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g AI‘EALYSIS 93 CERTAIN ACTIVITIES

 

_0__ THE Rum; AGRICULTURAL SCHOOLS 93;: MICHIGAN
is; _A__ BASIS FOR DETERMINING COIY'I'EI‘IT IN A

CHARACTER QMOHVEEI‘IT PROGRAM

BY

13m CLARE FAUSEY, A.B.

A TEESIS swam TO THE GRADUATE FACLITY
IN PARTIAL MFHHE‘IT FOR TEE DEGRE 0F

MASTER OF ARTS

L-IICHI GAl'I STATE COLLEGE

1935

THEbiS

 

ACKI TOK'mGEEI‘ITS

 

This study was conducted under the direction

of the following committee:

Dr. E. L. Austin, Chairman

Dr. F. To IditChell

The writer also wishes to acknowledge the
assistance of Mr. Dorr Stack of the State

Department of Public Instruction.

“89%?!

s."

Section

I.

II.
III.
IV.

VJ.

VI.

VII.

VIII.

IX.

man: or CONTESTS

Introduction - the problem, delimitation of the
problem, the purposes and similar studies......

Definition Of Terms o.00.000.00.000.0000000000.
Some Historical Aspects of Character Education.
Character Education and Present Day Society ...

A Survey of Character Development in the Rural
AgriCUltural SChOOls 0f MiChigan 00.000.00.000.

Suggested Desirable Content of a Character
Development PrOgram coco-00....oooooooooooooooo

Suggested Desirable Content of a Character

Development Program for the Rural Agricultural

SChOOlS oooooooooooooooeooooooooooooooooooooooo

A. Summary Statements Coco-cocoooooooooooeoeoo
Bo COHClUSiODB ooooooooooooooooooooooooooooooo

Bibliography oooooooooooyoooooooooooooooooooooo

Appendix 0.000000000000000000000000000000.0000.

111

13

21

89

96

98
102

105

109

I.

II.

III.

V.

VI.

VII.

Lijiaiw

Tabulation of replies to questions 2, 18, 20, 21, 22

Tabulation of replies to questions 26, 29, SO, 33 ..

Tabulation of replies to questions 40, 43 ..........

Tabulation of replies to questions 45, 46, 49 ......

Tabulation of replies to questions 25, 38, 47, 48,

53 .0OOOOOOOOOOOOOOOOOO0.00.00...OOOOOOOCOOOOOOOO...

Tabulation of replies to questions 50, 54, 59, 60 ..

Tabulation of replies to questions 7, 9, ll, 12, 14,

15’ 58 .OOOOOOOOOOOOOOOOOO...COOOOOOOOOOOOOOOOOIOOOC

iv

46

52

57

64

69

l.

2.

3.

4.

5.

6.

7.

8.

9.
10.
ll.
12.
13.

14.

15.

16.
17.
18.

19.

' gages

GeOgraphical Distribution of the 92 Rural Agricultural
SChOOlS 0f LZiChiaan.OOC0.0.0.000.........‘CCOOOCOOOOOO

Increase in Total School Enrollment from 1919-1934 ...

Increase in Dumber of Rural Agricultural Schools From

1919-1934 OOOOOOOOOOOOOOOOOOOOO0.0000IOOOOOOOOOIOOO...

Increase in Number of Pupils Per School in the Rural
Agricultural Schools from 1919-1934 ..................

Frequency Distribution of Percent of Pupils
ACCGlerated and Retarded 0......00000000000000.0000...

Frequency Distribution of Percent of Students Employed
Who Graduated 1n1935-1934 .0CO......OOOOOOOOOOOOOOOO.

Frequency Distribution of Percent of Students
Attending College Who Graduated in 1933-1934 .........

Frequency of Use of Large Unit.Assignments in Certain
SUbjeCtS According to SChOOlS oooooooooooooooooooooooo

Preparation of Teachers for Character Education ......
Preparation of Directors of Character Education ......
Factors Used in Guidance .............................
Activities Curtailed During the Last Three Years .....
Agencies Providing for Defects .......................

Comparison of Number of Schools Which Provide for
Correction of Defects With These Whiéh Do Not ........

Number of Schools in Which.Assistance is Given in the
Health PrOgrEm by Certain Foundations 00.000.000.00...

Means of Developing Citizenship ......................
Distribution of Members of 4-H ClUbs .................
Distribution Of Extra-Class ACtiVitiBS 00.000.000.000.

Percent of Schools Giving Awards in Various Activities

Page

10

11

12

30

51

32

33
38

39

41

47

48

48
53
58
59

65

20.

21.

22.

Percent of Schools in Which Certain Organizations Show
an ACtive IntereSt .....eoeoooeoooooeoo0.000.000.0000.

Distribution of Activities According to the Percent of
Participation in Them.by the Schools .................

QUBStionnaire Form Used in the StUdy coco-000.00.00.00

vi

66

79

86

.............

-------------

v.2. ----------

 

‘_A_N_ Murals pg CERTAIN ACTIVITIES I
pp: THE RURAL AGRICULTURAL SCHOOLS _O_I_' MICHIGAN
g _A_ BASIS FOR DETERMINING CONTENT g g

CEARACTER LEVEOPLEE PROGRAM

1. Introduction.

In the last tsenty years, character development by the schools has
found a large place in the minds of educational leaders. Davey,
Charters (”and others have mde contributions. Educational institutions
and the federal and state governments have concerned themselves with the
discovery of ways and means of developing desirable character outcomes.

Examples of these efforts are the Grand Rapids, Michigan, Experiment”)
and the Copeland Experiment in Character Education, being conducted in
lashington, D.C.(3) These experiments grew out of investigations of the
Senate Comittee on Crime of which Senator Copeland was chairman. After
extended hearings the following statement was made. "What we have learned
centers upon one point - the necessity of preventing Juvenile delinquency.
To do this, the‘schools can accomplish more than all other agencies within
public control."“) This and numerous similar conclusions, create a
problan for the schools. They may meet this challenge by attempting to
develop a more desirable type of citizen. Experiment, research and study

are necessary to accomplish this end. The educational personnel is in need

‘-

(1) Note - See appendix for list of 13 contributions p. ‘09

(2) “Michigan Chosen for National Research" Michigan Educational Journal

1 12:145-7, Nov. 1934.

(3) Charters, W. W. Copeland Experiment in the District of Columbia.
Educational Record : 15:403-8, October 1934.

(4) Copeland, Royal S. "Education and Prevention of Crime" National
Education Association Proceedings, 72:595-603, Washington, D. C.
National Education Association 1934.

of information concerning the nature of character development and its
place in the educational system. There are aims and objectives to be '
set up, techniques, procedure and methods to be evolved, and valid
measures for evaluating results to be devised. The character educational
program can develop from such activities.

In spite of the fact that many of the administrators and teachers of
our smaller schools completed their college training with little or no
preparation for character educational activities, they are frequently
asked to answer the question - What are the schools doing to develop
character? Many leaders do not know how to answer this question. They
followed, in the past, what were considered good practices and tried to
guide their pupils into the ways of right living, but to many character
development is a new field. What is character? How important is it in
education? What are the elements of a character educational program?

These are some of the questions to be answered. The above situation

does not apply to all administrators and their schools because many have
been developing and carrying out such programs. This study is not
primarily concerned with the larger schools. However, mamt of the maller
systuns have no character program and to them character education is a
serious problm. The writer spent seven years in one of the smaller schools
of the state and while there was faced with problems peculiar to schools of
that size.

The object of this study is to make a survey of some of the smaller
schools and to clarify some of the problems of character education with

which they must deal. It will be confined to an attunpt to solve some of

the problems and to suggest some procedures for these schools.

The scope of the problem has been limited to the Rural Agricultural
Schools, not because they are in greater need of such a program than the
other small schools, but because they offer a means of classification
not available elsewhere. They are also among the more progressive
schools.and as such are particularily well adapted to the development
of character outcomes.

Several other studies of character educational programs have been
conducted.(5) These, however, were confined to the larger system where
the program is already existant. This study, on the other hand, is an
attempt to determine the desirable content for a program for use in the
Rural Agricultural Schools. It is an attempt to adapt some of the
acceptable practices in use elsewhere to the needs of the smaller school

systan.

 

(5) Note - See appendix for list of similar studies p. 110

II. Definition of Terms.
Character

John Dewey once said, ”If we take the moral feelings as a whole, as
an attitude of the agent toward conduct, as expressing the kind of
motives which upon the whole moves him to action, we have character.

If we take the consequences willed, not one by one, but as a whole, as
the kind of end which the agent endeavors to realize, we have conduct."(6)
Dewey has attempted to point out the close relationship between character
and conduct. Character is desirable only when it is made apparent by
conduct. Good conduct can be named only when the individual has the
desire, knowledge and power necessary for its practice. A person may
believe in good and yet he may not show his belief. He may be urged

into unworthy acts by his canpanions or make no response to a situation
requiring character. He lacks some of the important elements of
character under these circumstances. Good conduct is the expression of
good character - bad conduct is the expression of bad character - lack
of conduct in a situation which should stimulate some type of character
response is usually due to lack of guidance of the moral feelings which
direct action under these circumstances.

Other definitions emphasize this related placement of character and
conduct. Dewey does so when he says, "Character is that body of active
tendencies and interests in an individual which makes him open, ready,
warm to certain aims and callous, cold, blind to others and accordingly,
habitually, tend to make him aware of and favorable to certain sorts of

consequences."(7) This definition is sometimes criticized in that it

 

(6) Dewey, John. Outlines of a Critical Theory of Ethics. Ann Arbor,
Michigan. Register Publishing Company 1891. p. 9-10.
(7) Dewey, John and Tufts, I. 'Ethics‘ New York. Henry Holt and Company.

1910. p. 1'72.

-5-

does not include the soul or the "subconscious" self.

The Headmasters Association of'Boston in its Report of 1928 stated
as follows, "Viewing character as a deveIOpment, a man's character may
be defined as the adjustment of his attitudes toward life in its
different phases, his habits or actions under various conditions and
the principles or ideals of life which control his conduct under all
circumstances. " (8)

Professor John Adams quotes.A. Fouillee as saying, in his ”Tempera-
ment at Caractere", "Our 'Naturel' expresses itself in our manner of
being happy; our character expresses itself in our manner of behaving
ourselves.'(9) 'Naturel' includes all qualities which give individuality.
Recognition of individual differences is one of the principles of modern
education. If these differences are directed into desirable channels, a
happy temperament is created which expresses the individual's character
in his conduct.

For purposes of this study a similar definition will be used. The
expression of Arthur Holmes, Facelty Dean of Pennsylvania State College,
will serve. He says, ”Character is the total customary reaction of any
individual to his environment.'(1°) This includes internal feelings,
external stimulation, dreams, doing, being - of the soul and of the body.
Character is determined by customary conduct by means of which an
individual's actions under a certain set of circumstances can be pre-

dicted. What one has done, if it is habitual action, foretells what

(8) Report Head masters Association. Character Education in Secondary
Schools. Boston Board of Education. 1928 p. 8.

(9).Adams, John. Evolution of’Educational Theory. London. thmillan *
and Company, Ltd. 1928. p. 45.

(10) Hblmee, Arthur. Principles of Character making. New'YOrk City.
J. B. Lippincott Company. 1915 p. 27-31.

he is likely to do in the future. His conduct, the outward manifestation
of inward character, tells what kind of a man he is.

The term, character outcome, as used in this study, refers to the
attitudes, ideals and habits by which the pupil's reputation for honesty,
truthfulness and upright conduct is Judged by society. They are more than
the subject matter of teaching but develop with it and from it as the re-
action to influences brought to bear upon the individual by the principles,
activities and devices of the program. There can be desirable and
undesirable outcomes. It is the duty of the school to do all in its power
to develop the desirable outcomes and to discover and redirect the un-
desirable into suitable channels.

By character program is meant an organization for developing the
knowledges, ideals, habits, abilities and attitudes which constitute
desirable character. This organization varies with the needs of the
pupils and the environmental factors which affect the practices of the
school. The organization cannot be given in detail because of the
necessity for adaptation to local situations. ”herefore, the term of
character program, herein used, will refer to certain suggested
principles and activities as content, the exact details to be determined
by the administrator of the individual school.

The Rural Agricultural Schools of Michigan, with which this study is
concerned, were organized under a law passed in 1917. It was designed to
further centralization of rural school districts, emphasized vocational
education and provided for transportation of pupils.

In a brief study made by the State Department of Public Instruction

I

the following conclusions were reached. "The results indicate that the

 

...u I “Jaw.

..

-7-

Rural Agricultural Schools are the only type of school districts in
Michigan in which the boys and girls of rural areas are given equivalent
opportunities. Effective leadership given by the Rural Agricultural
Schools in rural education.may be explained through the emphasis that
they have placed upon provisions of transportation; the equipment;
instructional supplies; experience, training, tenure, of superintendents
and teachers; curriculum and extra-curricular activities; teaching pro-
cedure; and community relationships.'(1l)
The following includes some of the statistics given by the same study.
3800 per year allowed each school by the state for maintenance.
$300 per year given for each vehicle for transporting pupils.
29,313 pupils in the Rural Agricultural Schools.
1,038 teachers employed in the schools.
28 average number of pupils per teacher.
16,203 number of pupils transported.
550 vehicles fer transportation.
7.8 average number of miles each vehicle travels.

92 number of schools.

 

(ll) Veelker, Paul I. - Thompson, Paul - Stack, Dorr. ”A.Study of the
Growth of the Rural Agricultural Schools in.uuchigan from.l919-l935.”
Mdchigan State Department of Public Instruction, Lansing, 1935.

-8-

Some-of the advantages obtained by this organization are:

1. Provides opportunity for a four year high school program
for each child in the district.

2. Include agriculture, domestic science, and industrial arts,
plus the usual subjects of village high schools.

3. Insures higher percentage of school membership due to broad

and practical courses of study and transportation of pupils.

The graphs on the following pages show the growth in number of

pupils per school, the growth of the Rural Agricultural Schools in
number, and the growth in total enrollment.

Locations of the Rural Agricultural Schools are shown on the map

on page

-9-

 

 

“I

 

63

MICHIGAN

I”

OCALI OF IILE'

 

 

 

   

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For list of schools see appendix p. as?

