DEPAR I'MENT OF THE IN'FERIOR 


BUREAU OF EDUCATION 


BULIXTIN. 1926, No. 7 


i CHARACTER EDUCATION 


REPORT OF THE 

COMMITTEE ON CHARACTER EDUCATION OF 
THE NATIONAL EDUCATION ASSOCIATION 



I 

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WASHINGTON. 

GOVERNMENT PRINTING OFFICE 
1926 




ADDITIONAL COPIES 

Of rail PUBLICATION MA.T BB PROCUfiBD FBOIC 
TBI BUriRINTBNDlNT Of X>OCUMBNTS 
OOYBRNMBNT PRINTINQ OITICI 
WASBINOTON, D. a 

AT 

SJ CENTS PEB COPY 


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contb:nts 


Psg» 

Coramittee oo Character Education iv 

Preface y 

Introduction 1 

Chapter I. The proceaBea of character education 2 

II. ClasHTOom procedure in relation to eharacter education 17 

III. Curriculum material# for character education 23 

IV. The school community . 28 

V. Character teat# and measuremeoti 36 

VI. Professional preparation of teachers for character education / 49 

VII. Delinqpieney, its forms, causes, and prevention . 66 

VIII. SuggAations by way of conclusion 66 

Appendix A. BibUograpby of character edaeation Qg 

B» Two recent orgaulxations for character education: 

(1) The Pathfinders of America ' g4 

(2) Knighthood of Youth l 86 

. C. School and church cooperative plans 86 

D. Exemplification of character (dacatioo* 87 

^ lU 



4 . 


COMMITTEE ON CHARACTER EDUCATION 

Milton Bennion, Cluiirnmn, Doan, School of Education, University of Utah, Salt 
Lake City, Utah. 

Fannie Forn Andrevsn, SUTrclary, AinorM-aii School Citizmship Jjcagui:, Huston, 
Maas. 

Sarah LouIrp An\old, Simmof^s College, Boston, Mas.s. 

Edna Wahson Bailey, SuiM^rviaor of Sc’k'nre, Univer«tv High School, Oakland, 
Calif. 

Arthur L. Beole*y, Aafli8t4Uit ProLrasor of S<H*ial Economy, University of C'liicago, 
Chicago, III., and lU^search Assiatant, Divlaion of the Criminologist, State 
of IllinoiB. 

Jeremiah E, Burke, Superintendent of Sehoola, Boston, Miiss. 

Ira I. Camraack, Superintendent of Schoola, Kansas City, Mo. 

W. W. Charkrs, Profe«R<^r of Eduwition, University of Cliicago, Chicago, III. 

O. B. Dnike, Suj>eriuteiidefjt of Schoola, District No. I, Canon Cit}^ Colo. 

Busan M. Dorsey, SuperinU'iidont of Schools, Lor Angeles, Calif. 

T. W. Galloway, Aasociatc Director, Department of Educational Measures, 
American Social H 3 ’gione Association, New York City, N. Y. 

Mrs. Saiuiy Circ 4 <or>-, Rural Teacher, Faxon, Okla. . ^ 

Clarence Hayden, 2ii09 Napoleon Avenue, New Orleans, Ia, 

Howard C. Hill, Uni|Aity High School, University of Chicago, Chic^igo, 111. 

Olive M. Jones, l^in^Plk, P\d>lic School No. 120, Now York C^ity, N. Y. 

William H. Kilpatric':, Profeasor of Education, Teachers College, Columbia 
Uuiversitv, New York ('itv, N. Y. 

John li, Kirk, President-Emeritus, State Teachers College, Kirksville, Mo. 

Effie McGregor, Priiici^^al, .lol^n Burroughs School, Minneapolis, Minn, 

Mary MeSkimmon, Principal/ Pierce School, Brookline, Mass. 

J. L. Mcriam, Professor of Education, University of Califoinia, Soutlicru Braochp 
Los Angeles, Calif. 

T. M. Muir, Princapal, Junior High School, Cincirmati Ohio. 

Merle Prunty, Principal, Central High School, Tulwi, Okla. 

E. Ruth Pyrtle, PriiieAMil, McKinley School, Lincoln, Nebr. 

Margaret Roe, rriiuifal. Public School No. 1, New York City, N. Y. 

Charles E. Uugh, Professor of Education, UniverHitv of California, Berkeley, 
Calif. 

J. W. Searsoii, Professor of English, University of Nebraska, Lincoln, Nebr, 

B. D. Shankland, Sccrct^iry, Department of Superintendence, Assigned Consult- 
ing Member, N. E. A. Headquarters, Washington, D. C. 

Edward O. Sisson, Professor of Philosophy, Heed College, Portland, Oreg. ► 

Edwin D. Starbuck, Professor of Philosophy, Universit'j^ of Iowa, Iowa City, 
Iowa. / . 

A. L. Threlkeld, Deputy Superintendent of Schools, Denver, Colo. 

Leila Tilley, Teacher, Boise, Idaho. 

H. B. Wilson, Superintendent of Schools, Berkeley, Calif, 

A. Duncan Yocum, Professor of Education, University of Pennsylvania, Phila- 
delphia, Pa. 


IV 


PREFACE 


Tho Btudont of cliararUT education is at once confronted with the 
fjict thut he is dealing with very complex and perplexing problems; 
(liniculties seem ‘to multiply as the study prooeecte. For those and 
other rf'asons the committee has for several years carried on its work 
l»y sul>o<)nHni(t(H^s. For the studies of tho currtmt year ( 1924 - 25 ) 
and in the piepuration of this report the coinniittoe has been orgao- 
i/.(‘(l as follows: 

1. r/if processia of characlrr etlucalion: Ed^^'ard 0. Sisson (Ctiairman), T. W« 
Onlloway, J. L. Meriaui, T. M. Muir, Charles E. Rugh, A. L. Thixdkdd, H. B. 
Wilson, Milton Honnion. 

2. Clai^^oom procedure: H. D. Wilsou (t/lmirman), Fannie Fern Andrews, 

I. dna W. Bailey, Jeremiah E. Burke, \V. W.. CharU*rs, Olive M. Jones, William 
II. Kilimtriek, Effic McGregor, Mar>- MciSkiumion, T. M. Muir, E. Ruth Pyrtle, 
Margaret Rxu;, Charles E. Hugh, J. W. Searson, Edward O. Sisson, Milton 
Itennion. 

3. ('urricuturn matrriciU: J, L. Meriam (Chairman), Fannie Foni Andrews, Sarah 
l.oniHc Arnold, Ira I. Cammack, W. W. Charters, Susan M. Dorsey, Howard C. 
Kill, Wiliiaiu H. Kilpatrick, Effie McGn'gor, Merle Pnjnty, J. W. Scarson, 
EdNNard 0. Siason, A, L. Threlkcld, H. B. Wilson, Milton Bennion. 

4. School community: Olive M. Jones (Chairman) J. E. Burke, Susan M. Dor- 
sey, T. W. Galloway, (Mrs.) Sandy W. Gregory, Clarenee Hayden, John R. Kirk, 

J. L. Meriam, E. Ruth Pyrtlc, Margaret Rae, Lcdla Tilley, Milton Bennion. 

5. CharacLer 8C4iIeaan(imf(UHur€menis: Edwin D. Starbuck (Chairman), Arthur 
L. Ihndey, T. W. Galloway, William II. Kilpatrick, Merle Prunty, A. Duncan 
Voeum^ Milton Bennion. 

i\ Teacher training: Charlea E. Rugh (Chairman), Sarah Louise Arnold, Edna 
W. Bailey, Ira I. Cammack, 0. B. Drake, Howard C. Hill, John R. Kirk, A. 
Duncan Yocum, Milton Bennion. 

7. I>elinqucr^cyy its forms, causes and prevention: A. L. Bt>elcy (Chairman), 
D. H. Drake, Milton Bennion. 

8. CharacUr education plans and references for eiudy (selecied bibliography): 
J. W. Searson (Chairiman), Mary MeSkiramon, Milton Bennion. 

8. D. Shankland, consulting mcmber.of all subcommittees. 

The chapters of this report have for tho most part been prepared 
by tho chairman of tho corresponding subcommittee in collaboration' 
with his committee me inhere. Each of these reports haS, however, 
been submitted to the committee os a whole arid has been generally 
approved subject to such adjustments as the chairman miglit find 
advisable to make. 


VI 


PREFACE 


While this comniiKoo hfts l)mi n.t work for several years no mem- 
ber of tho cornmiUco lias been free to give his time and energy to 
the work; it has, in all cases, been carried Jis an extra load. 

Ihc very limited funds appropriated have been availablo forolhcou 
expenses only, with no financial pravision either for committee nicel^ 
ings or for research. Meetings of tho committee as a whole have, 
therefore, been impo.s.siblo, but members have had personal and group 
conferences whenever cjrcunistanc<is porniitted. 

Under these conditions tho committee has niinod only to collect 
aiul compile the iufurrnatioo available to its rnerabors and to rtv 
state what in its judgment represents the soundest current theories 
of character education. Tho various sulwommitteos have had a 
large degree of iadopeiuJonce in tho study and formulation of their 
own problems. 

A general bibliography and brief descriptions of several new organ- 
izations for character education are assigned to tho appendix. 

While the committee is of tho opinion that it has made some 
progress toward developing a sound point of view, it is also conscious 
of the very hniited scojio of its work to date; the major portion 
remains to bo done. This report is submitted in all humility, but 
in the hope that it may bo of some va^o to teachers generally. 

The committeo gratefully acknow^gc' its tlcbt to cow'orkers in 
this phase of educational endeavor. Many such workers havo re- 
sponded generously to calls for assisiaace. 



0 




V. 


V 


^ CHARACTER EDUCATION 


INTRODUCTION 

Tho subject of objectives in character oducation was discussed in 
a report of propjoss to the National Education Association, July, 
1924. While this topic Is not treated separately in this report, the 
general point of view of the 1924 report is maintained in Chapter I, 
.The I’rocesses of Character Education, and is restated briefly and 
discussed at some length in Chapter VI, Professional Preparation of 
Teachers for Character Elducation. 

Tho general objectives of character education may bo stated in 
different ways without ueeosaarily involving conflict. They may for 
example bo briefly stated os follows; 

1. To thwolop socially valuable purpasas, loading in youth or early 
maturity, to tlio development of lijfe purposes. 

2. To (lev(dop onthusiasin for tho roaliaalion of tliesa purposes; 
and coupled with this enthusiasm, intelligent use of time and energy. 

.'1. To develop the moral judgment — tho ability to know what is 
right in any given situation. 

4. To de)jelop tho moral imagination — tho ability to picture vividly 

tho good or evd consequences to self and to others of any type of 
btJiavior. ' 

5 . To divelop all socially valuable natural capacities of tho indi- 
vidual, and to direct the resultant abilitios toward Buccossfully ful- 
fdling all one’s moral obligations. 

Investigations thus far warrant the conclusion that the prime fao- 
. tor in the development of any personality is tho influence of other 
personalities. This fact gives emphasis to thegponviotion that char- 
acter education is a problem of community life, and that all social 
institutions and social agencies should share cooperatively this 
rosj)onsibility.* * 

• ■ The school can by no means assume all tho rosponsibility.* Tho 

natural responsibility of parenthood and the intimate personal reli^ 
tions of tho homo at once suggest that this institution should be the 

I This point ii quile fully discussed by Dr. K. 0. Sisson in School and flodoty,** Vol XXL No. Ml. 
NtftyO, IR25. 

• I’hfl responslhlTlty of profendonHl educitfors is not rilriclod to uchoolroom ectlvitleA. Sducttocs 
should he leaden In every phase of educational aoUvlij in the ooniAuaity and in eeob of its loci^ 

inalilu lions. 


2 


•<?!ftiiRACTER EDUCATION 


primary facl^>r in chnract<T (iovol(»pmont. Character development 
is also Imld to l>e orm of the chief functions of the church; but, be- 
cause of its preisent limitwl miigo of inOuenco as compared witli the 
school; they may well nssume n>spot)sibility nejut in irapyrtaiioo to 
that of the homo for the nliaracter tmining of the young. 

Iloiue, -choul, and clmrcli and all other social agencies 5 hould put 
forth evoiy eifort to improve the moral tone of society at large - 
adult society. A[)p<oil should bo made to all citizens to help this 
cause by their ovm exnmp'e of good rliarnc ter, since thi.^ is many 
timeb more eifectivo than precept abmo. 


Chapter I 

THE PROCESSES OF CHARACTER EDUCATION* 

V. 

I. THE POINT OP VIEW OF THE REPORT 

1 . Stri^ly H'icTitijic huoivlfdof' iji the Ji fid of chonictfr {if 

almoHi nil: hy which w«» niojiu that extremely little has Ihhmi uccom- 
plishe«l in tracing causal connections link by link wnthoiit gaps from cic- 
meuts under oar control to objectives desir<Hl, Ix‘l us illustrate; We 
do know quite definitely that ioximt ajid seerdim^ of tU eiuiorrlue 
gUmh affect the conduct and character; probably the clearest case ia 
that of thg causation of cretinism by deficiency in the thyro'id; uhnost 
.as clear is the Cii.se of certain intestinal poisons affecting the di^posi- 
tiou, sometimes in tho gravest imuiner. Long ago surgical interfer- 
ence in tho brain was pro[»osod as a means of contniiling character; it 
seemed then a^.wild idem; yet (‘ven that is liy no iSans unthiukahle 
now. although certain!}’ not yet practicable. At any rate no one can 
at this tiini* set limits safely to the rAle which purtdy material moans 
may ultimakily- claim in the determination of spiritual jirociisses. 

Meanwhile this rigorous sciontific knowledge affords actual giiid- 
anee in procedure only to a very limited extent. Frail and even 
diseased persons often manifest noble character, and persons appar- 
ently in perfect health are soine.tiino.s morally reprehensible. Wo 
are shut up in tho main to such guidance as wo may find outside of 
the realm of doflaito scientific achievi'mont. This moans: That tho 
actual practice of moral education is .still mainly in thf’ ftnyiricol atugf. 
Our knowledge is rather '* natural history*' than rigorous scioneo. 
Honce while scionc<8 in tho strict sense continues to drive toward mas- 

• Report of the Subcomrolllee on DevelopmeoUI Prorp!w «3 -E<lw«rd O. Sis'on. rhainnon. 

ThI* report tu» l««n written by the chairroan, with advice and ausgeslloo from membera of u4 sub- 
eoniDilUee. especially Prof. C E. Ruih aod.D«n Milton Bonaion. The report has received Ibe tonU- 
appr^Hjl of lh« lobcoiumitfcoo, but lU weakowM cud not bo uharfod to them. 


EDUCATION 3 

torv of Ihh 6oM, f>diirfttion riust eontirm<^ to make lnn»© «po of prol>. 
ablo knowl»‘(l^(‘, of ompiricol indiictioas, of “cut and try” methods. 

2. rills seems us t4> mapnify the importance uf “ ra«e ma-terioi”— 
of cfirefully ohserve«f and reconiod examples of moral changes in chil- 
(]rt‘ii (and indeed in nil j)crsons). I'or this reason wo recommend as a 
definite pfirtion of the inv<!Hf igation of moral <*<liicatioii an inductivs 
study of conduct as it takes place in the actual life of home and 
school and other social relations. This implies an appnmch to the 
probhun that may bi^ flcscribi'd in Darwin’s ovim words, “patiently 
nccuimilating and reflecting ujxm all sorts of factn- which could pos- 
stilly have any heiu’ingon it.” — (Origin of Species, Introduction, p. 1.) 

ft si-einc to ns of particular imjmrtance to caloh the oducand in 
the act, so to speak, of rnoral chmuff. Two lines of obs^srvation are 
cldirly open: First, ohjtH-tivo, the perception of chongiw in overt 
ndion or conduct; and siv^uul, subjwtive, the individual’s own per^ 
cepLion of inner chtmge. In spiu^ of all the Icgiiunate distrust of 
itilro.s]x*ction we are of the opinion that it cannot be exrJuded as a 
soirrct' <>f data, at least in the present slate of our observational 
knowledge in this field, if indei'd over. 

4. This means that les.s s( recss will he laid on so-called original or 
elemental chamcters — reflcjcos, instincts, etc,, and more upon oefiea- 
yalter-h* as manifested in the tissue of conduct, especially in the social 
environment. 

Tlu! cdy.fnnd in action, then, is the special object of study for 
the moral cJncalor. It is the act wliich synthesizes the play of the 
infinite manifold of origjmU tendencies; this truth in well expressed 
in I’nif. T. W, Galloway’s words: 

To the bioloKiat one’s character is the total balance oreomplex of qualities, 
iiilicritod alid acejuired, by which the individual is enabled to react, whether.welt 
•or ill, to .the essential stiiuuiating and rewarditig life-situations in which he pro- 
Rrmivcly finds himself . — {Special report to Chairman Bennion, April 16, I9B4y 
- V- /.) * 

It is this ofToctivo balance or complex which expresses itself in the 
actual behavior of the educand. 

(i. We submit the following as a sketc.h of the main phases or ele- 
ments jn the general process of moral development as.it may be 
observed in the moral educand: 

II. THE I-HOOD OF THE CHILD 

1. Long before the child can say he has., tbo experiences “I 
want,’’ “I will,” “I can,” and the whole gamut of elemental volitional 
utterance. These phrases typify the multitude of varianC experiences 
of dynamic, out-thrusting tlesire and will. Deeper than the manifold ' 
of these experiences is th<ur unity. The I is inexorably one, always 


I 



4 OHAKACrUBB Sa>UCA110K « 

i 4 eatieal with itaelf, persisting through all places in space ^and all 
periods of time. Thai the “ i ” should be ever-changing, ever-expand- 
iogl aod jot ever the same and identical with itself at every point is 
paradoxical enough in words, but is clear and axiomatic in the cod- 
scioQs experience of every human individual. 

2 . This emerging of the unitary ego or self is the primary phase of 
moral development, aod must bo made the key to both explanation 
aod procedure, Ucre is found the unity of the manifold of impulses 
and tendencies, which have been so elaborately worked out in the 
immense labors of genetic psycholitgy ; for the undorstauding of moral 
(i^velopment we must got away from tbo concept of the child, or 
indeed the adult, as a “bundle" of impulses or, later, of habits. In 
80 far as he is a “bundle" he is not, or not yot, moral; he is morally 
immature; moralizing is the progressive realization of the unity of 
his ego or I-hood. 

The flow of the child’s own dynamic will energy is. the solo aod 
exclusive organic resource for character. Nowhere else jp human 
nature is it so true that educational procoditro cannot “implant," 
although, alas, it may “root out," or at least suppress and starve. 
All it can do positively is to stimulate and foster. Hence the su- 
preme necessity of conserving and fostering this original will-energy, 
aod avoiding all unnecessary suppression or weaken!^. 

Let us at the outset provide room for the indispo^j^blc “naturaliza- 
tion of the child into the human order in which he must live and for 
such repression and coercion as that demands. Children are not bom 
angels: They carry a mixed inheritance, some elements of which 
have to be overcome or transcended. But lot us look two facts full 
in tho face: 

(а) First, that all repression and coercion, all checking and block- 
ing of the natural impulses is in and by itsdd a loss, amk easily be- 
comes a detriment. Eut into the simplest terms, this means that 
every time we are obliged to say “ Don’t,” there is an inevitable kwa 
of moral potency; this may be compensated by a greater gain in 
moral enlightenment and improved habit, but tho lose occurs regard- 
less of whether the oomponsatiou results or not. 

( б ) Second, positive character comes only from the child’s owa 
desiring and vnllin^. Tho very essence of motral development is the 
conservation and organization of tho dynamic flow of tho child’s own 
will. This ineans that the child must be led to discover and perfect 
ffood things he wants to do. Let no one suppose this meana easy 
things, or useless or futilo things, or selfish or indulgent things. It 
wi)l inevitably embrace hard things, laborious and, in themselves, 
irksome tasks. We are to aid him to discern his own truest desires 
and ambitions, his true purposes^ and, in total, his true life career. 



CHABACTBE BDUOATIOIT 5 

Ilf. TtfE eXI>ANS10N OP Tf# 

1. The I-hood of the child ‘and even of tho youth has a kind of 
hardness and narrowness. When he says or feels “ I want,” ” I can,” 
"I will,” and the like, the subject is the point of emphasis; the act gets 
its iinportAnco from the actor. In the small child all sorts of common- 
place nets become of supreme import because he has himself just 

► '^achieved thorn. As time goes on and development proceeds, a gradual 
and quite natural transformation takes place in the relative pn>mi- 
nence of the I and its acts; the / does not bocome cither loss or loss 
important, for the individual is growing and becoming more and more 
of an mdividual; but purposes and dwids rise to prominence, and in- 
stead of the deed gaining a momentary significance because the child 
did it, the adult personality gets its significance m the deeds it plans 
and consummates. 

2. The first definite step in the process of moralraing is the child's 
own discovery that ho owrus the acts which flow or leap out, as it were, 
from his nature. He must see himself, as cause, and therefore as re- 
sponsible. nfis wo think is as near as words can co^o to denoting 
the innermost essence of the long-drawn-out process of moralizing. 
And in this process there in ceaseless reference to tl®it 1 which is the 
basic element in hia personaUly. 

3. Ne.xt, tho original individual 7 is widened; the child's appre- 
hension an,d experience lead to tho sense of "you” and “fAcy” and 
then tho moral synthesis of WE, the symbol of the momentous fact of 
community or society. This process dawns in infancy, before any 
Bpooi'h is uttered; but it also proceeds indefinitely into youth and 
maturity and forms the deepest basis of both morals and religion. 

The moat profoundly moral lives are those in which tho 7 is most** 
completely merged into the >Tc. This is as true of tho humblest and 
most obscure as it is of‘>Ioses or Jesus or Lincoln. The faithful 
father or mother in an unnoted home can say with Jesna, “ I am coma 
that they might ha^Wo, and might have it more abundantly.” 

Tho opposite of tffflhis is, in Emerson’s phrase, tho domination of 
"miserablo aims that end in self”; this too can be found in the 
simplost common life, as in selfi.sh members of families or of com- 
munities, and also in brilliant careers like those of a Borgia or a 
Bonaparte. 

4. This relation of the 7, the you, tho they, and the potential We, 
or indeed manifold WEe, is of the very essence of the moral q'^olity 
of character; indeed it is difficult to avoid the conclusion that it 
iavolvoB the final criterion of moral development. 




) 


6 


CHABACTEB EDUCATION 


IV. THE EMERGENCE OF PERSONALITY 

1. Personality is probaWy tho best torm to denote the total entity 
of the individual and hence tho aim of education looked at from the 
side of the individual. . It is tho I with all its activitioa, joys, achieve- 
ments— that is, its totAl experience; but it is tho persisting and con- 
tinuous phase of all this experience, the identical Self which runs 
through tune and space and binds all together. Many of the most 
important and universal forms of moral development attach directly 
to this central entity; for example, such experiences as bearmg 
responsibility, being put on ouc's honor, being expected by others to 
do certain things, are all matU^rs attaching to j)er9onulity, and all 
affect moral dcv'clopmcnt vitally. So also the interval of others, as 
the interest shown by a teacher in a pupil, or of a friend or associate, 
which so often affect development, is a personality experience. 

2. Tho expansion of personality seems to move mainly in two 

fialds: The accomplisluuent of purposes, or and the set- 

ting up of associations, which we shall call community. Accompany- 
ing expansion is the inner experience of appreciation or satisfaction 
(with its nt^ative), which we shall call joy. We next deal hriolly 
with each of these elements in turn. 


V. ACHIEVEMENT AND CAREER 


1. Purpose expanded arrives in achicvoinont, succes.s, lifo-oareor. 
This is an impressive phase of moral development and furnishos a 
powerful motive for conduct. It has had a conspicuous place in tho 
practical operations of education; it has a powerful appeal to “the 
man on. the street,” wdio lov'cs to hear about “doing big things,” 
and probably dreams more or loss about doing big things himself. 
This is why “live wires” and “go-getters” are such heroes to the 
bulk of people; in and of itself all this is quite legitimate, and indeed 
moral. 

2. Particularly docs this impulsion toward achievement play a 
potent part in generating cneigy' and persistence in difhcuU and 

. irksome labors, ^ich as usually lie iii the path leading toward any 
notable accomplishment. Hench this principle is of indisiM-nsahle 
value in the practice of education, in order to motiv'atc the long- 
drawn-out drill and practice involved in all sorts of masteries; also 
it is indispensable in vocations to vitalize and energize the long 
apprenticeships usually demanded for promotion and success and in 
the calling. In brief, tho efficiency and skill element in character 
development is motivated mainly by this impulsion toward achieve- 


ment. V 

3. In highly developed lives and characters purpose and achieve- 
ment culminate in a unified liff-career; into this the manifold of pu^ 
poses and achievements converges and is thereby integrated; this 


CfiABACTKB BDUCATIOK 


7 

career or ultimat« achievement is the massive and final utterance of 
the cbjiracter, upon which the individual and his character are ulti- 
, mateiy judged, so, far as judgment maybe possible. But the life- 
career concept is potenti^ly vital in all moral development, and can 
not l)c left out of account in any theory of moral education. — (See 
C. \N . Eliot, Tht Importance of tke lAf e-career Motive in Edveat-ion.) 

4. It is cl^^ar that the achievement eiemont is quite negative so 
far as ultimate right and wrong are concerned, and serves one as 
faithfully as the other. With the problem of rig-ht and wrong in 
moral development wc must dt^l later. 

VI. COMMUNITY 

f 

1. Thus far we have described development mainly from the side 
^ of the individual; but it has been clear all along that the process 

constantly inwlves the formation of groups, wliich are more than 
any iu(li\'idual and even nmre than the aggregat-e or sum of the in- 
dividuals. The child enters into relat ions or associations with others, 
and these are v'i’tal phases in his moral development. We wish to 
stress Imre not primarily the group but rather Uio proces.s or experi- 
en'M‘ of l>4‘longing to and living in the group, and this proct»ss or 
experience is what wo shall denote by the wt>rd cojnrnunity. 

2. The first community of iho child is normally with tlie mother. 
The two form a group, and each shares in the group life; to each, 
thw life is community, an e.xperience and a process of develo[)inent. 
This tiny but inomontouHly important group embodies all the essential 
elements of the community experience; it makes up in inten-sitv w'hat 
i( lacks in exteasion. The coasciousneas of the Imbe dawns by in- 
finitesimal degrees but wnth unmistakable nymptoTLs into the begin- 
nings of human association — that is, community. From the primary 
point the communif y experiences of the child unfold and multiply 
with ever-widening reach and swiftly incr«'asing complexity and 
richness, their nltimate radius and quality being a profoundl}' sig- 
nificant measure of the final value of the life as a whole. The very 
nnmeis that rt'prosent these widening community relntjonshi^w sug- 
gest the significance of community in moral development; First 
mother-child, soon thereafter father-child, then brother or sister, 
playmate, schoolmate, toar^-raute, fellow-mombcr, frietid, acquaint- 
ance — and so on up to the far wider communities in church, State, 
and hnallj^ humanity. One must note also tlie negative community 
terms, involving enmity, antagonism, hatred. 

•'1. The empirical fact of community is subtle and complex in the 
highest degree. We all e^tperienco it but no one can fully describe 
it. Wo can only appeal to each other’s own experience. In a very 
true sense the experience of community is ineffable — it can not be 
reduced to language. The fact of oommunitj as each of ua experb 


9 


e&AajonoBi BDehAnoir 


^c«e it is vibrfmt» fiaalkkig, fivMDt, pdbating« irideae«nt, Bubt>k jet 
virifd, ^usive, 'yet inexorably real anti definite; it k everjllung ia a 
moment and ceosdeaalj changing. Any approach to tltofact of eom* 
nfunity winch ig^res or bebtUes this inbnite compLexily in favt^ 
of simplieity, order, or Bjstem is totally uoncieBtific, no matter how 
Bcientiho may be the individual who perpotratea it. The studool 
of moral development simply must faco Uiis fact of the defiant 
iadescribabilitj of human aasoeiaiton at (he outeet if he is to move 
with aay safety in the masee of the pnetioe and theory of moral 
education. 

4. Two elements are characteristic of the community experience; 
The first is cooperation and resulting efficiency. Each member of 
the group has his own function, his own' part to play; but the o<ul- 
come is different and normally hotter than it could be without com* 
munity. Richt^ has pointed out that even in the primitive act of 
Buckling, mother and ohild must cooperate; the cooperative feature • 
gruws and expands with the development of the uuhvidual and the 
expansion of the community relationships, cuhninating in the higl)- 
est joint enterprisoe of which man is capable in arts and iiulpstry, in 
government and social life, in religion and culture. Thus commuuily 
opetLs up a whole vista of new rdles for the individual which are im- 
possible, indeed unthinkable, except through community; so tlio ego 
grows in powers and capacities through community. 

The second is joy. This pervades the forms of cooperative action 
and transcends them, becoming a sort of spiritual atmospihere for 
the whole expcrioBce of community. This joy of human association 
would seem to bo what Jesus referred to in the '‘Mary and Martha” 
incident, when He said, ”bnt one thing is needful; Mary hath chosen 
that good part, and it shall not be taken from her,” The fertility 
andcroativenoss of this community joy is unique: Friendly and loving 
associations "double our joys and halve our sorrows.” The signifi- 
cance of this for the total problem of life is iniinite; eonaequently its 
place in moral development is supremely unportant. 

5. Thus community enriches experience in the highest degree. The 
is a new entity, quite different from Uio more addition of the /'s 

who are‘ ile members. Each / is in himself more than he was; and 
the We is still more than all the augmented /’s. This is true in the 
smallest experience of each of us, and in the supreme phases of the 
lifoof the race. Lincoln could say "AU thotlamiuwetomy Mother”; 
and as truly Stanton could say of the expiring •Lincoln, "Now he be* 
longs to the Ages”; the world itself would be infinitely poorer if it 
aliouhl lose him.' The individual merges huraelf into the group, but 
id so doing he is himself more than he was. When ho says, as so 
many have said, "I am. nothing; the group is everything,” he beoomee 
maat huusetf and most a personality. The words aound oontradktoryi 



CHAHACTBR KDUCATK>H 


9 


bat they are the nearmt approach to denoting the facts. Jesus ex- 
pimsed this as He did so many profound truths: "If any man wife 
to Rave his life he shall k)»e it; if any mart spends his life, {m’ the 
sake of the truth (Gospel), he shall save it." 

6. Out of the complexity of the community experience quite defrnrte 
phases emerge in the flow of concrete outward activity: The child sits 
ill school wjth certain of his fellows, is undw the control of a certain 
teacher, makes certain friendships, plays games with certain other 
children, etc. Often devolopmontal processes .seem to bo plainly de- 
terminotl by these community experiences. 

Case material abounds in examples bearing this out: A chiht may 
be in association with scores of persons and living in a smt of even 
tenor, with all tho community experiences involved; then ontere a 
new community, with a new acquaintance, or arises a disturbance or 
transformation in one of tho preexiGt'mg communities, and the whole 
Hfe and behavior of the child is thrown into confusion and crisis. Or 
1 VC vrrsa, a child may be going headlong- to the bad, by virtue of or 
in spite of all his existing communities, when a new one enters and 
a thoroughgoing reconstruction sots in which radically modifies a!| 
the rest. „ 

7. To certain more definite community forms tho individual "be- 
longs" — is a meml>er, with definite nviognition, sometimes by a pro- 
cethire of official election and adoption and a ritual or initiation. 
In .such groups the cooperative feature is likely to be prmninent, 
embodied partly in specified duties and offices. 

This sharply defined form of community experience bulks large in 
most lives, ranging all the way from juvenile clubs or "gangs" up to 
mcmbcrslup in nation-wide parties and world-wide associations end 
organizations. The moral bearings of these organizeil communities 
are complex i^d immense. It is painfully evident that this influence 
may be detrimental or destructive instead of beneficent and con- 
structive, ^oth upon moral developnifuit and the social order. This 
is one of the vast and formidable aspects of tho problem of moral 
education. 

VII. JOY 

1. To miss the joy is to miss all," says Robert Louis Stevenson; 
not that the joy is all, but that when tho joy Ls lost nothing else can 
compensate; the reason probably being that joy if not the consequence 
of rightuoas of lifo, is a concomitant of it. 

2. Tho cliild’s favorite word for this quality of experience is /an. 
Because this is a cliild's word, and often denotes tilings which have 
little appeal to ndults, or even .stir their disapproval, education has 
tended to ignore or frown down the child’s " fun." There are notably 
exceptions: At the Vineland Training School, probably the most 
idinirablo of its kind in the world, the motto is ^'^Happiness first; 


10 


CHAKACTBR EDUCATION 


everything else follows"; and they live by tlieir motto. Vittorino 
sensed this truth; even Plato long btdore was not entirely oblivious 
to it; PostalozAJ and Frocbel reintroduced it into educational dogma, 
and it is slowly making itself felt in schools — first in the primary 
grades, on<l perhaps last in universitias. 

Case material Is full of concomitance between joy nnd energy, joy 
and industry, joy and success, joy uiul pR)gre.vs. This is os true in 
the moral field as elsewhere, |>ei-haps even niort' so. 

