not clean in speech and
in personal habits.

Note - These qualities should be studied and considered very
carefully before a vote is cast for the boy or girl who
possesses these in the highest degree. It is suggested
that this list of "Qualities of Good Citizenship be
preserved and placed in a conspicuous place for frequent
personal check.

Sincerely,

Principal."
Graph I shows the increase of five or more votes in the popular-
ity of a trait after the members took part in a discussion of each.

O.R. on the graph means original rank which the trait had. The

unshaded bar is the measure of the original populsrity of the
trait, and the shaded bar represents the addition made by the
discussion and the thouzht it stimulated.

The traits which gained status in the group listed according
to the number of votes and the explrnation of increase are:

Cause of Omission from

 

 

Trait Addition Original Lists
l. ‘Morality 23 Considered as the sum of

good behavior.

2. Tolerance 19 Never thought of as a
characteristic, by eighteen
pupils.

5. Perseverance 18 ry mother says that's stubborn-

ness, by seven pupils

4. Reliability 14 synonymous with dependability
and responsibility

5. Honesty l4 lore situation~ than students
had conceived possible

6. Ambition 9 Considered selfish aim in order
to win approval, but gained
popularity when shown laudable.

7. Sportsmanship 8 Hany not interested in
athletics and thought of the
trait only in that connection.

8. Adaptibility 8 Considered weak and without
will power to not stick to
one's opinion.

7. Self—control 8 Inexperience in cooperative
thinking.

8. Responsibility 6 Inexperience in cooperative
thinking, and used to being
told what to do.

9. Service 5 Same as above

9. Honor 5 Same as above

9. Sincerity 5 Considered part of truthfulness
by many

9. Sympathy 5 Lack of c00perative thinking

 

£51-

CHAIR I - ANDUNT OF INCREASE OF FIVE OR MORE VOTES Ifl THE
POPULARITY OF A TRAIT CAUSED BY GROUP DISCUSSION

Four Millimeters equal 1 vote
01?. Original Rank
{:3 Original Votes
gag Additional Votes

s 10 15 2o 25 so
OCR. A ' i i : l. a,

6 Service
(«aawwwwwaaM4%a

 

 

 

9 Sportsmanship

 

 

 

 

 

 

 

 

 

 

 

 

 

r ‘ . 1////’///////////////////I
10 Ambition ' -
E . I//////7////////////////"/////////7/fl-
15 Adaptibility '
E . B37//////////////////////////A
15 Perseverance 4
. L 1////////////////////////////////*//////////”//22
17 4Honor , v.,, w.,.p
W//////7/////////////////1177/7//////275;7/////////////////Z
18 Honesty _.
WA
22

 

~ u: itv , 7 , ._H
FL: a V/////////////_/////////////////////////////////7;”7714451114mag/pg_
25 Tolerance ‘

E V/////////////////////////////i//////////////////WWW/77A

v——

 

 

 

 

_3eliability L _’ ' _ .
s 1 L W////////////////////////////727m:-242'{WM/A
32 Responsibility fir
[* wwzw%@W%%u%M

 

r___

55 Self-control

[

37 Sincerity . ‘ .
[ Y///////////////////1

v—

40 S athy ..w
l Mfl/flfl/fl/fl/fl

 

 

““ rawnwwawzwaa%y%22

 

 

 

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.-I

 

 

’I

'~

 

Graph II shows the decrease of five or more votes in the
expressed necessity for a trait after a period of consideration
and group discussion. This graph shows two bars for each trait.
The upper bar indicates the original number of votes, and the
lower the final number. No explanation was ever given which
showed Why Optirism pep, and Cheerfulness should not be con-
sidered necessary. The decline in votes for initiative was
explained this way: dependability and adaptibility will get one
as far or farther than initiative, and save time and trouble.

The decrease concerning thrift can be explained by the unemploy-
ment and the failure of the stock market, and the effect these
had upon some of the homes. After these last results were
obtained a talk about stability, dependability, fearlessness
and cooperation were given. The results in some instances seem
to show a deeper grasp of the situation and a Willingness to
change and not to be dogmatic.

Following closely upon the investigation just mentioned came
the discussion of being a lady or gentleman - courtesy in all its
fine and delicate shades of meaning. After this meeting each
child seemed more quiet, orderly, and very sincere. This was the
fourth meeting of the club, and the first time that a boy had been
sent to the "Adjustment Room." Pete had been unruly and defiant
in his previous class. He listened carefully to the stories of
WOodbridge N. Ferris, our Democratic gentleman, of parents'
characteristics, and of heroes from history. At an appropriate
moment the children were reminded that all things discussed were
personal and not to be repeated as gossip. Pete was asked: "Would
you like to have these boys and girls be your Jury? As your
teacher's accusation is read you may deny any part of it but

explanations from a teacher's standpoint will be made by the

GRAPE II - hE AXOU‘T OF RFAE3E OF FIVE CR "CR: VCTTS II ":3
POPULARITY CF BAIT CAUS’ ED BYG ROUP DISCUSSION.
TRAITS ARE GRO- “' ACCORDING TEE AHOULIT C? DECREASE.
O.R. Original Rank
First Bar Original Votes
Lower Bar Final Votes after Discussion
L-J Four hillimeters One Vote
0.... 3’ - '9 «r «L
.ha.x t 1 I l I I I t I . n 1 s T r t s r i
5

17

14

5

 

LCheerfulnese
‘ J‘.,'.f;. ‘

 

 

 

 

 

w'v—‘

Optimismp

f
I

4

A _l

 

E .
A

Y

.

1

Initiative

 

T
F

ST nrift

 

F

 

club leader. If you'd rather not have the members of the club
as a jury, the principal, your teacher and the assistant prin-
cipal, or any two of the three named, will hear you privately."
Pete took advantage of the offer and club had its first real
case. Skillfully but kindly they questioned him and before the
period was over he had shown willingness to apologize and to
promise better behavior.

Twenty-two cases were tried during the first semester. Only
once did a child say; ”I do not want the club as a jury," only
once was it impossible for the members to get a response, and
that was the case of a boy who had been truant. Ie stood and
looked solemnly at them but said nothing. Though he never played
truant again, the club is not convinced that the experience changed
his way of thinking, nor his attitude toward life or school.

The club somestires sentenced a miscreant.who came before it to
serve a nimber of hours before'school or after the regular session.
This time allotted by the club was usually longer than a sentence
the administration would impose, but the child always seemed
satisfied. Only one child appeared before the club a second

tine. ho well worked out system as to whom the club would "try"
and if necessary punish, was made. The children who had been
suspended from class room or home room for insubordination,
inpudence or failure to do their work had to sit in the adjustment
room (102‘ until a convenient tiae for the "sending teacher" and
either the principal or assistant principal to have a conference
with them. The conference usually was held at noon or night

,after dismissal of school, or at 7:30 the following morning.

If a pupil had not been readmitted to class when the club met
Friday, the third period, his case was adjusted by trial with

the club as a jury.

Of the six members of the writer's social studies classes
who were Citizenship Club members, two were elected officers -
a girl as president, a boy as clerk. The nature of the work of
the assistant principal is such that sometires her class does
not see her for a whole period; sometines she is in and out of
the room six tires during one class period. The president of
the class, who was also a member of the club, always quietly
took chargezand saw that the assigned lesson was read and
discussed, the clerk made a list of the names of the few who
were not on their best behavior. Persons entering the room made
the assertion that order was nearly perfect and that they always
looked for the teacher in some seat at the back of the room.

One incident will illustrate the thought, tact, presence of
mind of the president: there was Violet, who was very noisy,
an only child and badly Spoiled. She either had to be scolded
or assigned penalty time after the dismissal of school before
she would attend strictly to her own business if the teacher was
not present. It was Parent Teacher Association visiting day,
and a conference in progress in the office kept the teacher away
from class. The papers for "checking out" a.boy who left for
another state without formally returning his books, etc., lay on
the desk. The president used her head well. Calling Violet to
her, she said: "I believe Miss Johnson would appreciate if we
could get this done for her, and you are an 'A' student, so I
thought you might like to do it." Violet said she had her
lesson studied and the proper permits were issued; the class
went on quietly and smoothly with its work; parents were received
and invited to remain. The president when asked, "Where is Violet?"

replied: "B (') and I decided Violet's errand was more desirous

 

y‘

\ / B is another girl club member

than her presence would be." That certainly was forethought.

Soon after the organization of the club each child was
assigned a home room, and became the advisor of that home room.
On certain club days they would outline the week's lessons and
on the next club day they would go to their home room (') and
present the lessons. Sometimes, since there were thirty-six
members and only twenty-seven home rooms they worked in pairs.
If it was found that a certain type of boy or girl did not do
well in his room a change was made, but very few of these were
necessary. 'When studying thrift, as usual, club members were
sent to their room to do their work. The worst room in respect
to thrift in our school had been assigned to two very capable
boys. They were two of the biggest boys in school, both very
active, both had poise, and both were eloquent speakers. More-
over, they had a history of the room which follows:

The Fall previous to this time this room of forty-five
entered with about two hundred others. They were the least
punctual of all groups, had the highest rate of absence, and had
the most failures. They seemed a lawless group in the negative
sense if not in all ways. Their banking average was about 6l
percent. The Bank Board asked the Bank Manager, a man teacher,
to speak to them and have a campaign started in that room. He
talked with them; they promised to do better but in the next
three weeks there was no gain. The principal of the school
was asked to speak on the subject which he did, and asked for
the raising of hands to show how many would bank. All hands
'were raised. The Bank Board felt elated; but the next banking

day this room had fallen to 46 percent. A little boy from

 

(') Assigned - not necessarily the one of which they were
member.

 

 

the Ninth grade was sent and couldn't even get a hearing,
because they jeered and clapped so loudly. A very capable

girl student was sent and was better received, but accomplished
nothing. How was the club's turn. T and R went. They were
asked to come next day because the regular teacher was ill and
the substitute didn't want to be bothered. The next day was
banking day and the teacher was back but she told the boys
there wouldn't be tire. Wednesday they came to their club
leader and said, "We haven't done our duty yeti" Then they
explained the above, and to the question, "What about today?"
"It is Auditorium," they answered, "we are an usher and a scene
placer or shifter. But we'll do it tomorrow.” "Aren't you
discouraged?" was asked. "Yo, you see each tine we practice we
get better," said T. They did 'their duty' Thursday, with the
result that for the next banking day that room was 96.4 percent,
next it was 96.8 percent, and the third time it was 97 percent.
In a year of unemployment one hundred percent cannot be
expected. Of course many of these members were 9A pupils and
went to Senior High School the next semester. One girl attended
a private school in the East; but wrote for news concerning the
club. All QB and 8A members asked (') if they might continue in
this club the next year.

The 9A boy chosen to réceive the Sons of American Revolution
Medal for citizenship, and the girl who received the Daughter of
American Revolution hedal for citizenship, were both members of
this Citizenship Club. The boy chosen as toastmaster for the
9A banquet was another member of the club, as was the girl who

gave the toast of farewell. The 9A class had 314 members.

 

(') Extra-curricular club work allows a person only one semester
in any club. This rulinr prompted the question.

Some general results of the Citizenship Club may be
mentioned: there was a marked improvement in hall order; in
answering charges concerning truancy; there was also less of
lying; confessions of truancy were often given before investi-
gations were started.

Central High School to which most of the West Junior students
are promoted has for two Years held an honor banguet each June.
At this banquet the honor students are entertained, and their
names and honors won are printed in a little bonhlet. Examin—
ation of this showed fifteen of the club members of the first two
or three Citizenship groups were awarded scholarship honors, and
six were given athletic honor.

It was planned to have this club continue for a considerable
period. All members were allowed to continue semester after
semester in it until they were promoted to High School. At the
first shift nine members left through promotion, three moved out
of the city or district, and two boys had so many extra duties
and calls for their services during third periods that they had
to resign, so only sixteen originals remained as a nucleus the
second year.

The club was continued on much the same order except that
pupils were given the added duty of assisting in the game room
at noon. In order to do the club work efficiently a number of
committees were appointed. These were: (1) Committee on Super-
vision of Halls; (2) Committee on Home Rooms; (3) Committee on
Class room WOrk (the pupils especially good for this work were
to be listed with the Committee so that they could be called
upon to take charge if a teacher became ill, or was called upon

for some other work); (4) Committee on Punctuality; (5) Committee

on Absence Excuses; (6) Committee on Foon Library Supervision;
(7) on Game Room Supervision; (S) on Correspondence. The name
of each committee is self-explanatory of its kind of work.

Every meeting had roll call and summary of the previous
meeting, then report of committees, suggestions for trait to be
emphasized during the week and the manner of dealing with it;
then the maladjusted cases were dealt with.

Through the work of the Correspondence Committee a COpy of
a work book which seemed very good was obtained. It was the
Junior Discussion Book - a pupil's work-book for home room

guidance periods and classes in English and Civics in the Junior

J

T

High Schools, Experimental Edition, prepared by Elmer Larrison
Wilde, and published by the Extension Department of Testern State
Teachers College, Kalamazoo, Hichigan, 1350.

The number of pupils enrolled the second semester was 36.
The range of intelligence quotients was from lSl to 94. The
mean was lll.8, median llQ. The average grade was B plus, but
one child failed due to laziness and indifference. In the Fall
term of 1930 the membership was 56 again, and each child bought
the book mentioned above. The first lesson after organizing
was Discussion Vnit One - Parliamentary Procedure. On
is space for notes on outside readi g; but most of this page
was filled with comments from parents who either took the child
to some club meeting or discussed the procedure with him. Two
meetings were needed for this; then the Unit Two, Manners in the
School; Third was Health; Fourth was Hobbies for Boys; and Fifth
for Girls; Sixth was Safety, and a great deal of time was spent

on this subject. Unit Seven, Bird Study, was omitted, also Unit

Ten, Pets, and Unit Twenty-five, Community History, which 18

carefully studied in the elementary schools as a social studies
project. This took the whole semester.
1 ' w. “ 1
The second semester tnere was an influx of twenty memoers
so that chairs had to be brought in each period to accommodate
the members. The twenty new members boujht books and reviewed
what they missed. About the second week of school pupils who
were interested enough to read through the book, began to agitate
for a pledge and code. There were 17 pledges and codes found
28 , .

on pages 302-308 of the work book, ( ) but tne children voted
to adopt as their code the Part V of Unit Thirty: Our school
aim "to develop individuals who will 'hit on eignt cylinders:'
These are:

1. Vocational cylinder

2. Health cylinder

5. Leisure cylinder

4. Civic cylinder

5. Domestic cylinder

6. Social cylinder

7. Neral cylinder

8. Religious cylinder "
which is just another way of quoting the seven cardinal
principles of education. They next decided that the Club needed
a new name. They broumht in suggestions and finally decided
upon Better West Club.

All of this work was a.fourdation for the advising,

sentencing, and helping of maladjusted children.

 

.28. Elmer Harrison Wilde Junior Discussion Book, Extension
Department, Western State Teachers College? Kalamazoo,
Michigan, 1930.

-51-

ror o.yonr the Leadership Club continued the work of
tho preceding groun_oxcept that onch nonbor used a work book
inotond of n ocrap book or noto book for the recording of
loooono, and had no its name not "Citizenship Clubf but
"Better Wont Club.” ' ‘

During the cocbnd semester the Character Council (I)
invited the president of the Better‘Wost Club, the secretany
and the club director to meet with it and discuss student
activities. After this conference theotudent council vno
told to take over the supervision of the acne roon.ond furnish
n nunbor of games available for plny ooch noon.

The next otop token by the Character council Inc to have
one onnll group'vork out tho otudont council'o shore of
character oducotion. The onall connittoo not. Two of its
:nonboro'voro chooon sponsors of tho otudont council. It was to
be greatly onlorged and )nttornod.upon tho lottor‘Ioot Club.
Tho nonborihir'woo to be three officoro and one roprooontntivo
tron ouch hone roon of the school. It was to 'oo 3 club ond
noot regularly on club doy onco ouch vook. Credit Inc to to
given for this work.

The ochool nov'hnd n fino vorkin; grou)- 41 ooroful otudy
of tho Conotitution (:1) of the student council ohono tho
organizntion, gin and )oroonnol very cloorly. 1y this roorgon-
inntion ond onlorgonont of the council tho Bottor‘voot Club
loot nll )oooibility of having those Innhoro no )nrt of its

)oroonnol . (m)

 

(1) It is the Supervisory Connittoo of all chnrootor work
undertaken in‘Weot Junior High School. For full porticuloro
concerning Chnroctor Council, coo Chnytor I.

n) Student Council Constitution is found in Appendix A

2:!) Boo Chapter III

-62-'

Second, supervision of the halls becane a part of the
duties of the student council. Third, nutters of thrift and
character develop-eat are now the concern of the council.
reurth, if a.big sister or brother is needed to give advice or
to undertake the preblen.of calling for an habitually tardy
pupil atne-her of the student council is chosen. Fifth, school
projects such as lecture courses are sponsored by the student
council. Sixth, gene reon.equipnent and supervision was also
delegated to the student council. The change of nane to Better
west Club and the loss of these six speciiic duties were not
the only changes. The reorganization of the school system so
that each club not weekly neant that the Better Vest Club
could not met twice on alternate weeks, but met neet every

,ri‘ue

M
In conclusion it nmy be stated that the Citizenship Club

ef'Iest Junior High School was valuable in its effect upon the
selected.nwnbors who belonged. These nonbers learned by working
together that cooperation is nere satisfactory than competition,
because in cooperation all participants share in the results
and no feeling or defeat is experienced by anyone. They
encountered experiences never thought of in their sheltered
and separate environnents, and realised by actual experience
‘ that the work caused by foolish pranks is useless. A.consider-
ation of other people was developed.

