73 LC 68 R83 UC-NRLF SB 00 0) ut CO o TENTATIVE MORAL CODE FOR ELEMENTARY AND SECONDARY STUDENTS SYLLABUS FOR EDUCATION 127 PREPARED BY PROF. C. E. RUGH UNIVERSITY OF CALIFORNIA BERKELEY UNIVERSITY HIGH SCHOOL FORTY- EIGHTH AND WEBSTER STREETS, OAKLAND BULLETIN No. 1 TENTATIVE MORAL CODE OCTOBER, 1917 UNIVERSITY OF CALIFORNIA PRESS BERKELEY A TENTATIVE MORAL CODE FOR THE UNIVERSITY HIGH SCHOOL During the year between Washington's Birthday, 1916 and 1917, the National Institute for Moral Education conducted a nation-wide contest in order to find a good moral code for boys and girls. The code following was one of the two representing the State of Cali- fornia. It was prepared by Professor C. E. Rugh, the Director of the Uni- versity High School. It is not a concensus of opinion. It is an attempt to work out a scheme for the moral development of boys and girls rather than a catalogue of " goods" and "bads" or "do's" and "don'ts." The limitations of the contest account for the condensed form in which it appears. It needs criticism, corrections and expansions. To this end it is now to be tried out in the University High School. To THE PUPILS: Study the Code. 1. Prepare a list of sentences or points you do not understand. Write out the statement in full. State the article and section in which it occurs. 2. Make a list of the statements that you do not believe or that you think are not true. If you care to do so, give reasons. 3. Make a list of problems or difficulties boys and girls have that are not treated in this Code. 4. Mention other ways the Code could be improved. 5. What requirements of this Code do you consider the most difficult to follow? To THE TEACHERS: 1. You are requested to give a free and frank criticism of the Code. 2. Make a list of statements that do not seem clear. List by article and section. 3. Make list of statements or requirements you do not approve. 4. What moral problems are omitted? 5. Suggestions for the improvement of the Code. To PARENTS OF OUR PUPILS: The University High School desires every parent of every pupil of the school to become acquainted with this Moral Code and aid in its improve- ment and employment. To this end you are most earnestly invited to follow 370079 any or all of the suggestions to pupils and teachers or to aid in any way possible. Address communications to C. E. RUGH, University High School, 48th and Webster Streets, Oakland. MOTTO: The University High School has adopted Mazzini's defini- tion of democracy as its motto: " The progress of all through all under the leadership of the wisest and the lest." A MORAL CODE PEEAMBLE This Code tells what ought to be done and what ought not be done in order to live a happy, wise and good life. The happiest, wisest and best men and women agree that we ought : 1. To be healthy and happy, not sick nor sad; 2. To become intelligent and wise, not be ignorant nor foolish; 3. To become and be efficient and good, not haphazard and wasteful nor bad. These are the aims of good parents, teachers, friends and officials when they try to help boys and girls grow up, not down. ARTICLE I USE OF CODE SECTION 1. Things, persons, the body and the mind make important suggestions to boys and girls to do and not to do. Sometimes they do not understand these suggestions. Sometimes they desire to follow them or not to follow them, but don't know how. Sometimes boys and girls are in doubt or in trouble and don 't know what to do. SEC. 2. This Code is: (1) a reference book to explain the meaning of these suggestions and help boys and girls know what they ought to do and how to do it; (2) a text-book to study, in order that they may know what to do without referring to the Code; (3) a stimulus and guide in developing good character. ARTICLE II THREE KINDS OF DUTIES Ought means to owe, to be due. Do, due and duty are three ideas that ought to be kept together. SECTION 1. To themselves: Boys and girls ow r e it to themselves always to do the best they know, and to try to know the best they can, because the way they feel, think and act determine the kind of men and women they become. SEC. 2. To others: Boys and girls owe obedience to good parents, teachers, friends, employers and officials, because these good adults care for 6 them so that they have the time, energy, and example to learn to feel, think and act as adults ought. SEC. 3. To their own children: Boys and girls owe a good body, a good mind, and a good name to their own children when they come into the world, because it is selfish and cowardly to force sickness, suffering and a bad name upon an innocent and helpless