3. We have already noted Urn joy of conimunUy, nnd inontion it 
again here buUi for logical completeness and for the sake of still fur- 
ther emphasis in view of it.s immense imiairUinco to fife and moral 
development. 

4. B(-auly, \n its highest s<mse, Indongs here; n challenging, fasci- 
nating, hut formidal)le problem. Tlie nestlu'tic ('xjK'rioncc has a fer- 
tility and o^n'iat.iveimss akin U> conimuiiily itself. The object of 
beauty is like tlko wtlow’s cnise of oil. It fe»'ds ami nourishes, hut is 
itself unexhausterl; its verv ossencto is "a joy forever." The joys of 
nature, of vLsihlo objects of art. of music, of literature, of the <lraiua — 
those all bear upon th<‘ richm'ss of life, and bonce uja»ii morals. Walt 
Wliitman soe.s the cun' for our national biuserTIUbjind materialism in 
a new litcruturr*. It seems cnnlible that tho (kvpi'St cuus<' of iimno- 
rahty- -groc'd for money — may Ix^ due to the pm'erty of our capacity 
for rarer Joys. CerUiinly tw'sUietic culture, in tlie broad and .sincere 
sense, has vital bearing ujXMi moral dev<'lopment. 

f). The e-commic offperis of the problem of joy Iwar vitally upon 
morality nnd moral development. Our jov'^s are bo-iu/ht \-oo dearly; 
they cost too much in monfy, which means human labor, ami too 
often the dotrimont of life to th<»«t' who "amuse" us. We no longer 
deliberately and openly butcher men to make a holitlay; but in our 
present state of eoonomica and aestliolics w'e do SHcrifice life and 
potentiality to a shocking ilegreo. An individual nnd u ptniplo both 
find moral sufety and health in the cultivation of true, joy’s. 

6. Ijcst anyone should suspect this stress upm joy of being a push 
dow'iihill in either morals or education, two suggestions are made: 
First, it is said of Jeaus that "for the joy that was set before Him, 

He endured tho cross, despising the shame.” Second, let the moral i 
philo.sophcr or the teacher look |n upon his own stream of life and 
his own development of character and consider how great a part joy 
has played. 

VIII. THE RIGHT 

1. We have thus far canvassed tho dominant intrinsic or organic 
elements in moral dovolopraont — tho original and spontaneous 
impulsions of the cliild’s nature; the emergence of personality, expe- 
rienced only in the medium of community; and the operation of the 
ifidividual in achievement. In all this we do not arrive at but only 


OHABAOTBB BDUOATION 


u 


lead up to the final eesenco of the moral life and of moral develop- 
ment — the quality of conduct and life and of character itself which 
we call the right or righteousness. This question, what is right, is 
the crucial question; it is so difficult and so controversial that one 
would fain evade it; and much moral education so-called yields, 
usually, unwittingly to the temptation, and lapses into mere ex- 
pediency and efficiency. 

2. To sec'k to g;o back to ultimate principles in this field would con- 
demn us to a sort of infinito regress into ethical disputation; there is 
only one method of escaping this and getting on in our problem, and 
that Is to postulate an ethics, and work from it. Elvery moral educator 
will have to do this sooner or later, and no leas must a theory or 
doctrine do it. It is a hazard, hut an unavoidable one. 

3. We propose to do tliis in what seems tc us the only hopeful way, 
by an appeal to the dominant ethics of our own culture. For us 
occidentals the Hebrew and Christian Scriptures embody, in their 
highest portions, the accepted ethic.al ideals of our race. However 
far our economic and social and political practice may fall short of 
these ideals, they are still the final court of appeal whenever the 
(listractioas of passion and prejudice and selfish interest can be 
abated, 'ijhree of the ethical maxims of this system may well serve 
to indicate the substance of the ideal: ^irst, the implied affirmative 
answer to the age-old question, “Am I my brother’s keej>er?’' Sec- 
ond the definite commandment, '^Thou shall love thy neighbor aa 
ihj'self” ; and third, the “Golden Rule” itself, “ Whatsoever ye would 
that men should do imto you, do you oven so unto them.” 

4. These maxims are quite oompetent for use in educjition, for 
they command the assent, at least verbally and in discussion, of the 
prevailing mass of our people. Most of all, children and youth are 
nnich inclined to agree heartily with their underlying sentiment — 
probably more even than adults. Besides this they are simple 
eiKuigh to bo grasped by children as soon as they can begin to apply 
intelligence to the problems of conduct. Finally, general as thpy 
are., they are irameiisely potent, in that they set an ideal far beyond 
the actual standards of conduct in most of the affairs of our lifet In 
other wonls, they provide an imipense opportunity for moral advance. 

These maxims are fortunatcly^and quite naturally reinforced by 
nuich of the ethical discu.ssion of our own race and spoechl* Utilitari- 
anism in particular, the most distinctly English typo of ethical 
philosophy, is, os even its enemy Spencer points out, at bottom in 
harmony with the Hobrow-Christiao teaching. Kant’s law of uni- 
versality, different as it is in its basis, is quite in harmony with, the 
Christian wthics. 

92542®— 2C 2 


12 


CHABAOTBB Bl>UOAnON 


5. It may Uo loss safe to attojiipt a basic theory to yndorlio and 
explain Uieso maxims, but the problem of moral eUucatiou really 
•demands this, bo we must undertako it. That theory may be l>est 
deduced from the great facts of personality and community already 
dealt With. Life is the great end, and life belongs to the individual 
as II personality and to all as community, and is fundamentally bound 
up into an indissoluble unity in of its manifold and often tragi© 
discords and coiiHicls. The aim of life is life itself; the aim of uio- 
rahty is the same. The final te-t of all conduct is its tcaideney to 
enhaiice the (olality of human life ulfected by it. The truly incird 
expiesbiou of the personality in action must lit into the total si'.heme 
of human life and advanoemont. Tiio aim of all coiuJui't is again 
oxptpssed in the words of Jesus Himself — “That uu'ii may have Ufe, 
aud have it more uhundantly.’’ » 

G. It is easy to attack all this as idealistic, as counsels of perfection, 
visionary and impracticalile, and have abundant logic and still more 
popular opinion energize the attack. Yet when wo begin retreating 
from it tliore is no place to stop short of mere self-intwest — and 
this is both biologically and philosophically, as weJl as practically 
more untenable. Ail too easily do the “ Devil’s BeatitVdee *’ slip into 
actual moral codes of men; “Every mao for himself; “Take cure 
iff number one”; “Put money in your purse, hon<6tly if you can." 

Tlio truth Ls that the ethical ideal makes unlimited demands, and 
^vary man has to choose how far he will respond. This is one of t he 
grayoMt problems in moral education: How good do we want to make 
our children, and, what i^ on oven more delicate question, other 
people’s children? It is easy to talk glibly about “loving one’s 
neighbor,” or being “unqualifiedly loy^” to this, that, or the other; 
•hut genuine morality tends to becoma a rigorous and imperious 
xlomond. Nicolay and Hay report of Lincoln tliat his morality was 
“inflexible, fastidious, and incoiiveniont,” and such indeed it was. 

It forbade him flatly to do many things which the majority of men 
wore accustomed to do with a clear conscienco and no little satis- 
faotioui — accept largo feos for small Borvicos, for example, and use 
questionable means to secure thw own advantage. It compelUvd 
hkn to burden himself with a load of debt for 15 years whioh be 
<KAild have legally shaken off in the bankruptcy comt. 

Thoro is little doubt that education as it is fosters a rather lenient 
morality, and conapirhs with “nature” to allow moral development 
to be confinod within very modest limits. Just how much a thorough- 
goin^ program of moral education will play havoe with this conformity 
is yet to be seen; but the etiuloat of the problem of moral develop* 
mont and moral education must reckon honestly and resolutely wi^ 
this angle of the queetiou. 


CHABACTEB SDVCATION 


13 


7. F ortuDAtelj our whole study of the process of moral developmeat 
begins witli the inviolability of the child’s own will, and so commits 
us to a plan of education which, after nnsistenco upon the miniinum 
standard morality, leavos it to each individual to determine how far 
he shall chmb up the stoop ascent toward the ultimate ethical ideal. 

On the other liand it means much to recognize the lofty height of 
that ultimate ideal^nud to hind ourselves thereby not to deceive the 
child or the youth with some low and easy standard, ^^e dnro not 
attempt to c(>orce him into being saint or martyr, but w'c are in duty 
bound to open to him the vision of the anluous yet beautiful heights 
of the ethical life. Cooley has said, “ The right is the result of the 
n)ind’s best work in grappling with a problem;” only the mind must 
licro bo understood to mean feeling and will as' well as intelligcnco, 
* heart ns well as brain. Perhaps wo should say heart piore than bj^in 
must join in the grappling if the right is to ensue. This marks the 
height of moral development. 

IX. MOpAL CODES AND THE VIRTUES 

1. The True place of all moral commandments and of the types 
of conduct denoted by tho names of tho virtues is indicated by the 
diocu.ssion in the story of Jesus concerning the “Great Command- 
meuLs.” “Thou shalt love the Lord thy God, * ♦ ♦ aud'tby 
neighbor as thyself”; upon this hang “all tJie law and tlie prophets.” 
Tiio comraundmonts aro not fundamental, nor are the “ virtues ” good 
in llioinsolves, but all of these ore right and obligatory because they 
minister to personality and community and so onhanco the common 
life. True and sound moral development must begin, not with a coin- 
maridiuout nor the title of a virtue, but with a sense of tlie meaning 
of conduct in ILfo. Tho little child learn W'hat is right most effectively 
and safely in tills order. Take tho simplest and usually earliest cosee 
in tho moral development of the child — respect for other persons, for 
property, and for Uio truth. . The cliild strikes and hurts his mother 
or lus playTuato. Instantly results follow which manifest theinjurious 
nature of the notion. Tho oxporienco may or may not bo formulated 

^ into a rule or a law; that is a matter of detail and expediency. The 
essential thing Is tho c.xporicnco and its practical treatment. The 
chUil “tells a lie”; he mast be helped to see that this act damages, 
tends to ruin tho community botwoon liim and his associatoa. The 
very purpose of truthfulness is to conserve and enhance this common 
life. And so on, ad infinitum, into tho largest and most complex 
relations of poraonal, social, occnouiic, pohtieal life and experience. 

2. Neither the names of the virtues nor the phrases of a moral 
code furnish a safe guidance in any except the simplest cases — when 
guidance is least needed. Courage as a slogan may lead a boy to 


14 


# 

CHARACTEB EDUCATION 


fight whe|i he ought to refrain, or »o run foolhardy hazards. Casu- 
istry tonds' to creep in. Even so admirable a precept as to “do a 
good t urn dail}'” may become an excuse for shirking more import ant 
“good turns” which present themselves too late in the day. 

3. It .would bo foolish to deny the u,se and value of the concepts 
^ of the viitues and moral laws, which have grown out of the long 
experience and reflection of the race; but it ia perilous to rely upon 
them for moral culturd. It is a familiar fact that persons who have 
been “taught” the virtues and moral precepts may still prove exceed- 
ingly immoral. But pers(»niility and community are truly funda- 
mental to morality, and being embodied in experience and not 
merely in words, tlfey possess g<'nuine educative potoncy. 

X. THE RULING PURPOSES OF HUMAN LIFE 

1. All that lias been said thus far points to the groat importance 
of purposes in the actual direction'of moral development. Purposes 
are the points of contact and interaction between the individual and 
the World of action in which his life flows. They are in so far con- 
crete, definable in terms of tlie elements of common life, and thus at 
leAst potentially accessih^c to the educator as well as the educand. 
“Ii^’hat am I going to do and be?” is a vital question to every grow- 
ing human being, and “Wlint are you going to do and be?” is prob- 
ably one of the most vital questions the educator can put, directly 
or by implication, to the educand. 

2. Our study of the proce.ss of moral development tlien leads us 
to inquire into the nature and varieties of purposes into which hunflin 
lives run. Some valuable work has been done in this field imder • 
studies of the aim of education. One of the host examples is the 
schedule of objectives in the “Cardinal Principles of Secondary' 
Education,” (Commission on Keorganization of Seo^mdary Eduen- , 
tion), with its six items. Those might also as well bo called the 

. six great common purposes: Health, worthy homo membership, 
vocation, citizenship, use of leisure, moral character. Another sum- 
mary is that of Prfdessor Rugh: The groat choices^ a calling, a mate, 
leisure interests, a religion — this lost denoting the supreme standards i 
of one’s life. 

3. Wo shall content ourselves hero with noting some Hues of piu- . 
pose which shf>w uj) much in case material, and are prvbably of 

^maximum importance in the educational period; the list makes no 
pretense to completene.ss. 

(1) Phyffical ntren>j>h an,i athletic tTceUence, and fine 

phyfiique. Tha^o probably count more with hoys than with girls; 
they show their poteircy in athletic contests and the training under* 

* gone willingly in preparation for them. 

(2) Bobbies and special interests, such as collections, radio, etc. 


CHABACTEB EDUCATION 


15 


(3) AccompluTimenii, such as music, elocution, sleight ofhand, oto. 

(4) Capacities for appreciation, suclf as the cultivation of those 
phases of uosthetic experience to which one's nature tends; closely 
related to (2) and (3). 

(5) The choice of a life, occupation hiis luH*n long recognized as 
vital in the educative process as a w'hole; of sjH'cial concern to us in 
the me rnl bearing of this choice, and therefore the moral and sociad 
quality of vocations, which is not always adequately r(v(w)gnized in 
vocational guidance and training. (See H. 11. Moore, The Youth 
and the Nation, Macmillan.) 

(0) The creation of one's ov'n home and family, iinv)lving first the 
elidice and winning of, or being won hy, one’s mate. This is rich 
with fnlucativo potentiality, e-;pecially in the moral field, and is likely 
to he the cenier of a great advance in educative procedure in the 
near future. The recent activities in se.xunl and .social hygiene are 
in the naturo of foreruimers to this w-ork. 

(7) Civic interests should form an <*ssential element in the purpose 
scheme at looAt in every democracy. This is also rapidly gaining 
recognition; its bearing upon moral development Is potentially im- 
mense. 

('<) Jliirnanism, the will to serve mankind, to minister if one may to 
the welfare and advancement of the race. This has always been the 
dream of the |'rcate.st souls; it is now penetrating the main current 
of human thought and action, and is entitled to a place in this scheme 
of ruling human purposca. 

XI. ENVIRONAtENT A.S LIMITINQ FACTOR 

1. The child, like any other organism, is literally immersed in his 
ertflronnient and conditioned by it at every point. True, heredity 
must provide every positive basis, but environment may negate every 

of heredity, or it may if favorable foster and enhaede. This 
is profoundly true of the moral phase of dovelopntent. Education 
works through environment, and can count upon fairly certain suc- 
cc,ss only in so far ivs it can control and modify environment to suit 
its ends. 

2. The incxorahlc force of ph 3 'sical comlitions is hoc<»ming rapidly 
known. Disease, accident, malnutrition, to.xic conditions, disorders 
of the endocrine syat^em, and other physical nihnenus can probably 
abort all other agencies of <lcvelopment, again cspociallj' in the mured 
field. 

3. Higher, more positive, lying in the moral realm, is the social or • 
huvfMn eiivirunmcnt. This social milieu is so manifold and complex, 
and so subtle, that its influence upon moral development is exceed'’ 
ingly diihcult ^ oBlimato or measure. Often tlio student of th#*^ 


16 


CHAKACTBR BOUCATION 


child will n^d to rariRaxjk and scrut-inizei (ho whole onvirotimont 
of tho cliild hi search fur iho causes of some trend or change ii^his 
niorol evolution. ^ 

4.* Forces U'ilhiii tJi^conlrol of iJie ediirati>r, and especially of the 
school, are often liable to bo conipleU'ly neutralized by the murrt 
potent and intimattj inftuouces of the* homo, the street, the culljn", 
amusoinonts, and other uncontr<dled agencies. This sets an impor- 
tant task for tho e<lucational Htutesiuan who is seeking to lay broad 
foundations for a syslom t>f eiro<';tive moral culture for the social . 
organisation. Here educ;ition ov(*rlnps upon economic, political, and 
social policy. The profe.s.sional educator is in constant danger of 
being leaded with burdous whicJi bo can not carry ami charged with 
responsibilities for w'bich ho hits no corrosponding powers. He must 
insist that tho f^ocwl order shall do its part. 

r>. Noverl hcles.s tlie existing environment must be cuiisidoriMl as bas- 
ically favorable to moral dovelopmont. After all, our morality lias 
evolved in the environment and with it; it is important for tho edu- 
cator to have deep and porsi.stent faith in Ihecliild as tho imliyiilunl 
einhodiinent of human nature; it w'ould seem as noce.ssary for him 
to have reasonable faith in tho social order, as also an cmhodimeut 
of human nature. 

XII. THE ROLE OF EDUCATION . 

1. It is clear that everything which affecU development bears upon 
moral development. Tliis includes the* iiilieritod nature and endow’- 
ment of tho child in every particulor, and every element and phase 
of his environment, material and spiritual. These two are, as it were, 
the two ‘‘halves” of the universe os expressed in terms of any indi- 
vidual personality tho life of the individmd rosidas in and at the 
contact of those two major phases. 

^ 2. Injlueilce is possible wdicrcvor any agenC can interx'cne upon this 
reciprocal activity wdiieh constitutes life. Conscious afid dclibciato 
intervention hero, in tho interest of moraT development, is moral 
education. 

SUAtMARY 

Seeking to condense into a sifigle statement tho substance of the 
J>receding, we say : 

Tho main process of character development is tho emerging and 
Btrengihening of those elements in tho child’s volitional flow which 
promise to be fruitful in tho human order in which ho is to live. . 
These elements are at first more or lose involved in confusion and 
obscurity; more or less conflict exists among them; and they tend 
to conflict more or leas with the immediate and prospective environ- 


CH^IUCTKE EDUCATION 17 

* 

memt. Nevertheless, out of them must by soloction and con- 

firmatJon, and by intep-ation, the dmnictorof the child. This pro- 
ctws p»os»on by a ccasolees action and interaction in (lie environir^ent, 
and is susceptible of modiiication, «ncl espis-ially of fosteriuf; and 
nurturin';, by l.lte conscious and dclil>erRto interventioh of odnbative 
procedure. The whole proeoss is social, or as wo Inivoput it, it takra 
pbic(« in coinmnnity, in the manifold and divors<Wftss(K;ialionH in whiola 
iIk; educaml lives, with his felhnvs. In briid, it is tlio prooressivo 
expansion and euriclmiont of the / merging into new and wider forms > 
of the ]Ve. * • 



Chapter 1 1 

CLASSROOM PROCEDURE IN RELATION TO CHARACTER 

EDUCATION ‘ 

The classroom provides a variety of relations he tween ‘ho persona 
coucornod (pupils and pupils, pupila and teachers) and a body, of 
experiences with the object of promoting the oduciition and social- 
.i/.alion of tlie pupils. _Tho aim is ^ do its work with certainty, 
oceiu>iuy, eflicieucy, and (X)mp^|teuess. Tho elTort, thendore, Is to 
render the conjilitions in the cli-tssroom as ideal as possible for .securing 
tlio results ilosired. 

To the end of iiccojiiplisliing the results expected in the classroom 
th«‘oretically proper standards and controls are set up. Li!;ewiso the 
Work to he, done and tho experience.s to bo liad by the pupils arc 
carefully planned. 

As tho experionocs, ,underta,kings, and acliieveiiAMifs of the •class- 
room arc to minister to the realization of eaeboMlio ends whicli tho 
school should accomplish, they should: 

(1) Bo meaningful, eignificant, and purposofid to the pupils at tho 
time they aro engaged in doing them; 

(2) Bt socially valuable — valuable in equipping tlie pupils for doing 
BUCO.c.ssfully any legitimate thing wdiich they may undertalo at any 
time (while children or in later life) ; 

(3) Be so curriod forward that they ap)ieid to tho whole child, not 
just to his inlelloct or some other partial ifl^ility or quality of tho 
child; 

(4) Secure thoroughnos.s of mastery and integrity of offor*! on the 
part of each child; 

(5) Constitute an on-going, developing, iulegraliiig pmews of 

growth. • « 

« Report o( the SubcomtaltiM on CUasrocta hrooedare In lUMIon to Oharaotcr Kduontion^ H. !• 
Wilsoo, cbalrman. 


18 CHARACTER EDUCATION 

Although the teacher occupies the relation of leader and gruide in 
the chissroora, the pupils should bo as little conscious of any superior 
power residing in the teacher as possible. Teacher and pupils should 
work in the spirit of democratic cooperation. The group should 
work freely and intimately as a unit, each member helping and 
receiving help. Together they should constitute an int^al com- 
munity, each striving earnestly for the benefit of all; 

I. THE* PUPILS’ EXPERIENCES IN SCHOOL SHOULD AT THE TIME 

Bt MEANINGFUL, SIGNIFICANT, AND PURPOSEFUL TO THEM 

Anythffig a child tries to learn in order that he may answer earnest 
(jAiestions he has asked, find solutions to the problems he has met, or 
overcome some obstacle or difficulty that blocks his progress, is un- 
doubtedlif meaningful to him. But what he wants to do is often 
meaningful primarily only in satisfying his desire for rhythm, exercise, 
repetition. lie nmy not have interpreted its value any more deeply 
than to wish for such cffcK'ts. If what the child is seeking to do, 
however, is legitimate and right as measured by good and accept- 
able social standards, his acquisition of the desired ability will aid 
his progress in the development of ethical character. 

Only those learning situations which are definitely and tnily mean- 
ingful, and significant and purposeful to the learner are genuinely 
ethical in the opportunity' for learning which they afford and it is 
only out of such learning conditions that fully .satisfactory results 
ethical standpoints may be expected. This applies also to his 
observance of the disciplinary and Boci>U standards of the school 
They should be so presented to him that he sees the need of (hem 
end the value to him and his Associatt's of observing and maintaining 
them. If, however, the proceduro in use compels the child to set 
aside his own standards of interest and value, he may simulate 
interest and concern in what is forced upon him. Under tliose con- 
ditions the learner hec(tmos at least in some measure hypocritical; at 
least his effort lacks genuineness and is not w'hole^ouled. His inter- 
ests are divided, as Dewey show's in his “Moral Principles.” The 
learning situaliim.is not a genuinely honest one and the ethical train- 
ing results are unsutisfnetory. Often they aro definitely in*gntive, 
giving the child a jlfsliko for something that may ho centrally and 
fundamentally important in developing the ethical life. 

One reason pupils often dislike composition writing Is bocau.so the 
writing they do is to s<'ivc no purj>oso except to me(',t the teacher’s 
retjuiremeut that each pupil shall turn in a one-page theme. Many 
pupils have a'^siinied a <ie<'p dislike for trying to read or talk before 
tlm school, hocause tlioy were forced U) do it when no actual condi- 
tion existed making such reading or talking necessary. 


CHARACTER’ EDUCATION 


10 

The least the school mny do in its character training efforts is to 
provide learning conditions which enable the pupil to bo honest and 
sincere with himself. This condition obtains only when the pupil b 
able to realize that what he is trying to do Is valuable to him. He 
should not be expected to believe' this just blindly because someone 
in authority directs him. He should be able to believe it because 
his experiences and efforts have led him in close enough relation to 
the thing he is trying to master that he appreciates somewhat his 
nc(fl of it. 

This first right of the pupil, to have his personality in its unity and 
hoiiestv of effort respectod by those who seek to guide his Icjiming 
and to establish right character, is basic to all other considerations 
in promoting the development of the rich, righteous human life. 
Indeed, all of tho other four qualities are necessarv because of thi^ 
first requisite in any program of character development. 

II. THE PUPILS’ EXPERIENCES SHOULD BE SOCIALLY VALUABLE 

Not only must tho exp>orionces and achievements of the classroom 
be meaningful and satisfying to tho learner, but in tho second place, 
they should be socially valuable. They should bo of definite life use. 
t(» liim at tho time of their mastary, and also in bi«t later experiences. 
Thivt which is socially x’aluable is capable of being meaningf.il in 
ricliest and most varied ways, * 

The pupil’s interests alone enn not be considered a sufficient guide 
in selecting the experiencis and tho subject-matter to be mastered in 
developing ethical character. ' The child*8 intereste alone might lead 
him ^ wish to acquire some negative or antisocial quality or ability. 
Lacking adequate standards by which to judge values, a’ child may 
develop an admiration for someone who exhibits facility in one or 
mure such antisocial tendencies. Mere interest in manipulating 
figures successfully migbt eauso Ihe child to use time in acquiring 
facility in arithmetical procewses which have little or no life use, 
as in solving problems In accurate interest, cube mot, complex frac- 
tions, and the like. Similar illustrations' in other fields of study 
^ill readily (k-,cut to the reader. 

Tlie school .should exercise gn'at care as to tlm experiences and 
infiAonces to which it permits pupils to bo exposed in the process of 
etlucation. Only those which have areal life itse or which accord 
with accepted social practices and standards should l>e planned or 
Rcccpt<ul by the school as a part tff the educative experiences of the 
pupils. Under such care and within such limitations tho pupils 
should be encsiuraged to propose things to do which seem significant 
to them, hrom such initiative on thoif part come some of the most 
Taluable educative influences of the school. Thus the child should 


30 


CUARAGTBB BX>VCATlOV 


preventcxl, bo far as the school is concorned, from spending his 
efforts on the usuloss. liis time is ecoooniized by the fact that it is 
not spout io d(.*iDg tilings tluit produco antisocial cfTocts or that 
mult.iu tho acquisition of some kuoudedge or ability which has no 
life use. Not only may Uie school thus safeguard the pupil from 
negative olTeots, but, u'hat is vastly more iuiportaut, the contnbu- 
tious of the school may be made iacroasingly rich on the positive 
side by guiding the pupil io tho use of all his time and tal<^nts in the 
acquisition of llioso ubililics, qualities and standards which arc <»iscn- 
tial in equipping him to hvu successfully in all relaliuns; that is, from 
an ethical slandpoiut. 

III. THE PUPILS’ EXPERIENCES SHOULD BE SO CARRIED FORWARD 
THAT fhEY APPEAL TO THE WHOLE CHILD 

' Schools goderally fall far short of what is much to be desired from 
this standpoint. Tlie most common procedure in schools consists in 
assigning pupils something to bo learned from a book or boolis. The 
result is considered satisfactory uuder this procedure if pupils acquire 
the ability to give back to the teacher, usually in respouse to quee* 
lions, the facts, statCHnents, and points of view sot forth in the les- 
sons assigned. Such a prooedure eonctsrns tho intellectual life of the 
«hdd mainly and this only partially. The child is coiled upon pri- 
marily to remember. Some experience in reasoning tokos place 
•occasionally. Under such a formal procedure, even when the text 
matter assigned for study fulfills tho first and second standards dis- 
cuseed above, it ox^cise.s very limited character developing effects 
as compared with what should be achieved. • 

In contra.st with this formal, bookish, mechanioal method stands 
a wdl-testetd procedure, in use in many progressive schools, in whidi 
the pupils learn in much the same w'ay that mature persons ioaxn 
when working frocly or without detailed directions. Under this pro- 
cedure, the members of the class go about gathering informatiun and 
improving their skills in order to do well something for which they 
have accepted responsibility. For example, they may bo preparLog 
a program for a school assembly or a community meeting of paronte. 
Or, they may bo developing an exhibit of products at the oonclusioQ 
af their study of the geography of the United States. Or, they 
intend to dramatize the selection at the conclusion of their study <d 
C' a hterary masterpiece. Their object in any case is to achieve ocw* 
tain results beoarise (hey wish to make specific use of them. 

The values accruing from such a learning procedure may be indi- 
oated by sketching in broad outline how the study of the geography 
of the United States takes plooe if it is to result in an exhibit of prod* 
M9la at the close of the study. As the various aections of tho ooua* 



CHAAACTSR tiDUCATION 


21 

trj ore sttidiod, many sources are used— the text in geography, 
geography readers, magazines, publications issued by largo citioa 
and by ^tes, cncydopadias and the like. Records are built up as 
the reading and studying proceed. When possible, specimen pn>d- 
ncts are secured by the class. Many of them arc gathered through 
coirfepondenco. After the nece-ssAry information is accurately com- 
piled and specimens avnUable are ready, the plan to be used in organ- 
izing the e.xliibit is iletcrmined and pul into effect. 

It iM^hardly necessary to point out (hat a piece of learning so 
carric(Pforward would involve many demands for cooperative effort 
with re.sul(ing ethical training elfects of great value if all conditions 
aro kept riglit. !No child could road all of the source.s used, nor 
arrange all of the detaiLs of such an exhibit alone. Division of labor 
must be arranged ; the things to be done must bo fairly apportioned 
to groups. The pupils should participate in apportioning the work. 
Each pupil group must work with accuracy and thorough- 

ness if tho result is to be reliable and d«‘pendable. Reports to the 
entire class must be made by each group as its work progresses, 
i Those reporting must exercbe care to be clear, definite, and honest 
in presenting their findings. Earnest, critical attention must be ex- 
ercised by those hearing the reports. Queijtions must be aske.d to 
bring out meanings. Suggestions of furllicr work and more complete 
evidence must be made to the reporting group. Other procedures 
involved in completing this undertaking arc so obvious that they 
need not be detailed here. 

Tlus type learning experience, involving such varied coopera- 
^ tion ns it docs, depends for its success upon genuine, wholehearted 
effort upon the part of the various participants, the teacher included. 
If that is secured throughout, the entire experience of each pupil is 
highly ctliical and carries with it the highest moral training values. 
The resets accruing from such a learning effort aro evidently rich 
and varied. A word of comment only is necessary here from this 
standpoint. Not only do the pupils master thoroughly the geographic 
facts and ideas which were the immediate object of the study, but 
by reason of the typo of procedure and the wholoaomeness of the 
^ pupils attitude, many additional things are learned. The greatness, 
of certain regioas and of tho ciiliro^ United States is homo in upon 
tho class, b urther, as they w^ork, they become interested in what 
they aro doing and the purpose is set up to carry the undertaking 
through 03 well as possible. Not only is the final exhibit made ac- 
curate and adequate from the standpoint of the geography involved, 
but the pupils become anxious to diaplay it attractively and then to 
have it scon by other classes, 16 y parents and by other persona that 
it may do all the j^od possible. 


22 


CHAKACTER EDUCATION 


The concepts and ideals of accuracy, honesty, thoroughness, help- 
fulness, fair play, and thc|^ike pervading such a learning situation 
tend to be productive of the highest ethical effects. Teachers testify 
that a case of disorder practically never arises when the class is en- 
gaged in such a large and alx-orbing undertaking. Not only is every- 
one absorbed in doing his work so that he has no time for negative 
conduct; but the entire class becomes permeated with a spirit of 
helpfulness and of seeking to know and do what is' right. 

IV. THE PUPILS’ EXPERIENCES SHOULD SECURE THOROUQHNESS 

OF MASTERY AND INTEGRITY OF EFFORT ON THE PART OF EACH 

CHILD 

Each pupil owes it to himself to do his work honestly and well; he 
also owts it to his classuiatc^s to do a piwe of w'ork upon which they 
can depend. Each pupil should realize that a fallacious or partial 
pie<‘e of work not only misleads him and gives him erroneous ideas, 
but also gives his classmates false concepts and makes false conclu- 
sions inevitable from the entire undertaking. This realization of the 
principle that one’s acts affect not only the actor, but all who are 
touched in any way by them is one of the most central effects possi- 
ble of achievement in the inlerost of ethical living. 

V. THE PUPILS’ EXPERIENCES SHOULD CONSTITUTE AN ON-QOINO, 

DEVELOPING INTEGRATING PROCESS OF GROWTH 

Just as the child sliould add to hLs arithmetical abilities from grade 
to grade as he progres.ses through the school, so lie should add to his 
habits and iih'tds of ethical liviifg from year to year and impr<ne lus 
ability to moot successfully increasingly complex situations. 

CONCLUSION 

Cla.ssroom procedure, taking Jnto account all of the five condi- 
tions herein enumerated, should utilize every suitable ocem^ion to 
develop the child’s powers of moral thoughtfulness and to stimulate 
responses in agreement with moral standards. That thtvc responses 
may become tsstablishotl as habiLs, attention should be given to stim- 
ulate the emotions m> less than tho reason. The child, to bo really 
moral, must not only see the right, he must also love it, and habitually 
re-spoml to it in appropriate action. 

In the elomi'ntnry school the.'^c ends can he realized in part through 
study t>f concrete instanctw of conduct in the children’s own cx|)cri- 
encos os well as in instances drawn from literature and biography. 
In the high school this study of problems of conduct may l>e e.xten- 
ded to institutions and to the formulation of principle. This sug- 
gestion involves important questions concerning curriculum materials. 
The point to be noted here is that such materials should be,.provided» 


23 


CHARACTEB BDUCATIOK 

V 

arul that the problem method of teaching procedure is best adapted 
! to developing the moral judgment while the introduction of suitable 
I activities will help to form desirable habits and attitudes. 

SELECTED REFERENCES 

_ Cha|iinan and Counts. Principles of ediicution. Boston, Houghton Mifflin Co., 
1924. p. '274 ct 6i‘q., and p. 370-71. 