Common-u IV A J. st'

12]

No. D

RURAL AGRICULTURAL SCHOOLS

 

0- Sewus o. D“. MAI-s

Note :

-1
MICHIGAN STATE COLLEGE

          

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-13..

111. Somflstorical Aspects of Character Education.

"Character formation is an old, old goal of the human race.”(12)
It goes back to the times of primitive man. Tales of folk-lore, customs and
early forms of law all point to attempts to develop desirable character out-
canes in the youth. 18 nations progressed through different stages of
growth, they endeavored to develop character, each according to its an
ideals of life. The earliest efforts were unconsciously devoted to pro-
noting in the young people ethical ideals and to attempting to nuke these
ideals function in their lives. Parents, philosophers and social leaders
soon recognized the value of these efforts and high ideals vere inculcated
into the philosophies of the time. The good life, found in the philosophies
of loses, Plato and Buddha, has been passed on to later generations.

The earliest forms of education were phases of family life. Later,
the tribe or clan developed and this complication meant restrictions on
individual freedom. "Where a tribe had well defined notions concerning
sex relations, treatment of women, food taboos, methods of warding off
evil spirits, etc., the fanily had the important task of starting the
education of the unformed child in the group way of special societies
and public ceremonies all served to furnish occasions for arousal of
moral sentiments and the direction of attention to the qualities of
character most highly prized by the tribe.'(13)

(12) National Education Association, Department of Superintendence,
Tenth Yearbook, Washington, D. 0. National Education Association,

1932, p. 50.

(13) Nichols, Claude a. Moral Education Among the North American
Indians. Contributions to Education - Teachers College, Colmbia
University, New York. Columbia University, 1930, p. 9'7.

-14-

Promethe»earliest times, the Hebrews considered moral education
as a regular part of their daily life. Before 586 B.C., children
were trained in morality traits. They learned to do by doing. Industry,
courage, loyalty and obedience were learned through practice. The Scrip-
tures became the basis for instruction during the time of Jesus. The
youth came into contact with these moral laws in the home, the school
and the community. Ethical ideals were thoroughly inculcated by them
by the time the pupil reached maturity. Education came to be regarded
as a means of ethical as well as intellectual growth.

The Greeks educated fer moral character in the home as well as the
school. Goad behavior and respect for elders were stressed and laws were
passed to aid by removing situations or conditions leading to immorality.
Sparta and Athens both tried to produce the good life. Differences in
ideas as to what constituted good citizenship led to different methods
and objectives. Sparta concentrated on those qualities which are
necessary to military life, bravery, honor and.endurance. Athens
developed a richer life by giving attention to the aesthetic and the
mental as well as the physical person. "The training of character was
above all things the object of Hellenic education. It was this that
Hellenic parents especially demanded of the school master. So strongly
did they believe that virtue could be taught, that they held the teacher

responsible for any subsequent misdemeanor of his pupils."o‘)

— W

(14) Freeman, K. J. ‘WSchools of Belles” London, macmillan Company,
I Ltde 1907, pe 125e

-15...

In early Rome, education was conducted by the parents. The father
and the mother in the daily life gave the needed training to the
children. Constant companship offered good leadership as long as the
parents were capable. Perhaps one of the causes of Rome's downfall
can be traced to the failure of the parents to prove capable instructors
for their children.

Christianity became a great agent far moral development from.the
time of its inception. Great strength of character was needed to with-
stand the persecution and to live up to the high standards required by
the new religion. many did have the strength and spread this great
moral force throughout the world. It kept learning alive during the
middle ages and was a potent factor in developing chivalry. Loyalty,
honor, generosity, moderation and courtesy became the watchword of the
knights who preferred death to dishonor.

Colonial New England emphasized moral and religious training. The
early Pilgrims, with their stern rules of conduct, insured the
instruction of the youth in what they considered the right way of
living. Everyone was given a task and youth to the moral influence
of work at an early age. The motivating force in the life of New
England was the desire to adjust the spiritual nature to life and to
carry out its great ideals and principles. moral development was a
part of colonial religion and the religious motive governed early
American education. Education.among the Puritans was the glorification
of God. Government was subservient to the church and education existed
directly for church purposes and indirectly for its contribution to
lcitizenship. Cubberley says that character was not taught as an end

in itself or for the development of personality, but as a means of

pleasing God. Earliest textbooks exhorted virtuous life.

-16..

Character training for citizenship and religion were objectives of
the state before 1750. Emphasis at first was on religion but later
good cithzenship was stressed. The conceptions of the functions of
education are shown by an advertisement of King's College in 1854.

"The chief thing that is aimed at in this college is to teach and en-
gage the children to know God in Jesus Christ, and to love and serve
th in all Sobriety, Godliness, and Richness of Life, with a Perfect
Heart and a Willing Mind, and to train them up into all Virtuous
Habits and all such Useful Knowledge as may render them.cradible to
their Families and Friends, ornaments to their Country and useful to
the Public Weal in their generation."(15)

The rise of rehgious sects led to abandonment of religious training
in the schools. The simple, agricultural people of early colonial days
had been satisfied with the religious dogmas of their times. The con-
duct of their lives was largely ordered by the teaching of the church
and character was measured by the degree of conformity to religious
doctrines. This was not possible with many sects. Freedom.of religion,
guaranteed by the State Constitution, meant that no religious belief should
be taught to a pupil whose parents did not desire it. The schools,
necessarily, abandoned religious training and with it the greatest agency
for character development they then possessed. Until new interest revived
instruction for character, the schools continued to teach subjectamatter
Without reference to its moral values. These prejudices remain to this

—

(15) Cubberley, E. P. The History of Education. Boston. Houghton,
Mifflin Company. 1920, p. 203.

day, and few public schools of the state include courses of religious
training in their programs of study.

A period of development of intellectual and cultural outcomes
followed the wane of interest in teaching of’morals. School men
lost sight of moral values and emphasized subject matter. The
machine age and desire for economic success led to an educational
program.devoted to economic efficiency, even at the cost of moral
sacrifice.

However, a gradual movement for emphasis on character developed.
Its source and time of starting is not definitely known. Some
attribute its origin to the Sunday School movement in England in
1780, while others trace it back to Horace mann about 1830. Still
others say that the Religious Education Society of 1903 or the World
War and its resulting needs brought a new period of education - the
period of character education. However, it is impossible to say
where the correct sources of the movement lie. Periods of history
seldom.have clearly defined limits and we are too close to this one
to see it in proper perspective. Nevertheless, it began to be a farce
in education with the start of the twentieth century and has steadily
gained ground until at present it occupies an important place among
educational objectives. Some phases of its contemporary development
are here included.

Several achievements appeared between 1890 and 1900. Societies

for Ethiei Culture influenced character deve10pment in the schools.

John Dewey was at work at the University of Chicago. He contributed

the theory that the child should be educated in a school constituting

 

a miniature I
stressed we
proved to be
limetha and
The next
school. Lac
of Education
Education."
aghasized.
flity in cha:
Tue Eutcl
later, the m
ethical Char:
Plum)“, 1
for regularl:
other System
The Io"
ization, Cur:
focused Itter

"motion, 1

\

(16) Tuttle,

Eugene,
(17) United

(18} Annual 1
Ed |
. (19) -u°°“

C
(20) St.

-18..

a miniature community similar to the society of his everyday life. He
stressed preparation for participating in life activities. This work
proved to be the inspiration of'much progressive planning, including the
Winnetka and Dalton Plans.

The next decade brought more efforts in the regularly organized
school. Lectures on character traits were used in Toledo. The Board
of Education of New Yark City published a "Course of Study in moral
Education.” Desirable traits and importance of teacher influence were
emphasized. Other efforts included recognition of teacher responsib-
ility in character instruction by the National Education Association.

The Hutchin's "Morality Code"(16)was published in 1915. Two years
later, the National Education Lssociation‘l7)included develOpment of
ethical character in the Cardinal Principles of Education. The Elgin
Plan(18)was produced in 1925. It was based on trait study and provided
for regularly scheduled daily programs. It served as a suggestion fer
other systems and several presented new plans.

The Iowa P1an‘19)by Edwin Starbuck, stressed the use of school organ,
ization, curriculums and c1assroom.procedures in character education. It
focused attention of educators on the improvement of this type of in-

struction. The Nebraska Five Point Plan(20)is also worthy of note. The

 

(16) Tuttle, H. S. and Menegat, P.1m Procedures for Character Education.
Eugene, Oregon. The Cooperative Book:Store. 1931. p. 15-18.

(17) 'United States Department of Interior, Bureau of Education.

. "Cardinal Principles of Secondary Education.” Bulletin 1918 No. 35,

Washington, D. 0. Government Printing Office, 1918.

(18) .Annual Report of the Public Schools of Elgin, Ill. l924~25. Board of
Education, Elgin, Ill. 1925 p. 70.

(19) Character Education methods - The Iowa Plan. Washington, D.C.
Character Education Institute, 1922.

(20) Sharp, Frank Chapman. Education for Character. Indianapolis,
Bobbs, Merril Co. 1917 p. 359.

 

Character Edu
direction of
Colmbia Univ
repel-tam)“
'Studies in I:
over five yea
character tra
The case
discriminatio
the Problems
aid of an edu
“m1 life a
group.,,(22)
“9191‘s" t‘n
it the p1-
111 Various De
District 01' C
or Ohio State
is being cond
Dr. Paul Voel
Randall, rep:

\

(21) Banana;

lacuna
(22) “ion a.
Ivor an

-19-

Character Education Inquiry was organized in 1923, and under the
direction of Hugh Hartshorne and Mark A. May at Teachers College,
Columbia University, extensive research was carried out. The
reportsmnof these experiments have been published in three volumes,
"Studies in Deceit”, being the best known. The experiments extended
over five years and much was learned from.their attempt to:measure
character traits.

The case conference method of R. D. Allen for developing ethical
discrimination offered a new type of method. ”It consists of bringing
type problems of conduct under discussion by pupils, with the Judicious
aid of an adult leader. The cases are those which have occurred in
actual life and might well occur among such children as those in the
group."(22) Discussion by the class offers opportunity for the students
to express their views and for some to reason out the correct solution.

At the present time, severalprojects or experiments are being conducted
in various parts of the country. Senator Capeland's Experiment in the
District of Columbia is notable. It is being directed by I. W. Charters
of Ohio State University, who is a leader in this field. A similar study
is being conducted at Grand Rapids, unctngan, under the direction of
Dr. Paul Voelker, State Superintendent of Public Instruction and John
Randall, representative of the United States Senate Committee on Crime.

_-_

(21) Hartshorne, Hugh and May, Mark. Studies in Deceit. New York.

Macmillan Company. 1928. p.
(82) Allen R. D. Case Conference Methods of Group Guidance. New York,

Ivor Publishing Company. 1933.

 

it Centr
experiment 1
to instruct
phase of edu

This bri
cover all pi
and universe
Iith us and
the develop:
pupil for .nc

today.

-20..

.Lt Central State Teachers College, Mt. Pleasant, Michigan, an
experiment in the development of teachers who will be better prepared
to instruct in character, promises new infbrmation concerning this
phase of education.

This brief history of character education was not intended to
cover all phases of the subject. It was included to show how extensive
and universal the problem of character development is. It is always
with us and the responsibility of the educator is being shifted from
the development of skills in subject matter to the preparation of the
pupil for more active and useful participation in the social world

tOdEYO

-21-

IV. Character Education and Present Day Society.
(2:2)

 

According to the "Tenth Yearbook” of the National Education
[Association of the Department of Superintendence, we as Americans
are living in a period of change. We are no longer an agricultural
people. The movement has been from.the farm to the city. "In 1910
there were 52,000,000 people on the farms of the United States; on
January 1, 1931, there were 27,430,000 or approximately 4,500,000
less."(24)

This means that we no longer live as our fathers lived or think as
they thought. We are aware of new influences and situations in our
lives. Our ideals are no longer rural, but urban. We are city minded.
”From the standpoint of’moral education, perhaps the most significant
features of the new industrial order are change, integration and
power."(25)

In the field of social change, there is opposition to old standards
and authority. The immense vote cast for Roosevelt in the last
presidential election indicates that party lines are not as substantial
as they once Were. It would seem that the electorate had reached a
decision that a change in governmental policy was desirable.

(23) National Education Association, Department of Superidendence,
Tenth Yearbook. Washington, D.C. National Education Association,
1932, Do 10.

(24) Taylor, W. Russell. "The Exodus from Rural America.” Current
History 35:404 December 1931.

(25) National Education Association, Department of Superintendence,

Op. Cite p. 190

-22..

'Educators recognize for their goal, the ideal of social and individual '
efficiency. People need open minds and a readiness to weigh the values
of new principles if this end is to be achieved. New ideals must be
realized, new situations met with new tools. The need for rapid trans-
portation facilities in the vorld today is being realized by the use

of aeroplanes, fast automobiles, trucks and trains. However, society
should not be allowed to drift. It should have definite standards as
guides. When these guides are not followed trouble often results.

L. D. Coffman said, ”If the political and economic leaders had followed
the teaching of the schools, we should be in a less dangerous situation
than we now find ourselves. The schools never taught war, they taught
peace; the schools never taught extravagance, they taught thrift; the
schools never taught disregard fer law; they taught respect for law."(26)

If educetion develops or helps terdevelop adequate standards for
society, it can insure their observance by the same process. They
should be interpreted to the youth in.terms of life needs in building
up a people who know how to live effectively with their social contemp-
oraries and desire to do so.

From the standpoint of integration, our lives are more closely bound
together than ever befOre. EurOpe is our next door neighbor. The radio,
the telephone and the aeroplane are only suggestions of the many means
of close relationship. It is possible to talk directly with another
across the Atlantic. Aeroplanes cruise across the Pacific in a few hours.
Our society is rapidly becoming international in scope. The very

facilities which unite us with our neighbors tend to bring us their

 

(26) Coffinen, I... D. "Conflicting Governmental Philosophies” National
Education Association. Department of Superintendence Proceedings,
Washington, D. C. 1933 pp.117-20.

-23-

'advantages and their difficulties. Inter-dependence of nations has '
resulted in a world wide depression. Our silver policy threatens
the financial stability of China. What we do as citizens of the United
States is reflected in the activities of other nations of the world.
For the good of the world, there is need of rec0gnizing each others
problems because of the inter-national effects of them. This know-
ledge can be supplied by the school.