child, and because it is courageous and glorious to make the human race better and more progressive. THREE GIFTS OF LIFE The gifts of life are human instinct, human intelligence or power to reason, and the power of choice. The muscles and glands of the body are reservoirs of power. Over these is the nervous system or master cells. Over both is the mind. These agents combine and recombine to do all the differ- ent kinds of things human beings can do. ARTICLE III THE FIRST GIFT OF LIFE HUMAN INSTINCT SECTION 1. The first gift is human instinct. This inherited combination gives the ability and disposition to act promptly, easily and fairly efficiently, without thinking. SEC. 2. If the parts of the combination work together harmoniously, pleasure goes along with the act and suggests that it should be continued or repeated. If conflict, discord or trouble occurs, pain suggests that it should stop, and calls to the nervous system and mind for help. ARTICLE IV THE SECOND GIFT HUMAN INTELLIGENCE SECTION 1. The second gift is human intelligence, or reason. This is the ability and disposition to observe, to imitate and to think what, how, and why to do, and then to repeat the new act until the body and mind learn how to act promptly, easily and efficiently. How AND WHY WE THINK THINGS ARE GOOD OR BAD SEC. 2. If things or acts give us pleasure we are very likely to think they are good for us; if they give us pain we are very apt to think them bad for us. Pleasures and pains tell us only the present effect or value of things and acts. SEC. 3. If things or acts accomplish desired ends or purposes, we judge them good for those ends, but the ends or purposes may not be right, so we must seek for surer and higher tests of what is good. If things or acts defeat or interfere with purposes and plans we judge them bad. They may be bad only in the sense that they are bad for those ends. This gift of intelligence by which we select and employ means to accomplish ends and judge of the value of these means gives us power over instincts and impulses. We can stop doing a pleasing act that interferes with our plans. We can also continue doing a painful act that will accomplish a purpose. AETICLE V LAWS FOR LEARNING GOOD HABITS SECTION 1. Make sure that you have good habits by applying the fol- lowing tests: (a) Would the habit give pleasure or give pain? Would the particular habit continue to give pleasure as I grow older? (6) Do older, wiser, more expert persons have and employ the habit? (c) Will the habit secure and insure health, or happiness, or intelli- gence, or wisdom, or efficiency, or goodness? SEC. 2. Acquire skill by applying the following rules: (a) Observe the movements of experts. (b) Repeat copy thoughtfully and critically, stopping before tired. (0) Allow no exceptions until desired habit is well learned. SEC. 3. If a habit turns out to be bad, break it: (a) By keeping away from the suggestion to its performance; (&) By substituting a good habit in its place if possible; (c) By self-control in presence of temptation. AETICLE VI THIRD GIFT THE POWER OF CHOICE SECTION 1. The third and supreme gift of life is the power to choose. It is supreme because it has power over the other gifts. By it a person can see and seek the best, become the cause of his own acts and assume the responsibility for them. SEC. 2. How and why we think acts right or wrong: When we seek to know the best we can and try to guide our acts by that wisdom, we judge them right. When acts defeat the best purposes we know, we judge them wrong. This power to judge, criticize, and choose our acts by referring them to our wisest and best ideals is known as conscience. AETICLE VII CONFLICTS OF LIFE SECTION 1. The gift of choice is the source of our highest good and is also the chief source of our troubles. By it we can feel or think of two or more desires at the same time, but can execute but one, unless the different desires are harmonized into a rational, righteous system. Each earlier, lower impulse, habit, reason or ideal is in conflict with later or higher ones. SEC. 2. 1. Eule of impulses and habits is to do just what one feels like like doing. 2. Eule of reason is to think and do what. will accomplish the end. 3. Eule of righteousness is to try to know r the best or right and be guided by that wisdom. AETICLE VIII SELF CONTROL Good character is achieved by using good purposes and ideals to the directing and controlling of impulses, habits, and choices. SECTION 1. Self control over one's own property: Things owned can- not take care of themselves. The owner is responsible for conditions, care, and right use. 1. Eight use: (a) Acquire and make right use of useful things. (ft) Provide convenient place for property. (c) Keep it in right place and good condition by intelligent care. 2. Rewards: (a) Pleasure and satisfaction of acquisition and ownership, (ft) Acquisition of power and skill over material things, (c) Habits of economy and thrift. 