Cuhhcrly. Introduction to the study of eduction. Boston, Houghton Mifflin 
Co., 1925. Chapters 13 and 15. Tir 

Dewey. Democracy and education. New Yosk, Macmillan, 1920. Chapters 
4 and 8. 

Kilpatrick. Foundations of method. New York, Macmillan, 1925. Chapters 
5, 13, 14, 19, and 20. 

Knighthood of Youth. iS’« Appendix B. 

Minor. Principles of teaching. Boston. Houghton Miffiu. *^ 0 ., 1924. Chapters 
1, 6, and 8. 

Pathfinders of America, See Appendix B. 

Wilson, Kyte, and Lull. Modern methods in teaching. Boston, Silver, 
Burdett i Co., 1924. Chapters 2, 5, 11, and 15. 


Chapter III 

CURRICULUM MATERIALS FOR CHARACTER EDUCATION* 

I. K .«?tudy of curriculum materials for character education may 
well bo made by throe investigations: ^ 

1. There is need of a survey of work that has been done. The 
biblingrapliles presented elsewhere in thia, report indicate a wide 
scope in theory and practices in character education. But even 
these bibliographies are incomplete. The extent of the work in 
question is, of course, determinosi by the limitations Assigned to this 
proltloin of character. It is clear that the nature and scope of 
cluiructer problems are indefinite in practice and yet more so in 
theory. A survey would contribute much to classification, evalua- 
tion, and definition of this problem. 

2. There is need of a critical evaluation of the many divergent 
prm tices. There arc courses of study in which character problems 
are little eUe than morning talks on moral questions; there are 
courses mapping out a serious study of a wide range of character 
problems. We know nothing of the relative nicrita of such divergent 
methods, (’urriculuin materials selected should be upon the basis 
of values carefully ascertained. Testa and nnMwurements of charac- 
ter traits when worked out on a reliable hmsis and carefully applied will 
contribute much to determining effective curriculum materials. 

3. There is need of ext^endeit investigations, far beyond present 
practices, to ascertain what are some of the character issues in home 


•kepoKof UMiuboommlilWQnOurricalomMkUiteli. i. L. Merlun, ebalnata. 


OHXIUCrKB SDUCAnOK 


*nd eommunity life. Character issues are too usually propounded by 
■writers of courses of study. There is need of close observations and 
tabulatious of various aspects of human behavior to discover \?hat 
arc the issues needing study, in place of what some people think 
should be the issues. 

II. Of the many pr.acticcs in our different school systems, two 
major types arc readily noted. 

1. Some schools emphasize (he stud}’^ of virtues; such as hone.sty, 
eourage, kioduesa, generosity, etc. The.se “chapters” in cliaracter 
are studied much as are chapters in history, arithmetic, g<‘Ography. 
The study continues by pointing out applications in spcciiic cases in 
real life. 

2. Some schools emphasize tbo study of concrete experi<'ncos in 
home and community life. The study Ls directed, not to honesty, in the 
abstract, but to being honest in certain business transactions, honest 
in student activities, etc. The vic^vpoint here is of helping chiluien 
to improve their behavior in the imrnodiato present as well as provid- 
ing them with principles for application in later life. 

It is the judgment of the committee that the sfccond of these types 
is the more effective, especially in the elementary school. 

III. Tbo nature aud scope of curriculum materials for character 
education are varied. 

1. In many schools character education is practically identified 
with civic education. “Course in Citizentdiip through Character 
Development,” “ The Function of Idoals in Social Education,” “Oitw 
aenship, on Introduction to Social Etliics,” “Moral and Civic Instruo-* 
tion,” “A Course in Citizenship and Patriotism,” these ropresenla- 
iive titles indicate the inclusivcness ol some of tbo courses of study 
designed to contribute to character education. 

2. Some schools limit the scope of the problem by distinguishing i 
between character and citizenship; apparently for the purpose of 
holding the problem within bounds. Character education is thus 
virtually limited to a study of “Morality Acts” (a term soJectod and 
used by the Character Education Institution, of Washington, D. C.). 
The line of demarcation between these morality acts and tbo more 
inclusive behaviors included in cilizensliip is by no nioarts clearly 
defined. Some courses of study labeled “moral” instruction include 
problems relating to thrifty leisure, charity organizations, etc. But 
tliore is clearly an effort on the part of some to dohoe the problem 
by limiting the scope. 

3. In some places this problem is yet more limited and it becomes 
essentially a rebgious problem. Instances may be found in some 
homes, in some communities, in some private and donominalional 
noljools. 


CHA^CTBB BVUCAHOK 


25 

_ It f*ecans evid^t to the ooznmittee that character shoiild be ioirr- 
preted in a broad and positive sense; that it is an aspoct of aU 
«x|>eiienco and of life in all ita complex rohitiona, including family, 
vocation, church or fraternity, State and humanity. 

1\ . Curriculum materiala for character education are, forthcr, 
oiyaniaed in two types: 

1. Clmractcr issues are of primary importance; so much so that 
courses of study provide for the independence of this suljject, sclnid- 
ukxl ns are other subjects in the school program. In such wises there 
is tisunJly pitjvision for a very sliort lime frei|uoiitly or a somewhat 
lou<^*r time leas frequently. 

2. Character issucB are incidental to ( 1 ) other school suhjccts; 
that is, moral issues are to be found within the studies of history, * 
litcralun*, a^hmetic, etc., or (2) they are aspects of the problems 
of social and industrial life, ^tudied in the concrete. 

If the interpretation of character given under III Ls correct it fol- 
lows that character issues may be found in some measure in all sub- 
jects; but this is not to say that the moral life itself may not bo a 
Buhjwt of study somotirao during the period of youth. This study 
may well emphasize the duties of persons to each other and to social 
mstjtutioQs; also the rosponsibilities of both persons’and institutions 
to humanity. 

V. Illustrations of curriculum matoriaLs in regular course that may 
wsily bo utilized toward realizing character oducatioo objectives: 

Mmain, J. L., Child life and the Curriculum, pages 400-404. 

Tins study may he so conducted as to emphasize character quali- 
ties cvicnLial to a sucoossful grocer; for example, ho should bo hon- 
o!t. clean, acotunmodating, prompt, and reliable. CliUdren may 
be led to disoover both the necessity and the utility of thosi 
qualities. 

The following outline indicates the possibility of developing the 
notion of cleanliness by studying the grocery store: 

In order to promote hc.alth; prevent ivasto; and satisfy the aes- 
thetic taste. • 

Observations relating to — 

(1) Personal cleanliness of derks. 

(2) ('leanlinesH of food (wrapped, boxed, or bottled). Examples; 
Bread, butter, oatmeal, honey. 

(2) I’rcvontion of waste (caused by dirt, decay, and insects). 

(4) Prevention of dust, and provision for ventilation. 

(5) llesponsibility of wholesalers, of grocers, and of buyers for 
ehservunco of cleanliness in every phase of the grocer’s business. 

Method: 

Observation in detail. 



26 CHABACTBR EDUCATIOIT 


Reports from home experience relating to the grocery store and 
deliveries. 

Conferences relating to facta observed; responsibility for clean* 
lincss; demands by people — standard.^. 

This example illastratas very well the possibilities for character 
education in the elementary school through an “activities curricu- 
lum.” 

In the junior high school the methods of the activities curriculum 
are very well illustrated in classes in community civics; that is, where 
community civics is not merely a textbook study but primiiTilya 
study of community life first hand,-4ind where opportunifies are 
offered pupils to contribute something toward improvement of their 
community. Another source of moral enlightenment and means of 
developing enthusiasm for cliaracter is the study of selected biogra- 
phies. It is generally conceded that personal influences are the 
mo.st potent environmental elements for character training. This 
personal influence is not without force in personalities whose acquaint- 
ance is made through biographioal studios. Tlio rostalts of this type 
of work, after several years of ex'perimental tcjiching, are discuased 
in Prof. Frank C. Sharp’s Education for Character, Chapt-or XV. 

In the senior high school more direct attention may well bo given 
to the study of problems of the moral life, both as it relates to the 
individual and to society and social institutions. This principle 
was recognized in the Character Education Resolutions, adopted by 
the World Conference on Education, San Francisco, 1923, os shown 
by resolution No. 4: ’ 

As to ethical instruction . — That the cducationaliata of the nations be encouraged 
to arrange for school instruction leading definitely toward sympathy with tbt 
ideals of civilization and international good will which interprets the wisdom of 
human experience as to right and wrong. This instruction should be adapted 
progressively to the developing iutclligcitce of the pupils, culminating inacourM 
in ethics. 

Such courses in ethics in senior high' school have been in successful 
operation for more than a decade. Courses that have been published 
in outline and brought to tlie attention of this committee ore listed 
with annotations at the end of this chapter. It will be noted that 
some of those relate more oepocially to study of problems of the 
individual mural life, while others are concerned chiefly with problenu 
of social ethics. 

VI. The bibhography given at the end of this chapter includee 
references to some of the curriculum materials now available those 
wishing such help. No attempt b made to. classify these or to 
evaluate them. And to avoid any implication of recommendalion 
they are arranged in alphuhclicai order. 



T 


CHABACTEB EDUCATION 27 

BIBLIOORAPHY 

B6nnion, Milton. Citiscnshipj &n introduction to sociftl ethics. YonkerSf 
|N. Y., World Book Co., 1917. Rev.,enL ed., J925. ' 

Outliim a course la social tUiics (or the last year of blgb school or first year of college. 

Boston, Mass. Public schools. Course in citizenship through. character devet 
opment. Boston, 1924. 

Relatea to Oradea I to VIII, iacluslva 

Brevard, Caroline M. High-«chool morality. Washington, D. C., National 
Capital Prew. 

A morality code for youth. 

Cabot, Ella L., and others A courte in citizenship and" patriotism. Bostoo* 
Houghton Mifflin Co. 

For flnit eight graiies, 

Character Education Institution, Washington, D. C. Five-point plan. Wash- 
ington, D. C., National Capital Press. 

Adapted to the elementary Bcbool. 

Charters, W. W. The teaching of ideals. Elementary School Journal, D©.' 
cember, 1924; January, February, March, 1925. 

Also hes » volume on this sublert ready for puhllcntlon. 

Ethical Culture School, .New York. A course of study in moral education. 
.New York, 1910. 

Hutchins, W. J. Children's code of morals. Washington, D. C., National 
Capital Press, 1917. ' 

Adapted to the clornrntary school. 

Iowa plan. Character cducmtioii methods. W'ashington, D. C., National 
Capital Press, 19’22. 

Los Angeles, Calif. Public schools. Character and conduct. Los Angelea, 
Calif., 1923. (Course of Study Monographs.) 

Contain.* c.<ipoclal refen me to ohanvctai educnilon values HtUlnuble through the blgb«rbodl 
course of uludy. 

Mcriam, J. L. Child life and the curriculum. Yonkers, N. Y., World Book 
Co., 1920. 

Neumann, Henry. Moral values in secondary education. Washington, D. C- 
Government Printing Office, 1917. 24 p. (U. S. Bureau of Education! 

Bulletin, 1917, no. 51.^ 

New York City. Board of Education. Character Education Committee. Syl- 
labua on manners and conduct of life. New York, Board of Education, 
1917. (Reported out of print.) 

Sharp P. C. A course in moral instruction in the high school. Univeraity of 
Wisconsin. Bulletin, 1913. 

D<kiUa with probleois of the luoral IUb of the indivIduiU. Adaptod Co seaior high school. 

Education for character. Indianapolis, Ind., Bobbs-MerriU Co., 1917. 

University High School, Oakland, Calif. Curriculum materials. 

Utah. State Department of Education. Character education supplement to tho 
Utah State ooume of study for elementary and high schools^ Salt Laka*^ 
City, Utah, 1925. 

92642**— 26 3 



CHAIUCTSR SDTJCAnOir 


n 


Chapter 'IV 

THE SCHOOL COMMUNITY 


It is generally cbticeded that the pupil’s attitudes and habits are 
formed or transformed in large measuro in response to the social 
situation in which he lives. In scliool life the school community is 
thiH BOfial BitaaUon. The nnmal influences that should be created in 
this community n.e not the work of a day, nor t ho product of one 
individual or one division of the coinrnuiiity only- The crontion of 
strong character doiveloping inllucuoos in a school community ia a 
matter of slow growth through ]>crsist ent cooporntivn effort of prin- 
cipal, teachers, parents, ami pupils covering a period of years, lligh 
standards of conduct may thus become a tradition that grips every 
memher of the community. These traditions oft^n find expression 
in some form (»f puj)il participation in the government of the school, 
including in some cases tlio I'.onor system ns applied to tho school 
community life. In the primary’ grades those forms are not as a 
rule <le(initely organized, the government in these grades being more 
nearly Hj^e that of tho family group. 

As tho pupils advance in years atul in e.xporicnce student partici- 
pation in school Trianagemcnt may bo progressively extended. Ex- 
perience thus far with pupil or student participation in govomment 
has been moat extensive, and in general most satisfactory, in second- 
ary schools. There are also a few notable examples in colleges and 
universities. 

VVIjile external control of children and youths isnonietimos uecc.s- 
sary for their own immediate welfare and tho safety of society, real 
character develops only w'ith development of self-control* and self- 
direction in conformity with moral standards. H<jw this coraos about 
most offectivcly in developing person allies Is discussed in other sec- 
tions of this report. The point to he emphasized hero is that such 
self-control, and wit h it a sense of personal and social ro«ponsibilit3’, 
must be developed if the ends of character education are to bo real- 
ized. A school organized and managocl after the niannerof a bonov- 
olont monarchy or oligarchy may inakenn excellent exhibition of a 
certain type of discipline. This may*’, however, make small contri- 
bution to the character forming powc^of the .school coranninity. 
•As soon os the pupil escapes from this control by external authorfty 
he is likely to fail because he ia wanting in moral thoughtfulness 
and power of self-direction, or because he is in positive robcllion 
against the r%ime to which ho has been subjected. This €fccco|nt3 
for many moral fatalities among college freshmen some of whom are 
for the first time thrown upon their own responsibility <rith little 
practice in the exercise of freedom. 


OHARACTIR BBITCATION 


29 

4 

Abundant opportiinitift? for tho 6xorcw<^ of firodoin and rosponsi” 
bility for actual practice of tho moral life — may boprovidod througb 
tlic activities and associations of tho school coninuinity, Thoso 
opportunities arc found in all Rorts of gnjnoH, especially in atldotic 
contoHtB, in dramatics, in activities in music, debating clubs, jour^ 
nali>li(* nclivitios, and conduct of student assemblies. CVioperativo 
activities of the whole community for tho improvement of -the school 
projicrty or for provision of needed facilities not furnished by the 
Kchool hoard have very grciit possibilitios tt>r character develop- 
ment . 

In acnerdance with this view, the Los AngelfNS, Calif., high Rchoota 
h a A'o developed an.clabornic chain of chihs in which administrative, 
jdiilanthropic, and social uctiviti<w are j)ronioled. Their .students get 
practice in administration through holding olfico insuch orgauizatinus 
a.s llio Siudciit Body, The Merit Hoard, Tho Girls' League. Pliil- 
nrithropic work is earned on through each largo high school's adopt- 
ing an eloniont ary school of the system f«>r tho purpose of looking 
after tho smaller children of tho adojitod school. This involve.s 
collecting and spending money, conducting salvage drives, and dis- 
tributing necessities. Social activitios arc. sponsored in such clubs 
as tho Radio Club, Electrical Association, Girls’ Glee Club, and Homo 
EconoijnicR Club. activities listed here by no means exhaust 
tho organizations in successful running order. In short, tho report 
from tho Los "Angelos system furnislios inxpiring proof tlmt there is 
an ondloes variety of means at hand to the school official who has . 
the "will to do.”* * 

Among tho examples of student participation in community affairs 
may ho mentioned tlio student councils of the Lincoln School of 
Teachers College, New York City, and of the Shaw Junior JIi(»h 
School of riuladolphia. 

The Lincoln School has issued a pamphlet describing its student 
councils. This pamphlet is now being reprinted and may be obtained 
on ref]uest. We quote from it briefly: 

Discipliiio and Bclf-coiitro) develop t)c^9t throoRh the pressure of circumstances 
and interests tliat lead a people to assume a res|>onsihility and stay by it until ft 
is ftjKillcd. A curriculum, assigned lessons, a regular program and a teacher in 
cl.argcarc necessary in schools, but they often re.atrict individual choice, planning 
oud initiative. Thesuhuol that aims to equip with intcUoctual and moral habits, 

•e well as give information and technique, should utilize or sqpply sitiiatioiui for 
♦development of individual responsibility. Tho Lincoln School is attempting to 
•olve the problem by making the pupil's school hours an CTtpefimrc where ho 
leads A real ]i‘>, a. life in the Ijost environment with the l>«et wprk, play and study 
that he can compass. • • 

Enlist tlie pupil's interest and cooperation In realizing the ideals for the group;' 
and they will be more easily realised in the individual. The greatest usenof 


•For dtUiled dmtplioa m« “The LU* of MonuoT ArU Ulgh School" (Los ADgaloo), leu. 

% 


-30 


GHARACTEE EDUCATION 


the school building are the pupils; teach them to take the retp>onBibility for this 
use. In order to do this successfully, so that proper conditions pro>uyi in the 
building, and that student activities) may be effected, some machinery is iffcessary. 
What form of pupil participation shall the student body have? The answer in 
the Lincoln School haa been: Let the pupils and teachers cooperate in develop- 
ing the machmtrfy~v^\ich is needed to accomplish the desired aims, activities, 
and standards. ♦ • ♦ 

The form o<toptcd in a scnool should be no more com|>15catcd than is necessary 
to do the jvork and it should he S(ilected IxTause it will do the work in the best 
way for the children. It is an artificial situation id set up iti a simple community 
a complete replica of a city, State, or National Government. Although it may 
result in a dean, quirt and orderly school, it will rio coini>araiively little toward 
the best development of the. individual pupils. Because the fprin is given lljcra ^ 
complete by adults, they will place it, not that which it is to accomplish, an first 
In importance. They Isw' opportunities for tlie exercise of critical judgment, 
initiative and creative power in being deprived of the experience of developing 
theii^ own form of goveriiiiient. \ 

Caroline C. Morley, school counselor, in a rejmrt to this 
committee says: i 

t 

The Student Co\mcil-of the Shaw School has received the most aatisfactory 
comment that a tlung of this kind can obtain — “ it works.” 

Under the name of student council the Shaw Junior Iligh School students are 
receiving dai[y, lessons in practical, everyday citizenship. As members of a 
democratic community — their school — they arc by actual practice learning 
, ,not only to choose wdsely their leaders, but to recognize authority so chosen. 
Under leaders elccU'd by the majority they develop civic liabits, respect for law 
and order, care of their surroundings, and persoual service to their fellow citizens. 

The (’cntral Hijih School, of iEvnasvillc, Inti., ulyo reports the 
^succi^sful op«‘nilion of sludent j;ovcrnm(‘nt. So well established is 
this student governnipnt that it has survived a change of princi- 
palaliip in tho school and luis inspired such conlitlcnco for insight and 
fairness ns to be deempti competent to pass on iniportattt matters of 
discipline.’ 

Student manageinoiit on a somewhat <lifrercnt plan has been carried 
on ft>r years in (ho George Junior Republic at Freevillc, N. Y. This 
institution was founded io 18U5 by William R. George “for tho pur- 
pose of nlTording neglected, rw^klcss, lund unfortunate children an 
opportunity to acquire tho qualities necessary for their future wel- 
fare in life.” Their constitution is modeled after that of tho United 
States. 

In the George Junior Republic “Boys and girls between the ages 
of 16 and '21, as citizens, control tho civic, social, and economic condi- 
tions of their community without being molested by adults. 'Roose- 
velt said: ‘It is extraordinary to see how successful the boys and 

: . — ! Is — 

^ For A de(,aU«] Eocount of the plan ind diflcussloo of th« phnclploB upon which it msts see lodlant 
Teacher, vol. 60, no. 0, Muy, 1925, and vol. 70. ao. 3, November, 1U25. The latter reference Is to b paper 
by Bupt. J. O. Chewnltig, of Evanavilte, Ind., read befoia tlie Dapaitmont of BupcrlQtendeooe oftte 
National Education ABeociatlon, February S3; 1986. ^ 

t 


CHABACTEB EDUCATION 


3i 


girls have been in managing their own affairs/ They learrf 
government by Actually living it." 

The success of the George Junior Republic was so marked that 
various similar organizations have been undertaken, among them 
being the William T. Carter Junior Republic, Reddington, Pa.; 
National Junior Republic, at Annapolis Junction, Md.; Connecticut 
Junior Republic, atLitchheld, Conn.; and branches in Chino, Calif.; 
Flemington, N. J.; Grove City, Pa.; Mot)restown, N. J.; and Dorset, 
England. 

There is one Rignihoant policy adopted by various junior republics 
within recent years; that is that those whom mental an<l psycholog- 
ical tests have proved incurable arc not admitted to the republics. 
Earle D. Bruner, SuperinUmdept of G«>rgo Junior Republic of WesU 
era Pennsylvania, Grove City, makes. this explanation; “Intelligence 
and a conscience are necessary in any republic or free government. 
The defective delinquent lucks one or the other and sometimes both, 
and, «s such, is never likely to be other than e menace unless ho be 
placed m a supervised group under constant direction." 

In school communities where high standards of integrity and re- 
sponsibility have been attained further development of these xjuali- 
tics may be accelerated by adfiption of the honor system. aA a phase 
of student government. This can not, how<>ver, bo dune on a purely 
individualistic basis — each one for himself merely. The success of 
the plan will, of course, depend upon the personal inUigrity of the 
^ great mass of students. It happeas^ nevertheless, that in every com- 
munity of hundreds or thousands of individuals there appear from 
time to time some w'ho fail to inQ^sure up U) the community standard; 
for these the community lus such must be responsible if its Btandurds 
are to prevail. This means that the members of the group have need 
to develop a loyalty to the^oup and its ideals more binding than is 
the assumed loyalty to iridividuals that jiormits them to break down 
community ideals and escape the penalties or corrections necessary 
to protect tlic community; and, of course, also to protect the indi- 
vidual against his owi evil tendencies. 

The extent to which clieating in examinations, thieving, and othor 
forms of dishonesty go on in many of our colleges and universitioa is 
a severe indictment of our educational methods. For those defects, 
however, the schools are not solely responsible; yet that they can 
do much to improve the moral atmosphere of the school community 
no one will doubt. The honor' system, in fult operation, is by no 
means restricted to cheating in examinations; it applies equally to 
eVory form of personal integrity— ^honesty in every phase of school 
Work, Ffspect for property rights and for truth under all circumstan- 
ces; it may be made to include •ttecrvauco of all the moral standards 


82 


XJHABJkCTHB 'BDruCAHOK 


<if th^ oomrannily aa declared’ in its aima and nrics of conduct. Pub- 
lished reports indicate that it is being euooessfully carried out on this 
broad basis.* * 

The so-called honor systems and self-government schemes have 
.been for a long time in more or less successful operation in juvenile 
reformatories and adult prisons.* . This experience tends to confirm 
that of numerous educational instiCutions that have succeeded with 
groups of socially normal individuals. All of this Ls in confirmation 
of the faith shared l>y many educators and others that there is in 
human nat-iire something that responds favorably to trust and expec- 
tation of high.moral performance. 

“In all our dealings with youth in these day.s. there must be throe 
■centers of reference if we are to succeed — youth themselves, those 
interested in youth, aj^ the whole of society. If all tlicse aro reoog- 
niaed and rightfully e^loyed, possible solutions and even final .solu- 
.lions may bo expected. Otherwise wo aro only tomporian^.”*® 

In keeping with the spirit of tho suggestion just quoted is the 
following from tho Iowa Plan: “One actual ethical situation mot 
and solved is worth more to the child than a dozen imaginary moral 
questions selected a,s topics of discus^^^ Practice tlio good life 
rather than entertain thoughts about iffl^^'ypicol of this “ practic- 
ing of the good life” may bo mentioned the Girb’ Friendship Club 
of tho Shaw Junior High School, Philadelphia, the Sunshine Club , 
of Crawfordsville Ind., and scout work for both boys and girls. 

One of tho directors of the Friendship Club, Florence A. Cooper, 
gives as ite purpose: “To develop in girls of junior high-school age 
a deeper sense of civic responsibility, a keener thankfulness for homo, 
parents and care, a knowledge of conditions in homes where poverty, 
indif!o^^noe, illness, etc., make for all sorts of misery of which most 
girls have no knowledge.” She further states that the club has 
proved very popular; that it is divided into committees with chair^' 
man and vice chairman and that each member of the club is on a 
eommittoe. Tho club ofificerH aro: President, vice president, secre- 
tary, and treasurer. Tho committees and their work are: The 
sewing committee makes from new materials drosses, jackets, boote<w, 
knitted quilts, etc., for any one wlio needs them; |he hospital ootti- 
jnitteo makes post-cord albums, joke kooks, doll clotheej or anything 
siiggested that might gladden the hearts of children in a hospital; 
the clothing committee canvasses the school for cast-off clothing, 
«hoes, etc., and after sorting, distributes them to unfortunate fami-' 

. * Bmllb,.H. L. Tbe honor system and iu pracUcai operation. Waahiniioii and Lee UqlVfanlty Bull*- 
thi, Mach M, »». 

• Fur a deecelpllfo evaluatloo ol their appUnttion to. penal InMitaUoaa. aee £. B. SulberlMd, Orimi* 
■olocr> PP 434-40. Philadelphia, Pa., Lippincotl, 1634. 

■•‘llacb,0. B.BMtel«lMdar<ta. BBiMiudSoeieiy, SepUahwaO, IWt. 




”1 



OHAJUOTHR BIMJCATIOK 

lies in the neighborhood of the echool (names of familMs axe suMed 
by the aohooi nurse, school doctor, eocial workers, etc., and all ^ 
are inToeti^ted by directors of the dub before anything isseo^)| 
and the shnt-in eommittee sends to shut-ins books, old mogMsii 
post cards or letters on birthdays, calendars, etc. In connectioJ 
■^■ilh this committee a few of the many interested boys are used 
make and install small radios for shut-in children. t_. 

.rVlong the same line as the Friendship Club, of the Shaw Junior 
High School, was the Sunshine Club fostered by the late Anna K. 
Willsoa, of Crawfordsville, Ind. Miss WUkon organized teen-age 
girls into various sen'ice groups with the underlying pnrpose of 
character development in the girls themselves. 

Scout organizations are so well and so favorably known all over 
the country that nospocial commcntknecos.sary in this report. Wliile 
llu'sc organizations are not usually part of the public-school s^htem 
they can be so correlated with the work of the .schools as to become 
an important factor in a general schemo of public education. 

The National Cliild Welfare Association, 70 Fifth Avenue, Now 
York City, is sponsoring an organization for children before they 
reach scout age called the Knighthood of Youth. The plan is to 
introduce it as part of the pubUc-school program. A letter from 
the president, John H. Finley, says: a 


TIub mcTycmcnt, now ia operation for a year aod a half, has passed beyond 
tin* at age of theory and is an e8tahl!8he<l method of character training. It calls 
for no new organisation within the school, no readjustment of the. curriculum 
or of existing 8ystem.s. A few minutes during the week is amjrle time to make 
the knighthood a success. The primary reapunaibility is placed on tlie parents, 
wlu'.re it belongs; the schools supply the Icaderabip." 


An encouraging feature of the student organizations here referred 
to is the tendency to introduce social welfare activities as an impor- 
tant part of their functions; this in contrast with those clubs, fra- 
ternities, and sororities that arb devoted wholjy or chiefly to the 
welfare, not to say the pleasure, of their own . membors. Develop- 
ment of the disposition and the habit of looking beyond tliemselves 
or their own exclusive groups to the common welfare of the larger 
conunuuity arill bo generally recogniied as an important forward st^p 
io character education methods. 

In con(duHion,' let no one be disheartened by reports of failures; 
the Ten Commandents and the Sermon on the Mount might Jong* 
since* have been discredited ,on this ground. On the contrary, lo^'us 
take new courage from the reports of school-community succoMes 
under varymg circumstances as proof that success elsewhere is 


" For le cents full inronnstloa snd Mmple ««U «( ^BlthlbaoS msterial msy tw obuiiwd frofa Charlos 
M. DoForcsl, Knighthood Kucutiw of the Nstionsa Child Welfare AuoctaUoD, TO Flflb ATeoue.lVev 
ToftCity. Seesbo Appendh Boftha rvport. 




V 



34 CHABACTBB ^DUCATIOK 


possible by development of the right conditions. These conditions 
are social and of human creation. There is good reason to believe 
that they may be greatly extended by intelligent effort; and that 
failures have been due as a rule to want of preparation for this type 
•of social Organization and function or to want of intelligent Icadcr- 
-ship. 

This committei' recommends further investigation and experimen- 
tation in this very promising phase of character education. 

SELECTED REFERENCES ON STUDENT GOVERNMENT 

BennioD, Milton. CitizenBhip, an intrcAuction to Bocial ethi^ Rev. ecL 
Chapter 26. Yonkers, N. Y., World Book Co., 1925. 

Buck, Winifred. Boys self -government clubs. New York, Macmillan Co., 1912. 
Cubl>erly, Ellwood P. The principal and his school. Chapters 13 to 17. Bos- 
ton, Houghton Mifflin Co., 1923. 

, , Dfata with lh<‘ g^nrral prohW^jn of pupil management. 

Frctwell, E. K. Education for leadership. Teachers College Record, 20: 324- 
352, September, 1919. 

Qrnirth of ^elf-government around athieClrs and physical trainioR lo develop school teitdcrs. 
PlAn lor AwardmR school honors especially good. 

George, W. R. The Junior Republic. New York, D. Appleton A Co., 1909. 
Hawkes, F. P. OrganiMition and supervision of extra-curricular activities. 

Journal of Educational Method, vol. 5, no. 3, Noveml>cr, 1925. 

Hill, Howard C. Pupil participation in classroom management. Historical 
Outlook, Octol>cr, 1923, 

Jackson, Nelson A. Pupil government in secoiKiary schools. Education, 42: 
192-210, Deceml>cr, 1921. 

Lincoln School Tlte student councils. New Y’ork, Teachers College, Columbia 
University, 1922. 

Moffitt, Hubbard {Student Chairman). The University High School honor plan. 
University High School Journal, March, 1925. University of California, 
University High School, 58th A Qruve Streets, Oakland, Calif. 

Neumann, H. H. Education for moral growth. Chapter 11. New Y"ork, D. 
Appleton A Co., 1923. 

Deals with pupil acliviticis iaRpnerAl.^ 

Oliver, Maud Louise. High school organizations and their administration. 
America School Board Journal, 65: 58-59, 98, 129, October, 1922. 

Btiidies the method of solvini ll»f pm\)l)BiD of "no frat^itles" worked out Id Pasadeua High 
Bebool through the eDcouragetnenl of legitiznHte orguniuktiooi. 

Philadelphia Public Schools. A leaflet containing the testimonials of the stu- 
dents themselves as to the broadening influence of the self-government 
plan. Write to the Superintendept of Schools, Philadelphia, Pa. 

Sharp, Frank C. Education for character. Chapter 6. Indianapolia, Ind., 
Bobbs-Mcrrill Co., 1917. 

Starbuck, E. D., and olheti. Character education methods (the Iowa plan). 

Chapter 3. Washington, D. C., National Capital Press, 1922. 

United Stilton. Bureau of Education. List of references on student self-gov- 
ernment and the honor systcnh^ Washington, D. C,, Government Printing 
Office, 192S. (Library Leaflet, no. 31, March, 1925.) 

Van Denburg, Jos. K. Junior high-school idea. New York, Heniy Holt A Co., 
1022. p. 327-362. 


CHABACnte BDUCATIOlT 




The following cRiea report eome form of student self-government in one of 
more of their high schools; ♦Birmingham, Ala.; Caney, Kans.; •Hayward, Calif,; 

; Highland Park (Deerfield Shields Township High School), III.; Lexington, Ky!; 

\Lincoln, Nchr.; •Los Angeles, Calif.; Moosehart, 111.; •Muskogee, Okla.; •Phila^ 
ds^hia (William Penn High School), Pa.; Providence, K. I.; Sacramento Calif ; 
SaiHa Ana, Calif.; *San Mateo, Calif.; and Spokane, Wash. 

The cities starred publish constitutions under which their plans of self-goverD> 
mciit are adniinistcred. 


J^athfindor CouncilB and Knighthood of \ oiith (ecf App>endix B). 
Exemplification of Character Education (sec Apf^eiidix D). 


Chapter V 

CHARACTER TESTS AND MEASUREMENTS** ^ 

Tlio suboommitteo on character tests and measurements is prepared 
,t(> make a 8upplementar>' report to that presented to the National 
Council of Education at Uio Chicago meeting of superintendents and 
. reported in the proceerlings of the National Education Association 

There is evidence of )>n)gressive interest in the scientific aspects of 
the study of character and of character education. An increasing 
numhor of studies is in evidence by technical psychologists, person* 
lie! wtH-kers, teachers of education, and directors of school systems. 
M e are clearly in the midst of an era of determination to gain a more 
adt^fpiuto insight into the elements of character, to determine defi- 
nitely what aspects it are and which are not capable of change 
through training, and to ascertain by tests and measurements the 
reluli\e \alueof different methods of training the moral impulses. 
Unless the movements in this direction arc actuated more by opti- 
mism than by insight, there is rcasou. ty believe that highly disci- 
plined procedures will rapidly take the place of mere enthusiasms 

concerning the training of character in which we have generally been 
indulging. 

