I L LI N 0 I

UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN

PRODUCTION NOTE

University of Illinois at
Urbana-Champaign Library
Brittle Books Project, 2012.

In Public Domain.
Published 1923-1977 in the U.S.
without printed copyright notice.

This digital copy was made from the printed version held
by the University of Illinois at Urbana-Champaign.
It was made in compliance with copyright law.

Prepared for the Brittle Books Project, Main Library,
University of Illinois at Urbana-Champaign
by
Northern Micrographics
Brookhaven Bindery
La Crosse, Wisconsin

2012

DETROIT PUBLIC SCHOOLS

Character Education in Detroit

The First Report of the Detroit Committee

on
Character Education

Published by the Authority of the
Board of Educati n
City of Detroit
1927

DETROIT PUBLIC SCHOOLS

Character Education in Detroit

The First Report of the Detroit Committee
on
Character Education

Published by the Authority of the
Board of Education
City of Detroit
1927

TABLE OF CONTENTS

Part Page

I Account of Activities --....... .......... .- .... . .. 7

II The 1925 Experiment ....... . ......... ........... 11

1. The General Set-Up
2. The Test Used
3. Results as Shown by the Test
4. Results as Judged by Principals
and Teachers
5. Summary

III Contributions Made by Subject .................................... 31

Appendix "The Things I Do" Test ................................... ..... 53

(2
P

ii
Ij1'

-Y

wf"_ f

LIST OF TABLES

Page

I Ratings of Teachers in the Three Groups ............ 12

II Median Scores by the Various Groups....................... 19-

III Correlation between Initial and Final
Tests ...................... .. . .................................. .. ...... 20

IV Distribution of Changes from Initial to
Final Tests .................................. .. 21

V Summary of Changes from Initial to Final
Tests ........................... ............... ................................... .... 21

VI Median Scores of Four Classes who Marked
the Ideal on One Trial of the Test .......... 22

VII Intercorrelations for the Four Classes .......... 22

VIII Medians and Correlations of Activity Types
within the Test............ . ....................... 23

IX *Correlations between Scores and Teacher
Ratings......................................... 24

X Relationship of Intelligence to Character
S cores ............ ................................. . 26

Part I

ACCOUNT OF ACTIVITIES

In order to correlate better Detroit's effort-s

in the field of character education, Superintendent

Frank Cody appointed in October 1924 a committee to

study character education. It was made up as follows:

Chairman, George Birkam, District Principal
H. J. Baker, Clinical Psychologist
Arthur Dondineau, Associate Dean of Teachers
College in Charge of Supervision
H. L. Harrington, Supervising Principal of
Intermediate Schools ,
E. L. Miller, Assistant Superintendent
Claudia M. Parker, Assistant Supervisor of Reading
Paul T. Rankin, Assistant Director in Charge of
Research

Mr. Milton Fairchild, Chairman bf the Character Education

Institution, met with the committee in order that Detrolit

might have the benefit Of his experience and t'hat there

might be added cooperation with the Character Education

Institution.

Purposes

The.committee decided at an earply meeting that its work
should'lie along three main lines.. In the first place, it seemed
important to collect information on the steps which were being
taken in regular class work to insure development of desirable
character traits. It was realized that there were many individ-
ual teachers who were securing very good results in this way
and that there were individual subjects which provided rather a
large amount of character training within the Subject itself.
Therefore, the committee considered it important to collect.and
organize such instances of character development as were found in
existence in diffe'rent parts of the .system.

The. second major purpose of the committee was to develop an
organization of methods and materials which might later be recom-
mended for general adoption in the Detroit schools. It was felt
that in order to realize such a purpose it would be necessary to
mobilize all the interest and enthusiasm and experience of the
entire teaching corps.. In addition to -this, it would be necessary
to have a small group of teachers who .would devote considerable
time and attention to the general problem. The general plan-was
that this group should be relatively free to try such procedures
as their past experience indicated might be effective and that
they would have the advantage of group conferences and of super-
vision.

The third .general purpose of the committee was to carry on
periodically experimental studies of the effectiveness o.f the
methods used. Thus, it was felt that from the beginning the
progress in character development being made by the pupils who
were working under the above mentioned group of teachers should
be compared, constantly with the progress made by similar chi ldren-:
in rooms where no formal method was prescribed for meeting the
problem of character education.