3. Violations: (a) Abuse, harming property, marking, cutting, etc. (&) Not keeping things in place, throwing dirt in wrong places. (c) Waste and destruction. 4. Penalties: () Loss and lack of property, poverty from loss of time and irrita- tion from disorder. (&) Unhappiness from feeling inferior, (c) Bad habits, shiftlessness, thriftlessness. 9 SEC. 2. Control over the property of others: 1. Right use: Kespecting same property rights as desired for self. 2. Rewards: (a) Development of honesty and self-respect. (fr) Happiness from being considered honest and respectable. 3. Violations: (a) Envy hating others because of their property; covetous- ness, desiring their property. (&) Abusing, destroying or using other's property without consent. (c) Continued borrowing, begging, stealing. 4. Penalties: () Loss of honesty and self-respect. (&) Loss of respect and trust of others, (c) Unhappiness from guilt and possible punishment. SEC. 3. Exchange. Formula: What is gotten equals what is given. 1. Right exchange: (a) Property for property; trade. (&) Work or service, for wages or fees. (c) Money for "goods." 2. Rewards: (a.) Eiches, each party getting desired things. (&) Accumulation of ready surplus, mostly money. (c) Happiness from satisfied desires and feeling of surplus power. 3. Violations: (a) Cheating misrepresentation in trade, shirking in work and adulteration or short measure in goods. (&) Gambling, betting, lottery, raffle, usury. (c) Spending money not one's own. (d} Spending money extravagantly, needlessly, for dress, or show, or amusements. (e) Spending money for harmful things tobacco, drink or other drugs that are not "goods." (/) Hoarding money miserliness. 4. Penalties: (a) Loss of honor, honesty, and self-respect. (6) Feeling of guilt and fear. (c) Unhappiness from having been a law-breaker and afraid. 10 SEC. 4. Clothing. Owner responsible for condition, care and right use. 1. Eight use: (a) Covering and protecting the body, resulting in comfort and health. (&) Adornment suited to person, occasion, finances, and sta- tion in life. (c) Neatness, cleanness, orderliness. 2. Rewards: (a) Happiness and comfort from sense of being properly clothed. (&) Self-respect. () Extravagance: following of fashions. (c) Using fashions that hinder comfort, freedom or health. (d} Vulgarity: over emphasis of body and sex. 4. Penalties: (a) Loss of self-respect and respect of others. (I)) Loss of self-control; slavery to style and fashion. (c) Loss of comfort and health. AETICLE IX SELF CONTROL OF BODY As a reservoir of power the body is property; owner responsible for condition, care, and right use. 1. Right use and care: Art. 5, Sec. 1: (a) Cleanliness; study and practice of laws of hygiene; bathing, care of scalp, hair, ears, eyes, nose, hands, feet, nails. (&) Skin, lungs, kidneys," and bowels are means of ridding body of waste or ashes; they must be kept active and regular. (c) They must give no offense to others. 2. Rewards: (a) Health and pleasure of health. (&) Self-respect from feeling clean and exercising self-control. (c) Respect and approval of others. 3. Violations: (a) Failure to bathe and keep body sweet arid clean. (&) Offensiveness to sight or smell, bad breath, perfume. (c) Committing a nuisance in eliminating waste. 11 4. Penalties: (a) Bad health; disease, sores, pain. (b) Feeling dirty and mean; loss of self-respect. (c) Loss of respect of clean and respectable people. ARTICLE X CONTROL OF APPETITES The four desires that arise in the body are for nourishment, for activity, for rest, and for reproduction. The body accumulates power by right. satis- faction of these appetites. SECTION 1. Nourishment : air, drink, food. 1. Right use: (a) Taking right amount of right kinds. (b) Timing eating and drinking according to health and con- venience. (c) Mannerly eating and drinking no offense to others. 2. Rewards: (a) Pleasures of eating and drinking. (b) Strength and power. (c) Growth and development. 