Two aspects of the problem need to be dLstinguished. There is, in 
the first place, the attitude of the trained student who seems *now 
obsessed wj,^h the determination to discover the right technique for 
• the analysis of character and the adequate estimation of educational 
r(*sults. There is, in the second place, the desire of public-school 
teachers in service to adapt themselves to the njoral needs of pupils 
and to find practical guidance in their work through the results of 
scientific tests and measurements. These two aspects of the problem 
seem, at the present time, for the most part incompatible. It must 

“ Baport of Um labcommUtM on CbancUr TmU ud Meaniitinents, Edwin D. Surbaok, etMlnnu. 


CHASACTBR EDUCATIOV 


be confessed that there is as yet a meagerness of higlily disciplined 
knowledge of a practical sort that can be used for tlie guidance, of 
teachers in their daUy practice. It seems clear that the leadership 
in held must for the present remain in the hands of specialists 
in the higher institutions of learning and the school systems. The 
fnnetion of those exporta is comparable to that of the physician in 
matters of the health of children and of the ps}'chological specialist 
now sponsoring the pro)>lem.s of mental tests and measurements. 

It cannot be too much stressed that the study of character and of 
the problems of character training are proving highly specialized dis- 
ciplines that cannot be reo<lily mastered by the avernge teacher. 
They are comparable to hio-chemistry in its relation tcvjLho gardener, 
and of astronomy for the Use of the navigator. It is n sobering truth 
also that the felt neoessit}’^ for conquering this new field of msearch 
has brought a flood of studies that as yet represent first enthusiasms 
rather than tried wisdom. Rating scales are being t-oo eagerly and 
hastily proposed for practical use in schools that are not validated 
nor properly standardized. . The norms or standards do not really 
measure what they purport to measure. Did they do so, most of 
them would have to be a<lminisfored by spesciulists. 

The chief concern in submitting this additional report is to supply 
a brief introduction to the extended literature on the psychological 
aspects of character. For that rea.son the scope is slightly wider 
than that of tests and mca-surements. An exhaustive reference 
list would be voluminous and unwieldy. The number of boots and 
articles purporting to emlxuly the results of testing and measuring 
alone is very large, perhaps running well over a thousand. They 
are not only numerous but arc perplexing in variety and in degree of 
Taluo. Special students who wish to go further into the subject may 
consult special and general bibliographies such a.s numbers (18, 62, 
68, 71, 75, 7S, 79, 88, 89, 90, 139, 147) in the catalogue of names and 
titles appcnde<l to this report. Wc shall simply indicate samplings , 
of articles of particular merit and those that represent attjpmpts to 
masUw some particular problems or special technique. For qenvon- 
ienco in thinking through this complex field tho selected references 
are brought under appropriate headings: 

A. On the nature <rf character V personality . — Helpful books have 
appeared tlAt analyze out tho elements of character and give a total 
picture of tho nature of personality. Among such is the study of 
Shand (1 16) of the emotions and sentiments that dotorraine character, 
and articles by Femald (39, 40), Filter (43), and Chapter VII of Wells 
(147), in his “Mental Adjustment.” 

Among those who interpret character from some now angles of vision 
are the psycho-analysts as Jung (66); the psycho-pathologists as 


CHARACTER EDUOATIOH 


. 8tr 


Mcrnw (93), and Chaptw XHT of Goddard (53) ; tho gland peycholo- 
gwts as in the rathor enthusiaslic book of Berman (10) ; and the funo- 
tionnlpsychologwtflaainChapterXIof Wateon (141). Many of thee© 
fltudentK, Hoch a.s Jastrow (04), seem to claim fresh insight* into the 
problem of "temperament.” 

B. Individual case rnelhods . — There is an advantage in an exhaus* 
five study of individiial eases. One discovers there the rich inter- 
play of elements in the pcrsonalify and often gains an insight into 
growth tendencies in character. 

1. IllustTations of extensive or exhaustive studios of individual# 
are those of Knight (74), on George Fox; of Hausheer (59), on St. 
Augustine, of Riley (108), on Joseph Smith; and of Starhuck (125), 
on G. Stanley Hall. Classic studios of this kind aro those of 

Umbroso (83) and Shinn (118) on tho early development of a 
child. 


2. Psych olofriral analysis. —For about three decades there has been 
a phenomena! development of iasight into instinctive tendencies, their 
interaction and compoundjng, an<l their inhibition and repression. 
Among the earlier and ample studios are those of Morton Prince 
(104, 105), Muensterberg (99), Si<lis (121), and Kraepelin (80, 81). 
Psychological analysts has opened up an insight into the deeper levels 
of pereonnlity and can account for manifold phenomena that hither- 
to were considered only curious or sporadic. 

A special rult vnthin thus larger field of interpretation is that of 
psycho-analysis, which is inclined to acoount for all things mental 
m terms of sex. Among the helpful references on this theme are 
those of P^rend (4.8), While (1.50), Long (84), Bisch (11), Bleuler (12), 
Bnll (14, 15), Green (54), and Pfister (102). A few studonls have 
carried this point of view out to wider ranges of interpretation. 
Among these are Kempf (70), Jones (65), Adler (2), ami Glueek (52)! 

P.^^ycho-analysis has already been able to harvest a considerable 
body of information and insight for the help of teachers and parents. 
Among these contributions should he mentioned those of Iloaly (60) 
^ite (151), Pfister (101), and Matecr (87). 

C. The study nf trents and chaTocUr y^ialities . — A slight advance 
ba.s come in the scientific interpretation of ^aracter through effort# 
to enumerate and classify the fundamental elements of personality. 
It IS similar to the long history of attempts to classify tho virlu« 
but is more auccessful because of the fuller understanding of the 
manifold constituents of penjonalit y. This tciidenoy is satisfactorily 
jkiocribod by Oaxly (18, p. 232); Webb (142', supplies one of the ear- 
wr and longer lusts. A recent list of traits is in Tennan (129), 
Whipple (149) ased virtually the same list in hie study of a class of 
gifted ohildreo. Another example of the cross-eectioB study is that 



' 38 CHABACTER EDUCATIOBT 


of Hoch and Amsden (61). Familiar references are Cogan (25), 
Hollingsworth (62, see especially Chapter VI), Wells (14G), and Ye'kes 
and LaRuo (153). A somewhat different classification of traits for 
the several purposes in hand may be found in Davenpiort (31), Filter 
(42), Folsom (44), and Upton and Chassel (137). See also Allport 
(4) and Edman (35). 

D. Sdf-raliug and raiing by associates'.— Further success in sharpen- 
ing the definition of traits is by the use of rating scales. Persons 
or attitudes or acts are judged by their relative position in a scale. 
Recently many studies have been reported on rating devices. Frcyd 
has described eleven t^Ties (45). Three of the most distinctive 
are: (a)^^rder of merit,” as in Cattell (20), in which American 
Bcientbtl^Pre rated in an order of merit as “best,” “.next best,” etc. 

• (6) The army testing made popular the “ man to man ” ratings in 
which a gT(Uip of individuals were rutod in comparison to five men 
known to all the raters (sw* Rugg (113)). (c) The rating of individ- 

uals or the traits of those individuals (»n a graduated scale from best 
to worst. Conklin (26) describes the relative value of these methods. 

Rating scales are not in any sense objective measures of persons 
or traits or attitudtw. Tho value is twofold: In tho first place, they 
employ a .set of definable concepts as aids to clear thinking in-stead 
of thinking of moral attributes in general terms. Tliero is, furtlier- 
more, an advantage in being able to treat the subject matter under 
discussion- quantitatively and statistically. It has b^en found that, 
by tho uso of rating scales which are simply fine tools of judgment, 
a high degree of consistency is obtainable bctw<‘cn successive self- 
ratings of tho same persons and also a n'osonablc degree of correla- 
tion between self-ratings and those of the same |>erson.s by associates. 
Thi.s is indicate<l, for example, in tho study of Starbuck and 
Mondenhall (126, p. 38). Tho d<‘greo of success in self-rating is due 
in part to the exactness of definition of tho units or steps in the 
scale, as, for example, in tho book on this subject by Hyde (63). 
Rating of children by scale has proven practically helpful. Perhaps 
the best attempt of this sort Is tlmt by Clark and Clark (23). There 
is a good deal of practical advantiige in bolf-rating Hchonios os a chal- 
lenge to clear tliinking in the exchange of ideas about conduct and 
character by the pupil and teacher. Tho danger is that they may 
tend, if used too freely, toward an undue amount of introspection 
on ‘the part of pupils. When used as the basis of competitive moral 
contests betw'oen room and room, school and school, and system and 
system, they may load to overestimation even to the point of mis- 
representation. ' 

The pioneer work in ratings by associates wa.s Cattell (20) . Other 
good studies are Cogon (25), Kohs (77), Miner (94), and Slawson 



OHABAOTER EDUGATION 


39 

(123). Recent critical studies by Knight and Franien (73);K^ht 
(72), Rugg (113), and Thorndike (130) have been helpful in poin ting 
out pitfalls and laying down the conditions of successful rating. A 
more accurate point-scale, capable of mathematical handling, has 
recently been used by Slaght (122). The principle involved in the 
U.SC of rating scales, although treacherous, is a necessary factor in 
most procedures in the study of character. 

b. Objective meihods of the sttuiy of character . — It is a signal victory 
in the history of any study when it can secure quantitative unite to 
superimpose upon its material. Any department of study is on the 
way to become a "science” when it cun secure measuring sticks 
(feet, pounds, pitch, frequency, nuiliher, and the like) that not only 
challenge, but defy and correct the errors involved in personal Opin- 
ion. The study of character has been enjo}'iug some relative suc?- 
ccsses of this kind in a good many directions by the use of objective 
tests and measurements and by the use of experiments. 

tliero are at least throe steps involved in devising satisfactory 
tests. In the first place, ingenuity is necessary in obtaining a fairly 
controllable set of objective expressional reactions on the part of the 
persons being testeil, which ore capable of repetition -under similar 
circumsUnew, and which sluill call forth the trait or quality under 
consideration. Workers in the field have been prolific in this direc- 
tion until there is a surfeit of " propo.sed” tests. The next question 
to be aske<l is, Does the proposed test measure whatever it measures 
consistently, that is, is it reliable? The answer to this question is 
usilally found in the application of the statistical methods of aver- 
ages and correlations. If the correspondence is slight between 
supp(>scdly kindred data, that is, if the correlations are low, by that 
Sign is the tt«i valuclms. The study by Clwton and Knight (24) is 
an excellent example. The more important C/onsideration, in the 
third plnc4) is. Docs the proposed test measure wliat it purports to 
measure, that is, is it valid? A satisfactory answer to this question 
is the real stumbling hh»ck of progress in character testing. In 
mental test there is usually the satisfaction of having objective 
Rtandards of skill; for example, arithmetical problems are, on the 
fae.«t of them, correctly or incorrectly solved, and proficiency of that 
sort can be measurcil. In rcspt^ct to ethical judgments and moral 
altitudes, however, no one professes that there are such simple ob- 
jective standards. There is little hope for very great* fwogress until 
Borae relatively satisfactory objective norms and standards are 
devised. Some progress has already been made. 

(a) There are, in the first place, certain concrete situations against 
which the presence or absence of a trait can be checked with axiomatio 
certainty. The child who bringu book the wrong change, Voelker 


40 


C&AAAGTBB BDUOATIOlir 


(188) ; or cheats in a tost, Cady ( 17) or peqjB on the sly, Eaubonhoimcr 
(106); or lies, Slaght (122), has indubitably demonstrated thereby 
that he bdongs to a certain type or class. 

(b) The objective criterion may be an objectively controlle<l situ- 
ation. Illustrations are the checking of persistency against tests of 
enduranco, Fomald (41), and Trow (135) testing of readiness of judg- 
ment by the time of making decision in dilHcult situations. An 
instance of the way in which a controlled experiment may foil short 
in eliminating jost this factor of personal estimates is the case of the * 
earlier work of DoWhey on ‘'Will-Tcmpermont.” Although there 
wera objective methods of recording 12 typos of expreseinnal reaction, 
the scoring of some of the.m depended upon personal judgments. 

The results have not accordingly stood up well under statistical crit- 
icism, Ruch and Delmanzo (112) and Meizor (92). Downey (33) 
and May (89) have summarized the interesting and difficult work 
along this lino. 

(c) Validity may bo established or approximated by using "avor- 
Rges,” as norms. Although averagen are always abstractions they 
have proven their value in scientific procedure in antliropology, in 
life insurance, in mental tests and moa-suremonts, and in many other 
fields. Much of the most accurute work in some of the exact sciences 
like physics must depend upon averages whose degrt >08 of accuracy 
ore determined by moan variations and probable error. Thecomsid- 
oration of the average child has been proven praclicAble in Binot- 
Simon and other ratings of ability, and Wve some little use a.s norms 
in scioDtific procedure. The presence or absence or degree of inten- 
sity of a trait may bo checkeil iigaiiLst the standard of expert opinion 
instead of avonigos as in the ca.so of Manry (86) and Chassell and 
Cliasscll (21). 

(d) Objective certainty is often obtained through a comparison of 
extreme cases of antithetical types. The extremely money-minded os 
against its opposite, Shuttleworth (119); the presistently untruthful ^ 
as against the consistently truthful, Slaght (122) ; and tho incorri- i 
gibles as against normal children, Qady (17), are illustratioas. The 
difficulty in tfie study of character is usually found ‘in the overlap- 
ping or halo or fringe among character qualities bringing confusion 

of results. The data derived from diametrical antithetical typos ob- 
viate this source of error. 

(y) Approximate validation is possible through the reliance upon 
the law of internal consLsteuoy of data. One can sometimes deter- 
mine a certain character pattern through the consistent recurrence 
of similar responses to tike stimuli. For example, as in tho work 
of Hart (68) and Shuttleworth (119), if the subject responds in like 
manner to eiseolially all of a very large number of words or phrases 


character edwattom 


4t 


or sentences jndi. Ating a certam eocial attitude or money-mineJed- 
ncss. the prohnbility is that the trait in question is a stubborn fac- 
tor in the mentality of the person under observation. Of like kind 
B the long Iwt of Te|Ctions elicited in AHport's (4) study. If on the 
contrary, there is a consistent dispersion of traits in comparing per- 
son with peraon and group with group, ths/ is dually signiUnt. 
riic manifold processes involved in untruthfulness have been suc- 

M if (122) jn a comparison of fl>e truth- 

ful w.h the untrut]iful children. If the data in question are de- 
.scnhable m terms of numerical units it is often profitable not onlv to 
Hy upon the law of averages, biifralso to uso'the technique of Vor- 
Hation By th^e use of simple, multiple, and partial correlations 
dll- relative push or dnvo of several somewhat related qualities or 
a tildes can be determined, or of antithetical ones as in the studies 
of Trow (135) and of Ueeton and Knight (24). One of (he most 
inleresting and also the most baffling of the problems in the study 
of eharae^r is the combininir or fusing or blending of traits. They 
never perhaps exist singly or in a pure form. By statistical compu- 
tation he dramatic interplay of several traits can be described The 
manifold correspondenee and contradictions among traits mnv give 
mimistakablo insight into certain aspects of character; that even 
mthe absence of objective standards, consistency and reliability of 
data may approximate validity. ^ 

■ I' iypfs of oijective testis and meaj^vrfjnenh —There 

f j "f nbjwlive tosU thnt aro baing 09 *d 

» lha atudy of characl.T. Characlerlalic atl..mpt., may be roughly 
STOUIicd for .convenionro under the following hoadinga: (a) Infor- 
«.l.ou testa.-Ream (107) and McHale (91) have deviaed loete of 
m nrma ,ou w.lh.n cerlaio fields on the hypothosis that amount of 
ormation would indicate the interest in a field. Both Bludica 
TOirt gmid reliability ami validity. (4) Ethical judgment teute.— 
Hlnmnhcr of elhical judgment or moral discriminalioii testa hay* 
VWn densed, such as Kohs (76), Fernald (41), Brotmsrke (16), 

mrT"t •>»» « 'liffii'ult to dotormine their 

•wlh fmm the published rejairta. (e) A number of students have 

ZT" '* i*'"'- *"'* "t “Uitudea and interests or pref- 

aces for different moral acts, idew, and iiilertista as indicaltd by 
™«'o", to wor^ and phrases. See Piwssey (IW), Freyd (46), Hart 
M) and Shuttleworth ( 1 19, 120 ). (rf) The mtsmirementa of will- 

types to which reference has been 
deris n tista.— Workers in personnel i*je.hology hay* 

^sed a lirg. number of trade and oecupational t«ta, many of 
measijjp character factors. This material has been gathered 


ERIC 




CHABACTCB EDUOATIOIT 


42 

into an extensive bibliography by Manson (88). {f) Teats of moral j 

conduct, such as honesty, cheating, trustworthiness, and overstate- ! 
ment, devised by Cady (17), Voelker (138), and Raubenheimer (106), 
are very important contributions. (^?) Much Valuable work has 
been done on such traits as w)nfidonce, speed of decision and self- 
assurance by Trow (13.*)), Filter (42), Bridges (13), and Gibson (50). 
Here also may bo mentioned the U?sts of porsistanco by Femald (41) 
and Lankes (<S2) ; t-ests of aggrisssivcncss by Moore and Gilliland (96); 
and teats of suggestibility by Gilbert (51), Trow (134), and Otis (98). 

G. EiperimfnUil This caption but continues the question 

of validation treated in the prtHJtiding section on objective tests. Ex- 
perimentation coasists in obs<^rvation undw coutFolled conditions 
which are re|>catablo, capable of variation at will, and consequently 
arc objectively certain. A single bit of demonstration of this kind 
can often crystallize or polarize the floating truth-value in a large 
nias.s of valuable (l)ut otherwise unintcrpretablo data. The use of 
experimentation as a discipline and aid to some of the loss exact pro- 
cedures is advancing rapidly and promistis to extend itself into almost 
every aspect of the held (>f the stu<ly of character. 

1. An liLstoricjiliy^ well-established method of studying character 
ha.s been by the association method. The subject is usually given 
stimulus words (>r phrases and reriuired to rep(»rt the first w’ords that 
occur to him or to mention (*pposites or to give a succession of asso- 
ciated words while the obsi'rver records by laboratory methods the 
kind and speed of the response. Important contributiorLS are AJlport 
(3), Jung (67, 68), Kohs (75), Wells (145), Woodworth and Welle 
(152), and KosanofT (110, 111). Good reference lists to the liu*rature 
of this extensive fudd are to be found in Warren (139), Jung (68), and 
Kolis "(75). 

2. Valuable experimental studies are in progress in the bodily 
changes including breathing, vaso-mot(>r phenomena, glandular se- 
cretion, blood constitution and the like, that accompany mental 
stales and processes. Tho.se are proving fertile sources of explana- 
tion and inUirpretatiun of fundamental aspects of personality. Among 
the citations that furnish an introduction to the rich field of endo- 
crinology and iUs bearing upon character are Cannon (19), Crilo (27), 
Tridon (133), Berman (10), and Crofton (28). Watson (141) liaa 
given a recent and authoritative description of the glandular secre- 
tions that condition the emotions, in Chapter VI, and in Chapter XI, 
as docs Berman (10). Those studies move in the direction of accounb 
ing for types St personaUty from this standpoint. 

A fruitful typo of experimentation on bodily reactions is in the use 
of the psychogalvanometor. A convenient introduction is the work 
of Smith (124) and Wechslcr (143). / 


CHARACTER EDUCATION 


43 


3. Extensive w<)rk b now being done on the eidetic phenomena, 
(hat b, tho effect of certain chemical rt'RcUons in the organism upon 
the tiogroo of intensity of perctiption. Dbcussion and bibliography 
isfurnlshod in Kliiver (71). 

II. — A fruitful lino of investigation is tracing develop- 

jncutal tendencies through the years of child life. Geneticism in the 
sciencas has become a dominant ])a,ssion and is dwtined to play an 
ini|x»rt4int rOlc in the study of character. It does not explain phenom- 
ena, as is soinctime^s supposed, but is an important discipline in 
throwing facts into large pcrsptKstive and in seeing tho interplay of 
related phenomena. The proldem of age norms and growth curves 
is still in n hazy and confiLsed state. An e.xact and highly controlled' 
study on tho improvement with ago of moral comprehension is that 
of Franklin (47). Tho lUQst systematic study, so far, on establishing 
ago norms conc.<Tiiing w'rtaiu important factors in tho mental life is 
that of Gilbert (51). 

In this connection should bo mentioned tho illumination that has 
come through phylogenetic and ontogenetic studies of child life. 

I Typical of these are the discussions of the evolution of tho instinctive 
tendencios and their application to character, as for example, ^wood 
, (37), MacDougall (85), Hall (56), Thorndike (131, vol. 1)^, and ■ 

Baldwin (9). Investigations of this sort give promise of yielding to 
Bcicntific procedure as in tho. statistical researches of Karl Pearson 
1)9), Davenport (30), and* Thorndike (131, vol. 3), on those factors 
in the mental life or p<frsonolity that are conditioned by hereditary 
(.trains. 

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Journal of Psychology, 28: 390-395, 1917. 

96. and Oillilaad, A. R. The measurement of aggressiveness. Journal 

of Applied Psychology, 6: 97-118, 1921. 

97. Otis, M. A study of suggestibility of children. iVTcUves of Psychology, toL 

2, 1924. 


f 


CHAHACTEE EDUCATION 

t 


47 


113 . 

114 . 

115 . 

116 . 
^ 117 . 

118 . 

119 . 

120 . 
121 . 
122 . 

123 . 

124 . 

125 . 

126 . 


98. Muenstcrberg, Hugo. On the witneas stand. Doubleday, Page A Co., 1923. 

99. Pearson, Karl. Inheritance of plychi'cal factors. Biomctrika, 12 : 367-376. 

1919. 

100. Pfister, O. R. Psychoanalytic method. Moffat, 1917. 

101- Love in children and its aberrations. Dodd, Mead A Co., 1924. 

102; Psycho-analysis in the service of education. Moffat, 1922. 

, 103. Prcsscy, S. L. A group scale measuring the emotions. Journal of -Ab* 
normal Psychology and Social Psychology, 16; 5^4, 1921, 

104. Prince, Morton. The dissociation of a personality. Longmans, 1906. 

10.'». The unconscious. Macmillan^ 1914. 

lOG. Raui^nheinier, A. S. An cxperimenthl study of some behavior tendencies 
in the potentiaily delinquent boy. Unpublished doctor's thesis, Stan^ 
ford University. Or see Terraan's Genetic studies of genius, vol. 1. 
•107. Ream, M. J. A social relations teat. Journal of Applied Psychologv, 6: 
68-73, 1922. 

105. Riley, I. W. The founder of Mormonism: Psychological study of Joseph 

Smith. Dodd, Mead A Co., 1907. 

109. Robson, M. M. An experimental study of character. Journal of Educa- 

tional Psychology, 9: 514-516, 1918. ^ 

110. Rosanoff, A. J. Evaluation of reactions in an association test designed for 

the purpose of higher mental measurement. State Hospital Bulletin, 
N. Y., August, 1915, vol. 8, p. 216-617. ' 

0 ad Rosanoff, I. R. A study of association of children. Psycholog- 
ical Review, 20; 43-89, 1913. 

112. Ruch, G.^., and Del Manzo, M. C. The Dowi>ey will temperament group 
test: Analysis of its reliability and validity. Journal of Appli^ Pay 
chology, 7 : 66-76, 1923. 1 

Rugg, H. O. Is the rating of human character practicable? Journal of 
Educational Psychology, 12; 426-438, 485-^1; 13 : 30-42, 81-93. 
1921-22. 

Statistical methods applie<l to education. Houghton, *1917, 

Scott, Walter Dill. T-he' rating scale. Psychology Bulletin, 16 : 203-206. 
1918. 

Sliand, A. F. The foandationa of character. 1920 edition. 

Sharp, F. C. Objective study of some moral judgments. American Journal 
of Psychology, 9: 198, 1898. 

Shinn, M. W. Biography of a baby. Houghton, 1900. 

Shuttleworth, F. K. A new method of measuring character. School and 
Society, 19: 679-682, 1924. 

The measurement of character factors invoiVed in scholastic a^o- 

cesB. loVa Studies in Character, no. 3, State University of Iowa. 

Sklia, B. PsychopatJiologtcal researches in mental diasoeiation. Badger, 


Iowa Studies in 


Journal 


1902 

Siaght, W. E. A study of truthfulneaa in children. 

Character, do. 4, State University of Iowa. 

Slavson, John. ‘ The reliability of judgntents of personal traits. 

of Applied Psychology, 6: 161-171. 

Smith, W, W. The measurement of emotion. Hareourt, 1922. 

Starbuck, Edwin D. Life and confessions of O. Stanley Hall. Journal 
of Philosophy, voL 21, no. 6, ^darch 13, 1924. 

The Iowa plan of character educafron. Iowa Studies In Charae* 
ter, no. 8, State Universi^ of Iowa. 


ERIC 





^ CHARACTER EDUCATION 

127. StenquiBt. J. L. McaaurrmonU of mechMical ability. New York, Teach- 

. era College, Colutubia l.'uivcrsity, 1*3. 101 p. (Contributions to 

Education, no. 130, 1923.) \ 

128. Stoclting & Co., New York City. Publishers of several character testa. 

129. Terman, L. M. Mental and physical traits of a thousand gifted children. 

Espix-ially Chapters 16, 17. and 18. iStanford University Press, 1925. 

130. Thorndike, E. L. A constant error in psychologic'ul rutiugs. Journal of 

Applied Psychology, 4 : 25-29, 1920. 

131. I'iducatiotial psychology. New York, Teachers Collogo, Columbia 

University, 1913-14. 3 vols. 

132. Titchouer, E. B. EvptTiniental psychology. Manual of Ij^boratory prao- 

tice. Macmillan, 1901. 

133. Tridon, Andrd. PsyohoaiullysiR and gland [Mjrsonality. Broritano, 1923. 

134. Town, C. H. .\u cx()criuietital study of the sugge.stihilily of twelve and 

fifteen year old boy.s. P.sychological Clinic, vol. 10, 1916. 

135. TtX)w, W. C. Trait consistency and speed of decision. School and Society, 

21r 53S-.542, 1925. 

130. Scientific method in education. Houghton, 1925. 

1.37. UptoJi, S. .M. and Chasscl, C. F. A scale of nu>asuriiig the imjHirtuncc of 
habits of go<Kl citizenship. Teachers College Record, 20: 3»i, 1919. 

138. Voelker, P. F. The function of ideaL'^ and attitudes in sOjCtal oduc.otion. 

New York, Teachers College, Columbia University, 1912. (Contribu- 
tions to Education, no. 112, 1912.) 

139. Warren, A. C. A history of the a.ssodation psychology. Scribners, 1921. 

140. Warren, Howard G. Eleraenfs of human psychology. Houghton, 1922. 

141. Watson, J. B. Psychology from the standpoint of a l>chaviorUil. Archives 

of Psychology, no. 76, 1925. 

142. Webb, Edward. Character and intelligeuco. British Journal of Psychology, 

1915. M.onograph Supplement, no. 1, p. 99. 

143. Wochslcr, David. The nioasurcment of emotional reactions. Archives of 

PsychoIc»gy, no. 70, 1925. 

144. Weil, Arthur. Internal secirtiona. Macmillan, 1924. 

145. W'clls, F. L. The questions of association types. Psychological Review, 19; 

253-270, 1912. ^ ' 

146. The systematic observation of personality. Psychological Review’, 

‘ 21: 295-332, 1914. 

147. Mental adjustments. Appleton, 1917. 

148. Whipple, G. M. Manual of mcotal and physical tests. Warwick and 

York, 1914. ’ 

149. Classos for gifted childron. Public School Publishing Co., 1919. 

150. \S*hite, W. A. Mcchanisin.s of clLaracter formation. Macmillan, 191 G. 

151. Menial hygoneof childhood. Little, Brown 4k Co., 1917. 

152. Woodworth, R. S., and Wells, F. L. Association tests. Pg>'chologic.aI 

Review, 1^: 119-185, 1911. Monogrni>h Supplemonk 
163. Yerkes and LaRue. Self-analyaia: Outline uf a study of the self, liar- 
vard University Press, 1914. 







CHA&ACna KDUCATlOXi ^ 


Chapter VI. 

PROFESSIONAL PREPARATION OF TEACHERS FOR 
CHARACTER EDUCATION^* 

INTRODUCTION 

1. i\ so-callod inductive approach to this problem is under way. 
Tlie teaclier-training institutions have been asked to report wliat they 
arc lining and what tliey consider professsional preparation for this 
Bcrvico. Dr. W, C. Bagley made such a study in 1910, which was 
reported in Keligious Education, February, 1911. It is now proposed 
to repeat a similiar study in order to discover if possible the clianges 
and trends. The use of the so-called “inductive approacli” to such 
a problem haslongbeen in doubt. This method can yield no solution 
because these institutions do not claim to have character education 

* programs. 

2. At this time we are proposing a theoretical approach to this 
problem.** The proh^s.sional preparation of teachers for character edu- 
cation, in common with such preparation for any other teaching 
function or service, involves the consideration of three intemdated 
problems, or riKjuires the consideration of teaching from tliroo diffor- 

^ C!it but related points of view: (a) Tho treatment of tlve objectives 
of character education and how to make these objectives dynamic 
and dominant in the teacher’s life and work; (6) the principles for 
seh'cling the appropriate mean,? for realizing these objectives along 
with the principles for organizing those means into a workable .scheme 
of educational procedure; (c) the method for making the program 
economic, efiicient, and complete. 

C 

I. THE OBJECTIVES OF CHARACTER EDUCATION 

In tho report of tho Character Education Oommittee, subntitted to 
tho National Education Association in July,* 1924, thegonord objec- 
tives are stated as "tUo dcrelopniont of personality and social prog- 
res.s,’’ and it is added that “ each of these is both cause and eflfoct of 
the otber,’* 

The sul)committoo on" professional preparation gladly accepts this 
formulation and herein undertakes a tentative analysis of these objec- 
tives in order to discover their moaning for profcsaional preparation. 
Tho commitieo follows Dewey's treatment of objectivoa as set forth 
in “Human Nature and Conduct,” pages 190 and 223: 

*K«pMtof th« SubronniilUe'OM TmcImt Tnintac. ChailM X.-Rusti,«lwim>aii 
"iny luiiiUnMBUl uid ada«tmta proftMa to ih* [woltHioniU praptraaon «( «M<Sm ta rvpwt to 
cl)ArM>t«ir artueatlon twttu tb«ooniplM«d procrimfor ofavictoeduoatioo lo UmmIiooU. ThU procaa 

“ ' — t'n TTt niOiin 


50 


CnARACTER EDUCATION 


Objectives arc those foreseen consequences which influence present deliberation 
and which finally bring it to rest by furnishing an adequate stimulus to overt 
action. Consequently ends arise and function within action. They are not, 
as current theories too often Imply, things lying beyond activity at which the 
. latter is directed. ♦ • • Delil>er8tion is an exi>criracnt in finding out what 
the various lines of poa«»il>le action are really likei 

A. TBNTATIVE ANALYSIS OF PEBSONALITY FROM THE STANDPOINT OP 

CHAKACTER EDUCATION 

A/ Ralph Perry would say, personality is a "weasel word.” Ita 
slipperiuess Is all loo evident, but no term lens than this one can he 
accepted as fit to stand for the ricline.ss and fullnc.s.s of the possihili- 
ties to be found in persons. As an ultinmle objective, p>ersonality 
must bo sufTicientiy analyzed to indicate the proximate objectives 
or means for its realization. 

At the pro.sent level of our knowledge of persons and society it is 
impossible to propose an analysis acceptable to all. There Ls no diffi- 
culty in identifying persons either as indivhluals or as differing from 
other animals, but just what the distinguishing characteristics mean, 
and just what are the fundamental forces back of those characteristics, 
and what are the potentialities of those forces arc problems yet un- 
solved. These difficulties an<l the subtleties found in persoms form ' 
no ground for refusing to employ personality as an ultimate objective. 

1. The ability and dbposition to have arnl hold objectives, or bet- 
ter, personal pulses, is one of the most important powers of persons. 

To see ourselves ah other than we are makes education possible and 
necessary. To vision consequences; to deliberate upon wa}'s and 
means; to choose among alternatives; to accept or reject the respon- 
sibility for choices and results are fundamenUl procedures in moral 
development. The achievement of the power and right to think and 
say "I,” oom» from consciousness of being a cause plus the more ! 
important insight of ability to raise cotiaca into means, and effects mio 
conaeqMencee, This unique power is a primary principle in persons. 