Economically we have become an interdependent people. One has only
to trace to their source the items of his breakfast to realize this
truth. We live successfully only when we can exchange our goods with
others. Failure of United States to buy Cuban sugar causes depression
in Cuba. Failure of the countries of South America to buy United States
textiles results in a depression.among the New England mills. There
were 52,000,000 peeple in the United States who received an income of
less than $1,000 for the year 1929 while 94 people received $1,000,000.(27)
In 1929,.08 of one percent of the population of this country received
over 37,000,000,000 incane of a total income of approximately
$25,000,000,OOO.(28) These figures would seem to indicate that there
is need of a more equal distribution of the profits of human endeavor.
How this can be done is a vital problem. Individualism.is backed by

tradition. If it gives up a portion of its present advantage it will

do so only after a hard struggle. The schools will have a part in this

struggle.

*(27) Yen Szeleski, Victor. The Distribution of Income. The
Commonweal 16:262-264. July 6, 1932.

(28) Brayman, Harold. health.Rises to the Top. Outlook and Independent
158: p.78 May 1931.

In the field of education, the change is also great. The
comunity and the home are not so successful and do not assume so
large a share in the development of character outcomes in the youth
as they did several decades ago. The educational view that the school
should take up where the organizations outside the school leave off,
indicates a greater duty of the school in character development.
Senator Copeland said, "The schools have failed to develop character.
Today, in the United States, the average age of the criminal is twenty-
three years. The largest age group is found at nineteen and the next
largest at eighteen. The seeds of moral delinquency, sown and grown
during school age develop into evil plants, the fruits of which are
publically displayed by boys and girls long before there is maturity
of their minds and bodies.”(29) Either the schools are breeding places
for these conditions or they are failing to correct the destructive
tendencies. Our educational institutions do not develop within the
individual the desire for good character. The situation is one of the
greatest challenges which confronts education. A society marked by
power over nature so that economic needs can be supplied with little
effort means increased leisure. This social condition necessitates

good character to insure worthy use of this new privilege.

 

(29) Copeland, Royal 5. Education and Prevention of Crime.
National Education Association Proceedings 72-1934 p. 595.
Washington, D. C. National Education Association.

-25-

Power over life and death is increasing. New means of disease pre;
vention or cures are being discovered. The span of life is being in-
creased and.the death rate lowered. New means of making life worthwhile
are in evidence. But power to destroy civilization, also, has come with
this control of life and death. Physical science has powerful weapons
of destruction. Chemicals, high explosives and aeroplanes have death
dealing as well as preserving potentialities. The nations of the world
are faced with the problem of limiting or abolishing their destructive
power. Education can help in this movement by creating in the people
of the world, character ideals based on the love for peace.

Finally, the minds of vast numbers of people can be influenced as
never before, by the radio, the:motion picture and the press. Men,
hitherto not prominent, can build up large followings in a surprisingly
short time. It is the ability to discriminate between desirable and
the tawdry, the sincere and hypocritical that is needed. Education should
help people to think for themselves. It should help them to weigh evidence
and determine the best course of action. It can do this if it can develop
in its pupils a desire for good character. Whether education, with its
limitations and hindrances, can acccmplish much, remains to be seen. At

present, it can try.

iv. A Surveygof Character Eeveloyment in the Rural Agricultural
§§hools of Michigan.

"It is the thesis of our study of character education that character
education is not an additional subject in the curriculum, that it is not
an extra-curricular activity, rather it is the goal toward which all
education is directed. It is not separate and apart from.the commonly
accepted objectives in education, but is rather inherent in all of
them."(30) This conception of the place of character education served as
the basis for an attempt to restate the Cardinal Principles of Education
in the language of character education by the Department of Superintendence
of the National Education Association-

The same attitude toward character education is expressed in ”A State
Wide Program.of Character Education” prepared in cooperation with
Superintendent of Public Instruction, Paul F. Vbelker. It says,
"Character education is not a separate program but a point of emphasis.

It is a program that must permeate the entire program of the school, until
the total educational experience of the boy or girl will be such as to en-
rich and strengthen personality. It implies a cooperative endeavor of
the entire personnel of the school, and integration of all the activities
Tof all educational agencies."(31) They state the conception in another
'way by saying ”It has already been said that the aims of character

education are the aims of all education at its best. If character outcomes

 

(30) National Education Association, Department of Superintendence,
Op. Cit. pp. 238-242.

(31) Committee Report. "A.State Wide Program of Character Education.”
Michigan State Department of Public Instruction. 1933 p. 3.

 

are to be :.e:'
or the school
its nexin‘ t
It the aim c
airs may be I
:ent of the 5
character ed;
If these goal
can he set 11;
these goals.
tendence, in
Cardinal Pris
rare the work
education and
u56d effecuv
Character edu

Mind, a brief

-27—

are to be made a major concern, then the entire instructional program

of the school must be examined and modified so that it will contribute
its maximum.to the pupils as they meet the situations of daily lifE.”(32)
If the aims of character education are the aims of all education; these
aims may be used as goals or principles to be achieved. By a restate-
ment of the goals of education in terms of or in the language of
character education the goals of character education become apparent.

If these goals are considered as principles, standards of achievement
can be set up for evaluating a school program in its success in reaching
these goals. The National Education Association, Department of Superin-
tendence, in their Tenth Yearbook, made such a restatement of the

(33)

Cardinal Principles and set up standards for achievement. As they
were the work of recogn;zed authorities in the field of character
education and education in general, the writer felt that they might be
used effectively as authoritative basis for evaluating the work in
character education in the Rural Agricultural Schools. With this in
mind, a brief discussion will be given to the principles used in
evaluating the Rural.Agricultural Program.ond the standards for
achieving the principles. A brief attempt will also be made to relate
each to the character education pregram.by suggesting some outcomes

which may be anticipated from.the application of such principles. The

questions used from.the questionnaire form as received from fifty-five

 

(52) Committee Report. EA State Wide Program.of Character Education."
JMichigan State Department of Public Instruction. 1933 p. 3.
(33) Ibid. p. 7-8

-28-

of the ninety-two Rural Agricultural Schools of the state will next be.
listed. The material will then be presented in tabulated form followed
by a summary and an evaluation. Finally, a general summary of the
activities of the Rural Agricultural Schools which were related to the
character educational pregram in those schools will be presented.
Principle I. The school program should meet the intellectual needs
of the pupils.

In order to accomplish this the school must provide for -

l. Subject-matter adapted to the group.

2. Methods and techniques of teaching which provide for varying'
abilities within the group.

3. A progremtwhich recOgnizes and provides for individual
differences.

4. Proper child accounting.

An intellectual pregram which meets the needs of the pupils is
necessary to a character education programs Nothing succeeds like
success. If a child is so placed in school that he can work to his
greatest capacity and at the same time experience a fair degree of
success, he is more likely to be happy in that work. It gives him
an opportunity to discover his own powers and what child does not like
to do that. If the pupil is acquiring desirable habits, skills and
ideals in courses fitted to his interests and abilities he is more
likely to develop a better character than the misplaced youngster who
early acquires the defeat or failure complex. To gain an attitude of

success is of great character value to all pupils.

I

of the pupils.

-29-

Questions relative to the realization of principle.

Principle I. The school program should meet the intellectual needs

2. Do you use intelligence tests to help in grade placement?

18. Do teachers organize their subjects so that the amount
and kind of knowledge to be acquired is the same for

all pupils?

20. Is supervised study used in the school?

21. Are special provisions made for the slow child in your
vocational educational program?

22. Are teachers urged to make large unit assignments?

 

 

 

 

 

 

 

 

 

Table I. Tabulation of Replies to Questions 2, 18, 20, 21, and 22
Answgre to Questionnaire Form. 1‘
Question Nb. Schools Percent Percent f
number Reporting . Yes Yes no Nb
3 54 24 44.5 so 55.5
18 50 20 40.0 30 .30.0
so 52 11 21.2 41 7823
81 52 33 63.4 19 36:6
32 52 40 78.1 12 21:9 ‘
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um”. I
.l. 01“

 

 

1.. I ..In.-
_ ll Il.‘_L
I , LIT .
Ivll‘lli l
I
.

-
‘II‘I

-33-

I ‘ .
Question.Number 23. Are large unit assignments used in social science?
natural science? Literature? Agriculture? Geography? Reading?
Mathematics? Health?

.Piggge 8. Frequency of use of large unit assignments in certain
subjects according to schools

sun sets Inumber of schools reporting1_ 55

 

 

Agriculture 44

natural Science 30

Social Science 29

Geography 23

Literature 20

Ebalth 14

Reading 11

Mathematics 8

 

-34..

Summary to Principle I.

Twenty-four schools, or 44.5 percent, use intelligence tests to help
in grade placement. This indicates that less than half of the schools
mare use of this guide as objective evidence to supplement teacher
opinion. Decreased budgets and lack of understanding of importance may
contribute to this condition.

Thirty schools, or 60 percent, indicate that they provide for
different levels of intelligence in their subject organization. This
shows effort to provide for individual differences which promotes success
in school work.

Supervised study helps to develop efficient habits of study and pro-
motes effective work. However, it does not lend itself to all conditions
and requires a faculty with ability to handle it effectively, Perhaps
these reasons explain why only 11 schools make use of it.

Thirty-six percent make special provision for the slow child. This
seems rather low in view of the fact that the Rural Agricultural School
is organized under an act which promotes vocational education.

It is interesting to note that 78.1 percent use the large unit
assignment. This method of providing for individual differences and
cooperative study is indicative of progressive measures.

The average percent of retarded pupils is 11.2. The average percent
of the accelerated is 9.1. The degree of retardation ranges from 2 to 30

Percent while that of acceleration ranges from O to 26. This would seem

to indicate that in sane schools the amount of retardation is very

excessive. It would seen that 30 percent is too great to be explained

-35-

merely by ordinary causes. The greatest frequency interval of retardaf
tion and acceleration is from 10 to 15 percent. This indicates that the
situatiJn is not hopeless, but that there is much room for improvement.

The success of a school system.may be measured to a certain extent
by what its graduates are doing. In the Rural Agricultural Schools the
average percent of the graduates of 1933 who are employed is 46.9, while
that of the 1934 graduates is 43.5. The average for the graduates of
1933 who are attending college is 16.2 percent while the average percent
of 1934 graduates attending college is 18.1. This would seem to indicate
that 36.9 percent of the graduates of 1933 and 38.4 percent of the
graduates of 1934, on the average, are not constructively employed.

Of course, the fact that approximately one-third of the graduates of
these two years are unemployed cannot be definitely traced to the
failure of the school to perform its functions successfully. The
depression has greatly affected industry and as a result the number
of people available for work which cannot be supplied is large.

The schools which use the large unit assignment employ it to the
greatest extent in the teaching of agriculture. Natural science and
social science also are taught quite extensively by this means while
mathematics and reading make but little use of it. It would seem

that much wider use could be made of it.

-36-

Principle 1;. The school should insure that the pupils get some under-‘
standing of the major fields of occupations together with an appreciation
of their opportunities and requirements.

This principle may be realized in part by -

1. An extensive library.

2. Planned excursions.

3. Systematic study of vocations.

4. Study of vocations as a part of a guidance program.

5. Realization by teacher of the importance and place of guidance
in the school program.

Ability to support one's self is of vital importance in life. It
should be one of the vital phases of an ecucational program to develop
this ability. A person with this ability is likely to be a good citizen
and to develop a good character. In order that he may choose his life
work wisely the school should provide for his guidance. He will be
better able to choose if he has some idea of the relative position and
importance of various occupations in a democracy, if he has some con-
ception of his own powers, if he realizes that success and character
are related and if he realizes that honest labor is not degrading but

(:antributes to making life richer for himself and others.

~37-

Prinoige II. The school should insure that the pupils get some
understanding of the major fields of occupations together with an
appreciation of their opportunities and requirnsnts.
Questions related to Principle II
26. Does your school have a counselor for boys? Girls?
29. Do your students, other than the vocational group,
make excursions for studying industries, occupations
and governments?

30. Does your program provide for a systenatio study of
vocations and occupations?

33. Do you encourage graduates to visit the school for
advice?

runIL huhfimoanus-uufimsu,m,m,udw

—————- _. .-.... .._—_——

 

 

 

 

 

Answers to Questionnaire Porn
Question Ho. Schools rcent Percent
Huber Rem Yes Yes No No
... 55 18 55:9 55 55.1
26b as 19 56:5 35 63.5
29 51 35 68.6 16 31.4
50 51 25 49.8 26 50.2
55 52 44 84.6 8 15.4

141 118 ,

 

 

 

 

 

 

 

-38-

Question Number 1. How many of your teachers have had the following
college courses as listed: Mental hygiene - Clinical psychology -
Educational guidance - Vbcational guidance - Character education

Figure 9. Preparation of teachers for character education

(Number of schools reporting - 55)

Courses

m“ “1°“ W138

$211131,“ WWW/WW 38

Educational » 30
Guidance I 25

WW1 W 3"
Guidance I 31

 

 

 

 

 

 

 

on t
£1313; WWW 54
I j Nmnber of schools with teachers prepared

 

W Number of schools with teachers not prepared

I

giestion Number 8. Is the direction of character education in charge
of a person qualified by earperience? College training? Both?

Figs 10. Preparation of directors of character education

(Number of schools reporting - 28)

Preparation

 

Experience 23

 

 

 

 

 

Both 17

 

 

 

 

 

 

Legend Number of Schools

 

I

AQuestion.Number~28. In attempting to guide a pupil, is advice based
on a study of the way he is influenced by his home life? School

relations? Intelligence? Achievement?

Ebcreation?

Physical condition? Interests?

Iigure 11. Factors used in guidance according to schools

(number of schools reporting - 42)

Factors

Interest

Physical Condition

Home Life

Intelligence

School Relations

Achievement

inscreation.

Legend

 

 

37

 

 

37

 

 

 

 

 

 

33

 

 

 

32

 

 

 

 

 

 

 

28

 

 

 

 

 

 

number of Schools

~41-

.éggstion Number 4. What school activities have been curtailed because
offilack of funds during the last three years? Library'- laboratory -
shop - extra class activities.