Secondly, this experinent showed that work of this club
‘was valuable ines Junior High School. It caused the reorgani-

zation of the student council, but the greatest result was the

-63-

effect upon the school as a whole. The order in the corridors
was inpreved, and the attitudes of the children were altered.
They becane helpful and courteous to regular and substitute
teachers. In the next chapter an attenpt will be node to

show in detail how the results were achieved.

-54-
CHAPTERIV

m PERSOI'EEL OF THE BETTER WEST CLUB

In view of the changes discussed in Chapter III, nanely:
personnel, duties and tine of nesting, it was decided that the
Better‘west Club of 1931-1932 be an oxperinent along different
lines to see what could be done with all kinds of students,
instead of the selected ones of the four previous sanesters.

So the club has becone nore denocratic and far reaching in its
results. About the only factors that renained the sane were
the purpose and the fact that nenbership'was voluntary. The
only distinctive duty not usurped by the council was that of
serving as a "Jury of peers" in a trial of sons naladjusted
child. It was a club on m. sane basis as other clubs.

In West Junior High School all students are notified aweek
in advance of the nanes of the clubs, the teacher director, the
reon.in'which each will be held, and any qualifications or
linitatiens which appertain to any club; i.e., if a child.wishes
to Join the Pottery Club the fee is $1.00, the liniature Air-
plane Club tl.25, the Canp Cooking Club is for boys only,
‘Ioeden Toy club is for girls, the Poetry Club for advanced
students, 8A.to 9A, inclusive. For two evenings after school
teachers renained in their roons and students who called were
told about the work of their particular club. no child could
enroll with any teacher until eight o'clock on Thursday, the
third week of school.

The Better'West Club conpeted this tine with the other
forty-seven clubs. Tinid children, hold youngsters, big and

M

m

m

M
l.

H!

5
.511

1il'1a . LI... ..
.

. ‘1 in
_

FL.
II. Q

-65-

little folks cane in to see if the notices were correct, and
if this club was open to all, and what its nature would be.

The director explained it fully, answered all questions and

told fer-er club nenbers that they would be welcene if they

could continue with the work.

On the norning of enrollnent the assistant principal was
at her desk ready to enroll club nenbers and enrolled twenty-
three nenbors within a few ninutes before other duties called
her away. The next entry was the fifth week when a boy decided
to cone to school, although old enough to go on Part-Tine-
Continuatien school. The sixth week a big, handsome fellow
who had contrived to enter high school was denoted to the
Junior High School, and he signed for this club. The seventh
week one nowconer to the systen was initiated. The eighth
week there were two others; ninth week still one here; and the
tenth week another one. The few who entered later were not
enrolled except as visitors. Only four of these had belonged
previously to the Better West Club, and three of the four were
9A pupils, and would be out at the senester promotion. Two
other pupils dropped out because they were chosen for the
student council, and one left to go to her nether in California,
and another was taken to the State Vocational School for Boys,
in Lansing.

At the end of the first senester the nenbers were told that
they night reenter this club and receive credit, but that there
was no conpulsion. Except for those above nontioned, all ex-
pressed a desire to rennin and work for the betternent of the
school. On the day of enroll-out the teacher was present at
7:30, so won a few of the applicants; but before long a nether

-66-

of a pupil who had been very ill desired an interview and
the sponsor left a 9A girl in charge, telling her to get the
nanes of those who were reentering on one sheet of paper, and
to enroll new nenbors on another sheet. The result was an
onrellnent of 49 nenbers. The day of the-first nesting found
13 standing after 36 were seated in the available chairs. Of
these 13, 11 were old nenbers who had studied courtesy, and
after roll call they carried in chairs. After two neetings
the Better Vest Club exchanged reons with the Spelling Club.
Data concerning all of these 49 nenbers have been obtained,
but no record of the data for those who quit in January except
the last two nanod cases is given. All data concerning these
two is retained because their records were exceptional.
or whatkind of children was the club oonposed? 'hat
were their scholarship records? Ihat were their intelligence
ratings? Ihat were their ages? From what kind of bones did
they cone and why had they Joined the club? These were
questions of great interest and would help to solve the nest
inportant question of what could be done with then and for then.
The infornation fron school records concerning the
nenbers of the Better West Club is shown in Table III. It
. shows that: the club was oonposed of fifty-one nonbers, of
which nunber twenty-four were boys and twenty-seven were girls.
One boy was present at only one nesting, a second boy was a
visitor for three weeks. All three grades and six sections were
represented. That the 8; class had the greatest representation,
as 41.2 percent. of the total nenbership are fron this class.
That seven children, five boys and two girls, have not oonpletod'
one grade each year in Junior High School.

-57-
TAB]! III - SCHOOL RECORDS OF BETTER VEST CIIJB IEIIBE'RS
Senestor Absence Rating Average

 

 

Code in 11. fren in Scholar- _ , . .,,
lo. §_o_x_ grade Age 11.5. Club Club ship 1:3. Test , Da__1:._e
3s 1 3A 13 4 O A A 123 1.1.1. 1/30
11 1 7A 12 2 1 1 0+ 123' Otis A 10 31
so 1 3A 13 1 0 s A- 123 1.1.1. 1 30
39 1 9A 14 1+ 2 A 1+ 113 Otis A 12/31
37 1 9A 14 2 O c s 113 Ternan A 10 29
2 1 7A 12 2 0 1 c 112 Otis A 9 31
27 1 3A 13 2 0 c s 111 1.1.1. 1/30
33 1 9A 16 3 O" A 0+ 111 Ternan A 12 28
43 1' 0A 13 4 o 1 1+ 111 1.1.1. 1 30
23 1 3A 13 4 2 c s 110 1.1.1. 1/30
24 1 3A 13 4 1 c 1 109 1.1.1. 1/30
30 1 0A 13 4 0 1 c 109 1.1.1. 1/30
3 1 0A 13 4 O A 1+- 107 1.1.7. 1/30
30 1 9A 13 s 1 A D 107' Otis 1 11/31
13 r 91 14 3 O A c 103 1.1.1. 10 29
21 1 3A 13 4 1 A c 104 1.1.1. 1 3O
3 1 0A 14 4 O 1 1+— 103 Ternan A 11/30
34 1 9A 14 2 1 A c 102 Otis A 11/31
29 1 3A 14 3 1 c c 101' Ternan A 10 31
44 1 9A 13 e 0 1 m- 101 1.1.1. 2 29
13 1 31 14 3 4 A c- 100 Ternan 1 4/31
20 1 3A 13 1+ 0 c c 100 1.1.1. 1/30
33 r s) 12 3 1 c c 100 Otis A 10 30
3 1 0A 14 4 o 0 c 99 1.1.1. 1 30
is 1 9s 14 3 0 1 c 99 1.1.1. 10 29
31 1 7s 13 4 Left after 1 1 93 Tornan 1 4 30
one neeting

4 1 7A 14 2 2 c s- 97 Otis A 10 31
7 1 3A 13 4 1 c 9+ 97 1.1.1. 1 3O
9 1 3A 13 3 O 0 c 97 1.1.1. 1/30
43 1 91 13 e 3 n 1 97 1.1.1. 2/29
14 1 3A 13 1+— 2 s 1) 9e Otis A 12 31
16 1 9B 14 5 0 .1 D 96 Ternan B 4 31
41 1 9A 14 e 3 c c- 94 Tor-an A 10/30
19 I 9A 15 6 1 C C 93 Tornan.A lO 30
30 1 9A 17 7 Lft. 1/22 2 A D 92' OtisA 3 31
4e 1 9A is ltLeft 4/ 32 lone 1 91 Otis A 12 31
12 1 0A 17 9 6 0r 1 90' Tornan A 3 23
s 1 7A 13 2 0 c m- 90 Otis A 12 31
1 1 91 13 3 e 1 D 37 1.1.1. 9 29
32 1 9A 13 e 2 s 0 so 1.1.1. 4/29
so 1 8A 13 4 0 c D 34 Ternan A 10/29
22 1 on 16 3 O c c 33 Otis A 10/30
40 1 9A 14 in- 4 D D 33 Otis A 11 31
42 1 3A 13 4 O s D 33 1.1.1. 1 30
4s 1 9A 16 s 11 1 1 33 1.1.1. 2/2s
10 1 91 13 3 O c D 32 1.1.1. 10 29
31 1 9A 16 10 2 s 1 32' Otis A 3 31
49 1 u 13 4 1 A 1 22 1.1.1. 1/30
47 1 3A 17 4 9 Left D so Tornan A 11/30
17 1 9s 10 3 o A 0- 73 1.1.1. 11/29
23 1 7A 13 1+ Left Left 1) Otis A 10/31

-53-

As shown in Table III; the range of ages for the boys
is 1'7 - 12, their average age being 14.3, the nedian age 15,
the node 15, the youngest boy in the club was 12. The range
of ages of the girls is also 17 - 12, nean is 13.9, nedian
is 14, and node is 14.

A.noticeab1e peculiarity is that in the 'B' or lower
group of each grade there is a nuch smaller representation than
in the 11' group. Probably this is due to nore pride in their
grade as they reach the last section of it. Pron.the first
half of their respective grades there are 11 nmnbers, i.e.,
22.4 percent.

Twenty-four pupils were not absent fren.the club at any
time during the year. In the club rating thirteen nenbers
received superior narks, A, i.e., 25.5 percent. of the group
did exceptional work. Only two persons failed to do any work.
Their club harks were E. The boy #51, who was suspended fren
the club of his choice because of nisconduct was only present
v in the Better‘wost Club at one nesting. After that he stole
a car; broke his parole with the Probation Officer; was
captured by the police, and sent to the‘Vocational School.

The other boy #48 frankly admitted that he couldn't find another
club. He didn't care to belong to the Better West Club; so
another club was found for him. But one club day the detectives
called for hin and interviewed hin. The following Friday

he was ill, the third club day lies Leckhart of the Social
Service Bureau and the probation officer interviewed him, and
the following Friday he had to go to court. Pour absences out
of fifteen club days caused his failure. All the others did

average or better work. Of these thirteen who received.A grades

-69..

or ratings in the club two had A average scholarship, four
B plus, so that 60 percent. were superior students.

The range of I.Q.'s is typical of an unselected group:
the highest was 125, the lowest '70. The nean LQ. is 97.8,
the nedian is 98, and the node is 9'7. This nean of the
1.0,. ratings is 8.2 points lower than the noan rating 106
of the Citisenship Club. Bo intelligence tests were given
to the club as a unit, because intelligence tests had pre-
viously been given in fornor schools or in this one previously,
because the LO. of each child not be accessible to the
principal and other interest d nonbors of the faculty.

In studying column d of Table III the fact is very
noticeable that nany newconers entered the club. The
explanations for this nay be: (1) that the clubs with spotial
technique, such as printing, typing, pottery, require special
training: (2) some clubs have a linited membership: (3) the
Better Vest Club roon is next to the office where children
enroll, so there is no effort needed to locate the roon;

(4) they nay be urged by the office to try this club: (5)
the none of the club nay appeal to then. ‘

Table IV shows the relation between Intelligence
Quotients and scholarship previous to nonbership in the Better
Vest Club. Table V shows the relation between Intelligence
Quotients and club ratings, and Table VI the relationship
between club ratings and average scholarship previous to

club nembership.

-70-

11313 1v - 319111301131 01 THE SCHOLARSHIP AVERAGES 0113
1113119 HAD ACHIEVED PREVIOUS 10 IEIBERSHIP 11
01.03 IN RELATION TO 11111 INTELLIGENCE 910111113

 

‘I ‘Ayer e Scholarship Rating Pct.of Pupils
o. of f B C D E Below , ,,,,,
1.9. Group P__1_11:_l_l_s_ E E E; 15‘: E Standard
125-115 incl. 5 2 2 l 0 0 20

112-102 incl. 13 0 6 6 1 0 53.8
101-90 incl. 20. 0 l 9 6 d 50
87-80incl. 11 O l 2 6 2 72.7

73-70 incl. 2 _9__ __9__ _1_._ __1___ _9___ 00

Totals 51 2 10 19 14 6

Table IV’shows the distribution of scholarship averages
achieved by club nenbers previous to Better‘Iosttnenbership in
relation tothe Intelligence Quotients. Educators use the
Intelligence Quotients as a standard neasurenent of the ability
of the child. Teachers expect a higher grade of work fron.a child
‘with.aJhigh 1.0. In general '1' or 'B' is the rating a child in
the 125-115 I.Q. group is expected to lake. B is the grade
expected of the 112-102 incl. group: C of the 101-90 incl. or
"average group" and D of the 87-80 inclusive group. D can be
“earned by children in the borderline 90-70 group, butnuch
effort lust be expended to do this.

Table IV'ehows that 80% of the 125-115 I.Q. group achieved
the expected ratings. The only exception was the twelve year
old boy who was too innature for perfect integration and social-
ization in a Junior High School. In the 112-102 1.0. group six
pupils were “up to standard' and seven, or nmre than half, were
not doing their best. The "average group” is the largest, which
indicates that this club is about theeane as the classes in any
school. It has 20 percent. E's which required special attention,

-71-

and 50 percent. wore not functioning as they should. The 87
to 80 I.Q. group includes the greatest nunbor of pupils whose
attitudes and habits need investigation and help.

One girl with an I.Q. of 73 appears to be intelligent, but
is shy. Syrian is spoken in her hone, so she nay have had the
handicap of a fOreign language, which caused her I.Q. to be so
low. The other girl came into school late the first senester,
and is shy and hesitant. This nay be due to the fact that her
brother is on parole fron.a'Wostern State Vocational School,
and is always in trouble here.

Graph III is a histogran which shows the distribution of
scholastic averages of club nenbers previous to nenbership in
the Better‘vest Club.

The distribution of club ratings of nanbers in relation
to I.Q.'s is indicated by Table‘V. It has the sane I.Q. groups
and the sane nunber of pupils. 13 conplotod nark is given a
child who transfers to another school unless tests were given
beforehand, so three are placed in a colunn headed "no grade.”
TABLH‘V'- DISTRIBUTION OF THE CLUB RATING OP IEIHERS IN

RELATION TO THE INTELLIGENCE QUOTIEHTS
' Club Ratin‘s ' Left-

 

lo. of A. B C E No
Lg. Group Pupils E E E i E M
125-115 incl. 5 2 2 1 0 0 0
112-102 incl. 13 8 4 3 0 0 0
101-90 incl. 20 3 3 ll 1 l 1
87-80 incl. 11 l 4 4 l 1 1
73-70 incl. 2 __l__ _0__ __9__ 0 __Q__ _l__
Totals 51 l3 l3 l8 2 2 3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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-73-

Table II shows that A's were received by children in all
groups, but that those in the two highest groups received 72.?
percent of then. The B's are of the same nunber. The bars of
grades as shown on Graph III indicate the distribution of
scholastic average.

Graph IV is a histogram; it shows the distribution of the
marks of the club. The line in red shows the range of I.Q.'s
of the club menbers and is shown as a background for necessary
comparison. In order that a comparison of previous marks and
letter Vest Club marks may be made easily Table VI is con-
structed. It has no LQ. groupings, but shows the distribution
of club ratings in relation to the scholarship averages:

rum: VI - DISTRIBUTION OF CLUB RATINGS IN RELATION TO
SCHOLARSHIP AVERAGES MIGUS TO 1931-1932

Club Ratin s
Scholarship lo. of A B c D

 

Averages gu_p_i_l_s_ E :9: E E E Loft
A 2 2 O 0 0 O 0
l 10 3 2 5 O 0 0
C 19 6 5 8 0 0 0
D 14 3 4 4 1 0 2
3 5 .9... __I:— .._L. __I}... .3... .3...
Totals 51 14 12 18 2 2 3

There is a mach closer correlation shown between marks a
pupil has averaged for scholastic work and marks earned in the
club. One hundred percent is the comparison of the A group, two
girls received A in club work and were straight A pupils. They
were the only ones of the 125-115 I.Q. group who were achieving
what the sponsors of the Intelligence 'l‘est would be pleasod to

call their 'standard.»

-74-
Ml
cmmw STATE COLLE
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In the B group there are three pupils who have fine
reactions, good attitudes, well developed Judgnent, and enough
industry to raise then town's. Only two are actually 3, that
is twenty percent have the expected rating. Half of this
group either did not put forth as great an effort or did
not adapt themselves readily to the sociability, freedon and
new aspects of the work of the club. The C group should warn
the heart of any instructor, because 57.9 percent were doing a
superior grade of work. The D group is even better, 78.?
percent are doing acre than night he expected of them. Of the
six.persons who have been habitual failures all but two did
acceptable work. The recognition by the group and the
cooperative eleaent are the two factors that explain this
inprovenent . -

It would seem reasonable from Tables IV and V to assule
flhat too Inch stress should not he placed upon the I.Q. It is
a leasure of intelligence, but not innate intelligence only.
It measures developnent through environmental helps and the
results of industry and perseverance. Both of these character-
istics are acquired or strengthened hy the interest which a
person.has in any undertaking. This interest lay be aroused
hy encouraging his social relations and allowing full sway to
his aptitudes so that he nay have self-expression. The I.q.
alone is not a safe criterion for predicting what the
achievement shall be.

To this point of the discussion only school records of
the Ienmers of the Better‘Iest Club have been discussed. The
social factors concerning each pupil are also important. So

the place of birth, occupation of the parents, whether the family

-76- ‘

is broken or not, the size of the family, the hobbies of each
club member, and the social advantages he has received, are
depicted in Table VII. The adjustment or lack of adjustaent
to school life is also indicated by the number and kinds of
nisdemeancrs.

An explanation of some terms‘used in Table‘VII nay
facilitate its use. Explanation of words used:

(a) In headings:

Eggs; as the occupation of the nether neans that she
does not help to earn the family cash income, but stays at home
with her family.

Chores is the word used to indicate that the woman
goes out by the day to do housework, to wash, scrub, take care
of children, or any such work.