2. The power and right to think and say "We” is a far greater 
achievement than that to use "I.” Indeed an ovor-exolted "I” 
through selfishness may exclude a person from participation in the 
world of persons. Fellowship— i\\Q cooperation of wiUs — is thorefora 
a second fundamental process in character development. Having a 
joint or common objective is a "creative synthwis.” This power is 
in no sense to bo confused with the gregarious or gang instinct. This 
new power is the social aspect of the ability to hold an individual 
objective. Language gets its function and value from these two 
aspects of personality. The family, the church, the social group, 
the state itself rests upon this dual power, and the greatest problem 
of the institution is the due recognition and exercise of both factors. 


CHARACTER EDUCATION 5l 

Individualism and socialism arc two false doctrines b iscd on the fail- 
ure to recognize the relation iTetw’eon j>crsons. 

The third an<l crowning power of personality is the ability and 
disposition joyously to respond to the expectations of other persons. 
In a most important sense- this is a synthesis of thotwo former powers 
and stages of <Ievelopmettt, hut it too is a “creative synthesis" in which 
new and often unexpected powers emerge. This power makes team 
work possible. It mak(s< division of labor, staff management, and a 
high degree of individual and gn>uj) efliciency possible. This is the 
power which gives scope for individual o.xccllcnco in- a team function 
ami at the same time give.s the finer exercise of personality because 
it recognize.s'' and usi's the jn'csonal excellences of other persons to 
achieve a joint jirbiiuct. The unique and primitive form of this 
power is .seen in fatherhood, motherhood, and childhocKl. The per- 
ponal outcome in each is duo to the imlividual c.xcellenc^x? in personal' 
cooperation. The pitcher in a haseball tean^has his individual 
e.xccllence as a pitcher for which ho receives due recognition, but hia 
e.xctdlciice involvrts liis personal relationship with the cal-chcr. 

In p<^rsons, individual difTerences aro important, but in personal 
relationships those beaimo imndiraps unless raised into other social 
significance through the cxendst'of personality in cooperative action, 
when “w'e" and “u.s" art' the appropriate terms. At this point we 
nml to be reminded that this power of personality can reach ita 
highest fruition only by uniting with the host and wlstst of the ages 
and then the ided state has emerged — “The partnership of the dead, 
the living, and the yet to bo born in all virtue, all science, and all 
art. It should also be noted that there is in those three powers the 
gemi of the ideal democracy in which as Mazzini says, “there Is prog- 
ress of all thrtiugh all under the hmdership of the wisest and the 
best." This brings us to the reverse aspect of charact-or oducatioiv— 
social progress. 

B. PROFESSIONAL ASPECT OF THESE OBJECTIVES OP CHARACTER EDUCATION 

How Ls the development of the highest typo of personality in and 
through social progress to be made the inspiring and guiding objeo- 
tivc in tlie life and work of the teacher? 

1. First and foremost, society must discover and employ ways and 
moans of enlisting the most promising youth in this most important 
service. Farsighted and successful corporations have learned to do 
this. Society must be as farsighted and determined to secure the 
higlit^st grade of service if there is to be social progress. 

Sufficient numbers must be enlisted, and they must take Bufficient 
training so that it becomes unnecessary to place children under the 
care of young men *aiui young women before they have developed 


S2 


CUAJIACTBR EDUCATION 


personality fitted to be teachers. This tncans that the social status 
and social respect as well as salaries must be increased. 

2. In the second place, teacher training institutions must hold these 
same objective’s for character t'ducatiou for their own students. For- 
tunately, there need bo. no “waste motion" on this aecount. The lust 
possible character development of each prospective, teacher is the 
primary prerequisite for toaching. The same furidaniontul processaj 
for devolopnuMit of the charac,U*r of children in the public si'hooLs 
will apply in training schools. In short, training in'^titutions must 
train hy example and precept. 

3. In the third ]>la<e, prec^ts and e.xainplas must bo raisetl into 
profeesioual objectives. This ])rohlem has two as^M'cts : Teachers in 
training roust l>ecoiiie aw’are of the objt'i’tive.s eiuplojed in tlnur oau 
education and must (’tspoiise these as the ohjectivt*s of (heir own 
pn>fe8.sional service. 

All this moans that the pupil as a person becomes the “center of 
reference’’ in the solution of every e<luca(ional problem. Schools 
must be pupil-centered^instead of suhject-cenlerod. Kilucat ion is a 
life and life-long process, and nothing less than life al its best can fur- 
nish n vision adequat-e for educational theory and procedure. 

II. FOUNDATIONAL SUBJECTS 

Accurate and through knowledge of the subjects to be taught Is 
ir/disptmsable, l)ut there arc foundational subjects without which pro- 
fessional preparation is impossible. 

1. Biology. — Tho fundamental principles of education are life 
principles. Biology is a prerequisite both in contout and teclinique. 
Life and personality provide primary and fundament jil experiences, 
and the scientific study of life provides not only knowledge of great 
worth, but the method of studying and interpreting life pro(,t^.s4<s is 
one of the e,sscntial methods of studying education. Efficient educa- 
tional procedure implies knowle^lge of life processes. A highly special- 
ized an<l oxtodsive study of biology is impossiblo and f.Ttuuately 
unnecessary. Tliis does not moan that the biology for the pros|mc- ^ 
tivo teacher is tobe an emasculated or diluted science. Educational , 
biology is tho study of living things, especially human beings, when 
th^y live in such a way as to discover tho laws of life. 'This is bofh 
possible and desirable. 

Diolog.y, to the teacher, is not only the science of life ; it must help 
the teacher work out a philosQphy of life. Huxloy's wtirds to Lloyd 
Morgan are appropriate hero. Morgan had tol9 Huxley of his great ; 
Interoat in philosophy. Huxley replied, “Whatever else you do, j 


CHARACTEB EDUCATION 


53 


r 

koq> (hat burnings, but remember that biology has supplied a 
new and jwwerful iliuminant.” “ 

2. Psyehology is a foundational subject. As in the case of biology, 
psychology for^a teadjor must play a double r6lo. Both in content 
ami technique, psychology furiibshes a rich discij)line, l)ut both have 
also professional implications that must be made explicit. Within 
limit.s, I ho teacher may study p.sycholog 3 ' as a science, but as Dewvy 
so well says, tho teacher must romeml)er that “Hoience is alao an art." 

In tiie case of a teacher, it must also be an applied scienco. 

Tlie suggested study of biology is a prerequisite for a study of 
psycholog}', hut for the teacher, psychology must be more thau a 
study of '‘animal Ixdiavior.” "One of the chief causes of the pres- 
ent <!ultural and spiritual chaos is * * * the fallacy of attempt- 

ing to interpret tlie life of human culture in terms of conceptions 
carried over uncritically from biology into tJie study of man.'* Aa 
Dewey put it, "Wo want a w'orld in which liuman dmires and vill, 
co\mt for something. " Personalit}' presents uew and uniejuo prob- 
lems Iversons are distinguished by the ability and disposition to 
raise causes into means and tber<*by raise e/TcH’-ts ink* oonsequonoes 
for which tho peison accepts res])onsil>ility. 

As stated above, tho prospective teacher may study psychology as 
a ‘“natural scienco'’ and if the ps.ychologistH kw*p insisting that natu- 
ral science does not have a place for personal matters, then such psy- 
chology may not l>o termed human psy'cliology or educational psy- 
chology. It Is ink'resting to note th&t some general psj’chologists 
are moving in the dirw-tiou of employing personality as the distinc- 
tive difirreiUia- for the science* of psyclu*logy. “The conce'plion of 
personality' is the most iiU{K)rtant instrument or w'orkm^ prinoi|)al 
in 1 he whole range of psychology."” At i(s best, psychology, like 
l*i<*l<igy, as.sists tho teacher in constructing a working philosophy of 
life. 

3. Sociology and etb'ios are foundational suhj<*cts. Psycliology as 
a science makes tho individual pi'rson the ‘ center of refcreuce." 
Other persons are in the onvironmcnl. They arc sources of stimula- ' 
tion. A numb<T of tho significant aspects of personality present 
tbemselveH in fellowship with othci’ persona. A society is "a gi'oup 

of hke-niinded persons who know and enjoy their likeHiiindednosss® 
that they cooperate for the attainment of common ends. Group 
action, leadership, authority, and obediouce present problems of first- 
rate importance aad'tboue problcina require .special Ircatiuent." 

— ■■■II ■ ■ ■ ■ ■ - " ■ ■ ■ I 1—^— ■ —— — 

•Morfiin, 0. LU)fd. KnwtTfWit KTDhitloa, p. t. !ioH, 1«3 
^ L«igbioii« Jm. A. Tb^ FiM d PtiUi]»opii]r» p. A. AppAM#n» 1123. 

>’KiQtor, Jtcob R. Phocipki d Piy etiology, vol. 1, p. 74. Koopf, 1094. 


54 


CHA&ACTEE EDUCATION 


4. Ttft theory of education— a philosophy of education — in which 
the various ways and means are interpreted in their life relations • 
seems indispensable when in professional preparation; liow such a 

view of life and education is to be gotUm is a problem yet unsolved. 

» 

in. THE MEANS OF CHARACTER EDUCATION 

Education becomes intelligent and effective by raising certain 
causes into means and thereby making certain effects consequences. 
Certain habits, knowledge, and ideals, however, are C4uises and^ecls 
in the development of the character of the teacher. Certain activi- 
ties of the children in the schools are now to be made as educative 
as possible. The foundational subjects are purported to have devel- 
oped insight into the functions and values of thwe activities os means 
in character education. The prospective teacher in training now 
must study the different activjtios of the learner at the different 
levels of experience in order to make them yif\|<l the best possible 
results in character. The scheme ft|f school procedure must now be 
constructed both in the curricular and extracurricular aspects. 

Each activity, every controlletl process, is to ho made as valuable 
. for personality and social progress as possible, and each and every 
segment of behavior Is to be given its rightfur-plaoe in the hfo of the 
learner. Whether the bt'st school scheme involves a sp<‘cial place in 
the program for prescribed attention to manners and morals, or 
whether the total school scheme holds them implicitly, is still a mat- 
ter of opinion. Here is a pmblem for research, but one matter is 
certain; teachers can not bo indifforeut to character education, and 
each teacher is in duty bound by her professional position to have 
moral standards and to live up to the best she knows. ' 

IV. THE METHOD OF CHARACTER EDUCATION 

Character is the organized structure of the person duo to that 
person’s experience. The development if personality and social 
progros.s is “what is desired." “Objects and subject matter” are 
to be controlled in the interests of attaining those results. In 
this process, throe primary factors are involved: The pupil, the 
teacher, and the “subjects of discourse" through which they have 
fellowship. Method may bo formulated from each of these points 
of view: 

1. The Socratic method names the control from the standpoint of 
the teacher and os a method has this in its favor, that the teacher 
accepts the answer of the pupil as a sincere expression of the loarii^’a 
exf>erience and then ba.ses the next question upon the last answers© 
that the learner discovers what ho knows or does not know. 


CHABACTEB EDUCATION 


55 


2. The catechetical method and the method by code name the 
control from the standpoint of subject matter. These methods have 
the advantage of being definite and locating the learner’s attention 
upon specific subjects. They have, however, the great disadvantage 
of relying upon other persons as authorities. 

:t. We do not have any name for the method from the standpoint 
of (he learner. From the standpoint of the learner it may be defin^ 
as the experience by which the learner identifies himself with the 
thought and spirit involved in the particular enterprise in which he 
is engaged. Stated differently, method for character education 
inoiins that activity must be sincere and whole-hearted, but sincere 
and w'hole-hcartetl in relation to the special and unique present situ- 
ation. "We can not seek or attain health, wealth, learning, justice, 
or kindru^ss in general. Action is always specific, c.oncrcte, individ- 
ualized, uni<iue. And consequently judgmejit as to acts to be per- 
formed must bo similarly specific.” 

Human acts are s[>ccific and each "segment” of conscious behavior 
reciuires inquiry, "moral thoughtfulness,” in the sense of the desire 
to know how, in order to do well. How is life then to have the unity, 
integrity, w'holencss, so necessary for good character? This problem 
presents the core of the problem of character education. Each and 
every wsential function personality must find its rightful place 
and be ascribed its rightfiJ value. Such a scheme of life demands a 
plulosophy, a religion by which tho person comes to see life strictly 
and sec it whole, in its social sotting and in its possibilities. 

SELECTED REFERENCES 


Bennion, Milton (Chairman).- Character education. School and Society, 17: 
720-723, June 30, 1923. 

A irport of profo«w of the ChamrUr Kduc»Uoo Ccromittm to the N®tkm<U Omodl of KduaiUon. 
^ Fobniiiry, 1V23. DmVs wUb the probem of Uacber tminiDg for cbAmter fKiuemtioQ. 

Ciilifornia State Cotincil of Fxlucatioo. . Committee on a CJode of Profcasional 
jBthice for Teachers. (May Wade, chairman.) Report, 1924. "p., 286-288. 
National Education Asaoeiation. Character Education Committoe. Thcaea on 
character education. Jounial of Educational Method, 3: 84-86, October, 
1923. 


BMs forth some tmeic prtndpJw of ehttinrur etlU€ftik>o methods, locMlQg the sdenUfk rtudy 
chikireo m part at Uttcber propArmUon. 


Ma^chusetft. Department of Kducution. Profcaeional ethics in normal 
schools — a manual for teacl^ers. 19^3. 

Numerous codes of professional ethics for teachers adopted by state aasociAtioni. 


a 

Thsn ore Important for taachcr imhikis for characUr education sloat rmistne the eikka] standerdt 
of tbs tmehtn U s Ant aad nvait important $up in ibe general prsoesi of character adocation. 


Ir 


OHABACTER EDUCATION 




Chapter VII 


DELINQUENCY, ITS FORMS, CAUSES AND PREVENTION “ 

I. AIMS AND OBJECTIVES 

This Bubcommittoti concoivos itb uUimuto objective to bo (he form- 
ulution of a valid slatomont rogarding (a) the role of character in (he 
causation and (reatunont of delinquency, and {h) the plaw t)f charac- 
ter education in the treatment and pn>venlion of delinquency. 

With su(;h an objective agreed upon, two very iuifKu tant questions 
arise: (1) What do wo already know about deliu(juen«;y ? (2) Where, 

specifically, are the gap.s in our knowledge of the subject? 

The answers to these questions bec.aino the coinmitteo’s more im- 
mediate objectives. It s<M>fued worth while, therefore, to sot out (o) 
to formulate a brief, working .statement sununari/ing our present 
knowledge of the forms and causi's of delinquency; and (h) to prepare 
a list of tho coiKTeto prriblenia for investigation, regarding the Rela- 
tionship between delinquency and character. 

Tho report which follows constitutes the coininitteo’s tentative 
statement with respect to these last-named objectives. The formu- 
lation is crude and ie intended to provoke discussion. 

2. tHE FORMS OF DELINQUENCY 

Tho (luostion hoye is: What, in general, is tlio nature and oxtont 
of crime or dolinquAncy? 

This is essentially a statistical question, and at om^) we arc con- 
fronted Ntitli tho fact that wo have no ndo(iiiato s^'stein of (riminal 
statistics in the LInited States. Very few communities, for instance, 
keep records and make reports which are at all comparable with one 
another. There aco no national statistics of crime, of tho work of 
tho police or of the courts. Such data are not even accessible by 
« States. , 

Tho only extensive data of this sort availnblo are tho statistics 
secured by tho periodical enumeration of prisoners and juvenile j 

delinquents in tho tailed States, and published by tho Foderal 
Census Bureau.'® 

Tho following table is taken from tho latest report available: 

»» Report of tho BubcommllU>« ou PollnQUODcy, Its Fomw, Caiwos and rreveotion-AfihurL. Bwlir, 
chalrmao. 

>«*Por A^orMoal dJaowiaQ of this sub^ mo Tfm UifUiry and Organ baUoD ol Oilaiioi^ BUUsttoi Intte 
United Slat€a, by Louis N. Robinson (New Yorlc« Houghton Mifflin Co.» 1911). 




r 


CDABACrXB Za)UCAT10H 


•57 


Tablh 1— Prwofujr* and juvenile delinquent$ committed to institutions during As 

r/tar 19 to in We United States' 


OfTcrisO 

Nimih-'r 

Per rent 

- 

Of7m.<o 

Number \ Per Tent 

1 

Alt ofTnisis 

4^13. P34 

100.0 


0 n 


1 




d, u.»u 

0.4 

T)niTiki’muv>!i ] 

170. ’.:77 


1 KohlH»rv ... 

If Jr > 

1. 72S 

1 

I Msorlrrly rou'liift \ 



1.710 

1. 

1.4^0 
I.3K7 
1 2T1 

1 • ’» 

1 1 

Viigr *n« y 

LdjxKiiy 1 

' ro. :«rj 
42,716 

10.2 
K. 6 

I Tr::aii. y 

1 

* 

1 .3 

.K'<s tult 1 

22, 1170 

4.(1 

I Prc/jtnily 

• J 

1 ^3 

I ^3 

,s 

brui'! 

6, \m 

1 R 

• AiliilLrrv 

Uur*:lary . j 

H. W22 

l.R ll itipiry (f» r'»»minon rnrn»*rs 

l! 145 

Tn“f>iMv»imr 1 

K, 4^1 

1.7 

] K«‘4'piriK luui.Hp of ilMunio 

I.0W7 1 

.3 

Vial^tl|tc h(|iior InW'; I 

7,7i:i 

1.6 

KinhrrrJement 

m 

967 

% 

numtilinE-. 1 


14 ! 

! CJriivor hoinitfiJe 

* * 

1 4 ^ 

C:»rrymg Wfrtpons. J 

fw4H3 

1. 1 I r'onirnini 

959 < 

1 3 

VMil.itinu I lly ordiuaiKVs? | 

•■v IfX 

1,0 ; 

All other’ 

2H,W0 

5.* 7 

1 

Fornn^iliori i 

:i, *242 
\ 20s 

.7 jl IlKinifti -uncle ofTenies not 
.6;I niKivr 

17. 599 

3.5 

ln<*Mrru.nhilily . 

\ Owo 

.r» , 

1 Tw«> or more offeiises 

2, 7K2 

.6 

\Mij-viipp.irt 1 

i 71*.^ 

.0 'l Ill-detlned offensi*?^ i 

4.f.H6 

.0 

F<»r*:«ry > 

2, !f>r, 

.4 1 

1 Olfinistsj not reporterl | 

3, 22J 

.7 

1 

2, w:i 

.4 1 


* I’ns.iMfO HuJ Juvonilo Uultinjuiinls in "le Umto l .SIsUh, 1«10. W^^hioRtmi, IWW. p M. 


Vroin our standpoint, tlio fornj'oiiifr data arc inislo-ading in two 
ways; I'irst, b(j< HUso they arc very old. Second, IxH'aiLse they of 
neei'rvsity do not iiidudo tlmt {^reat iiumher of convicted persons 
who are merely lined or placed on probation. 

In view' of the limitations of the oTistinj; materials, the subconimit- 
tet< set out to <?ollect tlm alrea<ly availul>ie data from the police and 
court reports of rei)r<Vientative American comiuunitios. The compi- 
lation of such statistics, however, turned out to bo impossible, beicau.se 
of the irreeoncilahlo diirerence,s which a])pcarcd in the statistical unit 
wnph»ye<l, the detioition of offenses, and so forth. 

Till' connuiltJ^o next turned its attention to securing a general 
statbticul picture of crime aud dcJinquency in a given community, 
over a considerable priod of years. Chicago was ijolected for this 
.study, because the data soup[ht wt're c.xtcnsivo ami fuipfy accessible. 
In this instance, court statislius ui'c used, rather thiuii^i>lice returns, 
hecuiise the former are, on tlio whole, much more complete and 
rehahle. ^ 

The following coinpilatioo.s liave beon ma<ie in order to give the 
reader at a glance, a general statistical view of the nature and extent 
,of llie deliqucncy and crime wdth which one gj-eat metropolis has 
ooiicerned itself for tlie past decade. 

•, A. JUVeNILD UeUNQUeNCY IN CHICAOO 

Tal)lo 2 was compiled from the reports of the Juvenile Court of 
Cook County, 111., and gives the number and per cent distribution, 
kco/uding to offense and sox, of juvenile delinquents in Chicago, for 
tfco fO-jrear period 19ff to 1924, inclusive. 


58 


CHABACTER EDUCATION 


Table 2, — Cafff s of Juvfnil€ delinquency in the Chicago juvenile conrl during 
10 yiar period 19 1 o to 19S4, inclusive. Number and per cent diitribution accord- 
ing to o jffense and sex 



Caspfl Id which AdiU orders w«re enter- 
ed on pelitVoas allef^ng dflinquoDcy 
for the yean 1015 to 1U24, iocluatve 

Rank by mi 

OfTeoae 

Doys ^ 

Girls 








Doyp 




. 



uim 


Number 

Per cent 

Number 

Per c*ent 


' - 

All ofTen^w*. 

20. 157 

100.0 

e, J79 

•LOO.O 

— • JT 



i 

liRrooncy — 

9, 249 

45 9 

GSO 

10.8 ' 

^ 1 

'l 

nur^lnry ^ ^ 

a.ro#) 

17.9 

29 

.3^ 

2 

9 

Incorrigibility ' 

3, 44fl 

17.1 

.2.735 

«. 9 

3 

1 

RoHHcry . ^ .. ............ 

894 

i6 

21 

.3 

4 

8 

MaU<Hoiu mlschtef 

S81 

4.4 

7 

.1 

6 

i 11 

Assault • - _ ........... 

m 

11 

2b 

.4 

f. 

7 

Inimomlity 

m 

1.7 

2.72S 

4Z7 

7 

3 

Ciirrying oonccAlcd vriApuiis ........... — 

2SC 

14 

5 

(’) 

8 

u 

Forfff^ry ... 

IAS 

.9 

frO 

1.1 

9 

4 

Disordfrly ooDduci- _ ... 

177 

.8 

31 

.4 

10 

1 • 

knpA Z-- 

9.5 

.6 

0 

. . , . 

11 


Arson __ 

fil 

.3 

1 

i (») 

12 

14 

riiifrirM; mil nInmHInff 

25 

.2 

0 ; 

13 


Drunkcjincss ... 

23 

.1 

33 

0 6 

14 

6 

M Lmt _ 

19 


0 


15 


Obtf%iuiUK money undlcr fubto 

11 

(’} 

(») 

4 

(’) 

10 

13 

p<xJorny , - _ _ ^ 

7 

0 

17 

i 

AtLomplArl suicide ...... 

3 

(») 

. 15 

0.3 

18 


Murder.. 

1 

(*) 

1 

(D 

lU 

i “ 

All /it hem _ 

49 

.2 

0 


' 




1 

1 f 

1 » ' 


(») BicJu 3 iv« o( truancy. 

(») Lm (ban oue-lcDlh of 1 ptr rciit. 


• Table 3 gives the ago at time in c-ourt and the sox of these same 
juvenile delinquents. 


Table 3,— Cases of juvenilt delinquency in the Chicago juvenile court during the 
10-year period 1915 to 19S4, inclusive. Number and per cent distribution accord- 
ing to and sex 



* 

Oases in which flotl orders were entered 
on peUUons alleging delinquoDt^ > for 
the years 1916 to 19241, iDclusive 


Age at time Id court 1 

r 

B«yi 

Girls 

^ . 

c 

Number 

Per cent 

Number ' 

Pcacent 

0 

n 



1 


10 y ftftfi 

484 

2.4 

47 

&7 

11 years . , 

1,046 

62 

87 

1.4 

19 \rMiM 

1,770 

2,602 

68 

197 

U 

13 VCHlM 



T2.9 

490 

7.7 

14 y •eeis . . _ _ ............ .......... ............. 

4,097 

203 

1,001 

168 

16 y oars ..................... 

4,869 

2A1 

1,621 

211 

16 y eorsw.... ....... ... ... 

6,186 

25.8 

1,723 

27.0 

17 VMin - 

97 

.6 

1,208 

10.8 

18 yotjs _ . T 



1 

(•) 

42 

.7 

19 yean. 



..... — 

2 

(•) 

Totol 


20,157 

IOQlO 

6,879 

loao 




— 


• Tht^vm^UeowTol Cook Count j, UL, has Juitadktlon om donoquoiU boyo up to tbo W 

ov«r Hancrmii ftrti up to Um «§• of lH. , 

• L«| UiM «o*«tootb of i Hi 


CHARACTBR EDUCATION 


59 


From tho foro^oinj; tables certain facts stand out clearly. In the 
first ])laoe, then* arc about throe tim<*s as many boys alleged delin- 
quoiil as girls. S«‘cond, (he ofTcuses of the bo\^ are largely theft — 
(wo-( birds for larceny and burglary, while the offenses of girla 
arc largely matters of sex— S.5 per cent for “immorality” and 
“incorrigibility.” Third, the bulk of all the juvenile delinquency 
alleged occuiN during (he years 14 to 17. Fourth, there is a notable 
sex <lifrorencM‘ with age. About one-half of the boys alleged to be 
(h’linquent wi'n* 14 years or under, while only slightly over one-fourth 
of the gills wen* alleged ih'liruiuent at or before 14 years. This sex 
(liffert'nce in uge is undoubtedly a condjary of the sex difference in 
offi’iise ju''t reh'rred to. 

a. ADULT UKLINOUENCY IN CHICAGO 

Table 4 contains data coin|)iled from the sixteenth, sovent-eonth, 
and eightt'enth annual reports of (ho munifipal court of Chicago. 
It shows the number and percent distribution by offense, of the 
criiiiinul and quasi-criminal cases dis])oscd of in the municipal court 
dining the 10-year period 1915 to 1924, inclusive. 

T.ini.i; 4. — .Vwwtrr and per cent ditlrihution of criminal and quan-criminal catet 
duposrd of in the municipal court of Chicago, during lh« IC^year period 1915 
to iyi('lunivc 


.Chiirgc 


Felt'll io.si 

I/iniqiy of |I5 or ovor) . 

Kobl-M>r>- 

Iliirglnry 

^ g.ao*'., 

Kccfiviug sUilrn properly 

wiih Intent to kill 

It ipt‘ 


All others (i* wh Itjis tbiiu 0.1 per rent) 
Mb' lrnii*:i onp; _.I 


N’iohiiiDR .Mfttc motor vehicle Ihw * 

Liutrny (vitiue lew thno $15) ’ 

Ahaivlonmcnt 

ViolHiIng stulenirohihiiion law > 

- AfouiiU with deadly weapm-s 

(Ibnihllnj? 

AjssjuiIi uivl b.'Uiery : 

rtmiriliminR to Iho rtependi^cy or doJiiKiucncy of c'hildn^u. 

false pMea.sos 

JiJoiLsr.s of ill-fame * 

MHrrjing roncealcd wcjtpoui T.I Illll! 

Ayiiilirry and foroivation 

nAorlvifig Hlulen property 

V lAhii I compulsory school law * V... II. -II I! 

MhmcIous ml««chief 

Vftgfonry 

All others . 


Number 

! Per cent 

! 

M.MSi 

1 ii 

i 24, :tfl0 , 

1 IS 

17,013 

1 u 

i 15,304 i 

1 

• 1M74 ' 

,7 


.4 

• ;4,2IM 

.1 

1 2.614 

.1 

l.T,K20 

.0 

•J7.1.75I 

217 

184,230 

ll.« 

40, 478 

1% 

27,389 

LB 

10.521 

LI 

1H.U9 

LI 

' 12,803! 

!. ,7 

' 0.970 

,B 

! 7,013 1 

,4 

; 5,012 1 

-4 

4.481 1 


1 xm 


1 3, 428 


1 3,420 


2,10S| 

1 .1 

1 2,046 

.1 

1 1,010 1 

1 -B 

1 20.000 ' 

i Li 


In felony Ww the mimlcIpAl court of d^lcaio ha5 only prelim ionry JurisdlcUon. The final dtepof^ 
wn uie*u< li ciW.H l8 In Uio hands of the crimluiu court of Cook C'ounty. While the latter court baiooo- 
ram?nt, RonernMurisdiction with the munkipal court, it leexercbed in comperelively few cases. Thna. 
aunne ihe decadt^ndcr oon.sIdemlioD, only 6, an felony cases weait direct to the criininol court witboS 
iw customury prramtnary hearing In the muokipal oourt. » 

J8pee»iing» drlvif^ while inloiicaied or wllhoot 8Ute license, etc. 

*For the ye^s 1U22, 1023, and 1024 only Prior to 1021 rbeMOMi art iaoluded in ^ oUmo.” 

26 ^6 


CHARACTKB EDUCATION 


Tabt.r 4. — and per rent dUtribnlion of criminal and qunri-rriminnl raaet 
duipo.^ed of in the municipal court of Chicago, during the 10-year piriod lOlo to 
19^4, inclusive — Con tinned 


<*h.iricr ; Niimbor P«'r rdjt 


I 


Quasi-enmes (rity r:rcjin.iuc*e vtol:iiion^) 2»»4 ! ;a4 

Dusortiprl^- niOit-ji i * • r»».T, ^o'i 7 

Atitoiijnhile nn*1 trr.ffw \ iolMif ’ 11'*.^"'' 7-4 

Viol ii inrf pi4rk or*inijni r> 7^. e. I ; lo 

KevpinK 't1’^'*r(lerly , vV 

Uauib‘tnK j , 2. ft 

rily ’ - 2 :> 

K(^'pmp hfjii>e ul li Umo Ilf, .8 

Nipht w .4 

" v»mat»oiKi.*= 7i. a^^ I .5 

Violaltng s'ln'fary r(kili' ,3 

rarryiUK « « \v«*^ip -n*. *2 

F:ils<* ni«l in^ .iin < ^ 2.»04 ,2 

Smoko ^ ♦ J. -*■'7 .2 

Ailotlior? IIS 

Tol.il c h ‘rK*'5 l,vv*», ,'4i0 0 

. i I 


•For lliP injl. lo22* 1P23, on'I ir**J4 only. Prior to hWi Uitw ra.v.s nn* u oliirliwi m •‘•ill ntln r-«,” 

• Mnci pnr'^on'* ’irrf'<'r 1 for rlninkrnno«;«; i»y iho (iiy o nro twoikoil « n tio'' uri* If i,-^ y (!• \iblc 
catnpory «n<) anrlu«Jf 5 hHiong <»il)ur Ui»op.'« ohm *5 of ptTHoiis rlrirg<*»l u jih f|i'*nirh;nc p(\Ho<», i* KRin|, 
flghilm?, loiirring. rre *| his t hnrpr i*; e»fun hj Ihr poluo m oi<Ior to I un v\ iin» s i>, r^\ 

^ (JhiciJy Qun<uai>hilo uml tniilic vioUiii-mii. 

Till' must strikinct fact to bo noted in the forouoin^ Inblo is (liat 
most <rf till' (Tinu's, in Cbiciiuo ut loasi, uio potty ilolimiuoiioos. 
Thus, in only nbout G per cent of the cases are serious crime> or felonies 
allepotl, i. e., ofToiisos puiiisliable with a miniimiin of one yoar’< iiii- 
jirisonmenl; abojit one-fourtli are misih'im'nnor-. f)uni->habli' l)y line 
or imprisonniont for loss than a year, or both; 70 per unit arc nioroly 
the violatiuiis of city oriliiiuuces punishable by fine only. Morouvi r, 
if thcjiumbor (»f criminal cases disposed of in the Federal courts with 
jurisdiction in ('hic-apo, were mldinl to those above, the proportion 
of minor infractions would probably be larper still. 

The subcommittee belii'viis that sHnilai studies of other csunnnmi- 
tios would be worth wbili*. It w'ould be desirable also to know how 
these main types of deliiu|uency vary with ape, sex, color, nativity, 
geopraphical liistribution, population density, season, mode of perpe- 
tration, etc. There is akso a need for a classificatiiin of delinquents, 
not in terms of their eriniea, but in term.s of their personality make- 
up or charartiT-pattern. 

3. THE CAUSES OF DELINQUENq^Y 

Likejnanj’ other social problems which are difficult of .solution, the 
question: “Wlmt^H the muse of delinquency?” ha.s been answered 
mo.st oftCEfin particularistic *“ or single-track terms. The clatssical 
notion — a tiotion explicit in the criminaljaw — holds that crime is “ tho- 
porverso exprosaion of a free will,” the result of ” an ahandoneii and a 


* 8m Cootoy» C. H. Tb« Sockl Frootis 8aibo«r» 1011. Cb. ^ FarUculArism fi. ibe Orf»Dic Vitv. 


CHAB.\CrRR EDUCATION 


61 


Bvali^rumt hoju-t.” *' >Lonabroso and (he criminal anthropologists, 
while (li.Havtiwinp the Haesical tbo*>ry, swung to the other extreme 
ami held tliat criminals are atavisth-, that is, persotw'in whom the 
physical stigmata are profuse— a view, by thewuj, which is largely 
respun.^ihle for tflie current idea that criminals are of necessity "luml- 
boih'd ' and gorilla-like. Following the expo.sure of this fallacy came 
aiinrli(-r unilaleral vi<'W, the view of the mental twters who early 
in'i-ii'il that the oliicf cause of crime is feeldo-mindednesa. Still 
later, and engaging our attention at present, is the ivivchiatric vu*w'. 
which liohls that delinqneu(*v is more thenisultof emotional iliaturb- 
aiiccs than of intellectual defect.s*. • 

.\inoiig the <‘nvirhnmentalists wc find such theories as (hat of 
li>ng«T, ■* a Marxian disciple, w1k> contends that e<‘,oDoinicJa<‘tors arc 
•'sovrreign ’ in the causes id crimo. Others hold, for instance, that 
crime 1 -. cau.scd hv the breakdown of the family, the lack of religious 
iiiducMce, the .too-rapid rise in the sLjwidard of life, and so forth. 
Siill iiiitilhcr argues that erime is ah inevitable concomitant of an 
advancing civilization, llall,-^ in aU unusually penetrating wav, 
argu(‘> that '‘crime is a reaction iiguinst n constantly increasing 
triiih-ncy towards a higher allrui.sm.’’ 