Piggge 12. Activities curtailed in the last three years according to
schools

(number of schools reporting - 50)

Activities

 

Library 46

 

 

 

Laboratory 41

 

 

 

Intra~class 29
activities

 

 

 

Shop 28

 

 

 

 

number of Schools
Legend

 

 

 

-42..

~Summary of Principle II.

”Youth needs helpful counsel today more urgently than ever before.
The rapidly increasing complexity of modern life introduces new
problems and accentuates old ones which must be met by each new
generation. Changes in the industrial order complicate the choice
of an occupation. Wise vocational guidance is needful.”(33)
Differentiated curriculums call for educational guidance and new
standards of right conduct require adjustment through ethical and
personal guidance. This guidance can be supplied by the school
through people who are especially trained and prepared for this
work. The fact that approximately one third of the schools provide
counselors for their boys and girls shows that this phase of
education is recognized as important. The failure of the rest of the
schools to provide for this activity may be due to the lack of trained
counselors. Some counselling can be attempted and a fair degree of
efficiency attained if the person in charge will make use of some of
the available sources of information.(34)

Thirty-five schools or 68.6 percent provide for excursions for the
purpose of studying industries, occupations and governmental functions.

Two-thirds of the schools are helping their pupils find themselves
by obtaining first hand knowledge of important occupations.

Although vocations are studied by means of excursions in two-thirds

of‘the schools, one-half, 49.8 percent have a place for systematic

study of occupations and vocations in their programs of studies. It

k

(33) National Education Association, Department of Superintendence,

Op. Cite pp. 242-276.
(34) Petry, F. L. and Howard, F. E. ‘Mental Health. New York.

Harper and Bros. 1935.

43-

‘would seem.that there is some wasted effort here and.that the excursions
could be used more effectively if adequate study of them were provided.
Eighty-four and six-tenths percent of the schools make an effort
to assist their graduates by encouraging them to come to the school for
advice. This indicates greater effort toward solving the problems of

the past graduate; the person, who having completed what the school
can offer, is turned away from its doors. The Rural Agricultural
Schools realize the problems which face these young people and are
attempting to contribute something toward improving the situation.

The qualifications of teachers for effective work in character
education and different phases of counseling is dependent to some extent
upon their training for this work and their experience in the field of
guidance.

In the Rural Agricultural Schools the teachers were prepared in a
variety of ways for a guidance program. Twenty-eight of the 55 schools
had at least one teacher with preparation in mental hygiene, 17 schools
had teachers prepared in clinical psychology, 30 prepared in educational
guidance, 34 vocational guidance, and 21 character education. The fact
that few schools have teachers prepared in clinical psychology and
character education illustrates that these fields have not been
emphasized until recently.

The replies also show that 41.8 percent of the teachers are prepared
Iknr guidance by experience, 32.7 percent by college training, and 30.9

percent by both experience and college work.

The effectiveness of a guidance program may be predicted to some
extent from.the bases of the program. In counseling this group of
schools use home life, school relations, intelligence, achievement,
physical conditions, interests and recreation in carying degrees.

In a total of 55 cases recreation was considered the least frequently,
or 28 times; achievement 31; school relations 32; intelligence 33;

home life 36; and physical conditions and interest 37 times. A.wide
base is indicative of good counseling. The fact that physical condition
and interests are considered the most frequently while intelligence and
achievement are considered less often is also refreshing as it shows a
departure from the old conception of the infallibility school marks.

The library and laboratory phases of school work suffered most
while shop and extra-class activities were curtailed the least. Shop
work suffered in 53 percent of the schools, extra-class activities
in 55 percent, laboratory in 79 percent and library in 90 percent.

This may be a recognition of the value of the vocational and social
activities of the school or it may be a reflection of the type of

school organization emphasizing vocational work.

-45 -

‘ Principle.;II. The school should assist the pupil to become responsive
to and learn the requirements for health.
To do this the school should -
1. Have an adequate staff and equipment for meeting such needs.

2. Provide physical examination for all with remedy of defects
where needed.

3. Provide information concerning exercise, diet and sex.

Good health is one of the most desirable assets a person.may have.
It is the first one of the Seven Cardinal Principles of Education. Un-
healthy people must of necessity come into contact with other individuals
and possibly inflict them.with disease or suffering, caused by unhappy
consequences of disease. Individual good health is dependent on healthy
ful conditions. Sanitation, pure water, sewage disposal, proper housing
and individual efficiency through a sound physical condition are important
in creating a desirable environment. Proper information concerning
health reduces mental and emotional strain and happy, healthy individuals

are assets in building character.

‘VEH

 

~46-

Principle III. The school should assist the pupil to become
responsive to and to learn the requirements for health.

Questions relative to Principle III

40. Are all students not competing in interscholastic
athletics given a physical examination?

43. Does your county have a county doctor? Nurse?

Table III. Tabulation of Replies to Questions 40 and 43.

 

 

 

 

 

TM
Question No. Schools Perc ant Percent ‘
Number Reporting Yes Yes No No
40 55 13 33.9 55 66 .1
43a 52 20 38.4 32 51;.
435 53 45 84.8 s 15.2
as 75

 

 

 

 

 

 

 

.47-

Qgestion Number 42. Is provision for defects made by the school?
County? City? Others?

115350 13. Showing agencies providing for defects.

(Number of schools reporting 50)

Agency

 

City 1

 

School 10

 

 

 

County 27

 

 

 

Others

 

 

 

 

 

 

Legend Number of Schools

 

"Qgiestion Number 41. Are the pupils who have defects provided with
glasses? Proper food? Dental work? Medical attention?

Figure 14. Showing comparison of number of schools which provide
correction of defects with number which do not.

 

(Number of schools reporting 52)

W “a
12

1 Schools with corrections

 

 

 

 

WM Schools with no corrections

gestion Number 44. Do any of the following foundations assist in
health work? Kellogg? Red Cross? Couzens? Others?

 

Figure 15. Showing number of schools in which assistance is given in
_ the health program by certain foundations.

(Number schools reporting: 52

 

 

 

 

 

 

 

 

 

Couzens ‘ J 34
Red Cross i) 20

Kellogg I 6

Others j 14 F ]No. Schools

 

 

-49-

Summary of Principle III.
I The school should assist the pupil to become responsible to and to
learn the requirements of health.

Physical examination is provided for all pupils not competing in
inter-scholastic athletics in 33.9 percent of the schools. All schools
are required by state regulation to provide physical examination as
prerequisite to participation in inter-scholastic athletics. Therefore,
the schools requiring physical examination for those not competing in
inter-school athletics provide examination for all their pupils.

Thirty-eight and four-tenths percent of the schools are located
in counties which have county doctors. Eighty-four and eight-tenths-
percent of the schools receive assistance in health work from.a county
nurse.

Correction of defects discovered by physical examination is very
important if its full value is to be realized. Provision for correction
of defects is made in 10 cases by the school, in 1 case by the city and
in 27 cases by the county. Other agencies make provision in 31 cases.
The importance of correction is shown by the fact that in 42 or 80.7
percent of the Rural Agricultural Schools, some effort is made to
remedy defects.

This effort is usually made in cooperation with some outside
foundation. This admirable work is being carried out in 6 schools by
the Kellogg Foundation; in 20 schools by the Red Cross; in 34 schools
by the Couzens Fund, and in 14 schools by other agencies.

Information concerning correct health habits is an important part

of the health program. In 94.3 percent of the schools information is

-m-

'given concerning diet, in 92.3 percent concerning exercise and in
38.4 percent concerning sex.

Evidently, there is still come hesitancy in giving attention to
sex education. This may be due to the persistence of the old idea
that sex as a subject is taboo or because no person on the staff
feels capable of handling this difficult and sometimes delicate

subject.

-51-

-Principle.£!. The principles of democratic citizenship should be
made vital in the life of the school.

Appreciation and practice of these principles may be provided by
the school by means of -

1. Organization of the school in a democratic manner.

2. Giving attention to ur political institutions.

3. Developing an ethical program based on the principles of
democracy.

Good citizenship is very desirable in our system of government.
If a person encourages a bad situation his character is likely to be
bad and he is lacking in some of the attributes of good citizenship.
According to the definition of character adopted for this study,
character is expressed by conduct. If a person does nothing to
prevent an undesirable situation, he is showing no character. If he
seeks to remedy a bad situation his character is considered good and
he will be a desirable citizen. Character education should endeavor
to develop the qualities of good citizenship. The pupil who lacks
character or has bad character should be encouraged and helped to
develop proper ideals of conduct. Punishnent for offenses does not
always correct the condition which caused them. Correction of defects,
mental, physical and emotional is usually the answer to delinquency.

Crime, poverty and vice are too common in the United States today.
An active, intelligent citizenship is needed. The schools are faced
with the problem.of helping provide this citizenship. How well they
can succeed depends on many things, but they can do a great amount of

good by teaching the ideals of'American democracy.

Princifle IV. The principles of democratic citizenship should be made
vital in the life of the school.

Questions relative to Principle IV

-52-

45. Are these group responsibilities assimied t0 the
pupils? Building inspection? Grounds inspection?
Social arrangements? School spirit? Lunchrooln
supervision? School history? Watering plants?

46.

49.

Table IV. Tabulation of replies to questions 45, 46, and 49

Do pupils help with classroom housekeeping?

Do pupils participate in school government by

having charge of school traffic regulations?

Having

charge of cafeteria? Discussing and penalizing
delinqumt cases? Do records show that pupils have
discharged this responsibility satisfactorily?

 

 

 

 

 

 

 

 

 

 

 

Answers to estionnsire Porn
meetiom No. Schools rcent Percent
Number 23pm Yes Yes No No.

45. 45 12 25.5 55 75.4
455 49 17 54.5 52 55.4
45. 4. 55 74.0 11 24.0
454 51 45 90.1 5 9.9
45e 49 25 51.0 24 49.0
45:: 54 7 20.5 27 79.5
455 55 20 49.0 27 51.0
45 54 52 95.2 2 5.2
49. 47 17 55.1 50 45.9
495 45 25 58.1 18 41.9
490 47 9 19.1 as 50.9
494 2g; 21 57.7 10 52.5
292 257

 

 

I

-53-

1 Question.Number 13. Are honesty and truthfulness developed by'means
of dramatization, stories, biography and mythology?

Figure 16. Means of developing citizenship according to schools

(Number schools reporting 45)

 

 

 

 

 

 

 

 

 

 

E2222.
Stories 33
Biography 33
Dramatics 23

Mythology 20

 

 

 

 

I Number of Schools

 

 

I

~54-

.Summary of Principle 2!}

Nb y'of the schools develop the feeling of’group responsibility and
sometimes of personal reaponsibility by assigning duties to the pupils.
When this is done in a democratic manner and not forced upon the pupils
it is very valuable in the building of character. In the Rural
Agricultural Schools group responsibilities are assigned to the pupils

as follows:

.6 percent of the schools use building inspection.

.6 percent grounds inspection.

.0 percent the making of social arrangements.

.1 percent school spirit or a desirable attitude toward the
reputation of the school.

51.0 percent lunchroom supervision by pupils.

20.5 percent school history.

49.0 percent watering plants.

ngég

These represent only a suggestion of the possible activities which may
be used for this purpose, but they indicate that the Rural.Agricultural
Schools are interested in securing their contributions.

Along these same lines, in 96.2 percent of the schools the pupils
help with classroom housekeeping. By participation in school government,
the pupil should develop a sense of civic responsibility. Some of the
activities used in the schools being studied include, school traffic
regulation in 36.1 percent of the total number of schools, cafeteria
Charge in 58.1 percent, discussion and penalizing of delinquent cases
in 19.1. These responsibilities are discharged satisfactorily in 67.7
Percent of the schools. It would seem that in.more than two-thirds of
the schools the pupils are successtlly participating in school govern-

ment.

-55..

Honesty and truthfulness are desirable traits of character. One
of the methods frequently used in developing them is through drama-
tization, stories, biography and mythology. Dramatization is used in
23 of the 55 cases, stories in 33 cases, biography in 33 cases, and

mythology in 20 cases.

-56..

‘Principle 2} The School Should Help the Pupil to Prepare Himself for
Worthy Use of Leisure Time.

To develop this principle the school should provide a program of
activities suitable to the varying age groups.

1. Play should be emphasized in the elementary grades.

2. Hobbies and similar activities should be emphasized in the
junior high school.

3. Social fUnctions should be provided for the senior high school.

Idle hands frequently turn to mischief. One of the problems today
is what to do with the leisure time provided by a machine age. The
home no longer supplies after-school jobs for boys and girls in many
cases. Young people should know how to work and appreciate its im-
portance. The hmporting of such knowledge has a bearing on character
education. Keeping the child busy with a wide range of avocational
interests will help. Good habits, courtesy and the like, and

appreciation of the values of the arts, sports and social functions

are all a part of good character.

Principle'V. The school should help the pupil prepare himself for
‘uorthy use of leisure time.
Questions relative to Principle V

25. Does your community have a 4-H Club or
Future Farmers' Fair?

38. Is there a program.of intradmural activities?
47. Does the community have a Scout Troop?

48. Does the commmnity have Girl Reserves or
Camp Fire Girls?

53. Is participation in extra-class activities
required for graduation?

Table'V. Tabulation of Replies to Questions 25, 38, 47, 48, and 53.

 

 

 

 

Answersrto_Questionnaire Form
Question N0. Schools Percent Percen
number Repgrting. '288 Yes no no
25 53 43 81.1 10 18.9
58 55 57 69.8 15 50.2
47 53 33 .62.2 20 37.8
48 52 16 30.7 36 69.3
33 50 1 2.0 49 98.0
130 131

 

 

 

 

 

 

 

 

-58-

'Qpestion Number 24. How many boys are members of 4-H Clubs? Girls?

Figure 1?.

Number 0 f Schools

Number of Schoo la

16'

14
12
10

0)

O

0100

14
12
10

O

0100-

 

number of schools.

 

Distribution of members of 4-H Clubs according to the

(Number of schools reporting 53)

 

 

 

 

 

 

 

 

‘—_1
10 20 50 '40 50 50 70
Number of members - boys
[
'———I-I
‘——_.
10 20 ‘50 4.0

 

Number of manbers - girls

-59-

Question Number 37. ED! many pupils are participating in extra class

.activities as listed below?
track. Girls - basketball, softball.