3. Violations: Passions, allowing appetites to become violent and uncontrolled. () Gluttony: eating too much. (b) Piggishness: fast, noisy, and careless eating and drinking. (c) Intemperance: tea, coffee, alcoholic drinks, tobacco or other drugs. (f7) Wrong use of organs: chewing gum, sucking cigarettes, cigar, pipe. 4. Penalties: (a) Slavery to appetites; loss of control and self-respect. (b) Loss of money, power, and health. (c) Being forced to go with careless, dirty people. SEC. 2. Appetite for activity play and work. 1. Right use: Right time, place, and manner of activity. 2. Rewards: ( in j- Vocation r Ideal Person Good J J Personal relations The ideal selects, directs, and systematizes feeling, thinking, doing. 17 ARTICLE XV RECOVERY FROM WRONGDOING SECTION 1. If a person is tired, sick, or suffering from hunger, thirst or other forms of poverty, or is ignorant, selfish or thoughtless, then the lower powers are likely to gain mastery over higher ones by causing loss of self-control and wrongdoing. SEC. 2. If the wrongdoer is ignorant, weak, and cowardly, the guilt and fear suggests to run, or hide or blame someone else, or lie. If the wrongdoer is intelligent, strong, and courageous, the feeling of guilt sug- gests to him to make the wrong right as far as possible. SEC. 3. Recovery from wrongdoing is a social process requiring a friend, counselor or judge. STEPS Wrongdoer 1. Frank, full account of case. 2. Make wrong right as far as possible. 3. Declare intention not to repeat the wrong, but to do the right. Art. VI, Sec. 2. Counselor 1. Approval or disapproval of ac- ccount. 2. Announce and explain forgive- ness. 3. Promise of help and fellowship. 18 PROGRAMME AND COURSE FOR ELEMENTARY GRADES ARTICLE XVI SECTION 1. Morality is a matter of everyday life. Each day brings a recurrence of events, which ought to be reduced to routine a time, a place, and a manner of meeting each situation. See Art. V, Sees. 1, 2, 3. SEC. 2. Each day brings new occasions to growing boys and girls. Good judgment ought to be developed in order to meet these new situa- tions with courage, confidence,, and success. See Art. XIV, Sees. 1, 2, 3. ARTICLE XVII DAILY PROGRAMME SECTION 1. Recurring events: 1. Arising, as day breaks, and birds awake, not with a grouch, or noisily awaking others. Bed aired. 2. Bodily toilet: Bath, at least cold dash; care of body head, hair, ears, eyes, nose, teeth, nails; drink of water; dress properly; put room in order; inspecting of body, clothes, room. See Art. IX, Sec. 1; Art. VIII, Sec. 4. 3. Mental toilet: Put the mind in a presentable condition and mood. Look at some beautiful thing landscape, building, statue, or picture. Listen to some morning sound stream, bird, wind, industry; whistle, hum or sing some favorite tune. Think or say some favorite motto or phrase. Some religious people make their mental toilet by meditation, prayer or Bible reading. See Art. XIV, Sees. 1, 2, 3. 4. Morning task: Help something or someone, care for plants, pets. Kindle fire, practice music, etc. See Art. X, Sec. 2. 5. Breakfast: On time, hygienic, mannerly; cleaning teeth; go to stool. See Art. IX, 1. (!L) and (c). 6. Morning conference: Special counsel and instruction for the day. See Art. XII, Sec. 1. 19 7. Morning work: Work, preparation for school; inspection by parents and good-bye. 8. Going to school or to work: In business manner, no loitering. 9. At school: (a) On playground: fair play. See Art. X, Sec. 2; Art. XII, Sec. 2. (ft) In school: prompt, regular, obedient, orderly, industri- ous. See Art. X, Sec. 2; Art. XIII, Art. XIV. 10. Luncheon: Same rules as breakfast. 11. After school: Home coming business like; greeting and confer- ence, play time, work time. See Art. X, Sec. 2. 12. Dinner: Same rules as for breakfast. 13. After dinner: Social time, study time. 14. Evening toilet: See morning toilet; see Art. X, Sec. 3. 15. Sleep: Recreation for a new day. See Art. X, Sec. 3. SEC. 2. New occasions: Variations from daily programme. 1. Special assignments of individual responsibilities, errands, tasks, punishments, etc. See all Articles on Self Control. 2. Holidays, vacation days. See Art. X, Art. XIII. 3. Visitors in home, or visiting in others' homes. See Art. XII. 4. In public places conformity to good usage. See Art. XIII, Sees. 2, 3. 0. AVith strangers, show good breeding and good manners. See Arts. XII and XIII. SEC. 3. Emergencies: Sudden, unexpected events testing self-control. 1. Accidents. See Arts. XIII and XIV. 2. Sickness: (a) Of self. See Art. XV, Sec. 1. Show patience and courage. (ft) Of others. See Art. XII, Sec. 3. (c) Death. See Art. XIV, Sec. 2 (c). Learn the lessons of sorrow without bitterness or rebellion. 