Ami so one might enumerate indofinitcly the theorit's that have 
het'ii advanced hy difTerent persons in different times and pl»vco8.^‘ 
Rnaiise oMhe diiriculties involved in testing these hypotheses, most 
pers-m^ are confused hy (he mimbor nnd variety of the assigned 
CUQM'S of crime, and by their apparent plausibility. The need, tliero- 
forv, is for .some sort of a synthetic statement which will give pt'r- 
spci ilv«‘ and point of view in (he matter. To this task, thesubeom- 
mitice devoted it.self, with the following tentative results. 

A. SeaOC.STCD PORML’LATION 

It is .submitted that the central fact or delinition of delinquency 
is: Delinquency tor crime) is tlie violation of a group’s legalized 
taboos hy one who is presmmul to he a more or loss responaiblo 
moniber (hereof. 

It IS submitted also, that tho central prohloin iai Why do persona 
violate lluvie taboos? 

'In any nltompt to answer (his quo.stion satisfactorily, it would seem 
necos.s’tiry toa.s.sume that humau beinga possess many native traits or 
original tendencies, w'hich.^when uneducated and allowed free ex- 
pression, are inimical to the welfare of other human beings in tho 

same society. In order, therefore, to achieve what societies regard as 

* ' — - - - ^1 

•' UciMt Ui^tAtiUofy definition of murder, for exflinpip, In almost any ciimlnalroda, 

" Port per, W. A. Criminality hdU Kconomic Conditiona. Little, Brown A Co., 191^ 

" Hall, A. C Crime in Its Relation to Social PnaKren. New York, 1P02 

•*fof a dlscuaaJon of other causes, see Sulberland, K. U. CflmlnokJfy. LlppInVott, 1014. . 


62 


CHARACTER EDUCATION 


the abundant life for the p-eatest number, the expression (»f these 
native impulses must of necessity bo checked or curbed. In modem 
societies these checks have become our cthico-legal norms and are 
usually stated and defined in our criminal codes. 

According to these facts and assuhiptions, the scK’ial conduct of a 
given person rejiresents a sort of equilibrium or balance between' the 
expressive, force of his own desires and the repressive power of his 
society’s c^mtrol. 

For the purjiose of this discussion and to illustrate the thesis fur- 
ther. we might divide all ]X‘rsons into three gnuips as follows: (1) The 
subsocial (i. e., the delinquents); (2) the social (i. o., the nundelin- 
quent); (3) the siqx'rsocial (i. e., the nondelinquent, plus). 

In terms, then, of what mipht he called this equilibrium theory of 
delinquency, tlie first group would comprise those jiersons in wlmm 
the repressive force of social control is less than the expressive force 
of their own desires. The result is what might be calleil a-soriully- 
negative eciuilihriuni. ^ 

The second group would comprise that largest number in any 
given society, tuuncly, those in whom these two foCct's are about 
equal. Here the equilibrium might he styled socially neutral. 

The third group would include tliat small proportion of persori> in 
every society in whom the forco-s of social control meet little or no 
personal resistance. This might ho called the socially-positivo equi- 
librium. 

It is clear, then, that any dis-equilibrium (that is, any di^vialion 
from neutral) can be brought about in two distinct ways, viz, by 
increasing the amount of one or the other force. Thus, in the case 
of the delinquent person, the negative equilibrium can he pnxluced 
either b\' Icaseuing the force of social control or b^' reducing the force 
of his self-control. 

If the argument is sound, then it follows that th<j.fiirtors which in 
any form or degree produce a negative equilibrium arc, therefore, the 
causes of delinquency. 

According to this view we are obviously commitlod to a pluralistic 
theory of causation. The next question then is: How might such' 
a wide range of possible causative factor-s bo adequately "conceiTed 
and claasyfied ? 

The following simple scheme is proposoil: (1) Factors wiiich on* 
feeble social control; (2) factors which enfeeble self-control. 

In the following classification, the terms chronic and acute are em- 
ployed in order to mark off the more or less permanent or predispos- 
ing factors from the more or lc‘sa temporary or exciting ones. 


ERIC 



CHARACTER EDUCATION 


63 


CLASSIFICATION OP CAUSES OF DELINQUENCY 


I. Factora which enfeeble social control. 
A. Chronic. 


1. Inherent defects in the political order, e, g., in law, In govem- 

raent, in p>oliticB, 

2. Inherent defects in the economic order, c. g., low wages, unem* 

ploy merit, etc. 

3. Inherent defects in the social order, c. g., in the family’ system, 

in education, in the standard of living. 

4. rrbanir.ation, e. g., migration, mobility, anonymity, etc. 

5. Physical environment, c. g., geographic or climatologic handicaps. 

6. Changing mores and group conflict, e. g. with regard to sex; use 

of alcohol, tobacco, etc. 

B. Acute. 

7. Family di8<irganization, c. g., death of parent, nonsupport, incom- 

patibility, etc. 

8. Ncighborliood disorganizations, e. g., poor housing unwholesome 

associations, etc. ^ 

9. Governmental distirganization, c. g., graft, maladministration of 

law and justice, etc. , 

10. Ina<iequHte cduc.ational activities, c.g., amount and quality of 

secular, religious, and vocational instruction. 

1 1. InadtH:|uate avocational facilities, e. g., unwholesome Icisurs 
interests and lack of facilities. 

II. Factors which enfeeble self-control, 

.'\. Chronic. 

12. Inherited or acquired physical handicap, e. g., 'stature, deform- 

ity, constitutional w'eaknees, etc. 

13. Inlieritedoracquircd mental handicap, c. g., feeble-mindedncss, 

psychopathic personality, epilei^y, etc. 


B. Acute. 
14, 


15. 


IG. 

17. 

18. 


Physic4il injury or cflseasc, c. g., accident, tuberculosis, syphilis, 

Mental disease, c. g,, psychoses, psycno-nonroses, mental con- 
flicts, etc. 

Age and physiological epoch, e. g., adolescence, menopause, etc. 
Personal disorganization from excesses, e. g., sox; use of alcoholi 
narcotics, etc. 

Ignorance, e. g., lack of sophistication, faulty perspective, etc. 


Tho thwin horo atlvanccd requires verification, of course. WTi&t 
is needed now and what the subcoramittee cont<'mplates Ls the analy- 
sis of a largo nuinher of case studies from the point of view here 
proposed. 

As.suming, however, the validityDf such a view of causation, cer- 
tain far-reaching implications are at once apparent. Thus, if delin- 
quency is tho uniform consequence of several different antecedents, 
then tho terms “crime” and “delinquency” are generic on6s,^and 
become comparable to tho' torms “sickness” and “ disease ” in the 
field of medicine. That is to say, the terms are general and apply, 
'io a large group of widely "different entities. All of which suggests 


ClLARACTliB EI>lfCATiaif 


64 

that progress in the treatment iind prevention of delinquency will bo 
achu'vcd in much the same way it was a('liievo<l in the treatinent and 
prevention of disease, viz, by the isolation of specific types, ^vfterns, 
S 3 ’niptoni-coinpl(‘\es, etc. That is to say, <lolinquency can not l)o 
dealt with intellieenlly. en bloc, any more Uian ili.->easc can be clfee- 
tively treated or wlndly preventcil en hloe, Jast as there is no une 
universal panacea »'r palliative for all disease, neither is there ono 
universal treatment for crime or delinquency. 

4. LIST OF SLiGCiESTED TOPICS FOR INVESTIO ATION 

During its thou«»ht on the subject, the stibcommittee has been im- 
pressed with iho paucity of (mr knowledge of the »Mitir(' subject, 
Tlic outstanding neetl in the matter is exU'ttsive investigation in a 
trtdy soi<'nlilio spiiit. 'I'lie htlheving is a brief li<l t>f |opi<-s for 
inveatigution which the sulaamnuittee fcn.ds rt would be well to pro- 
mote. The list includes only tho><‘ phases of the snl)j> et which seem 
,to bear more ^r less directly on the relationship of oharaetei or eiur- 
acler educatton and <ieliquency. 

1. The eolleclion of life histories of delinquents, with special refer- 
ence to the development of character traits. Specifically, this would 
involve: 

(n) The evaluation of conttunporary methods of case study from 
the Htamlpoint of tlieir posaihle use here; 

(6) The formulation of a new method or schedule for oltlaining 
life histories or case studies with p«*rtinent facts regarding (diaraetrr. 

2. A survey of eurrent motliods of diagnosing and treating school 
failures, particularly .the s<'-called truants, incorrigihles, etc. Such a 
task would require: 

%((«) A descriptive evahtalion of current prac'tice. and experiment; 
\ (6) An evaluation of the present syslcni of iruant-ollieer eomrol; 

\ (c) A descriptive cvahiation of the visiting-teacher nioveinent. 

\3. A survey of the methods and restdts of eharacler edtieation in 
peiial institutions. 

4. The projection of control experiments, with clinrncter education 
matotiaLs, in prisons and reformatories. 

5. An attempt to w'«»rk out a classification of delinipietits solely 
'upon the basis of character. 

6. An analysis of available ca.se studios in the field of delinquency 
for the purpose of determining the points at, and the ways in which 
the principles of character education might bo applied. 

7. Tlie preparation of a brief hut working general summary of the 
composition and characteristics of the delinquent classe?. 

8. Tho compilation of up-to-date, extensive statistics regarding 
the nature and extent of delinquency, ai varied by such factors as 


CHAIUCTEl EDUCATION 


65 


ape, se.T, color, nativity, population density, geographical division, 
seas<*n, mode of perj)etratiou, offense, etc. 

9. An investigation of the moral concepts of delinquent children 

and adulto 

10. A similar study of the so<*ial attitudes of delinquents. 

1 1. (’ttsf-study unulyses of allegeil character traa.sformaliott among 

pii.'^m.ors. ^ 

12. The ])reparHtion of an minotatcMl bibliography on the subject 
of dcliuqufruy w'iili special reference to the character aspects of the 
snl)JiH L. 


SKLECTED REFERENCES ON DELINQUENCY 

5iirrr«l (•; roQtain more or uxbaiistivi* bfMiojjr.tpbiw) 

•1. I’. irt, Cvril. .Tlw! yoiiiiK dclin<jiicnt. New Vorlt, .Appicton, 192.'i. 

\:i o\ itn n.Uinn hy Hnominunt nriti<h ;^»f>rholnKiNl, “in i»lain ari'l popiiUr tho 

rui .N of jotithfnl <lrlin-iM<»nr 3 r and Ihn mort’ effot tir»* of (rratlnjc it 

•2. ('mntti.nl jiisHre in Cleveland. Cleveland Foundation, Ohio,* 1022. 

rnmpris<-5 (he reporo of a Morvuy hy ptityrtt ol the «ltnini«tra(ioD at jiiMier; tha first ol its Uod 
cviT tLtwt.pU:'i A i.i'te iiudy o/ a Itto-o/fou ii0^1<3c’lc<J ci( crluio iuhI dolio* 

•r 

M H-.iiy, William. The in-fividunl di'!im|iienf. n.xston, l.itfle, Brown * Co., 

I'l.'O. 

A i« xi lKV>k of^«|i«^osis upon tlw o( nn^ tboiiS'ind ch.w of juvraito reri Jifi.sirf. 

In many wnys tli^ ni« 2 .st iiotatdo rout lo si leiiUfic ciinunolotty by ru;y .Viucrirtui sciiolar. 

4 l^akt r I'riumial ion ("nsv Stiirli(‘,s. Sorir.s 1, Boston. 102:^. 

r.t N n' 20 in:<jnsivd enso studios, mvorimi a of prohWiis of intrrrf! to cdnntofs, 

l»>ycLiaUi.>ts. judgiH, prf»bifcllon offlcern. unvl oil wtin kivo In do with Iho 

•uliii liJirriLs of yoniig people (aiilnbulmn U» nwittjod >L)Ry wiUi far-iumbiiiK lo^lir, ilium for 

|Trsonr-dH.y rdtjr ifitjn. ^ 

5. S.ayli‘ 3 , .Mary B.\ The pmlflein child in school. New York, Joint Committee 
on .\li‘tlmiUof Pri'vrnting Dolinqiicncj, 

N .riuti\f.s fruJU rwoni.s of visitiug U ichcrs, with a d*'srrijiliou of the puri't^^e trf vTslting 

tr wrrk. .An Nxit for f'lrrn^'iir.iry nnd vcond'iry schoil fi*^chrrs ond prinripshi 

♦6. iSuUn-Tlanfl. E. H, Clriiniiiolo^o^. Philadelphia, Lippinrott, H)24. 

1 1:»'. mast r< iialUc and the luoit rc«‘«ut juiiumiiry of Ibi' rutinj »iibJ«rls of crimo ikod puaUtoiiuaiL 

7 The ehihflhe clinic, ntul the court. Now York, Now Ropultlir, titc., 192.i. 

A croap of 77 pnpor: prrspnt^d nt a Joint rmnTnonia."stion of The Iwcnty-ftfth Hnnhrr*ary nf (ho 
bn»i Juvimilo rourl. aixi HfUionth umiveruiry of iho flm juvenile [Wfchopathir itntiiuU held ua 
t ’hioiRo, January, \ ulijablo for ila piwl and prr.sriil iimighLs luio Uw prtddcMns of ju,verdl« 

dpllnqnoney. 

8. Thoina.s, W. I. The unodjuirted girl. Boston, little, Bronm A Co., 1923. 

An utttiiTpl hy a toadinR sociil ivsyuholuki.Hi to InU'rpmt social nialailjoiimant in terms of four 
ui hp>— scciirily, now experience, ro^pon.so, and rocugntlion. Coiibilus cilsca and st.ind point for 
btfbav tor aualyus. 


Chapter VIII 

SUGGESTIONS BY WAY OF CONCLUSION 


Tlie historical dcvAlopniofii nf moral ideals and fliandards aeoitifl to 
•how that the moak widdy oecspled objoctivetf of charocior education 
are derived from the teaekinga of the generally accepted spiritual lead* 
ers of mankind. These leaders (e. g., Socrates and Jesus) have only too 
commonly been rejected by their own generation, but later venerated 


66 


CHARACTER EDUCATION 


through many succeeding generations. Tills historical fact indicates 
that what are renll}’ the highest moral st-andards taught in any given 
* generation may not he the most popular. For this and other reasons 
the committee has not r(*sorted to the questionnaire method of doter- 
mining character education objectives. 

The objectives of character education postulated by the committee 
are based upon concensus of judgment of those wlio have studied 
most thoroughly the problem of human relations and the Imman 
values most worthy of reatization; this notwithstanding the fact that ^ 
these judgments may be the outcome of study of ami reflection upon 
human experiences that may be called philo.'iopliic rather than strii ily 
scientific in the narrower usage of that term. It is very doubtful 
\yhether either the lalxiratory or the statistical methods of scientific re- 
search can determine the ultimate aims of life. At any rate, lhe\' have 
not thus far been so determined. Meantime there is evident necessity 
of going ahead with some sort of character e<lucation methods, of 
accepting moral values that time and the most capable and ihomiigh- 
going study and reflection have approved rather than suffering d('lay 
in awaiting determination of ol)jt*ctivos on other bases. 

The form of statement in this committee’s repx)rts (1024 and 1025) 
is, of course, adapted to teachers and educatu)nal a»iministrutors. 
The question of methods to be used in the instruction and training 
of pupils is quite another matter. 

In the field of methods of character education tho'problem of rela- 
tive merits of direct an«l indirect moral instruction b a subjiK*! of 
perennial discussion. Careful analysis of these discussions reveaLs 
the fact that most of thorn have to do with mistaken notions of the na- 
ture of direct moral instruction. It is only too often identified with 
mere exhortation, or dogmatic toacliing of morals. This, how«>vcr, 
is not the meaning of direct moral instruction as that t<‘rm is under- 
. stood and put into practice by its most succe,sh,ful advocates. They 
nave in mind systematic means of developing the moral judgnifiit 
of children and youths, not accomplished, however, by inoro exhorta- 
tion or dogmatically telling; hut rather, brought about by the ‘^tiuly 
of moral situations in the concrete— ol)jective studies of the moral 
life as revealed in stories, bi«)graphu>s, histories, and in the experi- 
ence of daily life. To know what is right in any given situation is not 
always an easy matter, yet ability thus to know (that Is, sound 
moral judgment) is one of the essentials of both individual and cuiii- 
munitymorality. 

It seems evident to the committee that a system of direct moral 
instruction can bo worked out on an educationally sound l^is. It 
will, of course, have to he adapted to the mental ago, experience and 
other cbaraoteristics of pupils. Smee this is done in other studies, 


CHARACTEB EDUCATION g7 

why may it not be done in the study of the moral life— individual 
and social ? 

Experience thus far indicates that best results will come from use 
of very simple, concrete studios in the elementary schools followed in 
tlic high school hy prorrressivc development toward the study of the 
monil life of communities and tlt*> moral functions and obligations 
of >ocial institutions.. Training for citizenship demands at least roa- 
sonably well-developed judgment with respect to all such problems. 
The moral judgment, like otlier acquired abilities, is developed only 
Uirongh exercise. 

T1m‘m‘ sugg(stions ns to content and nietliods of instruction may 
cull for a word of caution against possible misunderstanding and 
abuse. This roniiiiit((H* is well aware of tlie danger of making moral 
prigs of ehihin’n, of thoevdsof excessive introsj)cct ion. and ofthecon- 
l<’inpt of till' norniully minded jx'rsoii for tlie proverbial Pharisee, 
The objective methods suggiNted in this report will not, in the opin- 
ion of this cornfuiltee, lead to the.se ol)jectionahle consequences. 

Dircc.t moral instruction Is, to he sure, but one phase of moral 
cdiiciiiion in the schools; it may he a minor phase, yet of sufficient 
iinixtriancc to make its oinksion a syrions handicap. In order to 
rcfdize all (ho objectives of character or moral education it Hecins 
that all (he available means and methods mnst be utilized — home, 
school, church. State, vocnti<»n.s and general social life of the com- 
munity with such methods as may boemployeil in each case. Some 
of tlie methods available to the school arc: 

(ti) Tlic example and personal influonco of teachers and other 
sclioid onicers. 

(.//) Imlirect moral instruction through each and all of the school 
studies. 

(c) Direct moral instruction by groups and on some occasions 

through personal conference.s. ^ 

(d) Student participation in (lie management of the school com- 
munity — somotiinos called student participation in government. 

(( ) All other varieties of c.xtracurricular activities of the school; 
c. g. , assembly periods, debating, nmsical and dramatical performances, 
athletic contasts, parties, etc. ^ 

In (lie foregoing pages the oominit tee has endeavored to indicate 
the nature of the problem and to call attention to some of the means 
and methods now' in more" or le.ss suecessful operation; also refer- 
ences for further infonnation on important topics are appended. 
None of the suggestions and opinions hero presented are, how'ever, 
elfcred as finid< The subject is- wide open for further study, philo- 
fiophical, scientific, and practical. We may never roach a final solu- 
tion; meantime we can only strive for improved methods and mor# 
satisfactory results along the lio^ here su^ested. 


6S 


CHAB-\CTEB EDUCATION 




Tli© conuuittofi ©spf>cially cornmpuils in(©fvsivc ntudy of social anil 
industrial activities in wliii'h moral issues arc prominent; this for the 
purpose of delermininj; more dermitoly wi»at t hese Lssues ai'c ai)d how 
to rueet them. 

The committee also eommemls the interest and the ndivities of 
various' philantliropk; foundations in promoiint' re.-^earcli in thi< lield 
of characto^r education inethoils. Tlie demand is for practical resnllH 
in character (lovcli'pincut in l>oth iiulividnal and six iul hfe.» At tlus 
time fairly clear vision of tlie ohjeetives to he attained and enthusi- 
asm for tin* cause an^ mm h more in evidemm than are scioniilii ally 
dotermiiml methods of procedure in realizinp the ohjeciivew. Tho'-e, 
it is hoped, will he ilevelopi'd hy comhiued etlort of eharai ter edii' a- 
tiou research studies now under 'way . 


APPF.NDIX A 

BIBI.IOORAPHV OF CHARACTl.R EDlCATfON" 

Clinractt'f edur.nlion is :i!!-inHiisi ve of ttio 1«>sl iu ('iIiicoUmm. No ronipt'te 
• bihlio^Taptiy oii all of tho snbj-ct is possible at tliis tiim-. The rliiff 

biblionrxplier of the Literary of Conirrcas. Uie librarian of ttie lbir< au of IMnea- 
tion, the division of research of the National I'.fliieation Association , the refer- 
ence lilirarian of tlie t’niversily of Nebraska, ami many otliers Uavc rxteiidi.'d 
goneroas lielp ami siiggestions in tin* prciiaralion of llic list, 

Tlie following nmtcrial has tin n collected and arranged in tlie very simplest 
form n.s to pfas-sifienfion ; 

1. Hiilletins, pamiili'els, course of study programB, and characU r education 
plans. 

" *2. Books— old and new. 

3. Articles in iicriodirals. 

4. Character and moral odmaition discns.sions and rpi»ort« piitili.shed in the 
proceed iiiRH of the National Kdiicalion Association since 1900. 

Sincea brief working list of .•wloct^'d references is given in connection willi iiich 
of several sulidivi.siims <*f tliis report, no atlenipt is made, licri* to clas.sify inatcri.ils 
by topics. The classi lien turn by form of publication is a means of avoiding the 
duplications that necessarily occur In any attempt to clas.sify all clinractcr edu- 
cation materials by aiibtopics. Tlie committee, with the limited facilities at its 
disposal, was not able t<> supply reliable annotations for all titles, but did not 
refrain, on this account, from making such anaolalions in aome instances. 

I. BULLnTINS, PAMPHLlifs. COI RSI3 OP STUDY PROGRAMS AND CHARACTER 

EDUCATION PLANS 

A ba»w fof ehanujicr ertncAtion. Collier’s Weekly, 192&. 

A coHecflon df prtf« nwnys. 

Bernard, Edward RusBell. A sehein? of moral Imrtrnrtion for teachers in pub- 
lic elertneniary BchoolB. 2d. rev. London, J. Davia, successor to T. Laurie, 
1908 . 57 p. 10 ° ( Laurie's Kensington aeriM.) 

Boston, M ws. SuperinUmdoiit of PuNic Kchooh. Cour.w in citiienahip through 
character development. Grades I to VIII. (School Poeument no. 10, 
1024 .) 


"Report ofdlie SuboommiUst on Blbilaeraptar, J. W. Seareon, ebaimua. 


CHARACTEE EDUCATIOlf 



69 


BulT'Uo, N. Y. Snjx»rinU'n<ient of Schoola. CharacU^r eciueatiofi. 

Cl amrtcT Eclucalion Inatitution, Waaliirigtoii D. C. Character^- eduction ex- 
hibit. 

r.ii!«H finn f)f UM>k»«, biillrtin^, thar.k ior r«luc aiion pluiv;. 

CU’vclantl Teacborri I’VdrTuUuii. Sociai guidance in Clovclaiul 11 igh School, 1925. 

CuMf ]' uIkuu, William II. Ciood moirntTa and conduct, Boainn High School of 
(\uiinirrcc, 1921. 

# 

I)» ;».ir( {nent of Suporintonderiro. The nation at work in the public school 
riirriculum. Kuiirtli yearbook. February, 192<i. p. oTO-loU. 

Gainbrill. J. .M. Kx|)criiiiHii tal curriculum building in tlic social studJes. Phil- 
I’drlplii.i, McKay, 1921. 

Gonlil, 1 . J.. and Sliurp, brauk C. Sv llabuM of lUDnil and civic irwtrnrtion for 
l;i.‘ grade sclu)ul. University of Wisconsin. Bulletin, 191 U 

Hill. IlnwardC. liiiucational «To»ioiny in the reurgani^atiuii of social studica. 
'i went y-8ccoiul Vc-arbook of the National Soeit'iy for the Study tjf Kdiication. 
Hart 11. p. 1 ItV 29. 

Indiana jejii.s. liid. »'si]p<jrintt‘nili !it uf School.s. C’oiir.so o( stufiv in A^icrican 
cit i/i‘nsiiip. Septeruber, 1922. 

Ihtrrii it ional -Moral l ldiieal ioi\ r«)iigre'>s fFirtd). London, I9tW. l^a|xTs on 
moral education. London, I), Null, 199.^ xxv, 4t) I p. 8"^. 

(Iowa pi.an.) C'lmrarter education methods. Wasliinglun, D. C., National 
C.ipital Tr< .>s, 1922. 

La UrM^.se, Wis. High schools. Handbook of manners fur the La Crosse high 
schools. Lii t*ros.se, Wis., 192.']. 

Liiicoln, Nehr. SipHTintcndent of Public SehoolH. The junior Hti/cn. 

Aij arrMiinl i,f ihc ftfltviiicsnf iho Junnr Cjvu* :inU l.niius! riiJ L*'agin». 

Lincoln School of Tcatdiers College. .-The stiidcnt rouneils. New York City, 
1922. 


l(M \imch‘s, (^alif. High schools. Cliaraefcr and coivlurt. Course of Study 
Monographs, ^923. 

Has n‘a rpnr.<* chicnv to rtmrrtcfrr rjuention ilimuRh ihc feguhr high school cour«*o f»r .s(ti(Iy. 

The life of Mamnd Arts High School. Los Angeles, Chil if., xVlamnil Artu 

High School Publishing Dept., 192.3. 

Mark»*n/.ie. .h)hn and Maeken*4ic, Milliccnt. Moral ('diication: tho task of 
the teacher; the training of the teacher. London, Moral Education 
L*\aguc, 1909. 30 p. 8®. 

Kcprinie l from IiilcrnMtional Journn) of F.thn\<, July, I'-Ol. 

MasiatfhupcUj. Department of Kducation. ProfcsHional eihits in normal 
Bfhoulri. A manual for ioachers. 1923. 

Nat ii'iiiil r’diicixtioii AssocintiiMi nthl AiiflTic.'in Nh'diiiil AciHOcintioii. Joint 
Com iiiiltcc on Health Hroblema in Hdncaliou, willi tlie cooperat ion of tin 
'l\ ( linicfil Committee of Twinty-sevcn ; prcpiiretl under the (iiroelinti of 
Tlioninii 1). WikkI, M. D., chainriAn, 6J5 Weal 120th Street, New York City. 
Ui j)ort on Hcnlth cdiieation. New York, 1924. 

Neumann, H. Moral values in secondary edueation. Washington, D. C., fjov- 
ernment Printing (AfTKC, 1917. (U. S. Hureau of lilducAtion. Biilloliii, 1917, 
IIM. .51.) • 

New York City. Board of Education. Character ediicatinn iii high sihools. 
Report of Committo on Character Education, A. L., Gruosley, chaui^a 
August, 192-1. 

■ SyllalniH on manners and conduct of life, aa adopted by the Board 

of SuperintendenU, May 4, 1917. Reproduced iu 1921. 

Tentative syllalMi.s for high schoola — Civic activities, for high 
* schools. As adopted by the Board of Su)M.Tintcndcnta, ^iptcniber 14,' 1922. 
Newark, N.J. Sn|>erintcndent of Schools. Democracy and patriotism. Course 
of Study Monograph, no. l,^ementary and High Schools. 

- V 


70 CHARACTER EDUCATION 

Oklahoma. State Department of Education, Oklahoma City. Citizenship and 
histoT 7 course for junior hPgh school students. 

Oregon. State Superintendent of Public Instruction, Salem, Oreg. Moral instruc- 
tion In the public schools through the story. 

Sharp, Frank C, A course in moral instruction for the high school. Second 
edition. Madison, University of Wisconsin, 1913. . . 

Trenton, N. J. Superintendent of Schools. PciH)rt of Cnjinmiltoo on Eloinoiitary 
Course of Study — Civica. 

University of Iowa. Iowa studies and character. Iowa City. low'a. 

Utah. State Superintendent of Pul)lic Instrifction. Course of study. Chameter 
Education Supjdeinent. 192“). 

White, J. T. CharackT lessons in Arneriran hiograpliy for public scl\ools and 
home instruction. New' York C'ity, Character Dcvelopinfuit League, 1909. 

United States. UuroHU of Education. Li.st of reforonoes on e<lucat ion for citi- 
zenship. Washington, D. C., GoviTnincTit Printing Office, lO'i.'j. (Library 
Leaflet no. 30, January, Urjri). 

Jj’gt of rcfer^^cs on stmlent sclf-goveninx'nt and the honor 

svKtem. Wiislungton, D. C., Government Printing Office, 1925. (Library 
Leaflet no. 31, March, 1925.) 

W'ood, n . C., and others, America’s message. Boston, Mass., Gimi <t Co., 1025, 

II. BOOKS- OLD AND Nl-W 

Adler, Felix. Mitral instnirtion of children. New' York, Appleton, 1S02. 

Allen, Mary Wood.' Making the i^est of our children, 1009, Chicjvgo, McClurg, 
1009. vol. l.agoa 1 toH; vol. 2, ages R to 10. 

Almack, John Conrad. Education for citizenship. Bo«sbjn, Houghton Mifflin 
Co., 1924. 

American School Citizr risliip League. American citizenship course in Alnitcd 
States histt>ry. Now York, Charles Serihiier’s Suns, 1921. 

Athem, W. S. (’haracter building in a (Jenu)cra(y. Now' York, Macmillan, 
1921. (Washington Gladden Ivccturr’s, 1921.) 

Bennion, Milb)ii. (utizenship: Ai^ introductiuii tA> social cthT?8. Ucv. and en- 
larged ed. Yonkers. N. Y., World Book Co., 1925, 

A ctuwfu U*! oluciition toitt»ook for line in I ho last yeiir of tho high PchooL 

Benton, A. H. Indian nroral instruction and casU^ problem. New York, Long- 
mans, Green 4 (.’o., 1917. 121 ]). 

Betts, Ge<jrgc H. The curriculum of religious education. Abingdon Press, 1925, 

and Hawthorne, Marion O. Method in kaching religion. Abingdon 

Press, 1925. 

Blackwell, FJT Counsel to parents on the moral education of their children. 
Fowler, 1912. , 

Bode, Boyd II. DeYolopmcnt of ideals. Ini his Fundamentals of cflucation. 
New York, Macmillan, 1921. p. r»3-83. 

Bodley, Homer S. The fourth 11.'^ The forgottcu factor in cilucation. New 
York, Ucvcll, 1923. 

Th« fourth K'* Is U8€il by lh|||kulhor as sluDdinff for right ooimdoss or right rsbiiioBB. 

Breinond and Monstier. Education morale et cTvique. Paris, Dolalain, 1924. 

Briggs, L. U. Chapters from school, college, and character. Boston, Honghton 
Mifflin Co., PJ09.’ 

Brittain, Marion L. The blue book of storica for character training. Byrd 
Printing Co., 1915. ^ 

Brownlee, Jane. Character building in school. Boston, Ufughton Mifflin Co.| 

19U* 



CHABACTEB EDUCATION 71 


Br\*nn, ElmcT B. Fundamental facte for the teacher. Boston, Silver, Burdett 
*C(\, 1911. 

Rrva at, S.j Moral and religious education. New York, Longmans, Green A Co., 

. 1920 . 

Rryaiit, Sara Cone. Best stories to tell to children. Boston, Houghton Mifflin 
Co., 1012. 

I am an American: First lessons in citizenship. Boston, Houghton 

Mifflin Co. 1918. 

Rryntd. Mrs, Sophie (Willock). The teaching of morality in the family and the 
srlionl. I^ondon, S. Sonncnschein & Co., ltd., 1900; New York, Macmillan. 
(T!ic Ktlu'cal I.iil)rary.) / 

IJurhanan, Joseph R. Moral education: L-s laws and metlKxls. New York, 
l^riiited for the author by S. W. Green’s Son, 1882. 

liijrkham, Matthew H. Moral conditions in intellectual attainment. Burling- 
ton, Vt., Free Press Printing Co., 1909. 

Thr* clo^ine locturc of the toAchore' course, Dnlvoraity of Vermoot, Judo 8, IWO. 

Rurk, ;\gneR, and others, A conduct’ curriculum. New York, Scribners, 1923. 

A conduct curriculum for the kindergarten and first-grade. New York^ 

Scribners, 1923. 123 p. 

Riirnlmm, William H. Tlic normal mifld. New York, Appleton, 1924. 

(’ahot, Mrs. Ella L. Character training; a suggestive series of kssona in eihica. 
London, G. G. Ilarrap & Co., 1912. 

Ethics for children. Boston, Houghton Mifflin Co., 1910. 

A tent forlh^ fncfdMital of Khiral and moml prloHpk*, based on the Hoi»ort of tbs 

Ommlt tfo of Fifteen, E«iuration:il Asswiation, South Dakota. 