(b) In listing kinds of misdemeanors:

Disorder is understood to be unnecessary noise in a
roon or hall, slamming doors or books, throwing paper wads,
whistling.

Disturbance would be poking soneone, talking without
pernissicn, laughing at a poor recitation.

Laziness means that the receiver has neglected to do
some required work.

Forgery does not pertain to checks and noney, but to
excuses concerning absences.

(c) In the cclunn for social advantages:

Church.means that the child belongs to some church
organization, such as basket ball team, Sunday School Class,
orchestra, Glee Club, Junior Choir.

glgb means Scouts, Camp Fire or Girl Reserves.

 

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-77...

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-73.

 

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-79-

Divorce nerely loans that the father does not live at
home, he may help to support the family.

In some cases where "none" is shown as the social advantage,
a.hinus sign would be acre accurate. The only thing the child
sees or hears is strife, lawlessness and wilfulness. The absence
of comment on language spoken in the home has probably been
noticed, but except for two Syrian girls, English is the hone
language of each of the group.

Six children do not have both of their parents in the
home, but have either a step-father or step-nether. The work
of the fathers is very diversified. The fathers of thirteen

of these children work in factories: so probably have had
little work during the depression. Only three are ccnnon
laborers, all the others are professional, political, or corner-
cial workers. The nothers of twelve children work, so the child
is unsupervised after he returns from school. The lady listed
as "landlady" keeps a rooming and boarding house. A few
children have attended many schools. Eighteen have had
misdemeanors, which means too Inch energy, unsocial attitudes,
bad habits or inability to adapt one's self to this group.
‘lere than thirty-three percent of the club have some bad
‘habits.

It is interesting to note that tendencies to extroversion
predominate in the group. Twenty-four members were interested
in movenent, in sports, hiking, using nuscles and being active.
four were interested in music of some kind, nine were interested
in occupational hobbies, two confessed to a desire to nake
collections, one traveling, four were introverts and enjoyed

reading lost of all.

lefore these students became members of the Better west
Club eighteen had received misdemeanors. That means eighteen
to some degree were maladiusted to the school routine and its
social conduct. The total number of misdemeanors was seventy-
eight and eight pupils needed correction only once. The
distribution of the remaining seventy was - five pupils received
five or more suspensions from class or home room, and #12, a
boy with many social advantages was the greatest culprit.

#12 is the only son of parents who are old. He has nieces older
than himself. One niece is in the same grade in West Junior
High School at the present time. For practical purposes he
could be treated.as an only child.

#31 has two brothers, but both are men with families of
their own. He has the added disadvantage that his father is
dead. His mother goes to work at five o'clock in the morning,
and his maladjustments are either truancy or tardiness. He
oversleeps and does not report at school during the morning
sessions or he is tardy. His trouble is easily diagnosed.

The two discussed above have the same kind of home member-
ship as seven other maladJusted pupils. There seems to be some
connection between the fact that a child has no brothers and
sisters and the fact that it is harder for him to adjust him-
self to the social and industrial life of the school. Fifty
percent of the maladjusted students studied are from.families
of only one child.

Of the children.whose fathers worked in factories or were
designated as "laborer," did not have the social advantage of
:mambership in any cooperative organization, nor the broadening

influence of travel, 57.1 percent were problem children. That

-Ul.-

is, eight of the possible fourteen did not conduct themselves
as self—governing Junior High School pupils without the aid
given them in conferences with the principal or assistant
principal.

There seemed no need for a study of neighborhoods, because
all the factory workers lived close together, and the children
of professional and business parents who received misdemeanors
lived next door or even in the same apartment house with
children who were of fine character and socially very cooper-
ative. The three children who came from the poorest district
were very quiet and contributed nothing to the discussions at
first, but after the fourth meeting did their share of work
very well. lot one of the three had been in any trouble in
the school.

To further assist the club director in the classification
of the children the six teachers each child had were asked to
give their opinions. The following assortment of statements
‘was the result:

You will enjoy having this child in your club, unanimous
opinion for sixteen out of the fifty-one children.

She will ruin any club. She's epileptic and has as many
as three spells in one day, unanimous and true.

She will be absent about three-quarters of the time due
to heart trouble, not a good subject for experiments.

Four men teachers could say nothing nice about five of
the boys and two of the girls. One teacher said about one
girl: she will hang around and be a nuisance.

lo. 12 is a fine good-natured gentleman, but too lasy to
be tolerated.

1'IltllnllrIII-h. Lit-5.. an alibi
.V

-82..

All the others had divided allegiances. Some teachers
found them.industrious and well-behaved, while others claimed
they were indifferent trouble makers.

The children themselves were given an opportunity to
tell their attitude toward ratings and an estimate of the
importance of marks. A.summary of the children's statements
of attitude toward subjects is here given:

33 percent. agreed C was a gentleman's grade

9 ' wanted good marks and monograms
23 ” ‘wanted to know enough to go to
High School

6 ' didn't care, would quit if allowed

to do so
18 ' 'wanted a parent or relative to
be proud of them.

9 ' wished they could take interesting
work and let English and Enthematics
go

2 ” ‘wanted to be scholarly and educated

100 percent. expressed decisions
To ascertain the purpose of the members in joining the
club, each child was given a slip of paper to fill out.
Following is a copy of this paper:

“Please return to clerk. lo name is needed.

I joined this club because

 

 

The summary of the pupils' choice is set forth in Table
VIII:

-83-

TIDE! VIII - DISTRIBUTION OF REASONS FOR JOINING THE
IITTER WEST CLUB

 

 

Reason for Joining, No. of Children Percent

1. To make a better school 10 19.60
2. To become a better citizen 7 13.72
3. To learn the rules of school 7 13.72
4. Interesting 7 13.72
5. Liked the teacher 6 11.76
6. Chance of participation 4 7.84
7. Reputation of being worthwhile 2 3.92
a. lame sounded good 1 1.96
9. Different from others 1 1.96
10. he with a friend 1 1.96
11. lxtra credit 1 1.96
12. Curiosity l 1.96
13. When received blue slip he'd be there 1 1.96
14. no other club 1 1.96
15. lo one would have him 1 1.96

Twenty-six of these motives are for school or personal
betterment, so that fifty percent had the same aim and objective
as the instructor.

Since many educators accepted the classification that Iune
Downey used in her I111 Temperament Tests, and it was.mcst
familiar to the sponsor of the club, it was used. This is the
classification:

Iilful Aggressive - :means that a.child had initiative
and determination.

Slow, Tenacious and
Accurate - is self-explanatory.

-34-

prlcsive - :means that the child was easily
influenced but that interest could
not be sustained. The child is also
quick tempered, i.e., lacks self-
control.

One day the children of the club wrote the stories of
their lives. Irom these have been ascertained the number of
wilful aggressives, slow, accurate, tenacious and explosive
types, as tabulated in Table II:

TABLE III- DISTRIBUTION OF THE THREE TYPES OF PERSONAIITIES
ACCORDING TO I.Q.'S.AS SHOWN BY THEIR CONFESSIONS

 

 

 

I.q. w11ru1 Slow, Tenacious Explos- Unha
91931 19; Aggressive and Accurate ive mfloi
125-115 2 2 3 o o 0
112-102 13 2 6 5 2 0
101-90 20 1 9 1o 2 4
37-30 11 1 6 4 o 2
73-70 2 ....L 2 1 0
Totals 51 6 26 19 5 6

There were according to this classification six potential
leaders with twenty-six plodding and tenacious ones who lacked
initiative and self-assertiveness, but could be used to advantage
to curb and hold in check the nineteen of the explosive type.

Of the five who showed unhappiness at home four were from broken
homes and the other had a crippled mother. Five of the six

who were unhappy in school‘were older than the mean of the
group. Eleven children'were somewhat maladjusted and should

be made happy in this new society.

Ianting a further check upon types, a Sample Test #1,
Diagnosis of Character by Desires was devised and given:

-35-

Dzncnosxs BY DESIRES
3mm: TEST #1

lame H.R. Brads Date_

1. Do you envy persons whose pictures are

 

 

 

 

 

seen in the newspapers? Yes
~ No
2. Check the kind of person you envy:
Rich
Criminals
Benefactors
Hone

 

3. Do you dream of great things you wOuld

 

 

like to do? ‘Yes

- No

4. Do you like biographies? ' Yes
. No

 

 

5. Do you like to t ake part in all kinds

 

 

 

 

 

 

 

 

 

 

 

 

 

 

of activities? " ' Yes
~ No
6. Do you like to boss the others? Yes
. Ho
7. ‘Do you start out enthusiastically but
soon lose interest? ___Yes
- ‘ilo
a. Do you want to make the world better? ‘ "l_u;Yes
- Ho
9. Do you feel you'd like to own things: ' Yes
. No
:10. Do you enjoy arts - music, pictures,
poems? Yes
- no
11. Do you accomplish what you are
supposed to do? Yes
- no
12. Then you have your own household, will
your children be treated as you are now? Yes

 

 

Judging the personality is done from certain combinations.
Tor example, if question 1 is answered no, 2 is answered none,
8, 9 and 11 are answered yes, the child is classed as slow,
accurate and tenacious in type. The results of this testw ere
almost the same as recorded in Table IX.

This test has two questions which really tend to prove a
person explosive. If the answer to question 7 is yes, and
question 11 is answered by no, the child does not have deter-
mination, self-control, nor perseverance. {Aside from'hslping
the sponsor, this test was thought-provoking for the children.

TABLE I - DISTRIBUTION OF THREE TYPES OF PERSONALITIES
ACCORDING TO I.Q.'s AS SHOWN BY SAIPEE TEST #1

ANSWERS. I

Wilful and Slow, Accurate
firgup Ho. Aggressive ‘2nd Tenacious Explosive

125-113 5 3 2 0
112-102 13 2 8 3
101-90 19 1 8 10
87-80 11 2 7 2
73-70 2 0 2 Qégh

 

 

 

Total 50 S 27 15
lots: #51 left after one day's attendance at
club meeting. Ran away with some others
in a stolen car. His life history was
obtained that one day.
The difference between the findings lead to the assumption
that the diagnostic sheet was not conclusive enough. by use
of Tables I! and X and classification of the club members the
sponsor felt able to guide and control each one's inclination,
until the group put each in his place, as it did in a surprisingly

short time.

-87..

m

The careful study of the records presented in this
chapter show that the members of the Better West Club were
not a.homogeneous group. In it were found the oldest children
of the school, seventeen years of age, and others only twelve
years of age. Some of these children were from broken homes,
and a small number of them say they were unhappy at home.

A small percentage have been pampered and waited upon at
home because there were no other children. Consequently they
need much practice in sharing with other children and cooper-
sting with them instead of thinking only of their own wills
and desires.

There is a wide range of Intelligence Quotients as well
as a wide variation in scholastic achievements. Almost
fifteen percent are repeaters, i.e., they have failed to
progress at the normal rate.

The club membership is not a typical cross-section of
the school, although it is a representative group. It contains
the good and the bad; the poor and the rich: the intelligent
and the retarded; the thoughtful and the thoughtless. There
were eighteen maladjusted children members of the Better Vest
Club, which is 35.2 percent of its membership. In fact more
than 50 percent of the maladjusted pupils of the school were
in it. The percent of maladjusted in the entire school for one
smmester is 2.5 percent.

The conduct and interest of the club members were veny
difsrsified, but they became welded into one club for the

expressed purpose of self-improvement and school betterment.

-33-
CHAPTERV

ORGANIZATION, PROCEDURE AND PROJECTS
OF THE BETTER WEST OLD)

In the preceding chapter the personnel of the Dettsr'West
Club was considered and the conclusion reached that it was not
a true representation of the enrollment of the school. Though
not a cross section of'wsst Junior society it was composed of
a large number of those who needed help and guidance. It is
hoped that a study of the work of this group would effectively
show the value of clubs toward self-confidence, responsibility
and leadership. Chapter V'is an attempt to show in detail
how the group organised and in what manner the members worked
together. It will also show the results of the undertakings.
The methods used will be informally presented in order to con-
form to the actual method used in conducting the club. The
sources of all materials will also be presented. These members
had presumably chosen this club for a great variety of reasons,
so at the first meeting they were requested to explain their
choice, than the roll was taken and an explanation of the
purpose of the club was carefully made. They were also told
that the club was their organisation, that they could propose
any plans that furthered the development of unity among theme
selves and better conduct in the student body. After this
preliminary discussion the opportunity to elect officers was
given.

Code 31, a big boy who had been in the school many semesters
(see Table III) was chosen president. He was well liked but was
much older than most of the others, so a certain member was

asked to account for this selection. This was done one noon

 

 

(f

-39-

when only three of the club members were doing some work. The
report was: "#31 is a good sport, he's kind hearted, he's
truthful, but he has a bad reputation which he ought to have a
chance to live down.” The girl who took charge of the adjustment
room and helped at noon said: ”If #31 is given some specific
work, his interest may be aroused and it is possible that he

‘mny become less indifferent in other school duties.“

The vice-president was another fine-looking, attractive
young man who‘was retarded one semester, but he was a new boy in
Test Junior High School. No questions were asked concerning his
election, the probable explanation is that he was new, attractive,
well-dressed, immaculate, and had poise and a good vocabulany.

A.9A girl was chosen as clerk: but at the next meeting she
was requested to play the piano for another group, and by the
end of the first month she had to resign from the club, because
the demand for her music talent was too great. On the day of her
resignation #12 entered. He was almost ssventeen.years, over
six feet tall, and was one of the best appearing boys in the
school. It was the opinion of the writer that he was chosen as
a joke. He‘was an habitual failure and had gotten into more
trouble than all the other members of the club combined. He had
32 misdemeanors. However, the responsibility of the choice
rested with the group, so he was installed as had been the others.
After that every Friday that this member was present (he fractured
his ankle and had to stay off of his foot for two weeks) he per-
formed his duty very well and had a fine spirit.

An all 'A' student, Code #38, with the highest I.Q. was

chosen.secretary-treasurer.

The Sergeant-at-Arms chosen was Code #44. His brother was

 

 

Ill-unlit: . .

I”,i‘

 

the only one, #47, who did not vote for him. When #47 was asked
why he so voted by one of the boys, he said: "#44 is larger than
I and younger: he is well liked in the neighborhood. I won't

add to his glory."

There is no necessity to go into a discussion of the duties
of president and vice-president, but an explanation of the clerk's
duties are in order. The clerk's duty was to go to the sponsor's
room before club meeting every Friday and get the class cards,
the pads for absentee reports, the seating chart, and the lesson
plan book. He was required to keep a record of all absences,
sign reentrance admits, indicate if these were for illness,
business absence, for truancy, or other reasons. He placed these
reports and records on the teacher's desk in adjustment room after
club, also all names submitted to the clerk by the sergeant-at-
arms for lack of attention, disorder or disturbance during the
club sessions were kept.

The socretary-treasurer's duties were to take the minutes
of the meeting, and receive and givet o the clerk any lesson
plans, data, poems, examination papers, etc.

A committee for the choosing of the most essential character
traits was appointed. It's membership was seven, and was named
the Characteristics Committee, usually called "0.0."

A comittes for finding literature concerning character was
appointed. It was called the Research Committee, and had nine
members.

A comittee for mottoes, slogans and poems was appointed.
It's name was the Best words Connittee. It had only three members.

The Student Welfare Committee and the ”Watch” were the other

two comittees. The Watch was a consittee of four who saw that

 

... I ...n Isa-..I

>t

—U-—

lights were turned off as the club adjourned, that shades were
adjusted, the plants watered, and that the floor, walls, and
blackboards were clean.

At the next meeting the list of 45 necessary qualifications
had been placed upon the board, and the chairman of the Character-
istics Con-ittse took charge of the discussion. The sponsor was
called upon to define some of the qualifications, and dictionaries
were used in a good many cases. A few illustrations are here
given to show how eliminations were made.

Chairman: What does adaptability mean?

CC lember: To fit into any group or job.

Chairman: What is necessary in order "to fit?”

Another Hembor: Tact X ..

Third Hember: Courtesy

l'ourth Hember: Consideration

Chairman: Shall we retain adaptability, or use it
as a part of some other family?

The decision was that courtesy be used, also cooperation.

Ambition was voted as inducive to pugnacity and competition;
that one should not be too ambitious, it made one self-centered.

Cleanliness was retained.

Carefulness, honesty, honor, reliability and truthfulness
were all classed as one - honesty.

by the end of the period twenty characteristics had been
discussed. This discussion was again resumed at the next meeting,
but someone moved that the other committees if ready submit their
reports. It was suggested that the Research Connittee's report
might make available books which would clarify the meanings of

some of these traits.

The Research Comittee submitted the names of these three

-92-

different work books:

D. S. [organ - Case Studies for Classes in Civics

I. H. Hilde - The Junior Discussion Book

I.W.Charters - Conduct Problems Grade 8, Playing the Game
The 9A's immediately vetoed Morgan's Work Book because it is
used in the 9) Social Studies classes, and they had considered all
the cases. Wilds' book was the one previously used by the club
and everyone liked it, but its cost was 55;! and due to scarcity
of employment many students felt they could not afford to buy it.
I. I. Charters' Work Book cost 41;! and was very much smaller,
so the club voted to study cases out of all three books, and also
actual happenings, but to have no personal work book.

The second half of the report was a list of books suitable
for young folks and telling of wonderful deeds. Some of these
were taken from the bibliography of the above quoted work books:
some were suggested by former teachers, parents and friends;
twenty-two of the list of dirty books are in the school library.