Progress

Considerable time has been spent by members of the committee
in attempting to become acquainted with the different ways in
which character education is being attacked by teachers in differ-
ent departments and schools of the city. However, this general
activity of information gathering has been carried on sporadically
and at present only a very general statement of existing materials
and methods can be made.

DETROIT PUBLIC: SCHO~OOLSS

. RCHARACTER EDUCATION

Much has been* done along the line of the second purpose stat-
ed above. A member of the supervisory group, Miss Claudia M.
Parker, Assistant Supervisor of Reading, was given the major re-
sponsibility in this. connection. She was assigned definitely to
spend a .portion of her time in an attempt to organize more ade-
quately methods and materials of character education into a form
which might be used later throughout the schools. During the first
year of- the activity of the committee, Miss Parker met -periodical-
ly with the group of teachers who were carrying on the so-called
Detroit Plan. Much time was spent in the collection and compar-
ison of experiences.

During the second semester of the year 1924-1925, the com-
mittee carried on a small experiment designed to secure some
evidence as to the effects upon children of the so-called Detroit
Plan and of the Five-Point Plan advocated by Mr. Fairchild in com-
parison with the effects of the normal class-room conditions where
no special methods were being used. In order t.o make measurements
of progress in character development it seemed desirable to devise
measuring instruments in addition to those which were available
at the time. Dr. Baker', Clinical Psychologist, developed a test
known as "The Things I Do" test. This was an attempt to measure
the effects of work in character training upon the way in which
children actually behaved.

Part II

THE 1925 EXPERIMENT-

1. GENERAL SET UP

During the semester from February to June 1925, a preliminary
experiment in character education was tried out in several Detroit
schools.

Purpose

The specific problem which was investigated was the differ-
ences in the effects on character development of three sets of
teaching materials: (1) the Fairchild Five-Point Plan, (2) the
so-called Detroit plan in its, initial form, and (3) as a control,
regulaar classroom work, with no special materials. Originally it
was intended to investigate at the same time differences in the
effects of the three types of method,* disciplinary, socialized,
and purposing, under which teachers are classified in Detroit.
This portion of the problem was not completed because of the dif-
ficulty of securing sufficiently comparable ratings as to method.

Procedure

Twenty-eight classes in grade four in platoon schools were
included in the experiment. The attempt was made to have the
three groups include about -the same proportion of superior, average,
and inferior teachers, and also about the same proportion of teach-
ers using -the ,different types of method. Since materials for use
in character training need to be used by all teachers, it is appar-
ent that any comparison of materials should be made with typical
groups. This explains the somewhat uncommon procedure of using
not only superior, but also average and inferior teachers.** The
closeness of matching on the basis of the teacher's rating by her
princ.ipal i.s. shown in Table I., It is seen that the general merit
rating is about the same in the three groups. In method, the
"Detroit" and control groups were closely similar, but the Five-
point group had a larger proportion who used the disciplinary
method .

*See Manual of Directions for Making Efficiency Card Ratings.
Detroit; Board of Education, 1924.

**This procedure is unquestionably the proper one so far as
the comparison of materials is concerned. For the development of
a "Detroit" program, the inclusion of average and inferior teach-
ers probably was not desirable.

12 DETROIT PUBLIC SCHOOLS

TABLE I RATINGS OF TEACHERS IN THE THREE GROUPS

General Merit Rating Five-Point "Detroit" Control

Superior A or B+ 3 3 4
Average B 3 5 4
Inferior B- or C' 3 2 1

Total 9 10 9

Method Rating

Purposing 0 0 0
Purposing and
Socialized 1 2 3
Socialized 2 5 2
Socialized and
Dis ciplinary 5 2 3,
Disciplinary 1 0 0

Total 9 9* 8*

*One teacher was not rated as to method.

Aside from the differences outlined above, the conditions in
the three groups of children were kept as nearly constant as pos-
sible. Fifty minutes per week were used in the home-room on the
special character work in the Five-Point and "Detroit" plans.
This time was taken out of the reading allotment.

At the outset it was agreed that the relative effectiveness
-of the three methods should be appraised partly by means of a test
specially prepared for the purpose, and partly on the basis of
the judgment of the principals and teachers who were concerned.