20 PROGRAMME AND COURSE FOR HIGH SCHOOLS ARTICLE XVIII PROBLEMS OF SUCCESS AND FAILURE SECTION 1. The elementary grades emphasize the routine of life. See Art. V. The special problems of the high school age concerns the devel- opment of good judgment and ideals. See Art. XIII. There are pleasing and painful, good and bad, and right and wrong ways of doing every- thing. The Code outlines the whole range of adolescent life. This is the period when character is mostly determined. See Art. IV, Sees. 1, 2, 3, 4; Art. VI, Art. XI, Art. XIV. SEC. 2. Studies, recitations, social events, athletics, philanthropic activities and school government afford all the kinds of moral situations. The problem of the high school is to meet each situation with the right solution. This can be done without a special place in the programme for the Code or for ethics, though both deserve special attention. The meaning and use of the Code will develop as each problem or perplexity is brought to it for explanation and solution. See Art. I. ARTICLE XIX SPECIAL ADOLESCENT PROBLEMS SECTION 1. New occasions. Same as elementary grade. See Art. XVII, Sec. 2. SEC. 2. Variations due to difference in sex. See Art. II, Sec. 3; Art. XI, Sec. 3; Art. XIV, Sec. 2; Art. XX, Sec. 2. Boys Girls 1. Virility. See Art. II, Sec. 1. Womanliness. Same articles. 3; Art. X, Art. XI, Art. XIV. 2. Social graces: thought, lan- 2. Chivalry: thought, language, guage, dress, and action be- and action becoming a coming a lady, gentleman. 21 Boys treat women and girls as they would have other boys treat their own mother and sister. Girls treat men and boys as they would have other girls treat their own father and brother. 3. Efficient in manly arts: O) Vocation. See Art. XX, Sec. 1. (b) Fine arts music, etc. See Art. XIV, Sec. 2. (c) Athletics and recreation. See Art. X, Sees. 2, 3. In womanly Arts: (a) Vocation. See Art. XX, Sec. 1. (&) Fine arts music, etc. See Art. XIV, Sec. 2. (c) Athletics and recreation. See Art. X, Sees. 2, 3. SEC. 3. Emergencies: Same principles as for elementary grades. See Art. XVII, Sec. 3. ARTICLE XX SUPREME ADOLESCENT PROBLEMS The three great personal problems the choice of vocation, of a mate, and of a religion. See Art. VI, Sees. 1, 2. SECTION 1. Choice of a vocation. See Art. X, Sec. 2. 1. Self -analysis: Secure blanks used by vocation bureaus or em- ployment agencies and try to answer them. Write out a careful statement about ability, interests, ambitions, re- sources, limitations. 2. Analysis of selected vocation requirements, conditions, com- pensations, advantages, opportunities, and prospects for ad- vancement. 3. Test both analyses by referring them to parents, teachers, and vocational experts, and also by actual trial in studies, school- work and outside employment. SEC. 2. Choice of a mate: The development of sex and social situa- tions will bring this problem to mind. The great problem of the high school boy and girl is to choose not to make this choice during this period. Under present social and economic conditions the marriageable age is somewhere between 20 and 30 years of age, nearer 30 than 20. Broken engagements and long engagements cause moral overstrain. See Art. II, Sec. 2; Art. XI. The normal sex and social development of this period is secured by self-control: 22 1.. By keeping up a lively interest in studies, in athletics, and in preparation for a vocation. See Art. X, Sees. 1, 2, 3; Art. XI. 2. By avoiding exclusive company in social events, dances, etc. See Art. XII. 3. By avoiding secret confidential relations with everybody except parents. See Art. II, Sec, 2; Art. XII, Sec. 1; Art. XIX, Sec. 1. SEC. 3. Choice of a religion: Like the choice of a mate, the religious problem will emerge during this period. This Code does not treat the religious problems. Discuss them with your parents and others respected for their good character. Conclusion: We become what we become by the choices we make and execute, multiplied by the influence of persons we carry in our imagina- tion and affections, multiplied by the expectation of those that carry us in their imagination and affections. 23 MY MORAL CODE To help me succeed in life; to help me not to hinder any other person from succeeding; to help me help others, especially my family, my com- munity, and my country, I, , subscribe my name to the Articles and Sections I understand and believe in, reserving the right to change them at any time if I come to understand them differently. I understand and believe in: Article Sec Article Sec Article Sec Article Sec Article Sec Article..... Sec Article Sec * Article Sec Subscribed to this -. day of , 19 Name AVitnesses: Amendments: Personal moral perplexities and problems for which I have not found solutions in the Code: ADDED ARTICLES AND SECTIONS V>M \