These names were placed on the board with the names of the
authors, and the club was set to work to arrange them by authors
in alphabetical order. One girl was through in twenty-three
minutes, three boys ended at twenty-seven minutes, so close to-
gether that they were credited with the same score. Eleven of the
children were not done when it was time to leave. Code #45 was
the girl who finished first, she tore strips of paper and wrote
authors' names and abbreviations of books upon each and shifted
them into positions. She had three errors. Thisd evice has
possibilities for study of invsnuity, thoroughness, carsfulness,
perseverance, self-control, cooperation, but it was not planned by
the sponsor so accomplished little except a busy social time, and
a list of books which have been helpful to the club, and are

P130“! in Table II.

~93-

TABIE:XI - SUGGESTED BOOKS THAT PUPILS MAY USE TO ADVANTAGE

Author

Adams, E.C. & Foster sz.
“8‘8, :0
Dadt, E. L.

I‘lé'in, Jo

Elise, W} B.

Dolton, S . K.
I I

Drownlee, I.
C‘1'3rt, I} R.

Childs, E. H.
Coe -
Conde, E.

Gouda, Bo
Cunningham,". H.
Drury, S. S.

Drury, S. S.

Eichler, L.

Elliott -

Hague, Chalmer, Kelly
:H‘r‘y, E. Jo
Heermancs, E. L.
Hunter, G. I;
Ldvermors, G. G.
Lubbock, J.

IcSkimmon and Lynch
”Cd, 3. CO, wd Abel, To
Ioore, H. H.

Horgan, D. S.

'lbrris, J. and St.Clair, A.
Parsons, G.

Post, E.

Reed, T. H.
Richardson, A, S.
Sangstsr, H.
Starrett, H. E.
Thompson, A. 1.

Tower, 8.1. a Lunt, J.R.

"d’, I; H.
Villiams , S .

flame of Book

Heroines of Hedern Progress
Faking the Host of One' 3 Hind
Everyday lannsrs for Boys and
Girls

American Book of Golden Deeds
Ybur School and You, p.156-182
Famous Leaders Among Women
Lives of Girls who Became
Famous

Lives of Poor Boys who Became
Famous

Character Building in School
Everyday Living for Boys

and Girls

The Fun of Saving Up

Heroes of Everyday Life

The Business of Icing a
Friend

lhnnsred Home

Conduct, Character and Study
Backbone

The Thoughts of Youth
Etiquette Problems in Pictures
Training for Effective Life
Studies in Conduct

How to be Happy tho' Civil
The Ethics of Business

Civic liology

Take it From Dad

The Use of Life

The Eagle Spear

Good Manners for Children

The Youth and the Ration
Living and werking Together
It Can Be Done

The Land of Fair Play
Etiquette

Loyal Citizenship

Adventures in Thrift

Good lanners for all Occasions
The Charm of the wo11

In School
Igbrary

Yes
I

No

Yes

NO

Yes

Standards & Practices of Athletic

Administration-Supt. Public
Instruction, Lansing, Inch.
Science of Common Things,
p. 305-333

The Wonder workers
Successful Americans

Yes

no
Yes
D

jinn: Q. I. 11m. ..1..lr. I n..
.II.-IE!

 

  

-94-

Pinally during the fourth meeting this list of fifteen
qualifications essential to success was evolved:

1. Cleanliness
2. Cooperation
3. Courage

4. Courtesy

5. Dependability
6. Health

7. Honesty

8. Industry

9. Initiative
10. Leadership
11. Loyalty

12. Punctuality
13. Self-control
15. Tolerance

.As soon as these characteristics had been decided a test
‘was compiled to find out how these children ranked in knowledge
and judgment concerning these.

It is well known to teachers that many personality tests of
character, social emotional traits, and will-temperament have
been devised. Some of these are June Downey Will Temperament
Test, which centers about motility as shown in the handwriting
and is used to measure speed, freedom from inertia, flexibility
and care for detail, assurance and resistance to Opposition,
coordination, inhibition and impulsion. Profiles may be plotted
on the basis of these tests and the child may be placed as a:

1. Wilful, aggressive type

2. Slow, accurate and tenacious type

3. Explosive type
Drotmarkle Comparison Test, Pernold Ethical Perception Test,
and Pressy XI- 0 Tests for investigating the embtions are other
character tests. Pernold's Ethical Perception Test is a device
for testing persistence by the length of time a child will remain
standing with his heels off the floor: it measures not fatigue,

but willingness to undergo discomfort and monotony. Pressy has

 

-95..

tried to do this by having the child cross out of separate
lists words which antagonize him, or worry him, or are immoral.
The number and quality of these words crossed out tend to show
the emotional breadth of the individual. Emotional attitude
is tested by giving completion tests, i.e., sentences with
several possibilities to choose from. Hart Test of Social
Attitudes and Interests, Koh's Ethical Judgment,Upton Chessell
Citizenship Scale are some of these tests. Oursrchool had none
of these and tests of this nature were needed at once. Con-
sequently a test shown in Chapter VI was made and given.

‘lo discussion of the questions therein was carried on, and

no mention was made of the test, except if a child asked about
it he was told that it had not yet been graded as to final
mark.

Two weeks before the school term ended when all fifteen
qualifications had been carefully studied with a view of
gaining full knowledge of the meaning of each concept, and
opportunities for practice had been provided, the same test
‘was repeated. Chapter VI Table III will show its finding.

Each of the fifteen qualifications was carefully studied
and the members were asked to make the best definition possible
of it. A detailed lesson plan for the study of Cleanliness
is given below, and will serve as an illustration. It is as
follows:

The sponsor had charge of the discussion for the first
unit. The name was first placed on the board. The definition
was next decided and written into the outline. Then the
situations involving cleanliness were listed.

The blackboard outline is here shown:

W

 

1. Definition - free from dirt, pure
2. Situations involving cleanliness are:

(a) Physical cleanliness

Person
2 Clothes
3 Desk and floor near it at school
4 Home
5 Papers handed in

Personal and Community Sanitation
1 Putting pencils, fingers, etc., in mouth
2 Drinking out of cups used by others
3 Other niceties of conduct
4 Smoking
(0) Mental
{I} Vile stories
2 Swearing

Raking use of practical situations regarding physical
cleanliness and personal community sanitation was easy. The
Sergeant-at-arms gave names to the clerk of any person whose
hands, clothes, including shoes or hair was not clean and neat.
Inspection of desks (only the top was for the use of these
persons) and the floor was made by the writer after each meeting,
and during the meeting by the "watch,” who also reported to
the clerk. Stories of the other situations were studied and
decisions were discussed, defended, criticised in the light of the
modes of the present leaders of polite usage.

Case studies on Cleanliness could not be found in Charters
Conduct Problems for Grades 6, 7 or 8, so some were made up by
the sponsor with the help of an English teacher and studied in
the usual way, except that the work was placed on the board
instead of read from a work book.

Unit 9 in Wilds' The Junior High School Discussion Book,

Cars and Repair of Clothing was studied, and also Unit 14,

-97-

Co-nunity Sanitation, after certain parts were omitted. Tests
for the most part were oral discussions at the end of the unit.
A.true-false set of statements usually was the final and these

scores were used in making up the average or rating.

COOPERATION

1. Definition - Ability to work for the good of the group,
peacefully and helpfully with the group.

2. Situations involving cooperation are:

Competition with other students

Parents desire for child to excell

Teachers demands for a certain grade of work
neighborhood projects of beauty and
cleanliness

(o) City projects of beauty and cleanliness

BIO U“.

3. Factors involved are:

a Unselfishness

b Spirit of helpfulness

c Courtesy

d Tact

e Understanding so that rebuffs do not
hurt and embittsr one

f Industry

g Self-control

Dependability

 

 

h
For practice in thinking of this Charters Conduct Problems
Grade 8, No. 20, "The Game's The Thing" was very thought pro-
voking, (p. 43), also no. 25, "Second Fiddle" p. 53, and Ho. 32,
'Two‘Viewpoints." The last was a study in cooperation with a
group against the interests of the folks of the future and others
of the state. Also the use of Wilde Unit 13, Cooperation, p.130,
which uses all situations before stated and finishes with a
look into the future.
The following is copied exactly from Wilde because the
children said they felt the importance of cooperation.when they
realised its application to adult life:

-98-

"Cooperation in Adult Life:
A - Industrial Cooperation
‘1; Between employer and employee
2 Among industrial concerns
3 - Commercial Cooperation
El; Cooperative buying
2 Cooperative selling
C - Social Cooperation
1 Churches
2 Clubs
3 Charity and social welfare

The test given for cooperation was an experiment conducted
in this way:

A notice was read to the club in the same way that notices
from the administration are often read to the club group, home
room or class group. It stated that the Social Studies Teachers
cf‘Iest Junior High School wanted volunteers to help in a
‘Waehington Celebration" in the auditorium. nany kinds of work
besides acting would be needed, and each volunteer should leave
his name and the kind of work he would be willing to do with
the assistant principal before‘wednesday of the following week.

By noon of club day nineteen names had been received.
During the noon and after school consultation period seven
club members called to ask for particulars. There was no
response from.four.

Another test for cooperation was the request for two large
maps showing industries of the United States and of the world.
The industries should be shown by small pictures drawn or pasted
in the correct positions on the map. The club voted to have a
committee receive pictures and place them in a file to be reserved

for this purpose. The children‘were to bring these pictures to
the next club meeting. Every child brought some small picture,

-99..

bit of cotton or wool, and suggestions to work on the project.

Thirty-nine children came in at noon or night to work out this

project.

COURAGE

1. Definition - Bravery, valour-

2. Situations involving courage are:

{E

d
e
f
8

(h)
(1)

 

Confessions of wrong done
Reporting a child seen doing wrong
Taking a stand with a person in
difficulty with a group

Rescuing a child from.danger

To tell the truth

To withstand temptation

Courage to stop others from doing
what should not be done

Courage to be a good sport and
laugh when laughed at

Courage to tell a friend his faults

3. Factors involved:

a
b
c
d

The case

Pearlessness
Judgment
Truthfulness
Justice

studies used were: Nbrgan's Case Studies for

Classes in Civics, ”There were others also," Case No. 27;

Charters Grade 8 Case 6, The Unprotected House; Case No. 9,

The Poor Sport; Case No. 3, The Ten O‘clock Scholar; Case No.

17, Safety Last; No. 18, A.Regular Fellow; no. 21, A Question

of Ownershipz'Iilds Unit 15, Good Sportsmanship.

[A set of true-false questions were given to test the

knowledge of courage of the children.

COURTESY
m

1. Definition - Politeness, good manners.

2. Situations involving courtesy are:

(1) Personal - an integration of the whole personality,

right attitudes, knowledge of customary
behavior.

-100-

(2) Manner situations:
a Manners in School
b manners at home
c Manners in public places

Situations may involve:

a A new child in school

b Talking about people who are
discussed at home

(c) Protecting unknown person's property
(The Golden Rule is a safe one to
apply in this case)

(d Disregarding gossip
Those less well educated

3. Factors involved are:

Inner refinement

Spirit of kindliness
Politeness

Knowledge of social usages
Civic behavior patterns

OOOU‘P

The case studies used were: Wilde, Units, 2, 12, 16;
Charters Case No. l, The new Pupil; NO. 4, Professional Ethics;
lo. 7, A.Friend in need; No. 8, Gossip; no. 19, The Imperfect
Hostess.

Courtesy, dependability and honesty were tested by sending
a request to the home room.teacher of each pupil, as follows:
"Please report on the following students on each item indicated:

Conduct When
ilame of Courtesy in Courtesy Dependability Teacher is
Student Home Room, in Halls in Home Room. Out of Room.Comments
1. Joe Black '
2. Nellie Gray
3. Theo. Patrick

5. ‘Wayne Right

 

Signature of Home Room Teacher
Please return this to Room 102 on the Monday after it is received.

Thank you. Jennie E. Johnson ~
Assistant Principal."

 

-101-

DEPENDABILITY

1. Definition - the reputation of being able to
answer for one's conduct and
obligations; a man of his word,
punctual, careful, accurate.

2. Situations involving dependability are:

(a) Doing what you know should be done
(responsibility)

b; Keeping your promise

(0 Good Judgment as to what is the right
thing to do

3. Factors involved:

Thoroughness
Faithfulness
Feeling of duty
Wi 11
Perseverance
Interest
Health

Pep

5'04 Hoe no a"

Our Sons of the American Revolution Committee (see Chapters
II and III) places Dependability first in its lists and gives as
factors basic to it - honesty and self-control, but this club
said honesty makes for dependability, and both should be listed.

Charters Case No. 2, The Campfire Girls do a "Good Deed,"
and Case No. 11, The Careless Custodian, were studied in this

connection.

HEALTH
====

1. Definition - The state of being physically and
mentally well, not sick.

2. Situations involving health are:

a Food

b Exercise

c Rest and sleep

d Posture

e Clothing

f Preventative measures, i.e.

'Vaccination
Toxin Antitoxin
Quarantines, etc.

 

1".)5‘4 . a
‘-
JEN!

 

-102-

3. Factors involved:

Temperance
Judgment
Industry
Thoughtfulness
Cheerfulness
Optimism
Self-control
Cleanliness

b’m no bad!

The nurse usually comes during the third period each day,
so the club hears the calling of various children who have
expressed a desire to see the nurse. They see some released
to classes, some to clinic room, some to go home, and occasionalky
one put into the nurse's car and taken home.

Projects as suggested by‘Wilds, Unit 3, Health, were under-
taken, and also Charters Case Study No. 24, Does the End Justify
the Nbans, was used.

A health chart was made and kept by each member for one

month. There was no other test.

HONESTY

Honesty seems to be the outstanding characteristic in the
:minds of all educators. To be honest a person must be conscien-
tious, open, above board and fair, you must recognize honesty
in others, and help them to be careful of property, you must
encourage also all friends to be honest, and recognise the fact
that there is a clear choice of honest dealing, one right and
one wrong.

1. Definition - Being frank, free from fraud, just
and full of honor.

2. The situations and factors where honesty must be
displayed are listed together:

(1) Truthfulness involves:
a No misrepresentation in excuses for absence
b No exaggeration in telling of some personal deed
c No bragging of families or possessions

-.LUO"

(2) Accuracy involves:
a Grade your own paper with exactness
b Grade another's paper with exactness

(3) Honor:
Return money you have borrowed

Return articles found

Report help received on lessons at home
Do not copy anothers' work

Do not cheat

Keep a promise

Give full value - true measure and work
Return money or tickets when selling
tickets

Um no no a"

(4) R ect for property:
Do not mar school or public property
Pay for any break or damage
Return books borrowed
Do not cut across lawns
Do not pick flowers growing in parks
or boulevard on way to school

) Do not take towels or spoons from

hotels, restaurants, etc.

H: och-ad’s:

A

The children challenged the statement that the dishonest
person is a continual menace to society, and asked for a debate;
but taking Courtis' contentions into consideration a lesson in
cooperation was undertaken instead. All children wrote their
opinions of this statement and defended it or gave instances
where honesty was not the best policy. A.person just regaining
consciousness should not be told that his beloved wife was
killed by his side, and similar cases were accepted, but pupils
‘were warned that exceptions proved the rule.

Cases studied from Charters: no. 2, The Campfire Girls do
a ”Good Deed;' No. 10, The Extra Passenger; no, 12, The Unofficial
Banker; no. 13, The One Cent Sale; no. 15, The wrecking Crew;
so. 16, The Second Savers; no. 23, Poor Publicity; no. 27,

The Easter Bonnet; no. 29, Borrowed Finery; No. 31, The Bungled
Bag; and also Wilde Unit 84, Honesty.

-104-

 

INDUSTRY

1. Definition - Ability and inclination to work

2. Situations involving industry are:
a Errands for parents and neighbors
b Chores at home
c School work
d lusic practice, swimming or ball practice
e Care of pets

3. Factors involved:

a Self-reliance
b Perseverance
c W1 11

 

 

Iilds Unit no. 22, Budgeting of Income and Time VII was
used. The Time Budget is as follows:
(a) Importance of time budgeting

(b) The necessity for concentration
1. Time for work
2. Time for play

(c) flaking a work program
(d) worthy use of leisure time
The timing of work done in the club, the check on children
day dreaming can be done as well as the cleanliness check up.

This check- up is the only test given.
INITIATIVE

1. Definition - The faculty of starting or introducing
saaething new. Being different.

2. Situations involving initiative arose often in the club.
The sponsor went with the nurse to see a sick child,
or had to interview a parent, leaving the club president
and members to do as they wished. If the lesson was a
continuation of the one before the matter was not
propitious for initiative, but if the president had
prepared nothing excepting a test, then he called the
meeting to order. The president did not have much
initSative or imagination. The other members often
had to help him in planning the work for the hour.

all). i’fiii ‘ln 3‘
I
.e

 

-105-

3. Factors involved:

a Creativeness f Perseverance
b Self-assertiveness g Decision

c Decision h Industry

d Insight 1 Interest

e Imagination j Purpose

Studies were made to impress upon the children that
novelty did not guarantee usefulness, and that old usages
that were of proven value should be adhered to. Then Charters
Case no. 14, The Imus Gift, was studied, to show that a thing
striven for can be obtained, and a study of Case no. 30, Breaks

of the Game, showed the wrong use of initiative.

W
Leadership is one aim of education. Schools need to foster
growth of leadership, because every magazine and newspaper this
past year especially has deplored the lack of it in the United
States.

1. Definition - The ability to direct other folks
under any circumstances.

2. Situations which concern leadership are:
a Selling tickets for school concert or play
b Carrying on an election campaign
c Raising money for a class memorial
d Starting some new reform

3. Factors basic to it are:

Self-assertion

Ambition

Ability to fire others with enthusiasm
Ability to direct

Initiative

Dependability

Judgment

Fairness

am He no 0"

Ilb case study was found, so situations from the experience
9f‘flhe children and their parents were introduced. One or two
illustrations will be sufficient to explain how this was done.
#13 Was born in Herrin, Illinois. His folks lived there during
the terrible trouble a few years ago (1926) and he told of how a

 

 

x .e
a
Air.
f

.4

e

 

 

~106-

mob of people were chasing a leader of industry. He had taken
refuge in a certain section of the town and a'working man told
him to go to his home. Then ur. Person saw the fugitive seated
in a chair and taking his hat he calmly‘walked down the street
toward the mbb. They yelled at him and questioned him. ‘Very
quittly he answered all their questions and then talked to
them of his interests and theirs and finally persuaded them not

to do any damage in that part of the town at that particular
time, but to give up their hunt and go home.