Boys - football, basketball, baseball,
Both - debate, band, orchestra,

school fair, school paper, assembly program, dramatics, clubs, other

activities.

Figure 18. Distribution of extra class activities

(Number of schools reporting 55)

.Activities

Boy!
Football

Basketball

Baseball

Track

14

49

39

27

 

 

 

Girls

Basketball
[

Softball [‘
|

14

(Continued)

-50-

(Continued Number 37)

Boys and Girls

Debate 18

 

 

Band 24

 

 

Orchestra 24

 

 

School fair ~A26

 

School paper

 

Assembly ‘ 55
Dramatics 39

Clubs ___25
J

 

Others g___l9
:]

 

 

 

number of Schools

 

I")
ll

-61-

(Summary’of Principle 2: .

.A useful feature of the 4-H Club or Future Farmers is a community
fair. Forty-three schools or 81.1 percent have this feature as a part
of’their program.

Sixty-nine percent of the schools offer an intra-mural program.of
athletics. It would seem that if interscholastic athletics are of value
in all schools, and all schools of this group have this activity, that
those pupils who cannot participate in the inter-school activity, should
be given an opportunity to participate in one within the school. The
values of athletics, physical education and health training should not
be confined to those students especially interested in them, but should
be made available for all.

Scouting is considered by many as a valuable means of developing
desirable character outcomes. Dr. Paul Voelker's study of its benefits
is one of the early studies of character education. This was a pioneer
study in the use of character tests to demonstrate that the effort of

BOY Scouts to teach ideals could be effective in changes of conduct.(35)

There are Scout Troops in 71.1 percent of the communities in which
the girls are located. Similar activities for girls are found in 30.7
percent of the communities. These are worthy enterprises and should.be
promoted in all communities. The Rural Agricultural School is lacking

in these phases of a character program.

 

(35) Hartshorne, Hugh and May, Mark. Op. Cit. p. 34.

-62-

The requirement of participation in extra-class activities is made I
in only one school. Perhaps the fact that participation is voluntary
makes it more effective. At least, all schools have a more or less
extensive pregram.

Thirty-four schools have 4-H Clubs for boys. The average membership
in these clubs is 17.9. Girls participate in 4-H Clubs in 33 of the 55
schools. The average membership for the girls is 16.8. The fact that
a number of the schools have Future Farmer Organizations for boys, limits
the number of 4-H Clubs to a certain extent.

Among the schools having athletic programs for extra-class activities,
basketball is the most extensively used. Forty-nine schools or 89 per-
cent offer it fer boys and 36 schools or 65 percent offer it for girls.

Among the non-athletic activities, dramatics is the most popular
with 89 percent offering it. Assembly prOgrams rank second being
offered in 69 percent of the schools. The Rural Agricultural Schools

have a rather extensive and varied program of extra-class activities.

-63-

.Principle:E;. Satisfactory Standards of Social Relationships Should
be Developed.
IMuch can be accomplished in this relationship by providing -
1. A planned program of social functions.

2. Cooperating with established associations in setting and
maintaining standards.

3. Cooperation of home and school.

4. Community-school relations of desirable nature.

Some of the desirable things that boys and girls can acquire from
the above are courtesy, appreciation and social ease. They should know
the conventions of society. Social appqoval has become a potent factor
in developing the standards of society. If the schools can develop an
appreciation for this force and develop worthy means of obtaining it
among the pupils, they prevent much embarrassment in later life. Boys
and girls should learn how to judge character. They should learn how
to find their proper social level in life by studying conduct and

associating with those who actions stamp them as desirable companions.

Principle‘VI.

Satisfactory standards of social relationships
should be developed

Questions relative to Principle'VI

50.

60.

Do you use the State Department "Code of
Sportsmanship"?

Does your school have a P.T.A.?

Is there a Chamber of Commerce in your
community?

Does the Chamber of Commerce display an
active interest in the school?

Table VI. Tabulation of Replies to Questions 50, 54, 59, and 60

 

 

 

 

 

 

 

 

 

 

 

 

 

Answers to Questionnaire Form
Question Nb. Schools Percent Percent
Ntnnb er Reporting Yes Yes No No
50 52 40 76.9 12 23.1
54 53 42 79.2 11 20.8
59 54 14 25.9 40 74.1
60 22 12 54.5 10 45.9
108 73

 

 

-55-

Question Number 51. Do you award letters or pins for achievement
in the following: Debate? musical organizations? ,Athletics?
Scholarship? Citizenship? Others?

315252 19. Percent of schools giving awards in various activities

(Number of schools reporting 53)

Activities

Athletics 85.4

 

Scholarship 32.7

 

Debate 27e4
Others 18.1
Citizenship ‘ 16.3

Music 14e5

 

 

[ 1] Percent of Schools

Question number 61. Which of the following organizations
contribute to school welfare - Rotary Club? Kiwanis? Lions?
Hhsons? American Legion

Figuge 20. Percent of schools in which certain organizations show
active interest.

(Number of schools reporting 22)

 

 

 

 

 

 

 

 

Organizations
American Legion ]21.8
Rotary 4]9
Masons *]9
Kiwanis :3 1.8
Lions :3 1.8
Others :3 1.8

 

4] Percent of schools

1 56‘

-57-

Summary of Principle VI.
. The muchigan State Department of Public Instruction's code of
sportsmanship is used in 76.9 percent of the schools.

Good habits of conduct receive attention in 52 of the 55 schools.
This item is used in 96.3 percent of the cases. Eight of the 52 schools
use a book for this purpose.

Parent-Thacher Associations are part of the program in 42 of the 55
schools. The average attendance for these associations is 85.5. This
is a good average for attendance although the range is very wide, vary-
ing from 12 to 400.

Twenty-five percent of the schools are located in comgunities which
have Chamgers of Commerce. More than half or 54.6 percent take an active
interest in the school, which is indicative of cooperative associations.

Various other organizations contribute to school welfare. The
American Legion, which contributes in 21.8 percent of the schools leads
the Rotary and Masonic Orders, which.help in 9 percent of the cases.

The encouragement of participation and the setting of standards is
furthered by means of awards. Quite often in the past this has been con-
fined to athletic letters or awards. It still seems to be true in the
Rural Agricultural Schools for 88.6 percent of the schools give awards
for achievement in athletics while next in rank is scholarship occurring

in 33.9 percent of the schools. This would indicate that athletics is
the most popular extra-Lelass activity and is more extensively developed

than any other.

-68-

Principle:E;;. The School Should Provide for the Development of
'Ethical Habits of Conduct.

To do this the schools should maintain -

1. An atmosphere of harmony.

2. A.reputati.n for fair play.

3. A fair system of awards and punishments.

4. Inspiration of boys and girls toward high ethical standards.

The above program.should help the pupils to grow in desirable
traits of character. Honesty, truthfulness, sincerity, honor, courage,
self-control, consideration of others, and personal responsibility, are
all usually included in character educational prOgrams. Pupils may be
infbrmed concerning these habits, but may not practice them. The telling
a boy to be honest does not insure that he will be honest. However, if
he is given opportunity to develop these habits he is less likely to
yield to undesirable situations. They must be developed into habits
backed by ideals which will insure their application in varying

specific situations. They are desirable attributes of character than.

-69-

Principle'VII. The school should provide for the development of
the ethical habits of conduct

Questions relative to Principle VII

7.

9.

11.

12.

14.

15.

58.

Does your school have a definitely planned program
for the development of character outcomes?

Do you have class periods devoted specifically to
the development of character outcomes?

Do teachers encourage socialized discussion of
honesty, truthfulness and similar traits by pupils?

Do teachers and pupils analyze cases of bad conduct
in an effort to discover the causes and remedies

as units of classroom.work?

Is reading the Bible 8 part of the school program?
Are habits of good conduct taught?

What percent of your pupils are excused from.school
for the purpose of receiving instruction in religion?

Table'VII Tabulation of Replies to Questions 7, 9, ll, 12, 14, 15,

 

 

 

 

 

and 58
.Answers_to Questionnaire Form.
Question no. Schools Percent Percent
Number Reporting, ‘Yes Yes N0 N0
7 55 13 23.6 42 ' 76.4
9 52 8 15.5 44 84.7
11 51 51 100.0 0 00.0
12 5O 35 70.0 15 30.0
14 53 8 15.0 45 85.0
15 54 52 96.2 2 3.8
58 49 12 24.4 37 75.6
179 185

 

 

 

 

 

 

-70..

Summary of'Principle VII.

A definitely planned program for the development of character
.outcomes is used in 13 of the schools. Although, 23.6 percent is not
a large percent, still it is encouraging that approximately one-fourth
of the schools are actively endeavoring to develop this phase of I
education.

In the 55 Rural Agridultural Schools there are 23 which have teachers
qualified by experience, 18 with teachers qualified by college training,
and 17 with teachers qualified by both. It seems that people qualified
for directing character development could be of greater value to their
community if they would organize and administer prOgrams of this nature
in more schools.

Nine schools have class period devoted specifically to the develop-
ment of character outcomes. Here is an opportunity for a teacher with
ability in this field to have greater service to her community. In
most cases the classes meet for one period per week, but in one case
it meets five times weekly. The usual length of'a period is forty
minutes.

Socialized discussion of honesty, truthfulness and similar traits
is one method of developing character outcomes frequently used. The
Rural Agricultural Schools use this plan in 92.7 percent of the schools.
The case conference method is used in 63 percent of the schools. These
two methods are widely used in these schools. They are valuable means

of developing character outcomes and are widely used elsewhere.

Bible reading is a part of the pregram in only 8 schools. This in-
dicates that the religious question is not likely totae given a prominent

place in the school systen.

I‘ll Ill-ll)..}ll‘|‘4|.I

 

-71-

Habits of good conduct are developed in 96.2 percent of the cases.

The Rural Agricultural Schools make use of honorary awards to
encourage standards of achievement. Athletics receive the most
emphasis, but debate, scholarship, citizenship, and similar activities
are also given some rec0gnition.

Twelve of the 55 schools excuse pupils for religious instruction
outside the school. The average number excused is 10. This indicates
a desirable feeling of cooperation between these two agencies for

character development.

PartichatIm in; Activities 21333 Schools.

”The principal who expects character development as the major
outcome of his school will find himself using all the theories of
character education. He will set about using the resources of his
school, the buildings and grounds, the classroom organization, the
school routine, the curriculum, the school's activities, its
traditions, its goals, as a laboratory in which children live out
their own best selves in relation to others.”(36)

The questionnaire form.which.served as the basis for this study
was designed for the purpose of determining to what extent the Rural
Agricultural Schools are using their opportunities as suggested above.
It was not intended to measure how well they were accomplishing this
purpose except by the extent of participation in the activities. It
should be understood that the study is also limited by the fact that
all the activities of the school were not included. The field is too
broad to attempt to analyze or investigate all of its intricacies.

In the preceding discussion in this section an attempt was made to
evaluate some of the activities by reference to certain standards of
attainment in observing given principles.

The following discussion will show, quantitatively, the extent of
the character developmentprogram in the Rural Agricultural Schools.

The questionnaire fbrm.was divided into five sections fer clearness

and convenience. It will be discussed under these five headings.

(36) National Education.Association. Department of Superintendence.
Op. Cit. p. 216s

I. The general nature of the school.

Under this heading the item most frequently stressed was condition
of the building; 73 percent of the schools having modern, sanitary,
fireproof, or semi-fireproof, well lighted structures. Sixty percent
of the buildings have gymnasiume. The lack of a gymnasium is a handi-
cap to an efficient program. It would seem that the schools are lack.
ing in this instance.

Sixty-five and four-tenths percent of the schools have found it necessary
to curtail some of the activities of the school during the last three
years. This is probably due to the effects of the depression and remedy
should come with better times.

Teachers with special preparation for character work are found in
46.9 percent of the schools. Training will not guarantee excellent
achievement in any field, but such.achievement cannot be attained
without training. However, trained teachers are sure to become more
numerous as character training becomes more universal and there is a
greater call for them. The same is true with the use of intelligence
tests for assisting in grade placement. When educators see the
practical need for them they will be more widely used. tAs for equip-
ment, the Rural Agricultural Schools are probably more adequately

supplied than most of the small schools of the state.

II. Methods,

Definitely planned character development programs are in use in .
21.2 percent of the schools while 78.8 percent do not use planned
programs. To be effective, a character educational program should be
definitely planned and used. There are many methods and each has its
advocates. All have value and a greater number of them should be
used.

In 43.6 percent of the schools, someone who is qualified by college
training, experience, or both, is in charge of the pregram. The number
is too small. If any program is to succeed it must be directed intelli-
gently. This can best be done by one who understands the factors
involved.

The direct method of character development is not widely used in
the Rural Agricultural Schools, 15.3 percent of the schools having
this method. It has its strong points and would seem to warrant
greater attention. "Formal statements and the discussion of general
principles of morality are valuable in giving youth clearer and better
standards of action.”(37)

The schools use socialized discussion of traits. Seventy percent
use the case study plan and 74.5 percent try to develop desirable
traits by means of dramatigation, stories, biography andmythology.
These methods are all widely used and their extensive appearance in

this study is encouraging. It shows that improved methods are being

used in some instances.

fi.

(37) Kirkpatrick, E. A. Fundamentals of Child.Study. New York.
Macmillan Company, 1922. p. 216.

-75-

Fifteen percent of the schools include Bible reading in their program.
Good conduct habits are taught in 96.3 percent of the schools. A few base
this work on a book, but most of the schools use discussions and practice
occasions as they appear in everyday situations. Eighty-three and six-tenths
of the schools use differentiated assignments. This attempt to meet the
needs of the individual differences of pupils is desirable. This is so
in every system.and in a program of character development, where happy,
successful children are necessary, it is almost a necessity.

With the exception of the direct method of instruction, Bible reading,

a planned program and a qualified director, more than three-fourths of the

schools make use of desirable methods of approach and development.

' III. Guidance. '
This section of the questionnaire study does not show such a well

developed program. Supervised study, 4-H clubs, counselors of boys

and girls and a wide basis for guidance are low in frequency. Pro-
vision for the slow child, excursions for vocational and occupational
study, systematic study of vocations and occupations are used fre-
quently. Large unit assignments in a wide variety of subjects,

Future Farmers' fairs, information concerning diet, exercise and sex,
and the giving of advice to graduates, are all widely used.