The Five-Point Plan*

The first group of teachers used the Five-Point Plan. This
plan was devised by Mr. Fairchild to meet the need for a simply
organized procedure in character education for use in regular
classrooms. He attempted to take the best features of the Iowa
Plan of Character Education, and adapt them for use in average
classrooms.

*The Five-Point Plan for Character Education in Elementary

School Classrooms. Washington; Character Education Institution.

POINT ONE is the organization of Uncle Sam's Boys and Girls.
The teacher assists her pupils to form a club known as."Uncle
Sam's Boys and Girls." Membership is open to all the children
but good citizenship is required of all members. The children in
good standing wear the Uncle Sam's badge. Loyalty to Uncle Sam
and to the obligations of good citizenship is stressed. A set of
approvals and disapprovals is prepared for the use of clubs.

POINT TWO is the use of the children's Morality Code which
was prepared by William J. Hutchins and distributed by the Char-
acter Education Institution., Ten minutes each day are devoted to
the discussion of words or phrases in the Code which seem to be
of special importance to the children at that time. Children and
teacher share their experiences and ideas on the point at issue,
and try to apply the Code to the situations which are brought up..

POINT THREE is the making by the teacher of a character di-
agnosis of each pupil in the class. A"By means of this knowledge
of the personality of the children better judgment will be made
possible as to the best ways and means to be used for encouraging
and guiding the growth of each boy and each girl in the develop-
ment of a personality having desirable characteristics and such
behavior habits as are appropriate in the United States and in
civilized society the world around."

POINT FOUR is the carrying on of character projects by the
club. The purpose is to give expression to the important moral
ideals, and to tend to form habits in accordance with them.

POINT FIVE is a report to parents on the character develop-
ment of their children, as well as on their intellectual develop--
ment.

The "Detroit" Plan

The "Detroit" plan was the name given to the work in char-
acter education carried on by the second group of teachers. It
will be understood that, at the time this study was made, the
"Detroit" plan was not fully developed. The teachers were allotted
fifty minutes per week, just as in the Five-Point Plan, this time
to be broken into such periods as the individual teacher saw fit.
They met several times during the semester with a supervisor* who
acted in the capacity of leader and adviser. At the first meeting,
it was explained that the teachers in this group were to develop,
to the best of their ability, methods and materials which seemed
to them effective in stimulating character growth. In addition,
they were to feel free to use and adapt procedures already avail-
able in the field of character education.
,-u ..r �r~l~aa lrr~r l" L-~~p )- ~ rn~ l~~rll rre lir .lr ~ lnllW & ~ i

*Miss Claudia M. Parker

CHARACTER EDUCATILON

Subsequent meetings were spent in the presentation and discussion
of the plans used and of the results obtained by individual mem-
bers of the group. During the term the supervisor visited these
teachers in their classrooms and made suggestions to each, rela-
tive to possible lines of improvement in the character Instruction.

As was to be expected from instructions given, there was con-
siderable variation in methods and materials used by the various
teachers. The entire group made use of the Children's Morality
Code, and all gave a printed certificate at the end of the term
to the pupils who were deemed worthy of it. Stories which brought
out character traits, and notebooks containing material which il-
lustrated the laws of character were quite generally used also.
Individual teachers made use of other devices, such as the for-
mation of a club, the listing of ways in which fourth-grade chil-
dren could practice the Morality Code, the securing of reports from
parents, having pupils .judge their own actions and insert instances
in their notebooks, and having pupils judge each other's ac.tions
in relation to particular sections of the Morality Code.

2. THE TEST USED

In order to carry out the conditions of the experiment it
seemed necessary to have some measure of the efficiency of results.
The literature on character was reviewed and there were quite a
number of character tests found available. However, very few of
these were of such a nature that they could be administered by
the group method to pupils at the fourth grade level, therefore
it was decided that a test should be constructed which should
serve as an initial and a final test -for the experiment. The
test which was developed by Dr. H. J. Baker, and was known as
"The Things I Do" test.

The Measurement of Character

The nature of character and the best means of its measurement
were very pertinent topics when the construction of a measuring
scale for character was undertaken. The nature of character has
always been an interesting topic for speculation. But up to
within recent years speculation rather than measurement has been
the rule. In fact, the measurement of character seems to be fully
as difficult as the measurement of native ability or intelligence.
In many respects it is even more difficult. By reference to the
topic of mental measurement there was disclosed a situation which
was somewhat analogous to this problem and hence offered some

helpful suggestions.