Another contribution was made by #37, a quiet ladylike girl,
born in Urbana, Illinois, who told about an Ohio flood when her
aged grandmother was rescued from a floating home by a group
encouraged to do so by a real leader.

Iilds Unit 11, Leadership, was later voted the best unit
of the course, by a vote of 39 to 7, and as requested was sent
to the Character Council. Because of this fact, this unit is
included verbatim:

l. The need for good leaders

A. In Government

B. In industry

C. In education

D. In our own community

E. In our school
1. As class officers
2. As members of student council
3. As comittee members
4. .As squad captains

5. .As captains of teams
6. As managers of activities

II. The attributes of a good leader

.A. Be a good follower first

B. Be fair to himself and others
C. Liberal in his views

D. Able to control himself

E. Of sound judgment

F. With plenty of initiative

6.. Willing to serve

H. Willing to listen to counsel
I. Honest and fearless

-107-

III. Training for leadership

A.
B.
C.
D.
E.
F.

Obey your present leaders

Practice self-control

Practice doing something to help others

Overcome timidity

Expect more of yourself than of others
Lead in something every chance you get

IV. Great Leaders of History

A.

B.

l.
2.
3.
4.
5.
I.
7.
O.

A few great leaders -

31 EWCk 9 e
Napoleon 10.
'Washington 11.
Lincoln 12.
Grant 13e
Lee 14.
Roosevelt 15.
Wilson 16 e

Rockefeller

Ford

Jane Adams

Clara Barton
Frances'Willard
Florence Nightengale
Alice Freeman Palmer
Hadam Curie

What made these leaders great

LOYALTY
m

1. 'Definition - faithfulness

2. Situations and factors involved:

(a; One's own self - as faithfulness to ideals
b To one's family - one excuses his mother's
temper, his father's lasiness, etc.

c To one's group and pals
d To the school

e To the city

f Patriotism

S

Reverence to God

‘lbrgan's Case Studies in Civics, Case I, was reviewed by a

9A.who had just studied it.

a fellow culprit.

It involved questions of loyalty to

Case 2, School Honor and School Spirit; Case 4,

Personal Views and the Law; Case 5, Personal Influence and the

Law; Case 6, Personal Honor and Public Spirit, were also studied.

In connection with this topic, the following experiment in

loyalty of the students to the school was conducted, unknown to

the participants:

At the beginning of the year being considered the policy of

. I'll-lei}, I. ..
:

LI’uF . . fl
I’ll
d; 335.14.

-108-

having auditorium programs during the third period was continued
for a few times. All pupils who could were urged to bring 10¢
to help pay the $50.00 for the lecturer, as they had been the
previous year, but very little money was collected. The experi-
menter then sought the home room teachers of her club members
and received exact data regarding the number who brought the
dime. .At the beginning of a club meeting about midway between
the first auditorium and the time for a second one, blank pieces
of paper were passed out and the children told to state why they
did or did not contribute to this auditorium fund. names were
not required.

Examination of these returns showed thirteen admitted they
‘were too poor to pay for extra things like entertainment; (there
were eight in the club whom the assistant principal supplied
regularly with meal tickets because they were unable to have
enough nourishing food.) Three pupils who had paid 10¢‘or more
said they paid because the school thought these meetings were a
good thing and our school was the only one having such lectures.
Seven paid to boost their home rooms. Five said they didn't
like the lectures, and wouldn't pay to be bored. Seven questioned
the necessity of paying, as it was in school time, and attendance
at the entertainment was compulsory. Two pupils reported that
they had forgotten to bring any money, and two were absent, so
they could not give any account. At that time membership of the
club was 49. In checking with home room teachers it was found
that 14 had paid, so some who claimed they couldn't or wouldn't
pay were probably anticipating the future lecture.

Discussions of loyalty were not started until after this
experiment. The two reasons of the ten constituted the subjects

for the first lessons on loyalty. checkup Of 311 Vh°

A careful

-109-

brought money for the next entertainment was made, and twenty-
nine brought their donation. That was twice the number who
contributed before. Commendation and congratulations were given
at the meeting following this.

Another experiment was then undertaken. The school as a
whole had gone down in contributions in spite of the doubling
of club members, so the administration decided to have the
lecture course after school instead of the third period. A
musician was secured and enjoyed by all present, but although
8 of the 50 teachers attended, only 41 pupils of the 1,350
pupils, or 3 percent were present. By showing of hands the
clerk reported 21 club members at the 3:30 entertainment, or
42 percent. This experiment was judged subjectively entirely,
but to the best judgment of the club leader the ideal of loyalty
to school and home room and possibly to the Better School Club
had taken root and produced results.

The Research Committee brought in two cases reported by
the librarian or found in some of the books which dealt with
loyalty to a dad who had just come from prison, and loyalty
to the teachings of his mother by a boy in college.

PUFCTUALITY

 

1. Definition - precise, prompt.
2. Situations where promptness is needed:

1. In school -
(a ‘Work completed and handed in on time
b Person present on time for all classes

Be At home "
(a prompt to do the chores
b Prompt to answer mother's call
to come home

-110-

3. At work -
a On time to punch the clock
b ‘Work ready when it is scheduled
to be done
4. At shows -
(a) no inconvenience to other folks to
get up or lose part of a picture
while one is being seated.
5. At any appointment -
a Doctor
b Dentist
c Hairdresser
Because the next one will be held
up if you are late.
many children are tardy to school or to one of their six
daily classes. They cannot enter a class without a tardy admit.
The teachers are instructed in the Rules and Regulations to give
those tardy admits for three tardinesses only. The fourth is
considered habitual tardiness, and is a misdemeanor. A.number
of cases come to the assistant principal weekly and they were
all held over for the club to dispose of. The only two club
members who were habitually tardy were #13 who was tried before
the club and sentenced to one week at eight o'clock "to get the
habit of early rising and hurrying to school," and #31, the
president of the club, but his tardinesses were both during
the week after School Exhibit, when clubs had ceased to meet.
The club sat in judgment upon fifteen cases of tardiness.
Ten persons were tried before the club. Seven of the ten
appeared before the club only once. Two had to return a second
time, and one was tardy four times. The last mentioned person
was a little hunchback, whose heart was so bad he could not run.
He was from a family who were lawless and careless. His older
brother was a misfit, lazy and defiant, until his last year in
Junior High School, when he suddenly changed his ways, was

punctual and law-abiding. The hunchbacked child might have had

 

are.

“‘9'”
—_——%

 

 

-111-

a good many visits to the club if it had not been for this

experiment.
Pete (which is the name by which he will be known in this

thesis) stood before the club and told his story. He answered
very politely all questions about how far he had to walk, what
time he went to bed, what time he arose, how often he had to
rest, who his doctor was, if he had any lucrative work, and what
he did with his money. Then the president asked for the
members' decisions, and #30 made a speech asking leniency
because Pete was handicapped. He suggested Pete get up ten
minutes earlier and not be late again, and ho penalty for this
time. One of the girls #24, said: ”Everybody must learn to
overcome their handicaps, and Pete should have solved his problem
by the time he was an 8A.” Pete was warned not to be tardy
again and admitted to his first hour class. The second time

he appeared before them #35 said, "Let's see what his brother
has to say." The brother said, "Pete is called before we are so
that he can get washed before the other three do, but usually he
lies in bed until we troop down for breakfast." Pete was told
that they were sorry he wasn't able to walk fast, but he'd been
warned to get up early and he didn't, so was told to report at
eight o'clock for one week. During that week he was late for
eight o'clock only once, and was excused without record because
the streets were dangerously slippery with rain. The second day
after his sentence was completed he was again tardy. He pleaded
that often he couldn't sleep for hours after going to bed, but
he was sentenced for one month eight o'clock. He did very well
for the first three days, but was tardy the fourth. At his
appearance before the club Friday after this, the club sponsor

-112-

asked permission to be his lawyer. Statements from.Ann Arbor
Clinic were read, his condition discussed, the tiredness of
a child who tossed for hours on the bed was pictured with the
result that the club recommended that Pete be given permission
to get a “not-tardy" admit whenever tardy hereafter, and the
remaining sentence be revoked. A.fuller discussion of what
this proved will be found in Chapter VII.
In one case of tardiness the boy was told that #21 would
call for him with his car every morning.
In another instance a girl was presented with carfare,
collected as free will offering in the club, to be used on stormy
days and when she got a late start for her three and a half
mile walk to school.
Charters #5, Haste Makes‘Waste, was studied to see if any
elements of punctuality might be derived from it, but the club
decided it was a better study for self-control.

SELF-CONTROL

1. Definition - the ability to act cooly and
wisely under all conditions and
in all circumstances.

2. Situations which call for self-control:

a) When unjustly accused of some misconduct

 

b When somebody is cowardly and blames you
c When told to do something disagreeable
d Something done with good intentions causes

a reprimand.
3. Factors involved:

a Self-reliance
b Responsibility
c Consideration of others
d Courtesy
e Tact
f Tolerance

s Sympathy

h Understanding or insight

)pt it
ill

r V
. it re
x)..sl.fllli

 

~115-

Six cases of losing one's temper and being impudent were
judged by the club. It was gratifying to note that many of the

discussions were quoted in giving advice and sentences for

displays of ill temper.
Charters Case 14, The Christmas Gift, was the basis for

some discussion.
THRIFT

While the group was engaged in looking up this word in
the dictionary one boy said, "It's banking, isn't it?"

1. Definition - making use of everything, no waste,
frugality, economical management.

2. Situations where thrift should be practiced:

l. Home
{a Do not waste food - "clean up your plate."
b Change from school clothes to play
garments after school.
(0) Do not break dishes, windows,.toys,
be care full

2e 80h001
a School supplies should not be wasted

b Ink bottles should not be stuffed with
paper

(c) In cafeteria salt and pepper should
not be put into the sugar

(d) Lights should be turned off near
windows and when not needed.

3. State and nation

(a) Should conserve -
l. Forests
2. lunerals
3.'Wild Life
4. Health of its people
5. Food supply
6.‘Wealth

3. Factors involved:
a Carefulness
b Judgment
c Self-sacrifice
d Imagination

Wilde Unit 20, Thrift, was carefully studied.

-114-

TOLERANCE

 

This should be studied last, because intolerance is so
interwoven in the fabric of life that it is hard to untangle.

1. Definition - liberal-minded, able to see the other's
viewpoint. Broadminded enough to let
other folks differ from.you.

2. Situations:

Religious differences and church affiliations
Politics - party platforms

Govermmentsl errors

lfispronunciations

Impatience of fellow travellers

Toshocrt

3. Factors involved:

Kindness
Insight
Open-mindedness
Judgment

Tact

Courtesy

Hone sty
Sincerity

UNHOQOO‘.

Historical instances of tolerance were noted; the Inquisition
in Europe during the Religious Strifes; the sentencing of political
offenders of Russia to Siberia, and many others. Lincoln's
tolerance in pardoning sleeping sentinels, and his tolerance

of the Southern States were also discussed.

CODES AND SLOGANS ADOPTED BY THE BETTER WEST CLUB
The Best‘Word Committee recommended a great many mottoes,
codes and creeds:--

l. Cleanliness is next to Godliness.
Slogan: Clean living.

2. Coo eration
Life is a See-Saw

Gin ye find a heart that's weary,
And that needs a brither's hand,

Dinna thou turn from.it, dearie,
Thou.mmun help thy fellcwman.

Slogan: Team Play.

3.

4.

5.

6.

7.
8.

9.

-115-

Courgge
I am bigger than anything that can happen to me.
All these things, sorrow, misfortune and suffer-
ing are outside my door. I am in the house, and
I have the key. -- -- Lumis
Slogan: Stamina

Courtesy
Po teness is to do and say the kindest thing

in the kindest way.
Courtesy is the air cushion which eases the

Jolts of life.

Slogan: Shock absorber.

 

Dependabiligz_
It's doing your Job the best you can
And being Just to your fellow man;
It's serving, striving, through strain and stress;
It's doing your noblest - that's success.
Slogan: Success
Health
Hiss‘Maria Leonard, Dean of WOmen, University
of Illinois - Ten Rules of Health:
1. Eat less, chew more
2. Ride less, walk more
3. Clothe less, bathe more
4. worry less, work more
5. Idle less, play more
6. Talk less, think more
7. Go less, sleep more
8. ‘Waste less, give more
9. Scold less, laugh more
10. Preach less, practice more.
Slogan: Resistance, Relaxation, Regularity.
Henestz is the best poliqy.

Industry
Let me but do my work from day to day

let me but find itin my heart to say
”This is my work, my blessing, not my doom;
Of all who live I am the one by whom
This work can best be done in the right way."
Henry Van Dyke

Initiative
Look forward not backward,
Look upward not down.

Slogan: Quick thinking under fire.

-ll6-

lo. Leadershi
I'd ratfier be first in a little Iberian

village than second in Rome.
LonngIIWe

Hutchins' Code - The Law of Loyalty:

"I will be loyal to my own famiky. In
loyalty I will be gladly obedient to my
parents or to those who take their place.

I will be loyal to my school. In
loyalty I will obey and will help other
pupils to obey the school laws which are
framed to further the good of all.

I will be loyal to my community and to
my state, and to those institutions of law
and order, of Justice and mercy which have
been won and preserved for us by the sacri-
fice of the Fathers. I will do my best to
prevent lawlessness and to promote reverence
for law.

I will be loyal to my country. In
loyalty I will seek by my life or by my
death to save my country from wrong courses,
to serve her in peril, to help her to become
great and good.

I will be loyal to humanity. If America
is to make her noblest contribution to the
welfare of the world, I must do my best to
help my country to maintain friendly relations
with every other country, and to give everyone
in every land the best possible chance."

Slogan: Loyalty to school.

12. Punctuality
Be there at the appointed time
Thy task to do.
'Yesterday is gone; tomorrow
Never comes within our grasp.
Just this minute's Joy or sorrow
That is all our hands may clasp-

13. Self-control
ose who best control themselves can best
serve their country.

I will control my tongue and will not
allow it to speak mean, vulgar, or
profane words.

I will control my temper and will not
get angry when people or circumstances
displease me.

I will control my thoughts and will not
allow a foolish wish to spoil a wise
purpose 0

-**l—

140 Thrift
An American Citizen's Thrift Creed:

1. I believe in the United States of America

2. my opportunity and hope depends upon her
future.

3. Her stability and progress rest upon the
thrift of her people

4. Therefore I will work hard and live simply

5. I will spend less than I earn

6. I will use my earnings with care

7. I will save consistently

8. I will invest thoughtfully

9. I will do these things to insure the

greatness of America's future.

15. Tolerance
Having learned that it is un-American to look
up to men too much or to look down upon them
at all, let us look on the level and diligently
teach our young citizens this duty of generous
equality to all.
Journal of Education,
July 15, 1926.

Mhny more poems, mottoes and slogans were presented by the
club, but those given above were accepted by the majority of
the class and incorporated into the teachings.

The poem "wanted a Boy" was discussed in auditorium and
the principal said he'd challenge any girl to write a code for
girls, so #50 wrote Ten Every Day Suggestions:

TEN EVERY DAY SUGGESTIONS FOR GIRLS

BE CHEERY ----- Begin each day with smiling cheer
Then you'll be happy all the year.

BE ORDERLY ---- Activity with brush and broom,
A dainty girl, a dainty room.

BE DILIGENT --- welcome the duties given you;
All play, no work, will never do.

BE FAIR ------- Whehher at your work or play,
Be fair to all in every way.

BE'HDDEST ----- Demure of manner, becomingly dressed,
Be more attractive than all the rest.

BE CONSIDERATE -Think first of other persons' feelings
Make this a rule in all your dealings.‘

-118-
BE OBEDIENT --- No matter what you're told to do,
Respond at once, and see it through.

BE HONEST ----- Strict truth in every word and deed,
A rule for all to make and heed.

BE SERIOUS ---— A thoughtful prayer to Him each night
Brings restful sleep and morning bright.

BE THANKFUL --- For happy friends, for health and cheer,
for all in life you hold most dear.

These simple rules when followed day by day,
'Will help you to grow in a womanly way.
EXPERIMENTS WITH MEMBERS

When #50 announced that she was transferring out of West
Junior High School the club sponsor asked her to plan a duet
with her sister for the next meeting. It was a surprise. The
president asked if anyone cared to bring forth any suggestions
before the next step, so #50 stood up, beckoned her sister from
a back seat, and they sang some very lovely songs. Only five
people (as nearly as the clerk and the sponsor could count)
turned their heads to see how this departure was received by
authority, There was a gasp and a ripple of astonishment at
first, but the attention was splendid, the applause was hearty
but not too prolonged. Courtesy had been stressed before
this incident.

Long before honesty had been studied and discussed in the
club, fifteen pennies had been placed by the sponsor behind ink
wells, near the edge and in the.center of fifteen different
desks. On the seating chart a red dot marked the desk where
each penny was placed. During the checking of the roll a boy,
#10, came to the sponsor, handed in the penny, saying, "I found
this on my desk." He was told to place it on the teacher's

desk. There were already two pennies on the desk, #49 a boy

\'||l.ll»

3!! . r

 
 

’-119-

and #45 a girl had placed them there before sitting down in
their seats at all. Two girls #17 and #28 handed the pennies
they found to the clerk. One more boy #50 brought his up and
nodding to the president placed another on the desk. That
accounted for only six out of fifteen, but as the group were
passing out of the door three more gave up their funds, #24 and
#6 girls, and #42 a boy. On four desks the pennies remained as
placed; so the experimentor lost only the price of a postage
stamp. One placed on #5 (a girl's) desk, and one on the
Sergeant-at-arms desk were the two lost. 86-2/3 percent of
those who were tested in the trial were honest. No mention
‘was ever made of this money in the club or to any individual.