Cahot. Richard C. What men live hy. New ed. Boston, Houghton Mifflin 
Co., 1925. 

Cjwssidy, M. A. Golden deeds in character education. Indianapolis, Ind., Bobba- 
Merrill Co., 1921. 

(’lijinictcr P^ducation Institution, Washington, D. C. Donor's library on charac- 
ter education A compilation of extracts from all the important 

literature on character education to 1919. Washington, D. C., National 
Capital Press, 1919. 

Clark, Henry W. Studies in the making of character. New York. Uevell, 1910. 

Clark, John King. Systematic moral education, with daily l^ons in ethics. 
New York, T. 8. Barnes Co., 1910. - ^ 

Coe, Cicorgo A. Education in religion and morals. New York, RcvcII, 1904. 

“A find classiflivi Whllogmphy ", p. 407-22. 

■ Law and froodom in the achool. Chicago, UniverHity of Chicago Press, 

1024 . ^ 

What ails our youth. New York, Charles Scribner’s Sons, 1924. 

Coles, Cyphron S. Character building; a book for teachers, parents, and young 
people. New York, Hinds & Noble, 1899. 

Cnstain, Alfred J. Men in the making; straight talks to hoys. London, C. H. 
Ktilly, 1915. 

Davis, Jesse B. V'ocational and moral guidance. Boston, Ginn A Co., 1914. 

Dewey, John. Hiinlan nature and conduct. New York, Holt, 1922. 

Moral principles in education, Boston, Houghton Mifflin Co., 1900. 

• and olktra. Moral education. National Hcrbart Society. Third year- 

book, 1897. 

Downey, June E. The will-temperament and its testing. Yonkers,. N. Y., 
World Book Co., 1923. 





OHARACTB* BHUCATWIT 


Thnkc, D. ^ Probleimfl of- conduct. Boston, Ho^W'ton Mifflin Co., 1021. 
Drayton, Hi-nry S. Munil cdiK’ntiou in tlin schools. JiTs<*y City, N. J., Piosn 
of Kidd and Voun^?, U^. ^ 

Edji^crly, VV. Oiu' hundred points of cliararj* t. llal.ston TniviTsity, 1DL2. 
Efliot, H. rt. li. HnmAii character. Now York, LongmuriH, (Ircen (t Cik, lt>22. 
Ellis, Kthd 1*^. .Memoir pf Wiilnmi 1‘dlis and uri ac<*ount <»f Ins condiict-tuachihfl;. 

Wiitva pVirtrait. New \ ork, Lon«ma[»s, Ctracn & Co., ISSS. 

Ellis, l'doreh(*e Howard, ('haraeter f\)r!i\iii^ in schools. Now York, Lnns^maii.s, 
Green vVit-o., 11M17. 

Emerson, K. \V. Kss.ay on eharacler. Philadelphia, Altcmus, H)12. 

En^li'inan, .1 . (). Moral I'diiciit ion in s(‘ho«)l and honi('. Boston, Sard >orn, HH 
Ervin, Simon B. Home iTaiuin^:. the secret of character building. .Vndorsun, 
Iinl., dosp(‘l d'nimpet (■o., 

Everett, C. (.k Ethics for young pe.o|>le. lioston, Ginn, 1012. 




ing r ( 1 .^ 


Snrio<? of *rii<s f.>r imp la ninmijis' cunrrKc^. 

Flack, .Anna Graham. Moral rdnr.ation. New York, Cochrane PiiH( 
lOU). 

Foersfer, Friedrich Wilhelm. The art of •living; sourees iLtnl illnsi mtjons fur 
nifinil leH.son. Tr. by Ethel I\:ek. » Loudon, J. M. Dent it Sons, ltd., p.lli). 
lU^der, 10! L. 

ForbUf^i, WLllmin Byron. .A. giiide book to childliood, Philadidphia, Jacobs 
10 IS. 

'rij(‘ bonr.sty hook; a handbook for teachers, pa und other fri.Mnl.^ 

of chinlren, 4tli ed. New York, National Honest j^BKui, 1 lo BroadwaVj 

— On truth telling, atid the problem of cldldreids lies, prepared ♦ ♦ » 

in consultation with many anthorltiVs npi>n this siib ji ct. lOnludobjilii i, 
American InstitiiU* of Child Life, lOlJ. (Monograph of the American In- 
stitute of (Oiild Life.) 

Young folks book of ideal.s. Bo.ston, Lf)throp, 1016. 

Foadick, H-. E. Twelve teaU of chanveter. New York, Dtiran, 1923. 

FoBEer, WiHiain Trnfant. The smual eiucrgcney. •Hoston, Houghton MiHlin 
Co., 19M 

Gallow.iy, T. W. and social health. New York, American Snciiil Hygiene 
Ass.wiation, 1021. 

r.se of motives in fejiching morals and religion. Pilgrim Press, 1017. 

George, M. M. (Jharacti'r building. 2 voIr. Flanagan, 1009. 

George, W, U. 1'lie jiJiiior republie. New A'ork, AppU!ton, I9i)9. 

Gillcti, M. S. The education of chararter. New York, P, J. Kenedy Son.';, 

19H. 


Gilman, Nicholas P. Laws of daily comliict, and character building. Ho.stuii, 
lloiigldon Mifflin Co., lsi)l. 

Laws of daily comhict ♦ ♦ Boston, Houghton Mifllin Co., 1892. 

Gould, F. J. Conduct sloriek London, S. Sonuenacliein & Co., Ltd. AUo New 
York, Macmillan, 1910. 


A v<i)iitin» of stork* for mor^l inHtnintion of dakirnn. Ititiied by Morol KUtir.iilon fl 

York IhiihliDics. Atlrlpbi, London, W. C. ^ \ • 

— Life aud maime.rs. New York, American Ethioiil Union, Auguat 11 , 1920. 

A voiuiuo of sU rics suUabta for (he morul ity^lnjctioa of chiliirnn. 

■; — iCl oral instruction; its theory and practice. Pub. \indcr auspices of Moral 

Eduontion I^eague, Loadoa. Al$o New Yo^rk, L<Agtuans, Green Al Co.^1913. 

« 


CHARACTER EDUCATION 


73 


Oonld. F. J. Youths’ noble path. New York, Lonf^mann. Oroon Co., 1914. 

Eilwurtl H. Moral ediiCHiion.-tf Orchard Hill Press, 1922 ^ ^ 

Gr»)V<‘s, l.rncMt R. PiTsonality and social atljiist rnent. New \ ork, Ijonviinans, 
( irrrii «Sr Co., 1923. 


H;ill, I. Stanley. M(jr:il edneat inn, tnhis KilucatioiiaL problems. New York, 
Appleton, 1911. vol. 1. p. 200-314. * ^ 

Ilaiailtnn, J<h. O, do Roulhao, and Knight, Kdgar W. The making of citiz4uiB. 
(’lii«;igo, MeChirg, 1^22. 

ll.irri'- ‘n, Kli/.aboth. W hen children ('rr; a book for you ng moUiers. C’lucago, 
Nannhal KimiirgntG'n (’nllege, I'.lln. 

Hur l JtKcph Iv. A critical atudy of current theories of moral iMhjrathun* (Rii- 
r.'iiro, I’niver-ity of (’iiieago Pn'ss, 11)10. (Doctor’s thc.sifl.) 

Ihm^rr. Ibairy. ' Dii role, de rnd^lligf^nre dans la formation du rnraetrro. ISO- 
PM [». 


llaviliiiiil, .M. iS, ClmracU*r Xr.'vininir in childhood. Boston, Small, Mavn.nn! & 
( ‘m . lU’Jl. 


liayw.ini. Frank H. Kdueation and the heredity Hf»i*etre. London, WatU A 
< llM)s. 

fUdl I rrcman, .\. '1 lie spiritual foiindat ion of reeonstriK (inn, a j)lca 

f.»r new edm'at ional metlKnIs. [.ondun, \\ S. King A Son, lOH). 

ne.ilr’', \\ . Hone.<1y; n stiely of Iho c*a.,st’K and mrnt i)f ilishune.sty ainon^ 
r' lldreiu Iiulia!:Mpuli>, Ind.. Uol ihs-Monill ( ’n , 191.''). 

licfulrr^nn, l*.riie>t N. Moral nlucai io!i. /// (’yrh'prdi.i of Fdiii ulion, ed. by, 

P.i.il Monroe, vol. t. New Vorir, MtuuniU.m, 1913. 

Hill\er. y, M. (dnld training. New York, (\‘idm\v, 101 T>. 

II 1 II 1 -, \. D. Contagion of eliarin‘t<*r. .\ew Vork, Ucvidl, 1011. 

Great books as lif(* fc'nehers. New A^»rl>. Revell. ISOO. 

llMlioes, Arthur. Principles of eliiiraeter niakifi^. Phiiadi'iphia, Lipijincott, 
loi:;. 

II. limes Idyi M. Talks to higli-sehool bovR. Now York, Maeinillan, 1023. 

lliibhell, (ioorgo A. U|J througli < Idldliontl * • New York, Putnain, 

1 001 . 

lliill, ITurst U. The f.ini^ainn of ebaracUT: The baby, tl^ child, and the hoy. 
Luhdon, Cas.sell * Co., !M., 1011. 

Hyde, U illiam DoWitl.. 1 'Ik’ ( piest nf tiu* best. Insight info cthies for parmits, 
te.iNiers, and leaders of ho\'s. N'l^vv York, Crowell, 1913. 

li gr »i»i, John I\. Praelieiil iiHjrals; n (re:itise on u niVersal eilueation. Lonilon, 
A. & C. Hlark,‘l904. 

A s(V|iiol lo “riiim iD natnrn itiO in«T»r»U arr.-nling to Align rnrViff." 

hrternatinTial Moral Kducatinn Congress (Serondl . The Hague, 1012. Papers 
emit rihu ted by American writers and revicuv nf reecuit American literature 
on inor.il edoeation.* Brooklyn, N. V., H. Neumann, 1912. 

JnpK*i»iip Kfiward P. C’haracter Imildiiig. ♦ ♦ ♦ 

Finutiil wijti “li'iws of (Inlly eonOuct. • • •’* by .Vieholiis l». OilMiin. IbwOon, Ha\j|hton 
M -niin To., JHV2. 


Jaimvs, William. hi his Psyehology. New York, Holt, 1923. 

Jwtr6w', Josc'ph. Character ami temperament. New York, Appleton, 1915. 

Qualities of men. Boston, Houghton Mifflin Co., 1910. 

Johnson, ITanklin W, The probleins of boyhood. Chicago^ Univeraity of Chicago 
Pre/w, 191L " 

Jones, Lewis H, Education as grow'di; or, the culture of chahicter. Boston^ 
Ginn, 1911. 

A book for Uochera’ reading circles, normaJ dasses, sod individual teachers. 


T 


74 


CHARACTEB EDUCATION 


Kilpatrick, William H. Foundatione of method. New York, Macmillan, 1925. 

Source book in the philosophy of education. New York, Macmillan, 

1923. 

Krause, Mrs. Flora (Hflm). Manual of moral and humane education. Chicago, 
Donnelley & Sons Co., 1910. 

Lsing, B. M. Study in moral probkuns. New York, Macmillan, 1922. 

Lamed. J. N. The primer of ri^ht and wrong. Boston, Houghton Miillin Co., 
1902. 

L^key, William E. H. 


New York, 


New Y'ork, Brood\^ay Pui). Co., 


The map of life; condiK’t and character. 

Longmans Green & Co., 1899. 

Leonard, Mary H, Moral training in public scIuk^U. Boston, Palmer Co., 
1908. (Motmgraphs on Eiiucation.) 

Lyttcltori, Edward. Corner-stone of education; an es.say on hc)mc training ob 
children. New York, Putnam, 1914. ^ 

MacCunu, J. The making of character. New York, Macmillan, 190r> and - 
1913. 

MeVenn, G. E. Good manners and right conduct. New York, Heath, ^ lOlS. 

A text for the .MipK(\ste«i development of ethiciil und raorsd prmnples. , 

McWilliams, Mn. R. F, Education as cliaractcr development, p. 201-213. 

Marchbaaks, Eleanor. School ethics, *vith selections for reading. Four Sou 

Cb., 19 f3. 

Martin, Herbert. Formative factors in character. New York, Longm.ang, 
Green St Co., 19^5. 

Meriam, J. L. Child life and the curriculum. Yonkers, N. Y'., World Book 
Co., 1920. V • • 

Morse, Josiah. The cwtncnts of cliaractcr. 

1912. 

Mumford, Edith E. R. The dawn of character; a study of child life. New 
York, LongmanB,_Grcen & Co., 1915. 

Myerson, A’. Foundations of personality. Boston, Little, Drown 4 Co., 1921. 

Neudann, H. . Education for moral growth. New York, Appleton, 1923. 

d'Shea, M.V. The child; his nature and his need.s. Valparaiso, Ind., Cliildrcn'i 
Foundation, 1924. 

Parker, S. C. Mohil training thremgh’ a methodical, interested study of history 
and litcratiirc. In hia History of modern elementary ciicatiou. Boston, 
Ginn, 1^12. CHhptcr 17. , " 

Contains maUrlal on tha TTarhartiiins; bibliography, etc. 

Patri, Angelo. The spirit of Anacrica. American Viewpoint Society, 1924. 

Payne, C. H. guards in bliaraptcr- building. Methodist Book Coo* 

cern, 1912. ‘ 

Pierce, E. Philosophy of cliaractcr. Cambridge, Mass., Harvard tlnivcraity 
Press, 1924. 

Rugh, C. E., and ofhera. Moral training in the public schools. Boston, Qipo 
4 Co., 1907. 

8uf(f«ted pUat for tesobiof efasraetsr aod moral o^uftioo. 

Sadler, M. E. Moral instruction and t^nam^ schools. Report on Interna* 
tional inquiry. New York, Longmans/^t4M 4 Co., 1008. 

Salisb\^ry, Ethel. An activity curriculum. *Harr Wagner, 1924. ^ 

Bhand, Alexander F. 8. The foundation^ of character; being a. study 'of tbs 
tendencies, of the eipotions and sentimehts. Ndw York. Macmillan, 1014. 
Hew ed., 10^. . ■ ■ 

' . ... ■■ '■ - 



CHARACTEB EDUCATION 


75 


Sharp, F. C. Education for character. Indianapolis, Ind., Bobbs-Merrill Co., 
1917. 

Simons, Charlotte R. True character building. D. Estes A Co.. 1913. 

Sisson, Edward 0. Educating for freedom. New York, Macmillan, 1925. 

Essentials of character. New York, Macmillan, 1910. 

Smiles, S. 'Character. New York, Harper, 1912. 

Snealh, Elias Hershey, and Hodges, George. Moral training in the school and 
home; a manual for teachers and parents. New York, Macmillan, 1913, 
Sowers, John Irving. The boy and hU vocation. Manual Arts Press, 1925. 


" It is bclifvM to lie ih« first vocaticmal reader to give emphaxis to character values." 

Spillcr. Gustav. Moral education in eighteen countries, London, Watts & Co., 
1909. 

P;irt I. Altitude of the churches and the problem of moral adacatioo. 

Part II. l>euiled report of the procedure In «ch country coDsitlerod. 

Pari III Bibliography of M pagra. 


The training of the^hild; a parent’s manual. London, T. C. 4 E. C. 

Jack, 1912. Aha Sew York, Dodge Publishing Co., 1913. 

Starrett, Mrs. Helen Ekin. Charm of fine manners. New ed. Philadelphia, 
Lippincott, 1920. ^ 

lor, Charles Keen. Character dc’vclopmcnt; a practical graded school cout^ 

^ orrelating lessons in general morals, citizenship, domestic se.ience, Jolin 


m 


C. Winston Co., 1913. 

« . 

Bibliography: p. 240-41. 


The moral education of school children. Philadelphia, Printed for C. 

* K. it n.B. Taylor, 1912. 

Torman, L. M. The measurement of intelligence. (Delinquency.) Boston, 
Houghton Mifflin Co., 1916. 

. Tracy. Frederick. The psychology of adolescence. New York, Macmillan, 1921. 
xi, 246 p. 

Tufts, Jas. H. The rcAl business of living. New York, Holt, 1918. 

Voelker, Paul F. The function of ideals in social education. New York, 1921. 

(Teachers College, Columbia University. Contributions to Education.) 
Votaw, Clyde Weber, Moral training in the public schools. -Chicago, iTniver' 
sity of Chicago Press, 1909.. Reprinted from Biblic^ World„34 : 295-305, 
November, 1909. 

Waldcgravc, A. J. Teachers’ handbook of moral lessons. New York, Dutioo. 
1905. 

Washington, B. T. (^haracter biUlding. pardon City, N. Y., Page 4 Co., 1902. 
Whipple, E. P. Character and cbaractcriatic m^n. Boslbn, Houghton Mifflin 
Co., 1912. 

White, A. K.,oad Macbeath, A. The inOral self; its nature and development. 
With a foreword by A. D. Lindsay. London, E. Arnold 4 Co., 1923. (The 
Modern Educator's Library. Genei^ editor — Professor A, C. Cook.) 
Longmans, 1923. 

^ White, James Terry. Character {essons in American biography for publ(^ schools 
^ and home instruction. New York, Character Development'Leagne, 1909. 

Moral instruetion through biography; a description of h system of 

moral instruction.. New York, Character Development League, 1912. * . 

Whitney, William T. \loral education; an meperimentfl Investigatka. Boston, 
Leroy Phillips, 1915., * * 

9354 a *— 26 6 ' 


76 


CHABACTEE EDUOATIOH 


Wilion, Guy M. ^Hiat ia AmericftruHin? American ideals u expressed by tb« 
leaders of our country. FioKton. Silver Burdett & Co., 1924. 

Woellner, Frederic P. ElducatioD for citir.enship io a democracy; a textbook for 
teachers in the elementary schools. New York, Seri bnt'r’s Sons. 1923. 

Wciton. Jamc.s, and Blaiiford, F. G. Principles and '^^ethods of moral training 
with special reference to .school discipline. London. W. B. Clive, 1909. 

\ouDg, li. P. Character throui^b recreation. Philadelphia, American Sunday 
School Union, 1915. (Green Fund Book, No. 20a.) 

III. ARTICLHS IN PERIODICALS . 

Adams. C. A. Making character. Journal of Education, RI; 506, June 3 
lOl.-S. 

America s most serious jirohlcni. A possible solution in which you may have s 
part. f:tude. 39; 223-224, 1921. 

'Archer, William. Knowledge and character. Educational Review, 52 : 119-M3 
V. September, 1916. * 

Atkinson, M. The struggle for existence In relation to morale and religion. 
International Journal of Kthica, 18: 291-311, April, 1908. 

Bacon's moral teachings. .International Journal of Ethics, 17: 55-70, October 
1906. -■ ’ 

Baker, A, E. Character training. Parent* Review (London), May, 1917 nn 

348-356. * .T , H,* 

Baker, Ray Stannard. How to teach morals to boys and girls. American 
Magazine, 81: 6-11, 70-71, February 1916. (Illustraled.) 

D«scr1bw Millon Fstrcbild'i “UramAtIo device" fur tmnrovlnK'tbe character of ohiidren bj 
the lije of picturos. 

Barden, Carrie. Direct moral education : Ad experiment. Education, 42 : 296- 
304, January, 1922. 

Betinion, Miltoo. Character education. School and Society, 17 ; 720-723 June 
30, 1923. 

^hics as a school study. Historical Outlook, 17 : 129, March, 1926. 

— — — History of the movement for character e^iioaiion and training for citi* 
zeuahip. ilistorical-Outlook, 15 : 204, May 1024. ? 

— Roport of committee on citizenship and character education. School and 
Society, 14 : 100-192, Sept. 17, 1921, 

A senior high-school course in citizenship for young Americana. School 

and Society, 19 : 772-774, June 21, 1024. 

Blakwcll, Charles M. Cnn morals be ta^ight? Forum, 74 : 765-776, Novetaber, 
1926. 

Brereton, Cloudesicy. The chazacter-forming influence of vocational education. 

, Journal of Education (London), sup. 44 : 779-780, htevembor, 1912. 

Briggs, T. H; Can character lie taught and measured. School aud Society, 12: 
605-601, December 18, 1020. 

Brogan, A. P, Ground eatimatee of frequency of misconduoL Internationgl 
Journal of Ethics, 31 : 254-271, April, 1924. 

Brown, Marion. The place of activRiea on a character-developmdlli program. 
University fligh Bohool Journal, 4 : 163-164, October, 1924. 

Brunaon, C. M. Physic* ft a factor in forming oharaoten Bohool Boionee and 
Maihematioa, 10 : 6W-6i»9,.Oetober, 19ia • 

Biynnt, S. MaQj-*idedo«ai of noral odueaiion. International Journal of Btb* 
Its, 22 1883-399, July, 1012. 

Co^t, E. L. Childrens’ reading a* a help in training character, ^^otirnal of 
‘ Eduoa tton. sy 6-6, jaouary 7, 1015. 


CBiLajkcrsB xmrcATioir 77 

Cabot, E. L. Moral trauung in the schooU. Journal of Education, 72: 5M-60O, 
D<*ccmt)or 15, 1910. 

CalkinB. M. W. Beligious and chara^tor valuea of philosophy. Religious Edu> 
cation, C: 390-.394, December, 1911. 

Cassidy, M. A. QoWen dcods in character education. American Education, 23: 
.'552 355, April, 1920. 

A plan of character education which for 17 year* has been oaed in Uw achaols of Xailngton, 
Ky., wii!i prat saccoas. 

Chiun]i!in, C. D. Philosophy of moral education for students, tcachere, and par- 
ciiU. Ikiucatieui^ 43; 393— 405, March, 1923. 

Cliaractcr Education Committee. Theses on character edncalion. Journal of 
Educatuinal Method, 3 : 84-86, October, 192.3. 

Charters, \V. \V. Teaching of ideals. Elementary School Journal, 23 : 264-276, 
35S-36U, 4t>4-436, December, 1924, February, 1925. 

Technique for trait aualyaia. JouroaJ of Educatiuual Research, 10 : 

9.") 100, Sc'ptcmbcr, 1924. y 

Chew, T. Cliaractcr making on the street. Religious Edueatiun, 3 : 24-27* 
April, 1908. i» 

Cbul)l), Percivak Direct mural educatiou. Heligioua Education, 6: lOU-11^ 
April, 1911. 

Clark. S. Carrying on with character. Ever) bodys, 41 : 64-05, 1919. 

Cwitc.s, E. E. , Moral education in the public school. Education, 38 : 467-473, 
Fibniary, 1918. 

Cotnpayr6, Gabriel. L’eiwergnement de la morales. Rerue Pedagogique, 60t 
201-213, M.wh 15, 1912. 

CondSt, I. 8. Mathematics, as a factor hi character building. School Science 
and Mathematics, 7; 640-651, November, 1907. 

Cope, Henry F. A selected list of books on moral training and instruction in 
the public schools. Religious Education, 5: 718-732, Felmiary. 1911. 

Character development through social living. Religious Education, i4: 

^ 401-409, December, 1909. 

Coulter, J. M. Religious and character value of biology. Religious Education, 
0; 36.5-368, December, 1911. 

Crime prevention and the school — a symposium. Business, 6: 20-21, March, 
192,5. . . 

Cummings, H. II. Practicing moral instruction. Jovpnal of Education, 7lr 294, 
March IT, 1910. 

Cuttcii, G. B. Moral inflocneeof the curriculum. Religious Education, 9*. 620- 
527, December, 1914. 

Danielson, Frances Weld. Teaching morals to HttVe children. How to teach 
children truthfulness, honesty, and generosity. Journal of 'Education, 8St 
19-20, 38-39, January 6, 18, 1&16. 

Baris, J. D. Iowa plhn of character education methods. Refigioua Edueatibav 
17; 435-439, December, T9f2. 

- Recent progress in moral trafning and insiraetioti in publie high sohcolk 
American City, 15: 283-2TO, September, I916i 

Duddy, Edward jL Measuring student ealues In tenma of ebaaaeiv and pcis 
Bonslity. Intor-ffiormialn Educator, Ifk 195-197, January, 19SI0i 

U. Thn-devalo|»aaeBt ei mocal character in tbs pubiio aohosl fyaUm 
School and Society, 09-103, January 28, 1922; • 

Education ^r obaraoter. School and Society, 4: 745-746, November 11, 1010. 
I&Qt, Charlea W. Degaoernej and maaoera; Toachincrof maoneiaia Iba publie 
achoola. Ceoinay Mataaii% M; lM-47%-&«nnibM, 


1 - 

9 


CHARACTER EDUCATION 


Q 


78 ' 

Fairchild, Milton. The important ccutere of character. School and Society, 9: 
506-f)68, May 10, 1919. 

A list o( characteristics o( perfect humao beings. Tbo nuclei of character. 

The Moral Education Board. Atlantic Educational Journal, 6; 19-11, 

28, September, 1910. (IlliistraU^d.) 

The moral education in public schoolfl. American Education, 16; 21-22, 

September, 1912. 

National morality cotltm conijicUtion. Journal of Education, 82; 326- 

328, 1915. 

■' Research in methods of character Education. School and SiKiety, 8.718, 

Dca-mber 14. 1918. 

Farr, Elsie W. Character building the need. Opportunity for the tcachcra 
School, 31: 201-202, January 22, 1920. 

Ssys the two grentest neeJsof American cititons to-ifar sre self-control an<l the ifeslre to serve tbelr 
fellow men. Shows bow lastructiun In rhiuactcr building ran bo started in the klnders.-uteotod 
coutinuod tbruugbout scboul life. « 

Fisher, G. J. Character development through social and personal liygiont 
Religious Education, 4: 392-101, December, 1909. 

Folsom, Joseph Kirk. A statistical study of cliaracter. Pedagogical Seminary, 
24; 399—140, September, 1917. 

BIblingrtiphy; p. O7H0. Ikiasrrtation, slightly condensed, submitted ioparthil fuinilraent of tb* 
re<]ulrciueiiU for the degree of doctor of pbilusophy, Columbia University, M ay II, 1017. 

Folsom, Joseph K. The social psychology of morality and its bearing on moral 
education. American Journal of Sociology, 23: 433— 490, January, 1918. 

Ford, James. Cliaracter training in the home. CliUd Welfare, May, 1925. 

Furst, C. ,Study of character os presented in great, literature. Educational 
Review, 58: 361-382, December, 1919. 

Galloway, T. W. New venture in character education in the home and the 
community. Religious Education, 18; 204-200, June, 1923. 

Greenwood, J. M. Systematic formal moral training in the schoola Journal of 
Education, 71: 740-741, June 30, J910. 

Griggs, E. H. Moral training of children. Annals of the American Academy, 
67: 34— 39, September, 1916. 

Guihe, K. K. Religious and character value of the physical sciences. Rcligioui 
Education, 6 : 374-383, December, 1911. ^ 

Haggerty, M. E. The incidence of undesirable behavior in public school children. 
Journal of Educational Research, 12: 102-122, September, 1925, 

Hardy, 41. Claude. Religious instrticlion in public schools. American Educs- 
tional Digest, January, 1925, p. 195. ' 

Horae, Herman H. Does the stu^ of ethics improve morals? A sludeht 
sympiosium. School and Society, 21: 330-332, March 14, 1925. 

Hoamer, M. Development of morality through physical education. Ameriesa 
Physical Education Review, 19: 629-527, October, 1914. 

Hyde, Isabella. The personality campaign in the Julia Richman High SchooL 
Bulfetin of High Poin^ 2: 36-38, April, 1920. 

Atapnlgn lns(i|ur»t*d In February, 1010, by Dr. M. B. Looty, to brlngabonl blglMr lU^srOi 
of (IsktH, to broaden tba Tivaa of tba stodsnla, aod to promota baUar iqlialafahtp. 

% " ' 

Irion, Theodora W. H. The psychology of the moral development of children. | 

Child-welfare Magasine, 14: 6-8, Bepteq^r, 1^19. j 

Ao addnn daUvarad bafon tba ff attonal CdBfrHs « tlothan aad Paiaot-Taaehar AaodatioiM i 
Is Kansas City, May 0, foiO. FMtofa that daal sitb ehsrsoiar daaslopm tnt in pws o oal iilHit 
ssd f isto H lbstOailarttt'a h s i nota f daastopaastlalsuwaoatsl l alstlasi. 


CUAKACTEB EDUCATION 79* 

Jastrow, J. Relation of phrenology to the study of character. Scientific Ameri- 
can Supplement, 80: 354-355, December 4, 1915. 

Johnson, Franklin W. Moral Education Conference. School Review, 19: 347- 
349, May, 1911, 

Moral education through school activities. Religious Education, 6; 

493-502, February, 1912. 

Julinslon, C. H, Moral mission of the public schcx>l. International Journal of 
Ethics, 20: 454-470. July, 1910, 

Kent, Charlea F, Can we fill the gap in modern education? Educational 
Review, 66: 251-257, December, 1923, 

Contpxuls that studies and dlvipliDcw that niouM chM^tcr and shape Dormol Ideals aod determine 
corylucH must be riven a oenlnU roUier thao a lac'oudary place. 

Ki!i>atrick, \V. II. Education for character. HighSchool Quarterly, 13: 15-24, 
October, 1924. *' 

Kimble, W. F. Standardizing the characforifitics of men. Industrial Manage- 
ment. 52; 308-323, 1910. 

Kir.sch, Felix N, The educjition of the individual. Catholic Educational 
Review, 11: 423-432, May, 1916. 

Lauson, G. B. Charactoj — th« secondary school; its opportunity. Education, 
35: 628-032, June, 1915. 

Looks and chafacter. Spectator, 108: 49-50, 1912. 

Lull, Herbert G. Moral instruction through social intelligence. American School* 
masUT, 6: 241-254, June, 1913. 

McCormack, Thomas J. Utilizing moral crises for ethical instruction. School 
and lIorae^ducAtion, 33: 123-127, December, 1913. 

Mackenzie, J. S. Civic and moral education. International Journal of EthicSi 
27: 446-463, July, 1917. 

McKay, Cora P, Character education in University High School. University 
High School Journal (Oakland, Calif.), 4: 146-162, October, 1924. • 

contains somewhat eitensive rooeot bibliography of character educatloD. 

McNelly, A. E. Bluffing — A problem in morals. School and Society, 19: 9-12, 
January 6, 1924. 

McNutt, Walters. Case study of ethical standards for public schools. Educa- 
tion, 44: 393-405, 491^08, March, April. 1924. 

Dlacunes aiiKg«tivo procram for direct teachiog, studaoi coopemtioni etc. * 

Making the school a moral laboratory. School and Society, 16: 214, August, 
1922. 

Marrs, J. J. Course in moral instruction. Mississippi Educational Advance, 
15: 42^5, June, 1924. 

Gives i list of stories aod books, with tbe author's oaiae, aod tbe moral lesaoo each teaches. 

Marshall, T. Aristotle's theory of conduct. International Journal of Ethics, 
17 : 244-248, January, 1907. 

Martin, O. H. Moral education in the public schools. Journal of Education, 
72 : 339-340, October- 13, 1910. 

Marvin, Arthur D. Dishonesty in the American school and ita cause. Educa- 
tion, 44 : 290-298, January, 1924. 

DIkumm oribbins. ehMUni la sxsmiiulioiii, bhiffiof, popll st hult, tMcfasr st fsalt, •(& 

Mason, F. 8. Character making in street boys' eluba. Religious Education, S: 
V 139-143, October, 1907. 

Mstheodti, P. B. Character and ciilienship in Danta. Hibbert Journal. A: 866-’ 
878, 6uly, 1907. 


80 CJIAHACTIE EDUCATION 

Ucad, G. H. Scientific method aud the moral wiencca. 
of Kthics, 33; 2'-»9 247, April. 1923. 

Meftiu, O. M. Character builditig in our public ichoola. 

. 372 373, Man h. 1923. 

Woriam, J. L. ActiritieS of mx-ycar-otd boyn. _ Childhood Kducation, April, 192=V. 

Miyrr, F. II. lU’ligiun ami iiior.-ility in Latin of the high bcIkx)!. Religious 
EdtKiatinn, 6; 520-.527, February, 1912. ' 

Milrhcll, S. C. Cliaracter aixl culture. Keligiuun Etlucalion, 9: 131-136, Apri' 
1911. 

Montmorency, ,T. E. Ci. (U’. I’alriotiain and elmracter. CimUimporary Review, 
100; S21-S25, December, 1914. 

Moral education inovcuncut. Review of Reviews, 49; 020-021, May, 1914. 

Moral training in the public schools; syaiposium. Juurual of Education, 71‘ 
117-123, Febru.’.ry 3, 1913. 

Morgan, .loy E. Making u man of liiinsolf. Edtlcationiil Review, OS; 242-243, 
December, 1021. 

Molt, F. W. Biologu’al foundution.s of human character. Edinburgh Review, 
238; 64 S4, July, 1923. 

Norton, S. W. Mural education in the {.mblic schools. Education, 42; lO.S-113, 
June. 1922. 

O’Shc.a, M. V. Moral training in the sc'cond.nry bcIiooI. Child Welfare Maga- 
zine, 8; 75-81, November, 1913. 