Guidance is limited to some extent by the lack of adequately

prepared teachers for this phase of education. It would seem that

a school promoting vocational and educational activities as the Rural
Agricultural School is designed to do, would make wider use of all
activities for promoting them. Such is not the case in the Rural
Agricultural School although the effects of the depression may be a
conditioning factor in this activity. It may be that the lack of
properly trained teachers in vocational guidance also hinders the work
as there is some relation between the number of activities and the number
of trained teachers. hor example, schools made excursions in 68.6 per-
cent of the places studied and there are 67.2 percent of the schools
with teachers trained for leadership in auch.work. If the conclusion

is valid that the schools lack adequate leaders, probably the activities

emphasized are the ones which could be best cared for by these people.

-77..

IV. Extra-class activities.

This section of the questionnaire form ranks the highest in the
'percent of participation by the schools of all the sections. In the
16 activities so classified, 4 represent activities in which less
than 50 percent of the 55 schools participate. These low items con-
sist of physical examination, correction of defects, county doctor
and Girl Reserves.

All schools use awards and all sponsor some club activity. Other
items emphasized are classroom housekeeping, assistance in health
work by "foundations", county nurse, use of the State Department Code
of Sportsmanship. Extra class activities , group responsibilities,
Scouts, and participation were used in more than one-half the schools.

The Rural Agricultural Schools seem.to have recognized the value
of extra-class activities, because less than half of the schools have
curtailed their use during the last three years. In the same period

the library and laboratory facilities were greatly reduced.

V. Community relations. ;

The Rural Agricultural Schools seem to have established satisfactory
community relations. The presence of a large number of Parent-Teachers
Associations with good attendance, teacher visitation of the home, in-
dicate interest on the part of the school patrons. In addition,
fraternal and civic organizations display considerable active interest
in the schools. Although, 58.1 percent of the schools report people
of foreign extraction, there are problems in only 7.5 percent of the
communities. The school should be able to secure cooperation and
assistance in promoting a well developed character program in all the
communities.

The replies show that the superintendents are interested in the
character program as a phase of their school work. Twenty of then
report that they are satisfied with the progress they are making.
Eighty-seven percent believe that a program devoted specifically
to the building of character outcomes should be provided by the school
and 100 percent expressed a desire for copies of the results of’this
study. With such an attitude among the leaders of the Rural Agricul-
tural Schools there are grounds for predicting that the pregram for
character development will grow and become more effective in these
schools.

In order to show more clearly the relative ranking of the various
Phases of‘the pregram, the percents of the activities, suggested by the
questionnaire form, will be graphically represented, according to their

use by the schools studied.

-79—
TC SUPERlNTEEEEfTS CF RURAL AGRICULTURAL SCHOOLS:

The enclosed questionnaire form is sent to you for the purpose of ascertaining the
practices and conditions relative to character development in your school. It is

a preparatory step in the construction of a program for the development of desirable
character outcomes in the Rural Agricultural Schools of the State.

The information herein requested, naturally divides itself into the following

sections: (1) The general nature of your school; (2) Possible methods of developing
character outcomes which you may be using in your school; (3) The part
that guidance plays in your school system; (h) Extra—class activities;
(h) Conmunity relations.

The term "character outcome“ as here used, refers to the attitudes.
ideals and habits by which the pupil's reputation for honesty, truthfulness and up—
right conduct is judged by society.

Your cooperation in assisting with this survey is of great importance because of your
position and first—hand knowledge of the character needs of your community. If you
will fill out this questionniare form you will make a contribution to this vital
phase of education and at the same time your efiorts will be greatly appreciated by

a large number of school men — including the writer - who are much concerned with
this important problem. This study is being made through the help and courtesy of
Ecrr StaCk.

D ZBCTIOIS:

Some of the following blanks request specific information. Will you kindly complete
them and also check the other items which most nearly state the conditions in your
school? Any ad itional remarks which you care to make on the other side of the page

will be greatly appreciated.

N'IE OF SCHOOL COUNTY

 

 

CITY SIZE OF CITY

 

 

THE GENEQAL NATU93 OF YOUR SCH CL:

1. How many of your teachers hav had the following college courses as listed:

 

Mental hygiene ; cl nical psychology ; educational guidance ; voca—

tional guidance ; character education .

2. Do you use intelligence tests to help in grade placements? Yes ___ Po____.

3. What per cent of your pupils are retarded? p . Accelerated? .

M. What school activities hrve been curtailed because of lack of funds during the
last three years? Library ; laboratory esuipment ; shop equipment ;
extra-class activities .

5. Is the building modern? ; fireproof ; well lighted ; sanitary .

6. Has the building gymnasium _? Yes 30 .

BET-JOBS

7. Does the school have a definitely planned progran for the development of char—

acter outconss?. Yes ;o .
8. Is the direction or cha.acter education in charge of a person qualified by
eXperience? _ ; college training ; both .

9. lb you have class periods devoted Specifically to the deveIOpment of character

 

 

 

 

 

 

 

 

 

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outc01es? Yes _ __. No .

10. If so, how long are ti1.e )eriods? ; how frequent? .

ll. Do teacher encoura e socialized discussions of honesty, truthfulness and
similar traits by pupils? Yes _~_ -Fo .

 

12. Do the teachers and pupils attempt to analyze cases of bad conduct in an
efiort to discover the causes and remedies as units of classroom work? Yes__
No .

13. Are honesty and truthfulness developed by means of dramatization? ; stories?

 

 

; biogr- 1,113? _______; mythology? .
1h. Is readin~ t c Bibi a part of the school program? Yes No .
15. Are habits oi good connect taughz? Yes u__ Yo ___.
15. Do you use a book as the basis for conduct instructions? Yes ___ no ___,
17. If you do use e book, what is its title? .
18. Do teachers organize their subjects so th=t the amount and kind of knowledge

to be acquired is the s me for .11 pupils in the cl: ss? Yes Io .
19 are the pupils in the 7th, 8th, 31 d 9th gr des encourzged to hsve such hobbies
58. for eXamole, stamp collecting, aeroplane modeling? 1'es No .
A? W T"- v-

17 .‘ \I ..
'J' J. 113-1, .

 

 

 

 

 

 

28- Is supervised study used in your school? Yes __”_ 3c .

1. Do vcu make specisl provisions for the slow child in gour vocational education—
:1 prOjram? ch __m_ I ____.

2C% are te1c1hers enc0t11Eed to ma“e lar ;e unit assignaents? Yes ___ Ho ___.

23. Are la 5e unit assignments used in soci 1 science? ; natural science?
literature ._,_3 agriculture? ; ge cog raph3?I____; reading ? ;
mathematics? ; health? .

ZEN How many boys are memOers of u H Clubs? ; Girls? .

25. Does your community have a M H Club or Future Farmers Fair? Yes __~ HoI___.

26h Does "our fichool have a couselor for boys? Yes ____ No . Girls? Yes
ho .

27. Wh-t subject or subjects dcos the counselor teach? .

 

25. In attempting to guide a pupil, is advice b sed upon a study of the wvy he is
influenced by his home life? ° school relations? ; intelligence? ;

achievement? - physical condition? ; interests? ; recreation? .

259. Do your students, other than the vocational group male excursions for the

 

 

 

 

 

purpose of studying industries, occupations and governments? Yes No .

3C). Does your program of studies provide for a systematic study of vocations and
occupations? Yes 30

31.. Are pup ls riven inform tion concerning diet? _; exercise? ___; sex? ___

32?. Do you ttrrpt to furnish giednn as with recrea ”01? Yes ____ No .

:53. Do you enco :oge g raduotes to (one to the diool for advice? Yes No .

31+. Do you have an {xlurni asso(i°‘io1-? Yes ___“IJO .

:55.. ’Wnat per cett of the graduates of 1135 are now exployed o? __; 1 3M? .

E- What per cent are now attendi: g college of the gradu-t s of 1933? _; 1934?___

EXT7A CL£SS ACTEVITIES

 

37- How many pupils are participating in extra-class activities as listed below?
Boys - football ; bask etball ' baseball *; track ; Girls - basket—

ball - sc;tball - Both bogs and girls deb t: ; band ; orchestra

; Sschool fair ' school paper ; assembly program ; dramatics ,

7
Glue _; cther activities ___;
35' Is tnerv: a 1. ogrem of intra m1Tal athletics? Yes _fl_INo* .

G
«L' What per cent 01 the pupils oaiticipat e in intra~mural activities? .

I
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... 81..
Are all students not competing in inter—scholastic athletics given a physical
examination? Yes No _. ‘
hl. Are the pupils who have physical defects provided with glasses?_ :proper
food? _; dental work? _; medical attention? ___.
h2. Is the_ provision for defects made by the school? W; city county? ;
others? .

#3. Does your county have a county school doctor? Yes No . Nurse? Yes ___;

No _.
M5 Do any “of the following foundations assist in health work? Kellogg_ Red
Cross ___; Couzens ; Others .

35. Are these group responsibilities assigned to the pupils?
Building inspection? Yes No Grounds inspection? Yes No . Social

arrangements? Yes ___ No ___, School spirit? Yes No . Lunch room super—
vision? Yes No ___. School history? fig; ___ No ___. Watering plants? Yes
No .
1%. Do pupils help with class-room.housekeeping? Yes ___ No .
Lfl. Does the community have a scout troop? Yes No w.
lfi. Does the community have a Girl's Reserves or Camp Fire Girls? Yes No .

18. Do the pupils participate in school government by:
Having charge of school traffic regulation? Yes ___ No ___.
Having charge of cafeteria? Yes No _‘_.
Discussing and penalizing delinquent cases? Yes No
Do records show that pupils have discharged this responsibility satis—
factorily? Yes ___ No ___.

50. IDo you use the State Department Code of Sportsmanship? Yes ___ No ___.

51. .Do you award letters or pins for achievement in the following? Debate ___;
musical organizations ___; athletics ___; scholarship ___; citizenship ,
others .

52. Which.of the following clubs does your school sponsor? glee club ___; dramatic
club ___; poster club ___; science club ___; language club ___; crafts club ;
other clubs‘___.

53. -Is participation in extra—class activities required for graduation? Yes ___ No__.

COMMUNITY RELATIONS

5h. Does your school have a P.T.A.? Yes ‘__ No ___.

55. What is the number of parents who attend P.T.A.?

56. Do teachers visit the homes of parents to adjust pupil difficulty? ; to meet
and become acquainted with the school patrons? .

57. What per cent of the teachers belong to church? ___; attend regularly?.___.

58. What per cent of your pupils are excused from school for the purpose of receiving
instruction in religion? .

59. Is there a Chamber of Commerce in the community? Yes ____No“

60. Does the Chamber of Commerce display an active interest in the school? Yes _No__.

61. Which of the following organizations contribute to school welfare? Rotary Club___;

 

 

 

Kiwanis ___; Lions ___; Masons ___; American Legion ___.
62. Approximately, what per cent of the community is of Italian descent ___; Finnish
; Polish ; Danish _; Other races
63. Is there a cozlmunity race problem? Yes No .
6M. Are you satisiied with the progress you are making in the development of character
outcomes in your school? Yes No ___.

65. zshould a prcglam devoted specifically to the building of character outcomes be
provided by the school? Yes ___ N0 ___.

66. Do you desire a copy cf the conclusions of this study? Yes ___ No ___.
Please enclose copies of elementary and high school report cards.

Filled out by ___ Date

L/ VyZAAVLM zgé’w P081tion 1.
mam /4’w

 

 

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-82-

, 315353 21. Distribution of activities according to percent of
participation in tham'by the schools

I. General Nature

Question number

 

 

 

 

 

 

 

 

 

 

 

 

1 J
l]46.9
2 - 44.5
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4 w
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a;

II iMethoda

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III Guidance
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-85-

(Continued - Figure 21)

III Guidance (Continued)

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-86..

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IV Extra Class Activities

37

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-87-

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IV' lktra Class Activities (Continued)

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51

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-88-

(Continued - Figure 21)
V’ Community Relations
_Qnestion NUmber

54 79.2

55 85.5

56 70.9

57a 54

57b 24

59 25.9

 

 

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‘VI. Suggested desirable content 2; 3 character development program.

 

 

A suggestion of content for a character educatisnal program may be

"(38) This

found in."Methods and materials for Character Education.
syllabus is in keeping with the ”Tenth.Yearbook of the National Education
Association, Department of Superintendence"(39)when it states that
character education is as broad as education itself. It agrees with
other outlines and courses of study which attempt to make use of all

the factors which affect the daily life of the child. "The Iowa Plan

for Character Education",(4o)is an example of a program, the ends of
which are seen as being practically identical with the general aims

of education.

A brief discussion of the content of a character educational pro-
gram, as suggested by the State Department of Public Instruction, will
serve as a basis for adopting the activities of the Rural Agricultural
Schools to such a program.

Certain trends in curriculum construction indicate new emphasis in
character development. The school is rapidly changing from a subject
centered institution to one where children are taught. Charters insists
that the "program is one of individualized instruction where children
are taught rather than subjects."(4l) He also lists eight criteria for
determining the program of the school is individual in nature.

(38) ZMethods and Materials fer Character Education. Michigan Department
of Public Instruction, Lansing, p. l.

(39) Jewell, J. R. and Blackler, R. C. Character Education, Salem, Oregon.
Superintendent of Public Instruction, 1930, p. 30.

(40) Character Methods in Edmation - The Iowa Plan. Op. Cit. p.

’(41) Charters, W. E. ”COpeland Experiment” Educational.Method. Vol. 15
August 1934. p. 407.

-90-

New types of teaching and classroom management are valuable to
character develOpment. The large unit assignment group activities,
the project method and problem method are all important. It is an
activity type program which attempts to deal with real situations
in the life of the child. No learning takes place until it comes
from within and the new methods attempt to help the child develop the
ability to plan, act and think for himself. Bonser says that methods
and materials should be spontaneously expressed purposes of children
in the order expressed. They might be slow and devious, but express

the freedom.of the child and grow out of activities stimulated by

(42)
life situations.