June 3 another eXperi-ent of similar nature was made. A
stick of gum.had been placed upon each desk before the time of
the meeting. A thorough check up was made before anyone entered,
and each desk had a stick of gum upon it. As before #49 and
#45 came to the desk and placed their gum upon it. They did
this while the others were coming into the room and before they
took their seats.

The class tried two cases that day, and instructed the
secretary to write a letter of inquiry to the student council
asking for the ruling about passing around the fountain to
come from the third floor, or only in going up to the third
floor. Then the regular discussion of the characteristic of
thrift was developed. The clerk as usual was at the board out-
lining and writing the suggestions the group made to him. An
interruption, very unusual and unexpected, occurred. The
School's Drum and Bugle Corps (one of the other forty-eight
clubs) stopped in front of the windows and serenaded the Better

-120-

West Club. The president ended the discussion for a short

time by saying, "It seems that we are being serenaded, so the
polite thing to do is to show them that we are listening. To
do this we had better step up to the windows and wave when they
stop." Turning to the teacher he continued, ”Do you have any
objection?" No objection being made the group walked to the
windows and stood there. The experimentor could see the stick
of gum on #_fs desk after he went to the window. His desk was
the first one in the second row from the window. There was no
confusion as seats were resumed, but #_.rose to his feet and
instead of addressing the president when called upon addressed
the investigator: “There was a piece of gum on my desk when I
left my seat and it is not there now." Immediately four or five
said, "There is gum on my desk, too.” #29’said, "What shall we
do with this gum?" So they were asked how many had gum on
their desks. It seemed that almost all hands were raised, so
the next question'was how many haven't any gum on their desks,
please stand. Six people arose. #45 and #49 told that they
had placed theirs upon the teacher's desk. #_.had already
explained that his was gone, and the Sergeant-at-arms said
there wasn't any on his desk at any time, so did #23. #37 when
questioned admitted that there had been a stick of gum on her
desk, but there wasn't any now. Asked if she knew where it
'was, she answered, ”I have it in my mouth.” She was the only
one who was chewing gum. All were told that they might have
it. The two who had none to begin with, and the one who lost
his were offered parts of others. The questions did not bring
to light any offender. Three more pieces of gum'were given

out, and the percent of honesty was 83-1/3 percent.

-121-

Another project was writing of the child's own story of
his life. All of these would be tiresome repetition, but the
stories of children who are in broken homes have been selected,
also a few problem children were studied. These will be
discussed in Chapter VI, because the results of club partici-

pation can also be shown.

SUMMARY

The Better'West Club became a cooperative organization
with committees to initiate and control projects. The committees
submitted their results to the club members and the whole group
voted what results to incorporate into the club procedure.
In this way a course of study was "built up.“ It contained
fifteen traits of character, a definition for each trait,
situations in which each was applicable, and the factors in-
volved in each. ‘Mbreover, the methods for each undertaking
‘were discussed and sources from which situations were obtained
were also found and placed in the course of study. In addition
to this, a code and a slogan for each character trait was
adopted. Cases of truancy, habitual tardiness and other
misdemeanors were tried before the club as a Juny.

The members were subjected to a number of tests and

experiments to show their growth and<ievelopment of character.

-122-
CHAPTER.VI

SOME RESULTS OF THE BETTER WEST CLUB

Whereas the tables given in Chapter IV were to show the
status of each club member as he entered the Better‘West Club,
Chapter VI will endeavor to set forth facts concerning
measurable improvements and estimates of development of each
club member. As was noted in Chapter V west Junior High School
has no Personality Tests. The club sponsor wanted a basis for
comparison, so Sample Test II was devised and given. This is
a series of questions to test the moral and ethical knowledge
of the club members. One question was planned for each of
the fifteen character traits.

This test was given the members of the club soon after
the list of traits had been decided. Each paper was marked
and stored away in a.steel cupboard. No mention of the test
‘was made in any club meeting and any child who asked about
his rating was told that final marks of the test were not yet
ready. On the twenty-eighth club meeting, after all the
traits had been<3arefully studied, the same test was again
given to pupils. A perfect test score is 90 not 100. The
first test is called the original test and the second test is
called the final test. The distribution of ratings for both
the tests and also the pupils' Intelligence Quotients is given
in Table XII. The differences shown in the last column of
the table indicate whether the child has advanced in knowledge.
of correct conduct and ethical character. The purpose is to

show the value of focusing attention uponczharacteristics.

 

-123-

SAMPLE TEST II

To test the moral and ethical knowledge
and behavior of the club members

Fifteen questions are here given you. Please consider each
one carefully, and check what you would do in each instance.

1.

2.

3.

4.

5.

6.

7.

8.

9.

Start copying the paragraph Time them to see about

on the board, and at the end punctuality

of three minutes stop.

'You have heard the lecturer Tell others how dry he is.

who is coming to the auditorium. Stay home that half day.

He is uninteresting. Pay the time, go to be
polite.

YOu borrow money from a rich Say to him, of course I

did.

Insist upon paying.
Take the money and give
it to some poor child.

boy. When offering to pay it,
he says you've already paid.

A very much disliked teacher ‘Walk on without looking

dropped a book and two packages at her.

at your feet. Hake audible remarks
to your pal about
clumsiness.
Help her to pick up the
art1c188e

You are quarantined for scarlet

fever but are not ill. Go out and play with
other children.

Stay at home and rest
Go anywhere but keep
away from children.

Is it thrift to borrow in

 

 

order to bank? Yes

. No
Should a Catholic be allowed
to become president? Yes

. No

Why are there so many 1's in
initiative?
You see a schoolmate take 25¢ Thrash the boy and get

from a boy on his way to buy
milk and bread at the store.

back the money.
Tell the principal
Give the boy 25¢.

10.

11.

12.

13.

14.

15.

-124-

Your mother gives you money
to pay water and light bills.
You lose the money.

One should loan money to a
friend out of work rather than
have it in the bank

The boys stamp and cheer too
long in auditorium

A boy steps upon your new shoe
and scratches it

You are told to write a compos-
ition putting into it a table.
‘You do so but find you have more
items than there are.

Check up on cleanliness, by
the teacher and the clerk.

Tell your mother the
whole trouble.

Run away from home.
Act as if you had
paid it.

Yes
No

Cheer with them, the
actor may come back
Stop when you've
cheered enough
Quiet your group by
look or nod.

Push him down or kick
him.

Destroy some thing

0f hiss

Accept his apology
graciously.

Hand it in as it is.

The teacher may not
notice.

Do it over again,
leaving out some items.
make a careful study and
a new, correct table.

Inspection of hands
Inspection of teeth
Neatness of dress.
Are shoes blacked?
Neatness of paper»

-125-

TABLE.XII - DISTRIBUTION OF RATINGS FOR INITIAL AND FINAL
TESTS FOR BEHAVIOR ACCORDING TO I.Q.'8

 

Initial Final
Pupil I.g. Score Score Difference

38 125 14 15 l
11 123 10 13 3
28 123 8 ll 3
39 116 12 15 2
37 115 9 9 0
2 112 ll 13 2
27 111 12 12 0
35 111 7 14 7
45 111 13 15 2
23 110 6 10 4
24 109 14 15 l
36 109 None 9 -

6 107 15 15 O
30 107 12 15 3
15 106 10 12 2
21 104 13 15 2

5 103 ll 14 3
34 102 9 11 2
29 101 5 3 -2
44 101 7 ll 4
13 100 3 11 8
20 100 9 6 -3
33 100 6 9 3

3 99 10 6 -4
18 99 12 10 -2
51 98 Not enrolled Left -

4 97 12 8 -4

7 97 2 5 3

9 97 3 4 l
43 97 1 0 -1
14 96 4 12 8
16 96 13 10 -3
41 94 10 ll 1
19 93 14 Absent -
5O 92 13 Left -
46 91 13 s _
12 9O 9 10 1

8 90 5 7 2

1 87 10 7 -3
32 86 11 9 -2
26 84 2 4 2
22 83 5 2 -3
40 83 0 2 2
42 83 3 4 l
48 83 1 Left -
10 82 7 7 0
31 82 13 15 2
49 82 6 11 5
47 80 8 Left ..
17 73 2 6 4
25 70 3 Left -

~126-

An examination of Table XII shows that 31 pupils
received a higher score on the second test than on the initial
test, that four pupils neither advanced their score nor
retarded it. Of these four who showed no change in score, one
girl #6 had a perfect score both times, #27 another girl had
not changed her mind about thrift — she still maintained it
was thrift to borrow money to bank, but the other two errors
were not the same as made the first time. Ten pupils scored
lower after the study of the traits in the club. This fact
is not alarming or discouraging. The probability is that
when these ten pupils took the initial test they had a
conformist idea of what was right and wrong in each case, and
since studying these qualifications they have become more
liberal and have determined to Judge each situation upon its
merits; so there may be conflicts and inhibitions which caused
this disparagement.

The general trend of the final scores is upward. The
study of the characteristics and the practice of situations
involving these has produced results. The club has been worth-
while.

Graph v shows the distribution of Intelligence Quotients,
ranks on initial tests, and ranks on final tests.

Another comparison to show results of the club is in the
number of misdemeanors of club members before belonging to the
club and during the club year. A.misdemeanor is an offense
so grave that the child is suspended from class until matters

are adjusted. This is shown on Table XIII.

 

 

-127-
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~128-

TABLE.XIII - DISTRIBUTION OF MISDEMEANORS BEFORE THIS YEAR
AND THE PRESENT YEAR IN RELATION TO I.Q.'s

 

 

 

No. of persons No. this
9.92112 N3; fire this year AYear Difference
125-115 5 0 0 0
112-102 13 3 4 -1
101-90 19 9 7 '+2
87-80 11 2 2 0
73-70 2 1 0 -rl
Totals 50 15 13 ‘f2

Table XIII shows that there were no misdemeanors from the
five children having the highest I.Q.'s before this year or
during it. Three pupils received misdemeanors in the group
of I.Q.'s 112-102 before this year and four pupils received
them this year. Nine pupils in the group of I.Q.'s 101-90
received misdemeanors before this year and seven this year.
Two pupils in the group of I.Q.'s 87-80 received misdemeanors
last year and also this year. One pupil in the group of
I.Q.'s 73-70 received misdemeanor last year, and none this
year. The results of this are negligible because the comparison
is so close. From Just the numbers little can be learned.

Table XIV gives further basis for comparison. It shows
in detail the seventeen pupils who received misdemeanors
previous to membership in the club, and how many each received
in comparison to the number received during membership in

the club e

-129-

TABLE XIV - DISTRIBUTION or MISDEMEANORS SHOWING THE PERSONS
WHO RECEIVED THEM AND THE NUMBER EACH RECEIVED
IN RELATION TO THEIR I.Q.'s

Nflsdemeanors No. per No.
Code 1.9. before this year ‘Year 1931-32 Difference

 

 

 

 

45 111 1 1 1 o
35 111 7 (1) 2i 1 - 6
36 109 o o 1 + 1
30 107 6 2 1 - 5
21 104 2 2 o - 2
13 100 2 2 o - 2
3 99 o o 1 -+ 1
9 97 o (2) o 3 -+ 3
43 97 4 4 1 - 3
14 97 o o 1 +—1
12 90 32 6} 3 -29
e 90 o (3) o 1 7—1
22 83 o o 1 +~1
4e 82 6 2 2 - 4
1o 82 2 2 o - 2
31 82 9 2} 2 - 7
17 73 1 1 o ;_1_
Total 72 19 -53
Bets:

1. Just entered‘West Junior High School this
year, but had seven according to his own
statement.

2. This girl has heart trouble, so was very
seldom.present.

3. Just entered 73 this year.

-130-

Seventeen pupils with I.Q. range of 111-73 received a
total if 91 misdemeanors. 72 of these were obtained before
the culprits were members of the Better West Club, and 19
were obtained the year studied. The -53 means 53 less
misdemeanors.

The conclusions drawn from this comparison are:

First, that the children with the highest I.Q.'s do not

get into difficulty. Second, apparently learning to think
about conduct and to mete out Justice tends to lessen the
breaking of rules, and creates a better spirit in the whole
school. Third, it is in accordance with comon sente to
find that those who had for two years broken rules could not
change their behavior suddenly. Fourth, the club membership
has apparently improved the conduct of its members who had
been habitual offenders.

Another test of the desirability of a Better west Club
is shown in the comparison of average grades or marks pupils
earned before membership in the club and during the year of
membership. Table XV shows in detail the advances and

declines in ratings.

 

-l31-

TABLE IV - COMPARISON OF AVERAGE GRADES BEFORE BELONGING TO THE
CLUB AND AFTER ATTAINING MEMBERSHIP ARRANGED ACCORD-

ING TO THE I.Q,.'s of PUPILS

 

 

Average Average for
Code 1.9. before 1931 _1931-32 Difference
38 125 A A 0
11 123 Cr 3+ 4‘
26 ‘ 123 A- Br 7*
39 116 B4- B- -
37 115 B C -
2 112 C C O
27 111 g B B+ 4—
35 111 C + C -
45 111 B + B+- 0
23 110 C B +-
24 109 B B 0
36 109 C C O
6 107 B i- A- +-
30 107 D E -
15 106 C B +—
21 104 C C O
5 103 B +- A- +
34 102 C 01' +
29 101 C B 7‘-
44 101 D+- B +
13 100 C- D -
20 100 C 0+ 4—
33 100 C C 0
3 99 C D -
18 99 C 0+- 1.
4 97 B- C -
7 97 D?“ C +—
9 97 C D -
43 96 E E 0
14 96 D C +-
16 96 D C 4*
41 94 C- C +-
19 93 C or +-
12 90 E E 0
8 90 D!” C +
1 87 D D 0
32 " 86 C B.- +-
25 84 D C 7-
22 83 C C 0
42 83 D c +
48 83 E E 0
10 82 D C ‘1‘
31 82 E D +-
49 82 B B O
17 73 C- D ..

-132-

TABLE XVI - SUMMARY OF TABLE IV, SHOWING COMPARISON OF
GRADES BY GROUPS

 

 

 

 

No. whose marks No. whose marks No.

Q5222, No. _‘égyanced Declined [Stationagx
125-115 5 1 3 1
112-102 13 5 3 5
101-90 17 11 3 3
87-80 9 5 0 4
73-70 1 O 1 0
Total 45 22 10 13

TableleV and XVI show that 22 pupils which is 48.8
percent of the club members made better scholastic averages
as members of the club than they did before they belonged to
it. Ten pupils which is 22.2 percent did not do as good work
in their classes. Thirteen or 28.88 percent had the same
scholastic ratings. Right habits of study and the discussions
concerning thrift and industry were not in vain, is the
conclusion reached in this comparison.

Whenever scholastic grades are compared this fact must
be kept in mind: no two teachers grade a paper exactly the
same. In this comparison there is a possibility that the
child had eleven teachers in one year, and that those teaching
the highest grade might expect more and better efforts and be
a "lower marker," i.e., have a slightly different standard
of marks. The I.Q. is not the only standard of intelligence,
but it helps to show the mental ability of the child.

Another factor to bear in mind is the ability of the child.
If a child has striven for good grades each year, he may have

-l33-

been maintaining as high a grade of work as he is capable
of doing, and membership in a club cannot help to advance
him.

The club sponsor watched the growth of community or
group spirit in these children, acts of courtesy increased in
number and greater observation and utilization of opportunities
to be of some service to others was manifest. Consequentky
these records formed the basis for the opinion of development
expressed by the director in Table XVII.

The seven teachers, including the home room teacher, were
asked to rate each club member, i.e., to indicate a greater
degree of cooperation, more business-like attitude, and improved
conduct; no change in the child; or an adverse statement
concerning the reactions of the pupil. The summary of these
Opinions is placed in column 4 of Table XVII. If the opinion
'was that the child had improved a +~is recorded in the chart.
In case the seven teachers did not agree in their opinion of
the child's behavior, or if the antagonism between pupil and
teacher had not been lessened and the child was not cooperative
in one teacher's room, but had shown upward strides in the
others't~were both recorded. If +-is above the -, e.g., :-
mcre than half of the teachers thought the child was improving
in his conduct; if the - is on the top, e.g., ;_the reverse
is true.

“Wednesday before the first meeting of the club the
school.has open house, and the parents visit the school. At
this time the writer asked the parent informally concerning
the child's attitude toward the club. Usually that was a

leading question and the mother or father or both.went on to

|. o.

 

~134-

tell how the child talked about the club work at home, and
that he or she had become more observant, helpful, gracious
and kindly. Two parents, one a father and the other the
mother of #6 and #38, said: ”I'm glad my daughter joined
the Better'West Club. I think she's almost perfect and
doesn't need much of this training, but association with
others who do will broaden her outlook upon life and will
give her sympathy, and keep her from becoming priggish."

If the parents did not visit school and had a phone they were
called and asked about the conduct and character of their
child. Those who had no telephone received a short note
asking their opinion.

The opinion of the parents concerning development of
character are also shown in Table XVII.

The club members were asked to consider their character
growth and to rate themselves honestly and carefully, and to
rate each member of the club in the same way.

All the opinions concerning each member of the Better
'West Club by teachers, fellow club members, parents and

themselves are shown in detail on Table XVII.

~135-

TABEE.XVII - DISTRIBUTION OF IMPROVEMENTS OF CEUB MEMBERS IN
RELATION TO THEIR I.Q.'B AS JUDGED BY CERTAIN
ASSOCIATES OF THE CLUB.