DETROIT FUBLIG--s~~E'' ISCHf~OOLS

Mental measurement- resembles character measurement in that
it has been an und'eveloped science for centuries. While it was a
topic which excited, great speculation it was only in recent years
that mental measurement has achieved valid and practical results.
Such results were made possible by measuring the behavior of in-
dividuals which in turn reflected their native intelligence or
capacity. In the field of character measurement it appeared rea-
sonable therefore that the products of character could be better
measured than some abstract conception of character. Character
is expressed through the reactions to a multitude of commonplace
situations which obtain daily. In other words, the manner in
which we meet our fellow beings, and the degree of consideration
which we tender them, reflect a fundamental trait in our lives
which we have associated with the term "Character." Once this
hypothesis of character measurement is accepted, the testing pro-
gram becomes greatly simplified.

Activities Which Reflect Character

Since character is to be measured through its by-products
the nature of these by-products and a system for their classi-
fication needed attention and study. In the review of character
tests and rating scales certain topics appeared to be common to
many of them. Character was measured by its expression in the
pupil's actions at play, or in school, or in various other ways.
There appeared to be a fairly definite series of situations in
school, at play, and in the home, which were found in many re-
ports on character measurement. In addition to these three special
fields there were situations of a general social nature, such as
politeness, which could scarcely be classified under any one ac-
tivity. There was still another group of situations which involved
ideals of right and wrong, which was also difficult to localize.
Therefore, these two generalized topics were accepted as the
fourth and fifth sub-topics in the activities which might be said'
to express character. It is not assumed that a final and correct
classification has been made. .Such a classification will require
patient and detailed study. In its present tentative form the
activities as stated in "The Things I. Do" test were formulated
around the five ideas as follows:
(1) school; (2) home; (3) play; (4) social; (5) ethical-moral.

-.--GHARACTC TER- ,EDUCAT A ION~

1 5

It is. obvious that there is some overlapping of topics which
is practically unavoidable. A classification of activities that
is'truly accurate and mutually exclusive will furnish a topic
worthy of long and detailed study and research.

The Test Items

The first ten items of the test were as follows:
1. At night
1. I go to bed late
2. I go to bed early
3. I don't go at all

2. In school
1. I don't look out of the window
2. I sometimes look out
3. I look out all the time

3. Fire Drill
1. I do it, if told to
2, I don't like it-
3. I like to do it

4. Crossing the street
1. I never look first
2. I always look first
3. I look if told to

5. Slamming doors
1. I sometimes slam them
2. I never slam them
3. I like to slam them

6. In coming to school
1.. I am never tardy
2. I am sometimes tardy
13. I:am tardy about once a week

7. In eating
1. I often hurry
2. I always eat fast
3. I eat slowly

8. In playing
1. I always go first
2. I always take my turn
5. I sometimes take my turn

9. In talking
1. I always talk too loud
2. I often talk too loud

DET'ROIT PUBLI C SC'HOOLS

10. In giving
1. I give gladly
2. I give, if asked to.
3. I will not give

The first five of these items were used as samples and
were not counted in the scoring. These introductory exercises
were designed to show the technique which the pupils were expect-
ed to follow amd to encourage pupils to tell what they do. The
examiner, by means of the instructions regarding these items,
attempts to get the pupils into a frame of mind where they will
answer what they actually do.

The test proper therefore begins with item number 60. It will
be noted that item number 6 refers to behavior in school, number 7
to behavior at home, number 8 to behavior at play, number 9 to
behavior in a social situation, and number 10 to behavior in an
ethical-moral situation. These types of behavior situations are
then repeated in the same order in later items. Thus item 11
relates to school, 12 to home, etc.

The test was designed for use as a group test. It was untimed,
all pupils being allowed to finish. The time actually required
was usually less than thirty minutes. The directions were made
sufficiently explicit so that the classroom teacher might administer
the te'st herself.

The Calibration of Test Items

Every question or situation in the test has three answers:
one that is quite ideal; a second that is of neutral or of doubtful
importance; and a third of relative undesirableness. The most ideal
item in each question has been assigned a value of three points;
the next in order, two points; and the least desirable, one point.
Consequently the highest possible score on the test was 225 points,
and the lowest possible was 75 points. The items are so arranged
that the most desirable answer occurs first in one question; third,
in a second question; and second in a third question. By this .ar-
rangement any success due to a stereotyped procedure is largely
eliminated.