There are various types of instruction used in character programs.
Perhaps the chief value of specially planned units for character
programs is that it helps to direct thoughtlessness. Kirkpatrick says,
”Formal statements and the discussion of general principles of’morality
are valuable as giving youth clearer and better standards of action."(45)
Examples of the values of direct instruction.may be feund in kindness to
animals, or the dangers or'smoking. Many evils are traced to ignorance.
Any method which attempts to remedy the situation will be beneficial.

__‘

(42) Bonser, F. G. Elementary Curriculum. New York, LIacMillan Co.

1924 p. 72-880
(43) Kirkpatrick. Loc. Cit.

-91..

"Mere verbal knowledge” (the danger of direct instruction) ”may be
'feeble indeed as it is not genuine knowledge. The latter is indissolvably
linked with conduct.”(44)

Some of the various method of presenting special units deserve men-
tion. Socialized discussion tends to develop self-direction, self-
reliance and self-control.‘ It offers an excellent way in winch to lead
pupils to discover and discuss their faults and shortcomings. Self-
realization is of decided value and should be encouraged. It also
develops the much needed ability to cooperate in group enterprises.

R. D. Allen has produced two volumes entitled "Case Conference

(45) These books offer much valuable material

Methods in Group Guidance.”
and helpful suggestions for the use of the case method of instruction.
They develop a procedure which consists of problems for class discussion,
teaching objectives, type of case, the procedure or issues and a summary
or conclusions.

Dramatization and stories offer another valuable approach. The
elements of good character can be made real to the children if they can
understand them and "act than out”. Everyday situations should be used
because children often fail to make the transfer of training from remote
situations. Desirable traits thus emphasized in the child mind may lead
to development of desirable habits and ideals.

h

(44) Hayward, 1?. H. Moral Instruction and Training in Schools.
London. Longman Green and Co. 1909 p. 15.
(45) Allen, Re Do Op. Cit.

-92-

The research method of study has been but little used in the smaller
schools. It offers a good means for development of initiative, self
-reliance and reflective thought especially in the senior high school.

The use of extra-class activities has been widespread although their
full significance had not been realized until emphasis on character began
to be felt. Knowledge does not guarantee character. It does not supply

(46) Opportunity for practice of the traits

the dynamic for right living.
and deals discussed in direct methods of instruction should be provided.
Extra-class activities offer valuable means for raking these situations
real, functioning activities in the lives of boys and girls. They are
so varied that each can find some interest. The Tenth Yearbook of the
National Education Association, Department of Superintendence,(47)lists
seven principles of use of extra-class activities. They should be con-
ducted for educative ends and not for exploitation. Participation
should be voluntary. Over emphasis on a ”star system" should be avoided
Teachers should endeavor to discover best ”character opportunities”.
They should be pupil administered, within reason. They should grow out
of an enrich the regular program. Satisfactory scholarship should not
be made a prerequisite for participation.

The assembly offers a chance for integrating the entire school pregram.

It deve10ps group consciousness and school spirit. It develops tastes in

music, dramas and oratory. It serves as an emotional outlet.

 

—_

(46) Troth, D. C. Selected Readings in Character Education.
Boston: Beacon Press, P. B8.

(47) National Education Association of Department of Superintendence,
Op. Cit. P. 2.11... 133.

 

-93-

Dramatics provide an enriched curriculum for the capable. They train
in social ability and have moral value in contrasts of right and wrong.
Athletics develOp group spirit, fair play and physical and moral
ability. They can be Lade exceedingly valuable if properly supervised.

Clubs help children as discover interests. They afford profitable
leisure time activities.

Participation in student government helps to develop civic ideals.
It gives an opportunity to practice citizenship. One of the best known
systems of student government is in o eration at Holland, Michigan.
Some of the ideals stressed there are of interest. Be honest, brave
and clean. Work hard, play hard and study lard. Be useful in your
home. Be a gentleman or lady on the street and in public places. Be
a first rate citizen in your school. Be a good, happy student of Junior
High.(48)

As most children need guidance at some time in their school life,
a plan of individual guidance is advisable. The counselor should have
training far this work. Classroom teachers and those who administer
the prOgrams would be of:much greater value to their individual pupils
if they understood the basic principles of individual guidance.

Discipline can.have its moral values. Bad behavior does not always
Justify punishment. Instead, the underlying causes should be sought for
remedy. The physical handicaps, remove irritations, get the attitude of
the home and give them yours, remove special strains, adjust the school
load to ability, provide for satisfying constructive recreation, aid in

making friends and discovering new interests. These are all a part of

real discipline.

 

(48) Fall, E. E. Student Administrative Body Handbook of Junior High
School, Holland, Michigan. 1930.

The school should discover the individual differences of the pupils
and fit the school to the child. Intelligence tests and achievanait
tests serve valuable instruments in providi ng materials suited to pupils
of varying ability.

Report cards should be used which emphasize character development as
well as scholarship. Some good ones have been developed and help to focus
attention on this valuable factor of life.

The personality of the teacher is important. If one teaches character
she mist first achieve it herself. A teacher who stands for the right and
endeavors to do her best even though she sometimes fails, is a valuable
asset to any character program. Moral leadership can be supplied by the
teacher and especially in.the lower grades the pupils idealize and imitate
their teacher. It behooves the school to provide good models.

The superintendent should establish friendly, c00perative relations
with the home. This may be accomplished by communications, pamphlets,
pregress reports, letters of advice and approbation, parents' meetings
and individual conferences. The closer the teacher-school-relationship
to the home, the better chance fer friendly, sympathetic, understanding
cooperation.

The above items of content might be summarized as follows:

1. A curriculum.should be provided which emphasizes the child
and not subject matter.

2. New types of teaching:methods should be used in.preference to
recitation type.

3. Units of special factors may be developed by means of -
a. socialized discussion
b. case study
c. dramatization and stories
d. research method of teaching.

4.

5.

6.

7.

-95-

A well develOped program of extra-class activities should be
provided.

A guidance program.is desirable.

Certain factors of school organization may be used as:
8. Discipline
b. Recognition of individual differences
c. Reports

Favorable cooperative relations of home, school and community.

VII. Suggested desirable content for 2 character development program
_i_I_1 t_i_i_e Rural Agricultural Schools.

The content of the c2-aracter educati )nal program in the Rural Agricul-
tural Schools may be limited by certain factors. Some of these will be
discussed.

Emphasis on characcer development is new. It has not developed any set
method or procedure as yet. It permeates the whole offering of the school
and is subjective rather than objective in nature. Therefore, it is hard
to measure and hard to prepare for.

The Rural Agricultural Schools are usually located in rural villages
with their industries varying with the community. This fact would have
some effect on the range of vocational study.

Many of the teachers lack adequate preparation for character activities.
This is due to no fault of their own, but mainly to lack of emphasis at
teacher training institutims. It was only in 19154 that emphasis was
developed in the teachers colleges.

During the period that this stuiy is designed to cover, the depression
was an influential factor. Of course, its effects have been manifested in
the schools. The fact also that the state financial system for school
support is being modified resulted in restricted budgets and curtailed
activities.

In making this study not all phases of character development were in-
vestigated. The purpose was to investigate enough to insure the develop-
ment of trends as a possible means of suggesting content of a character

program in the Rural Agricultural Schools.

-97-

There is the possibility that new methods will be developed in the
near future. Curriculum construction should be continuous and cooperative.
In such a new and interesting field it is certain to change.

These and other possible limitations will have to be recognized in pre-

senting the following summary statements.

-98..

Summary statements 22 conditions 33 the Rural Agricultural Schools
which relate _t_q_ character development.

Provision for the intellectual needs of the pupils is a part of a
character education program. Analysis under Principle I indicates that
this principle could be better observed. It is difficult to adequately
meet the intellectual needs of pupils when these needs are nodr imown.
Since less than half of the schools use intelligence tests, anphasis
is needed here. Individual differences are recognized in 60 percent of
the echo ls by means of varied organization of subject content,but this
is also too low fer the schools as a group. The limited use of super-
vised study would indicate need of greater practice of progressive pro-
cedures. With facilities provided by vocational educational prOgrams
it would seem that greater effcrt could be made to provide for the slow
child. The use of large unit assignments is another desirable method of
developing group and c00perative responsibility and its wide use is to
be commended. Those schools not employing it should investigate its
possibilities. The high.percent of retarded pupils in scme places in-
dicates that all the schools are not meeting successfully the intellectual
needs of the pupils. The number of accelerated pupils is not excessive,
although the fact that sore schools report that no pupils are accelerated
is not indicative of good practice. The number of graduates employed is
not very high. It WOlld seem that those schools located in rural areas
should be represented by a large percent of employed graduates. Attendance
of college by graduates is as high as one would expect in view of the

depression and the type of school.

A suitable guidance program is important. Some schools lack well
trained staffs. Although vocational guidance is the largest field of
preparation all the schools do not make use of this preparation. Approx-
imately one-third of the schools have counoelors and fewer than one-half
provide systematic study of vocations and occupations. There is need of
emphasis here. The schools which attempt individual guidance in.nost
cases use a wide variety of factors for bases. The number of schools
providing for this activity could be increased as only one-third provide
counselors for their pupils. It is unfortunate that most of the schools
have had some activities curtailed during the last three years.

A better health program would be desirable. One-third of the schools
provide for physical examinations. Thirty-eight and four-tenths percent
of the schools are located in counties with county doctors, but 84.8 per-
cent have county nurses. This evidence shows that the value of health
work is being reCOgnized but by the county or other organizations rather
than the city or the school. The expense no doubt prohibits or at least
limits this activity for the school. In spite of these handicaps, some
effort at correction of defects is provided in 42 of the 55 schools.

In attemptihg to develoo desirable traits of citizenship a wide
variety of means should be used. Group responsibilities of various
types are employed in approximmely 60 percent of the schools. Pupils
help with classroom housekeeping in 96.2 percent of the schools. Par-
ticipation in school government is reported in 65 percent of the replies.
Habits of truthfulness and honesty are developed by using stories and
biography in 33 schools while dramatization and stories are used in 23

and 20 institutions respectively.

-100-

Most of the schools have extensive extra-class activity programs
although athletics and dramatics are given the most attention. Same
of the other activities such as the school paper, debate and band are
equally desirable although they should be limited in number of parti-
cipants. Nineteen and nine-tenths percent of the schools have 4-H
Clubs although this type of activity might be more extensively used
if other types of clubs, such as the Future Farmers' were considered.
More schools should have intra-mural athletic programs. Sixty-nine
and eight-tenths percent of the schools do not provide for this
activity. Also there is a too limited percent of school communities
having Boys and Girls Scouts. The activities of this type are very
desirable.

Standards of social relationships are being developed. The Code
of Sportsmanship of the State Dewartment of'Michigan is used in 70.9
percent of the schools. Seventy-nine and two-tenths percent of the
schools have Parent Teacher Associations. It would seem that the value
of these organizations would insure wider use. One-fourth of the
communities have Community Clubs and 12 of these are actively interested
in the schools. Of other organizations of the community the American
Legion takes the most active part with 21.8 percent of the Posts located
in the Rural Agricultural communities, showing interest in school affairs.
Considerable anphasis is given to athlctics, eighty-five and four-tenths
percent of the schools using awards to raise standards of achievement.
Some of the other desirable activities should be better recognized.

Effort should be made to develop desirable ethical habits of conduct.

-101-

In doing this 23.6 percent of the schools have definitely planned prOgrams
devoted to character development. Fifteen and three-tenths percent have
specifically devoted periods to character education while 100 percent of
the schools reporting on this question use socialized discussion to develop
character. Seventy percent use the case conference method. These facts
would seem to indicate that in most places the plan for character education
in not definitely worked out and much that is done is incidental. The
Bible is not read in 85 percent of the schools. Habits of good conduct

are developed in 96.2 percent of the cases,while 24.4 percent of the schools
excuse their pupils from.school far the purpose of receiving religious
instruction. The above shows rather a wide use of’methods for developing
charscter outcomes although definite planning of the program has not yet

occurred in many of the schools.

~102-

In view of the preceding discussion the following conclusions appear
significant to the writer. There may be other conclusions of equal or
greater value. The Rural Agricultural Schools, in framing a program.for
.the development of desirable character outcomes, should stress the
following.

1. Development of a child centered curriculum by -

a. A wider rec0gnition of individual differences through
large unit assignments in more schools and in more

subjects.

b. Greater recognition of individual differences through
varied content and organization of subjects.

c. Discovery of individual differences by means of
intelligence tests and achievement tests as the
basis for individualized instruction.

d. Better provision for the slow child through wider use
of the vocational educational program.

2. Give preference to new types of teaching methods by -

a. Continued and more extensive use of group activities,
the project and problem.methods and as wide a use of
activities as possible within the limitations of the
school.

3. Development of character outcomes by means of special units
through -

a. Continued wide use of socialized discussion of character
traits.

b. Continued use of the case conference method as a desirable
alternative for the socialized discussion.

c. Introduction of the research type of study for a few advanced
pupils.

d. Wider development of traits of character by the use of
dramatization, stories, biography, and mythology.

4.

5.

6.

—103-

DevelOpment of a well planned program of extra-class activities

by
a.
b.
c.

d.

6.

f.

Continued use of inter-scholastic athletics.
wider use of other extra-class activities.
Hider use of student warticipation in schoolgpvernment.

Development of a more extensive program of intradmural
athletics.

Develonment of a more extensive club program consistent
with the ability of the school to supply sponsors and
facilities.

A.much wider use of the benefits of Scout troops for boys
and similar organizations for girls.

Development of a strong program for guidance by -

b.

Co

d.

Providing more trained counselors as soon as finances
warrant.

Providing greater emphasis on the study of vocations as
consistent in a Rural Agricultural School.

Continued use of a wide basis for individual guidance.

Providing for return of services when financial conditions
will permit.

Development of a strong health program by -

a.
b.

00

d.

Providing for more physical examinations.
Continued wide use of the county nurse and doctor.

Continued acceptance of assistance from outside
foundations.

Greater provision for correction of defects either in
the form of wider variety or in more schools.

7.

8.

—104-

Utilization of certain phases of school organization as -
a. Discipline by -

(1) Student participation in investigating and penalizing
delinquent cases.