Opinions of

 

 

 

 

Club Other Other
nge I.g. Director Teachers Children Parents Child
38 125 0 i + O +-
11 123 +' +- O +‘ O
28 123 i“ 4* 41 +* O
39 116 + ‘+ 0 't +—
37 115 - O O ‘t 't
2 112 + +' - 0 'P
27 111 0 + 0 +- +-
35 111 +- +- +- +— +—
45 111 -+ +— + +- 4-
23 110 +— +‘ - +- o
24 109 O +- +' -+ -%
36 109 +- - - O O
6 107 O O O O -+
30 107 +— t +- +- #—
15 106 +— o - o +-
21 104 «9— +- + '1' +‘
5 103 o + o + +
34 102 + + 4— 1" +-
29 101 + + + + +
44 101 +— ‘+ +- +— -+
13 100 +— -+ +' +- +—
20 100 o o o + +
33 100 + O O -h +-
3 99 0 - -+ - o
18 99 +' t ‘- +— 0
4 97 + '1: .. +— _
7 97 -# +~ 0 v- +—
9 97 -+ - - 4— +—
43 96 O - - O —F
14 96 +— +‘ +' +- +-
16 96 +- + +- +- +—
41 94 o + o o 4’
19 93 +- +- o +. ‘+
12 90 +* - +— 1— +
8 90 +- +' O O O
1 37 +— +_ 4‘ +— +—
32 86 0 O O 0 ‘f
26 84 O 0 0 O ‘ ‘t
22 83 0 -+ 0 0 O
42 83 +- 1— + o o
48 83 - O - - -
10 82 + t o — - “'—
31 82 + + -+— + +
49 82 O O O 0 4’
17 73 +' O

-136-

Table XVII shows that twelve children showed noticeable
improvement under all conditions, because everybody agreed
they had improved. Five showed no change at all, but a zero
does not mitigate against a pupil because all five who improved
only to their perents' knowledge or their own were well behaved,
thoughtful and considerate before they entered this club. They
had always received A grades in citizenship, so no improvement
could be noticed. The refinements of changes might not be
detected by anyone, but would be known by the child himself.
#45 said, "After I got into the spirit of this club I felt
myself to be a monitoress of other children, especially the
girls, also I have been a much better girl than in the past."
#39 said, "The club has made me have a different and happier
feeling.“ #28, ”It has also helped my behavior because I feel
like an example." #37, ”Students become more cooperative in a
club like this and I think there should be more clubs of this
order in the school.” #24, "It has made me better in my
behavior." #30 confesses thatlie thinks of his actions more
but that if "a guy doesn't get a square deal he can't help being
‘mean, too." The possibility that the child may have said he
had improved in order to help him get status with the teacher
was removed by stating a comparison of his Judgment with that
of others would be made, and that whether he was benefited
or not was not a basis for grading him.

The willingness of parents to cooperate in any way for
the development of right habits of conduct and the establish-
ment of right attitudes is an outstanding fact. The

significance is that all parents want their boys and girls

-137-

to conform to the customs, ideals and conventions of society.
Many want them to be thoughtful and upright citizens, and
not merely conformists.

For a fuller understanding of the facts shown in detail
in Table XVII a summary is made. This summary shows the
number of students in each I. Q. group who have materially
improved in their conduct and character, also those whose
conduct, behavior and school attitudes Judged by the school
standards and home standards were less commendable than before
they Joined the Better West Club. Table XVIII is a complete
summary so the number who apparently made no progress, but
also did not regress either are shown. To understand the
table the three letters, B N“W, and how "i, 1, were classified
in the summary need explanation. The three letters were
used to conserve space.

B - means improvement, or the child is better integrated
and better socialized, and better habitualized.

B - no change. may have been very well socialized.

W'- Has not been a good citizen.

t - is here used as B because more so voted.

; - is here used as'w because more so voted.

i - is self-estimate and is wrong because the whole

personality has not become integrated.

-138-

TABEE XVIII - SUMMARY OF TABLE XVII. DISTRIBUTION OF ILPROVE-
MENTS OF CLUB MEMBERS BY GROUPS

Opinions of

 

 

 

 

 

 

 

 

No. in Club Sppnsor Teachers Club-mates Parents Self
m Group B N w m '13“ N w m TIT w
125-115 5 3 1 l 4 1 o 2 3 o 4 1 o 3 2 0
112-102 13 9 4 o 10 2 1 6 3 4 9 4 o 10 2 1
101-90 17 13 4 o 11 2 4 7 6 4 13 3 1 13 3 1
87-80 9 4 4 1 5 4 o 3 5 1 2 5 2 6 2 l
73 1 1 o o 1 o o 1 o o 1 o o 1 o '0
Total 45 3o 13 2 31 9 5 18 18 9.29 13 3 33 9 3

The number of children whose conduct is reported improved
does not vary greatly except in the opinion of club mates. The
club sponsor finds 30 who improved, other teachers report 31,
parents 29, and the children themselves 33. This indicates
apparently that about 66-2/3 percent of the club members became
more desirable citizens.

In the I. Q. group 87-80 all agree that the same person has
shown a downward tendency except the group of teachers; but they
state that he was always incorrigible, he could be no worse than
he had been in all classes since entrance into West Junior High
School. This is the only agreement reached. In the matter of
regression the range of opinions is larger. It is from 2 to 9.
The fact that #12 is a very desirable citizen in club but not
in his math class is an indication that conduct and character
are developed for specific instances. A child may react as a
gentleman under the supervision of one teacher in one class,
but be a different kind of person with another teacher in the
same or different kind of class. Children Judge themselves and

each other by a very strict method. This fact is shown in

-159-

classing nine students as worse than when they Joined the club.
But this additional fact concerning the student grading must be
kept in mind: club members were strangers to one another, so
the ability tog:rade improvement would be difficult if not
impossible.

The data in this table proved that children of Junior
High School age like to participate in the government of the
classroom and of the school. It also shows that all children,
even the "worst,” responded to socializing influence of the
group. Big and little children, both boys and girls, excellent
in scholarship and very poor in understanding can become so
absorbed in a "Job" or project that they are one unit with
one purpose.

In accordance with statement in Chapter VI, some portions
of the "Child's Own Story” are here studied.

#45 was born in South Hayen. Her father is a doctor, she
has a stepmother and there are other children in the family.
She has appeared before the club for disobedience and defiance,
but her reactions have always been good. She says very little
except that she lives at home with her father and stepmother.
"If it were not for the depression I'd be East in a girls private
school, and my dad will send me as soon as he can." There is a
selfish, inconsiderate, if not lawless attitude shown in this
case, but she has improved very materially during this year.

#23‘was born in Fowlerville and is transferring back there
for next year. She has other sisters, too. Her mother is
alive. «my mother wishes that my stepfather could provide
shoes and lunches for me. If my dad were alive I could have

anything I wanted.” She works very well with the group but

AJII1I||IIIH-.D?UO‘|12.‘-i
.m. »

.' r
m

   

~140-

takes no responsibility. She is not very observant, and was
hurt on the rings in the gymnasium through her own carelessness.
She is very docile but not very dependable, and is lacking in
initiative. Since studying honesty she has become very
truthful.

#34 was born in Farwell, Michigan. "I can remember my
father when he came home from Lansing. He brought clothes,
candy and other things, as a surprise to us. Then I remember
we all came to live in Lansing without my dad. we buried him
here." This boy was sullen and unresponsive for the first
month. Since then he has been a very good student, using
initiative, and industry throughout the whole course.

#1, this girl tells about Santa's visit to the house,
about watching the first Armistice Day Nov. 11, 1919 parade.
Then, "When we reached home mother and dad were together all
the time for an hour or two, then he came and played house with
us children. The next thing he was sick in bed for a long time.
Then he lay in his basket with many flowers around him that
filled the room'with a pleasant odor. Then we went to stay
with grandma, but later I got a step dad." This girl is very
shy. One teacher said about the club work's effect upon her:
"You have improved her 100%. Before she was in this work with
you she never contributed anything in class and she was so shy
I could do nothing for her. now she has much self-confidence
and asserts herself a little and volunteers help to others.”
These are her own words concerning how she liked the club:
"This club has been very amusing, very helpful and I have
enjoyed it very much, because everyone in it is friendly and

Jolly, which makes a person feel more welcome." She has been

-141-

absent six times to help take care of her little sister and
since Joining this club has been of no trouble to her mother.

#50 is the girl who left for San Jose, California, to be
with her mother. She has been very helpful. Although she
preached and gave talks in churches and was a leader of
Scouts, she was not very truthful. For instance, she came to
an English teacher asking for a list of answers to questions
about Ivanhoe, saying a boy in California wanted to compare
Michigan's teaching with his state's. Later she confessed she
wanted the answers because she didn't want to go to all that
trouble herself and she had to hand them to her English
teacher. Her stepmother is ill and is very cruel to #50,
but she covers up all this by ending: "I was a very little
girl about three years old when I first saw my own mama. She
came to see my oldest sister Idella, who later died of Spinal
Menengitis. I have seen my mama only twice since then. She
lives in California now. When I was about five years old my
father married a woman named Ida Fisher. He said I should call
her mother, but I was very stubborn and wouldn't do it for a
long time, because I still loved my own mama, and was mad at
my father for letting someone else take her place, but that
soon were off, and we were a happy family and still are. I live
with my father and stepmother at present." This is not true,
because she has been chased away from home and has had trouble
constantly. The club gave her "recognition in school" which
she had never had before, and for the first time in seven
semesters she was on the honor roll.

#25 was born in Seattle, washington. ”When my brother

(three years younger than I) was a little over one year old my

 

-l42-

mother took sick and died. We were taken care of by an old
lady for five years and a half. Then we started housekeeping.
we had several housekeepers, then my dad put my younger
brother and me in a boarding school. my older brother and
my dad kept house for their selves. For about a.year they
did and then they got a housekeeper who has been with us ever
since. my father grew fond of her and married her this last
summer on July 15." This girl was afraid to talk out loud
when our first discussions were held, but overcame her
timidity and became quite a social being before she left in
may.

#51 who has been referred to before, wrote: "my father
and mother didn't get along very good together so decided to
separate, they both wanted to have me, so my grandmother took
me. Sometimes I'm sent to my mother." He was so badly
maladJusted that he is now in the Vocational School for Boys.

#13 was one of the most troublesome boys before he
Joined the club. He had been Judged by the Citizenship Club
and penalized a number of times. He says, "I stayed with my
aunt because I wanted to, and she took me to country school;
but I am back home now." This boy's improvement was very
rapid after the first six‘weeks of school. He says: "Kids
are foolish to make trouble. They are better liked when they
behave. I'm going to get three nearly as bad as I used to be
to Join next year."

#15 says, "The first thing I can remember is that one
afternoon before I was old enough to go to school I was sitting
in the dining room a few yards from my mother who was sewing.

I had around me some toy blocks and a small team of play horses..

-143-

I was Jabbering away about nothing in particular, sometimes
talking about when I went to school I would be a real happy
girl and get good marks. The first day of school came for me
finally. my mother took me to school. I had about six blocks
to go. I told her I could come home alone. I thought myself
big and naturally I wanted to show her I could come home
alone. That night when I came out of school the first person
I saw was my mother. I was mad. I started to cry and would
not listen to reason, and I would not walk home with my mother.
I cried all the way home and walked in front of my mother
showing her that I knew the way home." The club cooperation
has changed this girl. She is not so obstinate nor so selfish
as she formerly was.

Each child wrote a life story, and #30's is an account of
running away to get weenies from the grocer, and taking a bath
in the bird bath; also a wild tale of being held up while
working as supply in Mt. Clemens. This boy's mother is
crippled, so that it is hard for her to walk. He is an only
child and has plenty of spending money and good clothes. When
a 7B he broke a key trying to open another boy's locker. He
has a bad record. Just as school closed last year he trans-
ferred to Mt. Clemens, and then when school started in the
Fall he enrolled in one of the high schools. He stayed there
for five weeks before he was finally demoted to the QB grade.
He failed in many of his classes this year, but his improve-
ment is very great. He is dependable and truthful. With men
teachers he is not courteous, but with his four women teachers

he is a gentleman.

-l44-

SUMMARY

 

The adolescent child is filled with altruism and needs
but an Opportunity to put his sympathy into practice. Groups
like the Better West Club enable them to do this. The
Judicial work of the club in which it acted as a Jury for
students who had committed misdemeanors is a fine example.

Hbt vulgar curiosity, but a thoughtful questioning attitude
to find out causes, motives and circumstances was always
displayed at the trials. The sentence imposed upon a student
'was of a curative nature, so that it would check and prevent
the possibility of a recurrence of the misdemeanor.

It is well that a mixed group has an opportunity to find
out how much effort must be put forth to deal with delinquency,
because each member of this group spreads his knowledge to
his gang or his particular pals if he has no gang, and
influences them to help rather than hinder authority. many
examples of this could be cited, but one will suffice: #10
upon entering the building found two boys chasing each other
around the fountain. He stopped one of them, asked a few
questions to which he received this reply: "we don't hurt the
fountain and there is no one around to get hurt." #10 replied:
”Rules were made because of necessity. You might hurt your-
selves and if you continue you'll be too interested in your
play to stop if the crowd comes out of the gym or game room.

It is to protect you that the rule was made. If you are caught
that means an investigation - you will lose some of your class-
room time or some of your play time. The principal or our club

will lose time showing you the folly of your ways. Go play

 

1... renal:

. ...-I ... ,.

 

-l45-

outside or in the gymnasium." This will illustrate how the
young citizens are given insight into real government problems.
The Better west Club was successful in creating a cooper-
ative spirit and school loyalty among its members. It raised
scholastic standards of a number of its members. It fostered
better conduct of its members at home, in the halls, at games,

school concerts, dramatics, and in classes.

-l46-

CHAPTER‘VII

SUHKARY

In order that the schools may efficiently provide Oppor-
tunities for the students to develop ethical character and
social adaptibility, extra curricular activities have been
introduced into the educational systems. Clubs are a very
fine example of extra curricular activities, and can provide
situations more "life-like," more like those encountered in the
world, than the regular classes can. The first conclusion
reached through the work discussed in this thesis is that an
effective way to teach morals and develop character is through
the most informal organization of the school - the club. Here
the children come together, find out each others ideas, and
discard some of the old preJudices, or at least change their
views somewhat, acquire new outlooks, new friends, and new
experiences. They see the fact illustrated in their mddst
that wrong acts create no satisfaction to the door, nor to
anyone associated with him, and that good acts create worth-
while satisfaction for all concerned.

All clubs are socializing agencies, but a club designed
especially to concentrate on ethical and moral education is
more helpful to a student body. The students of a school are
eager to participate in Leadership, Booster, Citizenship and
Better School Clubs. This statement is based upon the facts
of enrollment in the Better west Club. As soon as selection
of members was abandoned and the club was made accessible to

all, the membership increased beyond the capacity of the club

-147-

room. The reasons for their choice of club also indicate the
inclinations and aspirations of the students for participation
in social and character development. This thesis has clearly
shown that the Citizenship and Better West Clubs were of such
similar nature and so truly for one purpose that there would
be no obJect in showing results of one and then the other
separately.

Analysis of the data collectedi.n the Better west Club
shows that pupil participation raises the moral and ethical
plane of their lives; that pupils learn by doing: that Leader-
ship or Better School Clubs help to develop the social side of
every pupil and bring out some latent good in every one. Club
activities in the 45 instances herein studied exerted an
influence for unselfishness, consideration, courtesy, loyalty,
dependability and cooperation. The expectation is that these
pupils will be ggod citizens of this school next year, or in
the High School, or wherever they will be. There was also a
decrease of misdemeanors among the club members during their
membership in the club, compared with the number of their
misdemeanors in the school previous to membership.

Both the Citizenship Club and the Better west Club were
able to create in the child a cooperative state of mind. The
mental attitude of sympathy and helpfulness was acquired by
club members very soon. Study of the meetings of each of
these clubs would indicate that at first levity and inquisitive-
ness appeared, but a suggestion from some sensitive member: "I
don't believe I'd like to discuss this before this club if I
were the culprit," would change the tone and after a few such

instances all undesirable factors would be eliminated. The

-148-

second step which both clubs tried to bring about was to create
a mental situation such that the miscreant would desire the
good and hate the evil. In most cases this was done by making
the offender suffer a loss of time or a privilege.

The Citizenship Club, a selected group, made its influence
felt throughout the school, and though it ceased to exist it
gave birth to a bigger, more influential and better organized
club - the student council. The council is different in that
no cases are brought before it for trial, but it shapes the
opinions of the school, it instigates changes, it furthers the
policies of the whole institution. One instance is that
maladJusted children have been assigned to individuals in the
student council who undertook to be advisors, sponsors, and
big brothers and sisters to them. The next step for this body
may be to help work out adjustments. The student council is
less home-like or life-like than the other clubs because it
is quite formally organized, but as its newness disappears
it will be a great socializing factor.

The Better West Club of this past year has proven beyond
a doubt that there is ”so much good in the worst of us" that
no matter how bad a child's reputation may be he will respond
to kindly treatment if he is made to feel at home in the group.
Stated differently, the idea proven is: all children are
interested in polite usages, the right way to act, and the
best way to do things, as well as the approbation of their
fellow students. They crave appreciation and recognition from
teachers and other students. Participation in the Better West
Club helped them to comprehend the value of personality

integration and demonstrated the superiority of politeness and

~149-

good manners in social intercourse. They were provided with
an Opportunity to act and the necessity of making decisions
engaged their emotional and reasoning faculties, and deveIOped
their personalities.

That the development of character and the cooperative
habits acquired in the Better West Club became distinctly
noticeable at home is the testimony of more than half of the
parents. The eagerness of the parents to help the school in
this great undertaking is proof that the present status of
society is changing and that the community now accords its
vote for group activities of this kind in the schools.