In order that there should be no doubt as to which answerr was
the most ideal, fifty or more adults, principally of the Detroit
Supervisory group, were asked to determine the order of desir-
ability for the three answers under each question. The composite
judgment of this group was accepted as the final standard. Some
items showed lack of agreement, but in all cases the majority rule
was accepted. There were no items where the answers were nearly
enough tied for votes to require further opinions.

:CHARACTER~; -:'%U bL I Qi

Effect of Actions upon Character

It will be observed from a study of "The Things I Do" test
that a large number of very commonplace actions occur as test
items. In the reader's mind there wil doubtless be raised a ques-
tion as to what effect, if any, items such as tardiness have upon
a pupil's character. If tardiness is caused by the pupil's own
actions there is little need for debate that tardiness does re-
flect the presence of an undesirable trait. However, if tardi-
ness is caused by the indifference of parents in getting him ready
for school, does tardiness mean anything about the child's char-
acter? It was the opinion of the committee that some effect is
probably felt, for the other pupils and the teacher do not always
consider the motive of tardiness, but they do note the fact of
tardiness. Inasmuch as punctuality is a virtue, the tardy pupil
finds that he is not considered as highly on account of it, and
this lack of consideration probably has more or less effect upon
his character.

It is true that all our actions are more or less of this na-
ture. The sharp differences that are supposed to exist between
character and reputation are often not sharp lines at all. We
merely like to believe that character and reputation are markedly
different. The differences are probably real for short periods
of time, but when expressed in long time units character and
reputation become nearly synonymous., It is also true that no
matter what may be the motive behind our actions, the true motive
is frequently.overlooked and we are credited or discredited with
some defect of character. Any trait or situation which becomes
well fixed through continued practice is certain to have a lasting
effect upon the character.

The Nature of Children's Test Reactions

When an adult' studies "The Things I Do" test he is quite im-
pressed at once with the exact meaning of the suggested answers
to the questions.. For example, a pupil is asked if he helps at.
home and in answering he is allowed three alternatives: (1) always
helps; (2) never helps; (3) helps when asked. Can a definite re-
ply be made? Standards vary from home to home and from time to
time in the same home. Long and mature reflection by adults might
lead to such endless contemplation that no decision is reached.

DETRO IT' P PBLIC---'.SCHOOL

It should be remembered that children ten years of age do not
often bring such deliberation or experience to bear upon decisions.
The confusion that ovrcomes the adilti does not affect the child.
Quick and intuitive responses and judgments are the rule in the
child's life. In taking this test as well as other types of tests
quickness lof decision rather than deliberation is the rule.

3. RESULTS AS SHOWN BY THE TEST

The test results are, presented under the three general heads
of the conditions of the experiment 1, The Detroit Plan; 2, the
Five-Point plan; 3, the Control group. The first comparison made
was in terms of median scores. (Table II)

TABLE II

MEDIAN SCORES BY THE VARIOUS GROUPS

Group Pupils Initial Final Gain

The Detroit Plan 309 193 194 1
The Five-Point Plan 269 195 204 - 9
The Control Group 263 199 195 -4

In the Detroit Plan the median increased one point between
initial and final tests; the Five-Point plan increased nine points,
and the Control group lost four points. If judgment of results
were based upon this statement of medians only, it is evident that
the Five-Point plan would be the superior one. However, other
methods of comparison were available and will be considered in the
following statements.

Comparison of Results by Means of Correlation

.In making informal comparisons between the scores of individ-
ual pupils upon the initial and final tests, a considerable number
of cases were noted in which marked changes in scores had resulted.
It seemed entirely possible that with minor changes of medians the
results for individual pupils might be radically different.

In order to take account of these changes in scores the co-
efficient of correlation (Pearson) was determined between the
initial and the final scores in each of the three groups. These
correlations were as follows:

C HARACTER I EDUCATION8 9 :N

DETROIT PUBLIC SCHOOLS

TABLE III

CORRELATION BETWEEN INITAL AND FINAL TESTS

Group Cases r P.E.