(2) Continued use of guidance activities and individual
case conference to discover cause of bad conduct.

b. Reports by -

(1) Development of a report emphasizing desirable
character traits instead of scholarship.

Development of cooperative relations with the home and community
by -

a. Development of standards of conduct through cooperation
with the State Department of Public Instruction and other
helpful agencies.

b. Continued use and wide extension of the Parent Teacher
Association.

c. Better and wider co peration to be secured with community
clubs and similar organizations.

d. Visitation of homes by the teachers to a greater extent.

-105-

BIBLIOGRAPHY

Adams, John, Evolution of Educational Theory - London, Ehcmillan
and Company, Ltd., 1928

Allen, R. D., Case Conference Methods of Group Guidance - New Ybrk,
Ivor Publishing Company 1933

Anderson, B; A. Activity in Character Education - National Education
Association Journal,‘Vol. 20:201-202

Anderson, H. A., Report Card in Character Education - National
Education Association Journal - vci. 19:307-308, Dec. 1930

Annual Report of the Public Schools of Elgin, Illinois 1924-1925.-
Board of Education, Elgin, Illinois, 1925

Bagley, w. 0., Some Handicaps of Character Education in the United
States - National Education Association.PTOceedings,
V01. 67:763-769

Bonser, F. G., The Elementary School Curriculum.- New Ybrk,
Eacmillan Company, 1924

Brayman, Harold, Wealth Rises to the Top - Outlook and Independent
158:78 nay-1931

Brown, C. A., Character Education - National Education.Association
Proceedings, Vol. 66:628-632, 1928

Charters, F. A., Heme and Character Education - National Education
Association Journal, V01..19:259, June 1930

Charters, W. W., The Copeland Experiment in the District of Columbia -
Educational Record, 15:403-408, October 1934

Charters, W. W., Experiments in Character Education - Educational
Journal 15:289, July 1954

Character Education methods - The Iowa Plan, Washington, D. C.
Character Education Institute 1922

Coffman, L. D., Conflicting Governmental Philosophies, National
Education Association Proceedings, vci. 71:117-120

Calligan, E..A., Training Teachers for Guidance -IEducational Record
16:136-137, January 1935

Committee Report - Character Education, Bureau of Education.Bu11etin,
no. 7, Introduction, 1927

-106-

Cooley, Edwin J ., Prevention of Delinquency -,Catholic Charities
Review, November 1924

Cooley, Edwin J., Probation and Delinquency, New Ybrk, Thames Nelson
and Sons, 1927

Copeland, Royal 8., Crime and a Revised National Policy in Education -
National Education Association Proceedings, Vol. 72:288-290
1934

Copeland, Roual 8., Education and Prevention of Crime - National
Education Association Proceedings, Vol. 72:598-603, 1934

Course of Study In Character Education I and II - Lansing, Board of
Education, 1931-1953

Cubberley, E. 9., The History of Education - Boston, Houghton, LIifflin
Company, 1920

Dewey, John, Outlines of a Critical Theory of Ethics - Ann Arbor,
Michim Register Publishing Company 1891

Fall, E. E., Student Administrative Body Handbook of Junior High School -
Holland, hiichigan, 1930

Fishbeck, E. H., What the Teacher Can Do - National Education
Association Journal, Vol. 19:179, June, 1930

Freeman, J. F., Schools of Hellas - London, Anemillan Company, Ltd. 1907

Fretwell, E. K., Blind Obedience Kills Character - Teachers College
Record, 31:698 April, 1931

Hartshorne, Hugh and lioy, Mark - Studies in Deceit, New York, Macmillan
Company, 1928

Hartshorne, Hugh, May, Mark, and Miller, J. 3., Studies in Service and
Self Control - New York, Macmillan Company 1929

Haywood, F. H., Moral Instruction and Training in Schools, London,
Longnan, Green, and Company, 1909

Report, Head Masters Association - Character Education in Secondary
Schools, Boston, Board of Education 1928

Holmes,,,Arthur, Principles of Character Making - New York, J. B.
Lippincott Company, 1913

Hunt, R. I.., More Effective Character Education - Ohio Schools,
P. 226, October 1934

Jewell, F. R. and Blackler, R. 6., Character Education - Salem, Ore.,
State Department of Public Instruction, 1930

-lO7-

Kirkham, F. ‘51., Educating All the Children of All the People -
U. S. Department of Interior, Office of Education, Bulletin
Number 11:30-31

Kirkpatrick, E. A., Fundamentals of Child Study - New York, Macmillan
Company, 1922

Law, Fred H., Character Building in Our High Schools Through the
Literature of Our Times - National Education Association
Proceedings, Vol. 70-310-312

Leighton, J. A., The Individual and the Social Order - New York,
E. Appleton Company, 1926

Meredith, H. V., and Marry, J. 0., A Brief History of Character
Education, Extension Bulletin No. 290, Iowa City, Iowa,
University of Iowa

Michigan Chosen for National Research - Michigan Education Journal,
12:145-147, November 1934

Morgan, J. In, The Leisure of Tomorrow - National Education Journal,
Vol. 19:1 (An editorial) 1930

Morris, Edna A., Contemporary Character Training in the Boston
Publis Schools (A thesis) Boston University 1931

National Education Association, Department of Superintendent, Tenth
Yearbook, Character Education, Washington, D. 0., National
Education Association, 1932

National Education Association, Department of Superintendent, Fourth
Yearbook, Washington, D. 0., National Education Association,
1926

Neuman, Henry, Lives in the Making - New York, D. Appleton Co., 1932

Nichols, Claude 11., Moral Education Among the North American Indians,
Contributions to Education. Teachers College, Columbia,
New York, Columbia University 1930

Patry, F. L., Everyday Use of Mental Hygiene - School Executives
Magazine P. 402-403, August, 1933

Patry, F. I.., and Howard, F. E., Mental Health, New York, Harpers and
Brothers, 1935

Randall, John H., _Making the Modern nind, Chicago, Houghton nirriin
Company, 1926

Rankin, P. T., Training of Teachers for Character Education, National
Education Association Proceedings, 68:319-326, 1930

 

-108-

Sharp, Frank, Education for Character - Indianapolis, Bobbs,
Merrill Company, 1917

Troth, D. 0., Selected Readings in Character Education, Boston,
Beacon Press, Inc., 1930

Tattle, H. 3., and menegat, P. A., Procedures for Character Education,
Eugene, Oregon, The Cooperative Book Store, 1931

Tylor, Russell, The Exodus from Rural America - Current History 35:40},
December 1931

United States Department of Interior, Bureau of Education, Cardinal
Principles of Education, Bulletin 35, Washington, D. C.
Government Printing Office, 1918

Voelker, Paul F., Character in the Making, Lansing, E. M. Hale Co.,
1934

Voelker, Paul L, Thompson, Paul, Stack, Dorr, A Study (1‘ the Growth
of Rural Agricultural Schools in Michigan from 1919 to 1935
Lansing, Michigan State Department of Public Instruction,
1935

Wyman, L. K., Student Development Through Responsibility, National
Education Association Journal, Vol. 19:303, 1930

-109-

APPENDIX

List of thirteen contributions to character education by various authors

10
2.
3.
4e
5.
Go
7.
So

9.

10.
ll.
12.

13.

Allen, R. D., "Case Conference Problems in Group Guidance"
Bower, W. 0., "Character Through Creative Emperience"
Charters, W. W., "Teaching Ideals"

Dewey, John, "Human Nature and Conduct"

Germaine, C. E. and E. G., ”Character Eflucation"
Hartshorne,.fiugh, "Character in Human Relations”
Eartshorne, Hugh and may, mark, ”Studies in Deceit”
Beaten, Kenneth, "The Character Emphasis in Eflucation"

McLester, Amelia, "The Development of Character Traits in‘YOung
Children"

Neuman, Henry, "Eflucation for Mbral Growth"
Neuman, Henry, "Lives in the Making”
Symonds, Percival, ”Diagnosing Personality and Conduct"

Vbelker, Paul, ”Character in the making"

1.

2.

3.

4.

5.

6.

7.

8.

9.

~110-

' List of Nine Studies of Character Educational Programs

Houston, Gwendolyn, "Character Education"
California 1933

HbDermott, F. 0., ”Character Education in Some City Schools”
Fbrdhmn 1933

Cullen, Ruth W., ”A.Character Education Study as Carried on in a
Los Angeles Junior High School - Southern California 1932

Hbupt, Bertha, "Character Training in the First Three Grades of
The Elementary School" Louisiana 1931

Davidson, Thomas Nelson, “A Study of a Plan for Character
Education at Neptune High School" Rutgers 1931

Fedor, Daniel D., "An.ENaluation of Certain Aspects of a Progran
of Character Education" Denver 1931

Friedman, Jule, "Character Education in the Secondary Schools
of New York City” New York 1931

Keefer, Helen E., FA Tentative Character Program Illustrated by
Case Studies of First Grade Pupils" St. Louis 1931

Mbrris, Edna A., "A.Contemporary Character Training in the
Boston Public Schools" Boston 1931

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.

24,

-111...

RURAL AGRICULTURAL SCHOOLS OF MICHIGAN

Alanson
Alpha
Atlanta
Amasa
Barryton
Beaverton
Bear Lake
Belleville
Benzonia
Bessemer
Boyne Falls
Brethren
Brimley
Buckley
Byron
Caledonia
Cedarville
Chassell
Copemish
Cooks
Couzens (Bath
Covert
Dansville

Dalton

School and Post Office
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.

37.

39.
40.
41.
42.

43.

45.
46.
47.

48.

East Jordan
Edwardsburg
Ewen
Fairview
Farwell
Felch
Gaines
Goodrich
Grand Blanc
Grand marais
Gwinn
Harlan
Harrison
Harrisville
Hartland
Haslett
Hermansville
anor
beeyville
Johannesburg
John Doelle (Hbughton)
W. K. Kellogg (Augusta)
Kenton

Lakeview (Battle Creek)

49.
50.
51.
52.
53.
54.
55.
56.

57.

59.
60.
61.
62.
63.
64.
65.
66.
67.
68.

69.

-112-

Lincoln (Ypsilanti)
Luther
wanton
Marenisco
Marion
mattawan
Merritt
Rbsick
Middleville
Milford

Mio

montague
Nbrley
Mbrrice
Napoleon
National Mine
New Buffalo
New Hudson
Nerthport
Olivet

Okemos

70.
71.
72.
73.
74.
75.
76.
77.
78.

79.

81.
82.

83.

85.
86.
87.
88.
89.
90.
91.

92.

Ontonagon
Palmer

Pelkie (Baraga
Pellston
Perry

Portage
Quinnesee (Kingsford)
Redford Union #1
Remus

Republic
Richland
Rockland
Roscommon
Sand Creek
Stephenson
Thompsonville
Trenary

Trout Creek
Udcan

walled Lake
Williamsburg
Winona

Woodland

 

~113-

 

 

meetion Number 3
Frequency Distribution of Schools Reporting
Percent Retarded and Accelerated
'r-Pe‘rcent Schools Schools
Interval Retarded Accelerated

0 - 4.99 8 8

5 - 9.99 10 10

10 - 14.99 12 13

15 - 19.99 1 4

20 - 24.99 2 3

25 - 29.99 3 1

30 - 35.99 3 0

 

 

 

 

 

 

Question Number 23

Distribution of Schools Using Large Unit Assignments

According to Subjects

 

 

 

Social Natural Titer- Agri- Geog- mthe-
Science Science ature culture raphy Reading mat ics Health
29 30 20 46 22 11 8 14

 

 

 

 

 

 

 

 

 

-1l4-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

exmndwou weaves um UHmaHHdcapos mwoawmm,wwuombd ow HmmmuHm.e QHwQCedom Afiwwmea
wmeom3¢
Hseeednw, Hum HouHo monmo monmo Sousa woumo moumo douse mOtmo monoo Hoo
moMH .uivm‘ mm a» am me am me am me am me am me am me am a» am we mm as
wmdomde m o o Hm mo mo mo mo 90 em mo mo 00 mo am qo mo mo 00 mo H00 H00
mu 0 H mo 00 mo mo 90 mo mo mo mm no mo mo we we
wowOOHm m 9 mo mH mo #0 mo mo mo qm mo 00 co
m mo mm mo e0 mo mo 00 mm 00
m mo mm mm em mo mo mo mm
mm mm em
mm mm
mm
mede
mowOOHm u m o H m m m q a H m e m m H u m H m a H H

 

 

 

-115-

estion Number 36

Distribution Showing Percent of 1933-34
Graduates Attending College

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Percent --
Interval 1.9 10-19 20-29 50-59 40-40 50-59 50—52
Year 55.545554155545554 5455545554
00101020205050 40500050
00101020205550 44
10101020205555 4.5
1110112020
3 1510122020
E 2510122220
3 5510122520
“3 5510142525
:9? 5512142525
fl 5512152525
15122525
15 2725
15 25
_fi 10 25
Total
Schools 9 10 14 11 12 15 3 3 3 1 O 1

 

 

 

-116-

Question Number 24

Distribution Showing Number of Boys and Girls
4-H Club Bombers

 

 

 

 

 

 

 

Inte 1-9 10-19 20-29 50-59 40-49 50-59 60-69
Boys 2.
Girl! BLBGJGLBGJBGIBGBG
4 4 10 10 20 2O 34 50 O O O O 60
Ember 6 5 10 10 20 20 56 50 62
of -
Boy! 6 6 10 10 2O 20 50
and 1
Girls 7 6 10 12 2O 20 52
8 6 11 16 25 2O 52
8 8 12 16 25 20
8 15 17 25 2O
8 15 25 21
9 15 21
5' 15 24
15 25
15 25
15 25
17
18 . L 1
Total ~
School-69157 83152 50000 2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

‘ guestion Number 59

 

~117-

Distribution of Percent of Pupils Participating
in Intra-MMral Athletics

 

 

 

 

 

 

 

 

 

 

 

 

 

Interval 20-29 30-39 40-49 50—59 60-69 70-79 80-89 90-99 100
Percent 20 30 40 50 6O 7O 85 9C 100
by 25 3O 4O 50 6O 75 90 100
Schools 25 3O 40 50 60 75 100
25 30 40 50 75 100
40 50 75 100

45 50 75

"Total

Schools 4 4 6 6 3 6 1 2 5

 

 

 

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