Otto, M. C. The njorn! edncaiioTi of youth. International Junritnl t>f Ethi(‘.<, 
32; 52-07, Octol>cr, 1921. 

Parker, Samuel C. Civic-moral tailing in French secular Mdiools. Eletnen- 
tary School Journal, 20; 520 -529. COO-609, March, May, 1920. 

Parker, Willi.s Allen. Ethical troining for the ptiblic-school pupils. Religious 
Education, 8; 270-283, August, 1913. 

Patri, Angelo. Moral education; building cliaracter throuith sclf-discipline. 
Delineator, 102; 2, May 1923. 

Perry, A. C., jr. Tlie teacher as a monil course. Educational Review, 53; 459- 
464, May, 1917. 

Perry, Ralph B. The teaching of ideals. Sc1kh*I Review, 22: 334 33H, May, 1914. 

PoffeDlH'rgcT, A. T., and Carpeatcr, F. L. Ch.nracter trails in school success. 
Journal of Experimental Psychology, 7: 67-74, February, 1924. 

Pound, Olivia. The need of a constructive social program for the liigb school. 
School Review, 26: 15.3-107, March, 1918. 

The social life of lugh-acho«d girls. School Review, vol. 28, no. 1, Jnn- 

Janiiary, 1920. 

— The social problems of high-school girls. School and Society, 19: .5.S1-5S6, 

May 17,%82l! 

The social reconetnictioti in the high school. School and Society, 14; 

609-513, Deoetnbur 3, 1921. 

Preasey.S. L. An attempt to measure the eompamtive importauc.a of general 
toteUigence and certam cbaractsr iraila in eontribuUag aucccas in achooL 
Elementary School Journal, 21 : 220-229, 1930. 

Piitehard, Eri«. 'Swggcstiou as a factor in the BM>ral t<luaatiuo of chilcireu. 
ParentSfReview, 20: 571, October, 1918. 

Putnam, II. C. Biologic knowledge and morality. Rcljgioua Education, 3: 
180-181, December, 1008. (Bibliography.) 

BandaH, O. B. Character tmildlag in colte^. Education, 96 : 620-6*7, Jane, 
1915. 

Riereattonv aw* amuaeiuentt fit relation to ebaracter devolopiDtiit. ReifgfOda 
Eduoaiion, 6: 610-513, December, 1010. 


/ 


IniematioBAl Journal 
Popular Educator, 40: 



CHARACTER EDUCATION. 81 

J " 

Rede, W. New meihoda of making character. Independent, 71: 914, October 

2r», 1011. 

Rich, Strphen G. A conatructive profp^m for moral and civic habit formation. 
Kdiication, 45; 120-141, NovrinbtT, 1924. 

Hoc»eevp»t, T. Character and civilisation. '' Outlook, 105: 526-528, November 
8, 1913. 

U(»srbiirg. Walter J. More wholesome athletics. Journal of Education, 81; 
42H-430, Noveraher 2, 1916. 

Riinh. ('lhir\cs K. HumaniKing education, llniversity High-School Journal, 
October 1924, continued March, 1925, l^mrersity of California. 

Social standards. School and Society, 20: 351-361, September 20, 1924. 

S<n»'nig, H. Our poorly coordinating moral codes. Education, 44: 585-695, 
June, 1024. 

Sharp, hraiik C., arwi Neumann, Henry H. A course in moral education for the 
high fichool. School Review, 20: 22H-2-ft, April, 1912. Iteviscd aiul clabo- 
rulH in Re!i;;Tou.s Education, 7: 653-680, Fehpjnr}*, 1913. 

Development of moral thoughtfulness in the school. Religious Edu- 

r.ation, 8; 210 219, June, 1913. 

A. F. Foundations of tliaracler. Philosophical Review, 23: 561-596. 
Si'ptcinbcr, 1914. 

Sluitllrworth, Frank K. New m(*thod of measuring character traits. School 
and Society, vol. 19, June 7, !924. 

Sills, I\. C. M. Character a neglected college entratice requirement. . Education 
.35: 015-519, June, 1915. 

Smith. W. P. Character building through speech education in the high dciiool 
Quarterly Journal S^K^ch Education, 9: 85-91, February, 1923. 

Siicdrlen, David. Eiducation lownnJs the formation of moral character. Edu- 
eiitiunal Review, 57: 286 297, April, 1910. 

• Somu'nsflicin, E. A. The goldeu rule and its adaption tc^Qisent conditions, 
llibbert JoiLTiial, 13: 859-866, July, 1015. 

Sturbuck, Edwin D. Sonic <»f the finidainonlals of character education. School 
’and Society, 20: 07-101, July 20, 1924. 

Suttoti, W. S. A general discussion of the different plans for moral instruction. 
Texas School Magazine, 15: 7-9, April, 1913. 

A pnpor rpaU ^efo^« the ReUglmis Rduoitlon Aesorlntlon, CPerefniifl. Ohio. 

Swilt. Harry P. The individual in education. Education, 36: 462-44J7, March, 
' 1915. 


F:thln\l growth of chililren liiicuoed. Best moCliods of trmintog. fte. 


8ymof»d<i, P, M. Conduct codca. Educational Ruview, 68: 32- 37, June, 1924. 

. The present atatuB of character mcnaurcincnt. Educational Admlni^ 

tration and Supejviaion, 10: 484-498, November, 1924. 

Taylor, Charles Keen. Character ^{ica of children. Outlook, 131:420-422, 
July 5, 1923. 

Moral education — the history of an experiment. Education, 36 : 220- 

230, December, 1914. 

R«iUU aa aip«taH«t iMfun a har ,r«an ago ia two of niMgpWa'i HiaUar pabHoKtooela 


Teaching morals in elementary achoola. Elementary Sehool Journal, 25: 486- 
4^18, March, 192*. 

Thiirber, E. A. Character. North American Review, 214; 064-670, 1921 
IVost, Clayton D. Crime prevention and the school. Burinoea, voL 6 , no. 4 ^ 
January, p25. '' 


l>«Mrlboi Work of PathAndmof Anlwiea. 


J 


82 CHARACTER EDUCATIOIT 

Tufta, James fl. Tlic teaching of idcjals. School Review^ 22: 326-333, May, 
1914. 

Ethics in high achoole and collcgea. Religious Education, 9: 454-459, 

October, 1914. 

Tuttle, H. S. Methods of moral education in the elementary and secondary 
sciioois. Orvguii St^-c Teachers Associutioii Quarterly, p. 47, June— SepUim- 
ber, 1924. 

Voclkor, P. F. Account of certain methods of testing for moral reactions in 
conduct. Heligious Education, 16: 81-83, April, 1921. 

Watkins, D. E. Oratory and the building of character. Education, 36: 317« 
356, February, 1916. 

Wedge, Arthur P. A course, of study. Indian Leader, 23: 19-21, November 
2S, 1919; 

A courwof study In rasnoens ikod right conduct for use to Tnited Hutes Indian 6< h(xjb. 

White, Arthur C. Can morals be taught? Fouiin, 74: 765-776, November, 
1925. 

Wiley,!!. W. Character and education. Good Housekeeping, 76: 32, Febru- 
ary, 1923. 

Williams, Jesse Feiring. The educayon of emotions through physical education. 
Teachers College Record, 21: 201-216, May, 1920. 

Bibilngriiphy: p. 215--1S physical education and the development o( character. Says the groat 
opportunity In physloil educHtion as rcganls the education of the emotions pmbehiy lies in the 
play and gams aspects. aJlhough the less deftnod fVeld of the dance may have as real and Inipor 
Uni values. 

Wilson, C.W. The work of the schools in devi^loping moral character in the 
grammar-grade school. Training School Quarterly, 1: 139-143, Ociober- 
Dccembcr, 1914. 

Wood, Irving F. The survey of progrt^ss in religious and moral education. 
Religious Education, 10: 114-123, April, 1915. 

Yocum, A. D. Analysis of moral qualities and activitiea. School qdid Society, 
17: 189-196, February 17, 1923.^ 

Zueblin, C. Relation of commerical and industrial training to the development 
of character. Rdigtous education, 3: 135-137, October, 1908. 

IV. CHARACTER AND MORAL EDUCATION DISCUSSIONS AND REPORTS PUB- 

I.ISHBD IN THE PROCEEDINGS OP THE NATIONAL EDUCATION ASSOCIATION 

SINCE tf«#. 

# 

(Thia ^Ixlivision is presented in this form to show the attention the National 

Education Association has given to character education problems.) 

Barnes, C. W. Status of moral training in*thc^ublic scboola p. 400-419, 1911. 

Bennion, Milton. Discussion of paper on student government, p. 250-251, 1920. 

, Chairman. Preliminary report of committee on Citiienship and Char* 

acter Education, p. 344-646, 1921. 

- ■ Report of Committee on Character Education, p. 250 and 491, 1923. 

Report of the Committee on Charaetcr Education, p. 278-284, 1924. 

Report of the Committee on Character Education, p. 182-183, 1925. 

Bradford, Mrt. Mary D. Training for aocla) adjustment the oitisens of the 

' future, p. 160, 1918. 

Brutscher, A. R., and Chaney, N. H. A better appreciation of 'ethical value# 
Pl 164 and 166, 101& 

Brumbaugh, M. O. Moral education; The problem stated, p. 847-360, 1911. 

Bryan, William L. Schools and the building of character, p. 22-26, 1026. 
Buissoo^ F. Moral eduoation in tl^ French oohooli. p. 78-70, 1016. ^ 




CHABACTER EDUCATION 83 

Burke, Jeremiah E. (Chairman) Character training in the claiwroom. p. 916-917| . 
1924. 

Curr. J. VV. Moral education through the agency of the public achools. p. 351- 
377,1911. 

Chewning, John O. Student sc^lf-governmeiit. p. 737-742, Kr25. 

Clark, T. A. College and char^ter. 7n North Central As^Jociation of Colleges 
. and Secondary Schools, jji 5-19, 1910. 

Coo. George A. Contributionsjof modern education to religiorn p. 341, 1903. 

Ciiminingfl, 11., H. Methods of reducing moral truths to pmcti<*c. p 189-185, 
1910. ’ 

Kvans, C. K. Student fKdf-government in teacher training inslit utiona. p. 248- 
2-)0, 1920. 

Fain liilrl, Milton. Character education, p. 120, 1918. 

^orlmsh. William B. Teaching, busine-ss morals, p. 157 -159, 1921. 

Gerks, Mathilde C. Moral andl religious education, p. 140-144, 1924. 

(iiili 1, Harry O. Pupil administration and charact-cr training, p. 4(32-^68, 1925, 

Gi>idry h, Leon W. Spiritual values in an educational program for demperacy. 
p. 141-149, 1924. 

Gray, Jessie, Hotv' the teacher molds character, p. 130-133, 1925. 

Harria, George. MonUa and manners of students, p. 517, 1903. 

llarri.K, William T. The separation of the church from the Bchool supported by 
public taxes, p. 351, 1903. ^ 

Discns'W^ijwsLion of religious cUticsitioa and public. 

Health problems in the schools. Report of the joint committee, N, E, A. and 
American Medical Association, 1924. (A separate buJletiu. ) 

CoDtaina rharactar aducallon material under division ol mcnia] by^ene. 

Jones, Olive M. Disnission of preliminary report of Conimittr^e on Citizenahip 
and -character Education, p. 346-347, 1921. 

Jordan, David Starr. What can the collcgea and universities do to elevate the 
moraJ tone of the students, p, 067, 1923. 

Knox, Margaret. Our children's neglected inheritance, p. 150--157, 1924. 

MneVay, Anna P. Character formation, cooperation between school and colleges, 
p. 414, 1918. 

Neumann, Henry. Moral valuc4t in pupil self-government, p. 41, 1913. 

Pace, Rev, Edward A. Influence of religious education on motives of condtKt 
p. 346. 1903. 

Plulli|>8, J. H. Morals in the public schools, p. 574-579, 1915 

Pound, Olivia. Cooporation of patrons in solving the problems of social life in 
the high school, p. 440-443, 1919. 

Prentice, May H. Effects of physical education on school morale, p. 945, 
1918. 

Reeve, Mn. A^H. The |>arent'8 rcsponsiblity for moral education, p. 115 - 
138, 1925. 

. Proceedings of the World Conference on Education — Group D, Intematiofud 
Ideals, Ban Frajicisco, 1023. 

Tbs ohsneisr education rMolutioii& of tbif conloraoos ha?s been reprinted by tbe ChMPlif 
Education InsMtetion, Weihiofion, D. C. 

Purdy, Alexander C. Character building, p. 414-426, 1925. 

Baundera, W. O. Moral cqde for children, p. 139, 1925. 

Bherwood,. Henry Noble. The morals of modem youth, p. 133-134, 1925. 

Shiels, A. Coordination of the community agencies in effecting chaimoter edn* . 
caUoEL p. ^09-416, lt22. 




84 CllABACTBH. EDUCATION 

< f ^ 

Smith, E, A. Compti^sory rharacUr rdtication. p. 471-474, 1920. 

thnrarter truininj^, rjr>S 1272, 1*VJ2. 

Smith, Fayson.* The ohalicnpjc to >AmrTican education, p. 137^110, 1924, 
SiH'ddtMi, David. Kducation towjinl the formation of moral character, p. '79, 
1918. 

Storbuck. Kd^Tin D/ Fundamentala of clmractcr trainioR. p. 159 Idf), 1924. 
j — (Oiairman) . TtvUs and meaaurcincnta for cliaractcr. p. 357-361, 192f, 

Rcp<yrt o# -«uhrommiaf^ of the C'hnr'irfir Kdriratiun ('oniTTiittfC. 

Tentative rc]x)rl of the eommittce oti. a system of teachii.g morals in tlTe i)ul)lic 
schools, p. 342 347, 1911. 

ThoniavS, O, ('hiiracter education needed, p. 238, 1923. 

Wade, May. Report of comte'tlce on a code of. professioiuil etliicKfor teachers. 

p. 2S5*2ii»8, 1924. California State Council of E<lueatiou rci»ort. 

Wirt, Williaui. Religimis celijcution in Gary, Ind. p. 444, 192.3. 

A'oeutu, A. Duncan (r/jcurman). Report of ibc Committee on the Teaching of 
Democ racy, p. 447-483, 1923. 

Three character education objectives, p. 253, 1923. 



APPENDIX B 


• TWO RECENT ORGANIZATIONS FOR CHARACTER EDUCATION ^ 

THB PATHI'INDERS OF AMERICA* 

% 

The Pathfinders of America^ founded by J. F, Wright, began their educational 
work in prisons, where tliey organized Ihithfinder Councils as means of reoiiucat- 
ing inmates and making it possible for t^em to begin life anew on a sound moral 

basis^ 

This Work was later introduced in the elementary schools from the fifth grade 
up; still later extended to high schools; aod, ip* the latter f>art of 1924, a Home 
Council Division was added to carry the work into the family. 

Junior Councils arc organized in the elcrocntiiry schools and High Path Coun- 
cils, in high schools. The plan is to have a pathfinder instnietor meet with ami 
give a lesson to the ck^iincil at least once a month. Concerning these l€M.^on8 
one of the studenta in a High Path Council wTites: ‘ 

** It presents to youth the mysteries of life and the * Price of folly,' In surprii- 
iugly childish facta. .There is notliing s|H'ctacular about it save its simplicity 
and the good that results frmn H." 

n'lie IcfWOTTS werr given) *'by men entirely w rapt up in the work and of most 

mnning pcj||unalitio8." 

“There no lessons tro be pre]>arod, but the lessons are told in story form 
and with examples and incidents that stick." ^ 

Those tessonsare announced os on *^Htiman Engineering" or “Rending the Price 
Togs of Life." They include such topics as Anger, How Habits Are Formed, 
Mastership or Betf-control, Suggestion, The Law, Be Faithful to Y ourself. 

The motto of the council is, “ To know the law and to lire a life of service." 

One ot the assistant superintendents of Detroit, Edwin L. Milter, is quoted as 
saying: “ Tha Pathfinders of America have made virtue more attractive than 
vice.“ 


:V# 


M ThmorgaaisMteis arsitholad (ortpedaldasctipUsQoolj bscMMo the/ ere aoi yet well known. TUb | 

ieleoUoa does noi Imply gnetar msHC than that of older and more widol/ Mlabibhed orgiaiaatloni tor | 

•tadlw porpoica .1 

^ Pathdaden of Ame^ga L F. WrighU FxeoiiUvo SeenUry abd Loodor, 111 LAaeelahuik ll a a Petroiti ^ 




CHAHACrEB EDUCATrOW 85 

In connection with the leanooe council memberfl are often pledged to obaervo 
eertain typoo of courti>fly and aervicc to others, especially to older people. 

While ahuodant testimony ia ofTcred In evidence of the good rcnults of this 
*plan of character education, the question remairm os to how much of tiiis is due 
lo the jKjrsoriality of the founder and chief teacher arid how nauch to the method 
itself. 

Tliis is the same question that was raised years ago in regard tor the work of 
J. r\ Gould, in Knglaiid. 

T’ie Tathfinder Leaders them5K}WeB contend that their work muat \\e done by 
niciiibiTs nf Uu‘ir own stnir— persotis seleeted and especially trained for this par* 
lii ular .service. 

Tlii.s may ho one of the chief rensons for their succo.ss. In any c.nso the cx- 
pcrimc.rd is worthy of stufly over a period of ycUr^; this in order to determino 
how lasting the good results may he and what factors invulvtwl arc nnmt potent 
in securing theso results. 

KNIQHTHOOD OF YOUTH 

Kiiiglilhood of Youth is a character-lraioiiig orgaiib.atioa fur children, both 
boy.s und girls, 8 to 12 yiuirs of age. It aims to secure the interest and coopera- 
tiou of,V)!U*enta under the leadership of the school in a practical systcui of exercises 
embodying 12 fuudameutals of good ciiaractcr — that is, olx^dicacc, carefulness, 
reliability, self-reliance, licativesa, politeness, honesty, seif-cc/utrol, good, temper, 
kindiscss, helpfulueas at liome, and UirifL 

Each child is supplied with a cliart ou which record is kept of each day’s per- 
formance relating to some of the charac'tcr traits here listetl. A chart or set 
provides for such a daily record over a period of 12 weeks; this ia then followed 
by a second chart, or act, in which the eju^rciaes arc somewliat changed. The 
Uicory is that 24 weeks’ daily practice will probably fix certain; specific habits. 
Two chartj are to be filled out each year for a period of four years. “ lU^pctw 
tion,witl\ progroHfiive'setd of exercises over four years, inay l>e expected to make 
good bal>lLa lasting.’' 

In connection with these cluixts there is published message to ineDobers ol 
the knighthood of yo4Lth,” w ritUm iu an appealing fashion to boys ami girls 
sud eiplaiuiiig the uatiire ami puri^oses of the order; there ia also brief, simple 
eip4)6llion of the cimraetcc traits aimed at and the practical utility of iheee trails, 
(kmx'spondiiig to this message to the boys and girls is published anolMt isun* 
phlet, the Parcuta' Pari iii the Kuightbood of Youth,” wliich ^xplaii!^ the flAmij 
tktues lu language suitable to parents, who are invited to cooperate iu carrying 
out the plan. A very ioaimrtaat featuro of this plan is to l>ring about closer per- 
lonal reiationslups between pax^ents and^cluliireu iu all limiters pertuiniug io 
character development. 

High achievement ou tho part of the child is cucouraged by liaving him far- 
many enrolled, following a series of 50 or more initial pcrformauccus, in the Order 
of Oharacier of the Knighthood of Youth. At the end of each year satisfactory 
icUievemeut is rewarded by conferring upon the child iht following iitiei: Es- 
Vike, KnigM, Knight Banneret, i|nd Iiuiiglki Coosiaut, respectively. Upon the 
complciion of half the required cssrcisca for each of tlicsc titles the child may 
receive the following iHlea: Aide, HcraJdi Knight Master, and Knight MhrshaJ^ 
nspeciivoly. In conaecUon with theso iitlos appropriate badges may be awarded. 

While parent and ehtW ara made ps4marily respoaflibte for carrying onf tho 
efisracter exercises and keeping the records of performance, the organfratfon tb 
sdininistered by the school and reinforced by school exerciscst pagnants, dramaUs 
Peaentqtfons, sad appeoptiato osremoaiss ia coonoettoa with Urn awardsb 




86 CHARACTER EDUCATION 


The theory underlying this practice is that “a child ia not interested in good 
charneter itself;- mere instruction in virtues, no matter how fnyiuently given, does 
not lead him to make a practice of them. A child ^ interested in his hai)pines8. 
He takes an interest in goo<l conduct when he fmcls that happiness accomiMuiies it, 
‘Tn the Knighthood of Youth children find a means of happincas in return for 
practicing good conduct. It gives them a motive for systematic drill fur good 
habits until inslruetion in the value of virtues can take hold of their minds. 

"Every child likes t<i play, every child likes to grow, he likes to come up to a 
record; he likes ffcoogniton; he loves to |k».shcs.s marks ot ^rhicvemeiil. The 
Knighthood of Youth meets all these likings.’’’® 


APPENOrX C 

SCHOOL AN'D CHURCH COOPCRATIVC PLANS” 

In various communities the problem of religious and moral educatiun li.u 
been met in part by coo|>cration of ttic chii,rch with the school.s. In some school 
flystcins the lust i>eriod of the school day is dcvohnt to elective work, the pupils, 
with the conB('nt of their parents, having the option of electing n liginus instruc- 
tion given under church auspiec^s or of remaining at the school under the super- 
vision of their regular teachers. Iti other sc\jool systems week d.ay ndigious 
inslruetion is given after regular school hours^ usually om c or twice per week. 
In some cities the Protestant churches have united in conducting such clas.ses for 
the children of all Protestants, a plan that mTined ti> have great promise until, 
in some instan^, dissension -arose between Kundamci»talisb! and Modernists. 
This HifTiculty, mwever, might arise within any one clnirch. 

Religious, including moral, instruction is carried on in connection with some 
public high schools with somewhat less difhculty dye to.thc greater (lexihilily of 
students' programs and the greater range of elective studies. Thus in some 
communities where a majority of the patrons are members of tfie same church 
• this church maintains a school of religion adjacent to the public school with one 
or more full-time professional teachers in service. The high-school authorities 
^ipermit pupils, whose parei^ts so desire, to adjust their programs so that wliat 
might otherwise be a study period daily is used in class work in the near-by 
church school. By this plan the church school teachers' teaching hours arc the 
eikfne as those of the public school teachers; also religious instruction is put on 
a par with other instruction in so far as favorable hours and professional qualifi- 
cations teachers are concerned. It is also customary to allow students to 
transfer one unit of Bible history towani meeting requirements for graduation 
from high school. This credit is also allowed toward meeting college entrance 
requirements, provided the teachers o^ Bible history possess academic and pro- 
fessional qualifications equal to those required of public school tcachcra.** 

Some general plan of week day religious instruction, under the auspices of the 
churches, but correlated with the public schools, has been reported operative in 
the following cities: Alliance, Ohio; Appleton, Wis.; Bakersfield, Calif.; Berkeley, 
Calif.; Birmingham Ala.; Boise, Idaho; Buffalo, N. Y.; Dayton, Ohio; Evans- 
ton, IlL; Kansas City, Mo,; Oak Park, 111.; Rochester, N. Y.; Sallna, Kans. 

— — — — ^ — . . _ ■ ■ ^ „ ■ — . 

’>Cbmoi«r Trainlnc for Boyi and OIrU iba Mdtbod at tba KolghtlSood of Youth. Katiootl OhtM 
Welfare AaaocUiloii. Ine.» 70 Fifth ATenae, New York Ci^s 1925. 

For a larva part of (ho informatioD here p r oo e ntod the oommltteo Is hidobtod to^ Aulstaot DtrsoM 
Martiftt M. Ailtucksr, R aais r ch DItMoiIs Natlocial EduoatfolTAModaUon. ^ .# 

* Infocmatkii tn dsUll eonosminf this plan of rsltfloiis oditcailoii maj ba bad.hj addreslof tti 
Boporisteodeot oF L. D. 0. Ohorch Behoof 47 East South Toinplt 8tiaol« Silt Lako Ottj» UUh. 


4 


CUABACTEB EDUCATION 


87 


These plans arc In general the outcome of elThrts to compensate for the exclu- 
sion of religious instruction from the public ecWols. It is also regarded as an 
imp(>rlatit contribution to moral education since a system of morals is a very 
iiniwrlant part of religion. ** 

There arc, however, varying degrees of rigidity with wfiich religious instruction 
Is excluded from the public schools. In some Htates reading of the Bible is ex- 
cluded by law or by court decision; while in other States Bible reading in ‘the 
eciiools is required by law. United States Bureau of Education Bulletin 1923^ 
No. 15, “The Bible in the Public Schools,” summarizes State laws on the suW* 
jeet. Educational Bulletin No. 4, “Private Schools and State Laws," October, 
192t, issuoci by the National Catholic Welfare Conference, 1312 Massachusetts 
Avenue, W ashingtbn, D. C., gives State laws and court dccisioDs relating to read- 
ing the Bible in the public scliools. * 

\\ hatever rnny be done by w.ay of week day religious instruction, public school 
teachers and administrators should not make the mistake of assuming that this 
activity on the part of the churches relieves them of their responsibilities for 
inoral'or character education. Character education work in the public schools 
bIiduUI in no case be abated; first, because there are always pupils who will not 
receive or be directly benefited by the educational work of the church; and sec- 
ond, iK'catise character education is a phase of all education and should never b« 
handed over c.\clusivcly to any one teacher or set of teachers nor to any one 
iii.sldution. 


APPENDIX D 

EXEMPLIFICATION OF CHARACTER EDUCATION 
By John R. Kirk 

Mature mosses and the youthful mosses are much alike. “ Men are only boys, 
grown tall.” Character education is a superstructure buflt upon formal codes 
and doctrines. It is rather a growth from within, a motivated self-activity, an. 
exhilarating assimilation of the ordinary food that young mortals may racosur- 
ubly have pleasure in feeding upon. Us foundations arc in personal experience 
and enjoyable altruistic motives. 

The voluntary activities of the democratized school have place in school hours 
■* and out of school hours. They generate spontaneity; they awaken constructive 
ideality; they encourage cooperative spirit; they produce right attitudes and 
the right sense of personal responsibility. The spirit of democracy permeates 
the modernized school. Voluntary constructive school activities produce the 
simple laws and rules of control in the local self-governinenti ' '- V - 

The children understand, they appreciate, they share in tWe head work and 
the heart work of self-direction. They carry out the will of the democracy of 
which they are a part. They delight as much in the freedom of their own vol- 
untary self-government as the grownups do. They happily become habituated 
to right-mindedness, and this is fundamental in character education. 

The following is a brief illustration of characlqr education as idealized in the 
preceding paragraphs. It is the joint head work of the director and the prot 
fcssionally prepared colI^c-bred teachers in a small junior high school of 26(f 
children.*’ It is a rather simple procedure based on the idea of discipline for 

* For further tDfonnetioa see H. CUade Herdy^ Xelishrut lastructlco In Publle Sebooh, Amerieaa 
Kdaoetioiul Di|eet, lenuuy, ISSS; er eddrass ttw Boperriser of Week-Dey S^oei Relltlen of the Son- * 
day School Oouneil at Bellgioiis >4aootkn,AOO Amarleea BaUdtng, De^n, Ohio; or Un Secretuy ef ' 
tbo Intemattonol Sondey School CoaooU at ReUgioiis Bducatlon, S South Wabash Avaana, Cbiovw DL 

■The Junior BKb School at tbo 6UU Taacbon CoUica. KtrksTlUo. Mo., Fetti Rothaohild. DbwMr. 


83 


CBABACm B»UCATI01f 


ilrinking raihor thao diaoiptine for Icaming. It baa been followed for two years. 
2ti purpooea are quite euy to see: 

Firat, To load the children into readily di8ting[tiu«hing right ideas and con* 
duct from wrong i^leas and conduct. 

Second. To lead tho children at large into a desire for right behavior rather 
than wrong behavior. 

Third, To provide channels of agrc'eable activities adapti'd io the experiences, 
ideaa and teitos of the children in order that they may carry into ctTeci their 
■tverai and joint judgments as to appropriate procedures and right conduct. 

Tbs chi^cirmi are in 10 gnoupe with some 20 to 30 in a group. All the teachers 
diare in the cesix^nsihilities for character education, though they do not partici- 
l^ate ncticfuibly in any dogmatic instruction for chaxacter education. Indeed, 
it is agnHKi among the teachers that they will not evince any manifest desire for 
•uperiinpoaed moral instruction. 

At the outset bocial science, as a subject participated in by all the children, 
was us^d as m basis for organisation. From various points of view^there w^ere 
diecoasiona, rt\torts, and findings as to what co*.upriBC8 a good riiisen and how 
foos.^ eitiaraslup accomplishes desirable results in a community. 

Mai^y .^-..pinsabihtioe shBre<l in by good citizens were made clear. The chil- 
dr rn woro led to sew that organisation is essential in order thst group activities 
may cooperatively accomplish what is found to be desirable. The ohiidreii easily 
coiiu^ to uiidcri<itand that law is discovered and not created. 


Thcie were dincuKiorta of historical evcnt.8, among them the Conh^rcnce of 
Arms in Washington. The idea of conferenc« of many varieties came into 
mind. These children arc accustomed to frerslora and self-activit^*. Each one 
Ihinkii hi.s way into new knowlodge through habitual use of his own api>erceiving 
#:now ledge. The nicml>er« of each group brirkg into tho conference a pretty’ stim- 
ulating variety of views ,snd projx).Hals. 

Bach of the 10 existing social srier ce groups elertod one boy and one girl to 
insert in a common coi^ferencc with the director of the school. Tin? children 
were led to thiola of themselvee as comprising a conference of young repro’wnfa- 
five ciiitras, sM sharing In responsibilities and proewdings. 

In each conference various problems were announced for consictcration. In 
one of the conferences UirtH* major problems were proposed fforthc several groups 
to carry Into opemtion. They were: 

Flmi. The pmhlem of traffic In corridore at the pasaing of classes and* individ* 
rate before and after clam periods. 

fleeond. The probh*m of conduct in the corridors «nd m ail rooms at all hours 

f# every day. 

Third. The problem of condiK’t dining assemblies of the entire school and dUr^ 
tng the various periods for Ify vohintary activities. 

CatmnUieoa were appoii tm by the aeveml groups to report plans for the aofu^ 

m of tho severti.1 problems. Each ctimmittee dealt diligently with its task, the 
.can II being various proposals of plans antf agreememts. These in turn were 
prmented l>cfom the assembly of all studentw for dfscussion, mmlfficaticn, amf 
approval or disapproval. 

nUiienahlp buHotfna were prepared, rditerl, and mimeographed by t4le pupils 
aavrouneitig the oontemplated mica and agrwments. The bulletins wore dfstril>- 
atod smofig the gntpiia and given at Feast nno day's consideration In the severaf 
aocia science claaaea cluring their typical class pccioda. Varioua officers woro 
apim aiad io cany the rulaa and tgroeinenU^ iata oflack 

THa ymmm fimiabad a haaia lor a mots yatoma^ie sad wide^raaobrny 

p t uc a dui w d u r fat llto year t9M-36. 


CHARACTEE EDUCATION 


89 


The school durin(( the second year was organized under: 

1. The Junibf High School Civic I^eague composed of all pupils. 

2. The Junior High School Civic Council composed of two members from each 
of the social science classes. 

The council is operated under the four departments of (1) Safety, (2) Projwty, 
(3) Sanitation, and (4)^ WcITare. 

Each department is governed and led by a director and two coramissioners 
representing the Council. When a department has made a study of its fields of 
action, it issues a bulletin stating itfl aims and describing its organization and 
activities. It then asks for the approval or rejection of the bulletin by the Civk? 
League and later proceeds to carry out its aims through the announced proposals 
in its bulletins. 

Sonic of the outstanding features and results may be observed from the follow- 
ing outline of departments: 

1. Department of Safety. 

(o) Traffic rules and traffic officers. 

(6) Vigilance committees in assemblies and classrooms. 

(c) Informal courts organized every two weeks in social science classes to 
consider conduct of offenders, if there be any. 

2. Department of Welfare. 

(a) Looking after absent pupils. 

(b) Vfsitiug the sick. 

(r) Providing flowers for the sick. . 

(ti) Providing programs for assembly periods. 

(( ) Organization of service groups recognizing commendable acts of serv- 
ice in students of the school as well as in the service groups. 

3. Department of Sanitation. 

(a) Looking after sanitary conditions of corridors and all rooms by 
appointed inspectors. 

{h) Issuing room permits to pupils who cat in the building 

4. The Department of Property. 

(a) Directing a “lost and found'* bureau for the return of lost articles. 

After a two-year trial of the simple plan above descrihed it is the judgment 
• of the dir/'ctor and teachers that self-directed conduct leads to character and that 
character is the only assurance of permanently right conduct. It is not the inten- 
tion of tlie director and the tcAchers to materially enlarge the branches of their 
simple concrete plan but rather to understand it better and adjust themselves 
more effectively and more happily to its op^tions. 

There must be about 100 schools here and there in the United Stati^a that in 
their informal but genuine effectiveness i;i character education are paralleling the 
junior high school here described. 

o 



0 


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