The study shows that all children do not have the same
ability to distinguish right from wrong, but the slow will
tenaciously cling to situations with which they are familiar
and will do their best. One year of willingness to work and
to make an effort created by a social situation such as the
Better West Club provided cannot always overcome several
years of inertia, stubbornness and lack of cooperation, but
some marked gains were noticeable on the records. The improved
scholarship is proof of the changing attitude of the children
who were members of the club.

It was found by the writer that verbal statements of what
should be done in all kinds of honesty situations showed
"transfer” or "carryover” in the case of children with the
highest I.Q.'s much more frequently than it did with low I.Q.'s.
Few will deny that a high score or mark on an ethical discrim-
ination test is an indication of high intelligence and ability
to differentiate and compare; but a low mark in ethical

discrimination does not correlate with a low I.Q. or low

-150-

intelligence. It may simply imply that the person tested had
no experience in that kind of an ethical situation. He had no
knowledge to act as his guidepost. This does not mean that
because a person's I.Q. is high his moral preception is high.
If his social contacts have been of approved moral status he
will test high, if not he will test low.

The data in Chapter VI, Tables XV to XVIII, inclusive,
show that misdemeanors decreased under the influence of the
experience in these clubs, and that improvements in behavior
and scholarship were achieved. Since the only changed
condition of the school was the group activity or social
situation set up in the club and the conscious thought for
self-control and government, it is possible that the changes
were due to group consciousness. This is a social situation
which determines character. For instance, the clerk of the
club was very dependable, well behaved, thoughtful, industrious
and reliable, whereas previously he was lawless, impudent and
lazy. After being in the club he acted like a gentleman in
the halls and auditorium.

Not only has the participation of the pupils in club
work been beneficial to them, but its influence has permeated
the whole school. Evidences of this have been noted by the
teachers in the orderliness which characterized the last two
fire drills. Great improvement has also been reported by the
instructors in the manner in which the children go to the
auditorium and conduct themselves in it. The demand for a
school slogan and a school song showed the influence of the
club's activities. A decrease in tardiness and a small

increase in attendance may be the result of the studies of

 

punctuality by the club.

The final conclusion is that clubs of this nature are
the important socializing and character building agencies in
the school. However, a great need is shown for further and
more scientific investigations and experimentations in this
field. Better and more definite methods need to be devised
for the testing of character. Then, too, an analysis needs
to be made of each personality test so that the teacher may

be reasonably sure of what the test measures

-152-

"fizfi'fi‘, TA ‘fievl qr
__ \Jl.t.l.‘

 

Books

1".dz‘.ms, Jane. “i 0? ”outh :rI the City _Ltrectf. Terr form
11

14}.
The T“wrni Conn unn.r. 1939.

Allport, Floyd Henry. CocialgIsychology: Gamer: 33, We 1;:..
Riverside Irene, 1954. Chapter 1, L, 6, la.t 11 Complete.

 

 

 

nezch, alter Greenwood. Introduction to 3001010 3y Cambridge
Kass.: Riverside Irena, 1945. Chapter XXVII, XSJIII.

Bernard, L. L. in Intro; action to [390121 I‘mvcholoryn liew Eor'cz
Henry Holt & Company, 1926. Chapter XXXI to XXXVII, inclusiv:

Blackburn, Lure. Our Ii h Sghcol Clix os - A Study of Extra-
Curricular act1v111r° in 021? IarI: eni RL er Cores t

. W5“.- ..A—n-a- ....

Towns-I1ip. Lew Yrork: The IecI illan Company 1983.

 

 

 

 

Boormen, W. Rylend. Iersoneli y in Its Teens. Iew York: The

Iacmillan Company, 193l. Chapter III, VII.

Bower, William Clayton, Character Through Creative
Chapter III. Chicago: University of Chicago I

N

I: operience.
ress, 1950.

Breckenridge and Abbott. The Delinguent Child and the home.
New York: Charities Iublication C mmittee, 1913. Chapter IV.

Thomas H. The Junior Hirh School. Cambridge, hass.:

Brig 7s,
The Riverside Iressf 1920. Chapter III; X.

w)

Brown, Elmer Ellsworth. Government by Influence. Iew York:
Longmore, Green & Company, 1910. Chapter I.

Charters, I. W. The Teaching of Ideals. New York: The
Macmillan Company, 1928.

Coe, George Albert. Education in Relirion and morals; Chicago:
Fleming H. Revell Company, 1904. Chapter VII, VIII, XVIII.

 

Conde, Bertha. Spiritual Adventures in Social Relations.
Boston: Little, Brown and Company, 1929.

Cooley, Charles Horton. Social Process. New York: Charles
Scribner Sons, 1927.

Dearborn, Walter Fenno. Intelligence Tests. Cambridge, Mass.:
Riverside Press, 1923. Chapter VIII, IX.

Department of Superintendence. Tenth Year Book.- Washington:
Department of Superintendence, N.E.A., 1932.

 

Dewey, John. Democracy and Education. New York: Iach111an
Company, 1926. Chapter IV, VII, VIII, XXII, XXIV.

 

 

Books - Continued

Dewey, John. How We Think. Chicago: D. C. Heath and
Company, 1910.

 

Ellwood, C. A. The Social Problem-A Constructive Analysis.
New York: Kacmillan Company, 1915. Chapter V, VI.

Foster, Charles R. Extra.Curricular Activities in High School.
Richmond, Virginia: Johnson Iublishing Company, 1925.

Germane, Charles E., and Germans, Edith Gayton. Character
Education. New York: Silver, Burdett and Company, 1929.

 

Goddard, Henry Herbert. Juvenile Delinqpency. New York:
Dodd, Mead and Company, 1921. Chapter III.

Hartshorne and Nay. Studies 11 Deceit. New York: Macmillan
Company, 1928.

 

Hartshorne and Hay. Studies in the Organization of Character.
Volume III. New York: Hacfiillan Company, 1950.

Healy, William. Pental Conflicts and Nisconduct. Boston:
Little, Brown and Company, 1925. Chapter I - V.

Jordon, Riverdo Harding. Extra Classroom Activities. Chapters
I, VII, IX and X. New York: Thomas Y. Crowell Company,
1928.

Klopper, Paul. Contemporary Education Its Principles and
Practices.‘ New York; D. Appleton and Company, 1929.
Chapters X, XV, XXVIII.

 

MCKown, Harry Charles. Extra Curricular Activities in Schools.
New York: The Nachillan Company, 1927.

Merrick, George A. Progressive Education. Cambridge: Riverside
Press, 1923. Chapter VIII, IX, XIII, XIV.

 

National Society for the Study of Education. Twenty3Fourth
Year Book. Bloomington, Illinois: Public School
Publishing Company, 1925.

 

 

National Society for the Study of Education.- Twenty-Sixth
Year Book. VOlume 26. Bloomington, Illinois: Public
School Publishing Company, 1930.

 

Reavis, William Claude. Pupil Adjustment in Junior and Senior
High Schools. Boston: D. C. Heath and Company, 1925.

 

Roemer, Joseph, and Allen, Charles Foster. Extra Curricular
Activities in Junior and Senior high School. Boston:
D. C. Heath and Company, 1926. Chapter VII.

 

Sayles, I. The Problem Child in School. New York: Joint
Committee on Nethods of Ireventinj Delinquency, 1925.

 

-154-

Books - Continued

Sorokin, Peterim. Contemporary Sociological Theatgg, New York:
Harper & Brothers, 1928. J?

Terry, Paul Washington. Extra Curricular Activitice in Junior
High School. Baltimore: Warwicka and York, Inc., 1926.

 

Thomas, W} I. The Utadjuated Girl. Boston: Little, Brown
and Company, 1925.

Van'Waters, Miriam. Youth in Conflict. New York: Republic
Publishing Company, 1925. Chapters II, III.

Ward, Lester F. Pure Sociology. Second Edition. New York:
‘Macmillan Company, 1919. Chapters III, IV, XX.

Watson, Dr. John Broadus. Psychological Care of Infant and
Child. New York: W} W: Eorton and Company, Inc. 1928.

White, William A., M.D. Mechanics of Character Formation.

...—...-“

New York: The Kacmillan Company, 1922. Chapter VIII, XIII.

Wilde, E. H. Extra Curricular Activity. Yew York: The
Century Company, 1926. Page 225-229.

Woodrow, Herbert. Brightness and Dullnees in Children.
Philadelphia: J. B. Lippincott Company, 1923.

Young, Kimball. Social Beyohology,pAn Analysis of Social
Behavior. New York: F. S. Crofts & Company, 1930.

-155-

Hagazine Articles

Bailey, Henry Turner. "Art of Living." The Journal offitng
National Educational ASFOCIatlono Volume 21, Lo. E.
TEebruary, 1932.)

Brownson, Harold G. ”How to Vitalize the Teaching of
Citizenship." The Nation's Schools. Volume VIII No. 1,

(Ju1y, 1931) p. 63 - 68.

Draper, Edgar'fi. "The Realization of Worthy Living Through
Extra Curricular Activities." Junior Senior High School
Clearinngouse. Volume V, No. 10 (June, 1931) p. 582-586.

Hopkins, L. Thomas. "Constructing a Character Curriculum."
The Journal of Educational Sociology. Vol. IV, No. 4,
{December, 1930) p. 206-211.

 

Hullfish, H. Gordon. "The Horal Life as Wholesome Living."
Junior Senior High School Clearing; House. Volume V, 170. 10,
(June, 1931) p. 577-582.

 

Peters, Charles C. "Revealed Philosophies - A Reply to Professor
Kilpatrick." The Journal of Educational Socioloqy. Volume
IV, N00 5 (January, 193].) p0 260‘2710

 

Rankin, Paul T. "Good Character." Kichigan Educational Journal.
Volume IX, Ho. 7 (March, 1932) p. 970.

 

Rosecrance, Francis C. ”Character Building a Community Enter-
prise." The Journal of the National Educational Association.
Volume 21, No. 2 (February, 1932) p. 51-54.

Shuttleworth, Frank H. "Research Project and Hethods in
Educational Sociology - A Decade of Progress in Methods
of Measurina Character.” The Journal of Educational
Sociology. Volume IV, No. 4 (December, 1930)p. 233-241.

 

Threlkeld, A. L. "Character Education and the School."
The Journal of Educational Sociology. Volume IV, No. 4,
(December, 1930) p. 218-224.

 

Tuttle, Harold Saxe. "Honesty Trends in Children." The Journal
of Educational Sociology. Volume v, No. 4, (December, 1931)
p. 933 239.

“up"

 

Zachry, Caroline 3. "Personality Development in the Classroom."
The Journal of the National Educational Association.
V01ume 20, No. 8 (November, 1931) p. 291, 292.

 

-156-

Bulletins

Character Education. Research Bulletin of the National
Educational Association, Volume VII, to. 2, Farch,
1929. Washington, D. 0.: Research Division of National
Education Association, p. 75 - 82.

Citizenship Traininq_in the Minneapolis Public Schools
Elementary Grades. Educational Bulletin - Minneapolis
Public Schools No. 13, June, 1928. Hinneapolis:
Instructional Research Department, Hinneapolis Schools.

 

 

 

Ten Years of Educational Research 1918 - 1927. University of
Illinois Bulletin, Volume XX, No. 51, August, 1928.
Urbana: University of Illinois Press, 1928.

-157-

anublished Ya erial

 

Armstrong, Walter. A Controlled Experiment in the Direct
‘Fethod of DeveIOping_Idea1s. Unpublished Haster's
Thesis, University of Chicago, 1929.

 

 

 

 

Burnham, Grace Emma. A Course of Study in Character Education
for Grades One to Twelve. Unpublished Kaster's Thesis,
College of Education, University of Colorado, 1927.

 

 

Hears, Olive. Successful Practices in our Home Rooms. (Typed
copy) An address before Junior Hiqh School Section of
the Fichiqan Educational Association, District No. 3,
at Jackson, Nichizan, October, 1931.

 

Parcels, Lillian Elizabeth. Education and Character Building.
Unpublished Taster's Thesis, Boston University, Boston,
Kass. 1928-29.

 

Wood, Emilie. Character Education in our Public Schools.
(Typed coyy.)— An address before the Junior High School
Sectioncaf the Fichigan Educational Association, Distnct
No. 3, at Jackson, Hidligan, 1929.

-158-

APPENDIX A

CONSTITUTION OF WEST JUNIOR HIGH SCHOOL
STUDENT COUNCIL

Article I. Nine

The name of this organization shall be ”The Student
Council of West Junior High School.”

Article II. Object.

The Student Council of West Junior High School shall have
have for its object maintaining and improving cooperative
relations between the student body and the faculty of West
Junior High School with a view of increasing the efficiency
of all school activities.

Article III. Itembere .

The nonbers of the Student Council of'Weet Junior High
School shall consist of three elective officers, a repre-
sentative of each home room, a faculty advisor, a faculty
sponsor, and the principal no ex-officio member.

Article IV. Officers.

The officers of the Student Council of West Junior High
School shall be a preeident, vice-president and executive
secretary elected by ballot the third Thursday of each cemeeter
by the etudent body and faculty. They shall remain in office
until their successors are elected.

Article‘v. ‘leetinge.

‘leetings shall be held third hour every Friday beginning
third week of each semester while school is in eeeeion except
when otherwise arranged by the principal. Special meetings
may be called by the president or upon a written request of
five members. The regular meetings shall be held in the class
room of the faculty sponsor. All meetings must be attended by
the faculty sponsor or faculty advisor or both.

Article'VI. Committees.

There ehall be the following standing committees and as
many other committees as shall be necessary from time to time:

1. Thrift

2. lbmorial

I. Auditorium Activitiee

4. Traffic

5. Buildings and Grounds

6. Scholarship

7. ‘Ieet Junior Booster Committee

8. Publicity
9. Execut ve

-l59-

1. It shall be the duty of the thrift committee to promote
banking and to attend to all other financial matters not
otherwise, herein, provided for.

2. It shall be the duty of the memorial committee to promote
the interest of the students of each class to finance a
memorial to be presented, when the class leaves, to West
Junior High School.

3. It shall be the duty of the auditorium activities committee
to present and advertise through the home rooms all the
auditorium.activities. Further, they shall be responsible

for the promotion in the home rooms of the sale of tickets

and the securing of ways and means of financing all programs
not otherwise provided for.

4. It shall be the duty of the traffic committee to study
and suggest the proper methods of controlling traffic in and
around the building.

5. It shall be the duty of the building and grounds committee
to see that the building and surroundings are given the proper
care by the students of West Junior, to see that conditions
are such that all pupils may come to and return from.school

in comfort and safety, further to see that there is proper
use made of the lockers and to be responsible for general
inspection of the rest rooms and report any misconduct.

I. It shall be the duty of the scholarship committee to pro-
mote scholarship in‘Iost Junior. It shall be charged with.the
duty of recommending to the student body methods to be followed
whereby the scholastic standard of the'Iest Junior High School
shall be raised to the highest possible level.

7. It shall be the duty of the‘Vest Junior leester Committee to
foster and promote the ideals, institutions, and traditions of
our school. It shall be ready at all times to aid and support
all of the other committees.

8. It shall be the duty of the publicity committee to keep
the interests and accomplishments of‘Iest Junior favorabhy
beflere the public. It shall secure news items for publicity
in the local newspapers to be delivered to the assistant
principal. It shall secure articles for and promote interest
in the Junior Life.

9. It shall be the function of the executive committee to
perform such duties as usually devolve upon executive comittees
of similar organizations. The executive committee shall consist
of the president, vice-president, executive secretary, faculty
advisor, faculty sponsor, and the principal.

ARTICLE'VII.

Upon the unanimous approval of the executive committee,' .
proposed amendments to this constitution may be presented in

'writing and read at any regular meeting, laid on the table

-160-

until the next meeting, when it shall be read and voted upon.
A two thirds majority of all members present is necessary to
amend the constitution.

I.

II.

-161-

APPENDIXIB

STUDENT COUNCIL BULLETIN TO HOME
BOO]! REPRESENTATIVES

The Council of Character of Education of West
Junior High Schbol has found through a questionnaire
that Order in the Halls, Courtesy to Substitute
Teachers, and the Return of Lost Articles are as
follows:

Poor Fair Good Excellent

~Courtesy to Substitute

Teachers 327 465 308 68
Order in Halls 211 568 385 71
Return of Lost Articles 258 427 377 161

note: (Get permission to put this on the board)

These figures were obtained by a vote of the
student body of West Junior.

The faculty has turned this matter over to
the Student Council so that it might get the
cooperation of the entire student body to improve
these conditions.

This is our plan:

A. The Traffic Committee and the House and Grounds
Committee will be appointed special traffic
officers to make a survey and suggestions for
improvement. These people will not replace or
in any way interfere with the present traffic
system.

They will probably act in the following way:
A.boy comes down the hall acting disorderly.
This special traffic officer seeing this, steps
up to the boy in question and asks for his
cooperation in trying to improve order in the
halls.

Whistling, singing, and loud talking are
not particularly bad, but undesirable so
‘we as the student council are asking for
your cooperation.

If any doubt arises as to who these
special officers are, they will present
you cards of identification whenever the
necessity demands, or when they think
it necessary.

I. The Student Council is asking every
student of west Junior to aid every substitute
teacher that comes to this building. This
would be considered as a mark of good sports-
manship. Therefore we are appealing to your

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loyalty to help us in this undertaking.
Each substitute teacher will be given
a questionnaire in which we are asking her
to inform the Student Council of discourteous
and troublesome pupils.

C. The average student does not want articles
that do not belong to him. Therefore we again
ask your cooperation and that you be most
particular in handing in to the office articles
that you have found.

 

EV 1 11;}
Watts 770

 

 

 

 

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