Detroit 309 .442 .031
Five-Point 269 .694 .022
Control 263 .751 .019

It is evident from these results that in the control group
where little or no emphasis was put upon,character training the
pupils marked themselves much more consistently the same, than
they did in the training groups. The. Five-Point plan stood sec-
ond in amount of consistency, and in the Detroit plan the great-
est changes took place between initial and final scores. If we
were able to interpret changes in score as indications of desir-
able results of character training, the "Detroit" plan stands
first, and the Five-Point Plan is second by a considerable margin.

Extent of Change of Scores

In order to show further the extent of change of scores be-
tween initial and final te.sts the distributions of changes in
scores were obtained. In addition to this the cumulative totals
were computed and expressed in percentage form.

CHRATR D CTINI~ 21-l ~-Y F- lCII-- IiIC

,TABLE IV

DISTRIBUTION OF CHANGES FROM INITIAL TO FINAL TESTS

Change in Points
Up- or Down

Detroit_ Plan
Cases Cum. 90

Five-Point Plan
Cases Cum. Z

Control Group
Cases Cum. o

0 to 4
5 to 9

10 to. '14
15 to 19

20 to 24
25 to 29

30 to 34
35 to 39

40 to 44
45 to 49

48
81

16
42

62 62
35 73

24 81
15 86

15 90
11 94

10
7

309

50 or over

Total

97
99

100

62 24
82 54

64 77
32 89

16 95
4 96

1
0

269

66 25
80 56

41
38

21
12

3
0

0
2

98
99

99
99

100

263

71
86

93
98

99
99

99
100

100

TABLE V

SUMMARY OF CHANGES FROM INITIAL TO FINAL TESTS

Cases Cum. f

Cases Gum. lo

Cases Cum. Z

Change up or down,
O to-4
Change up, 5 or more
ChIange down, 5 or more

Total

48 16
134 43
127 41

309

62 24
109 41
98 35

269

66
95
102

263

25
36
39

As indicated fr.om the correlations,.. the summary of changes
(Table V) shows that.the control group shifts scores least, the
Five-Point Plan second, and the "Detroit" plan most. Thus the
groups which received definite character training do change more
in-their self rating from inital to the final test than does the
control group. One possible ,explanation of this greater .amoun.t.
of change is that the children after training were able to judge
their irbehavior more- accurate,.$y. ,,Inded, some teachers in the
Detroit plan remarked that it has been .a sucessful issue of train-
ing that. ppilshad learned to ra r te themselves more accurately
updn the final markings than upon the. initial. This ability of
judging character is in itself an important test of,: character.

C HA RACTE R . EEDUC - ON

Influence of the Ideal.Thing to Do upon Scores

Some members of the committee raised the question as to what
effect knowledge of the ideal thing to do had upon the pupil's
estimate of what he actually did. It was rather strongly sus-
pected that the influence would be great. In order to check up
on the effect of this factor, four additional control classes
were selected and given the initial and the final tests under the
same conditions as the other groups. But in addition, about ten
days after the initial test, the test was repeated with the direc-
tion that the pupils mark the ideal or right thing to do.

Table VI

MEDIAN SCORES OF FOUR CLASSES WHO MARKED THE
IDEAL ON ONE TRIAL, OF THE TEST

Initial Ideal Final

193 219 202

The median score on the "Ideal" marking was 26 points higher
than the initial, and 17 points higher than the final scores. It
was also within six points of a perfect score of 225 points. The
increase of 9 points between initial and final medians was equal
in points to the increase in medians for the Five-Point group.

The intercorrelations among the different trials were com-
puted also. (Table VII)

Table VII

INTERCORRELATIONS FOR THE FOUR CLASSES

r P.E.
Initial and Ideal .083 .067
Ideal and Final .129 .067
Initial and Final .118 .067

It is evident from these correlations that there is little
positive relationship between knowledge of the ideal and the ac-
tual situation on either the initial or the final test. However,
it is obvious that after attention had once been called to the
ideal situation the correlation between the initial and the final
scores was considerably affected, for in this special control
group the correlation between initial and final was only .118

whereas in the regular control group it was .751 between initial
and final scores.

DEETROIT FUBLI C. S:CHOOL*S

Correlations of Sub-parts of-the Test

It will be recalled that after the five sample questions
there were seventy-five other questions in "The Things I Do" test.
These seventy-five questions were divided-into five equal groups
of fifteen each, representing the five activities which are listed
in Table VIII. Four classes, including 114 pupils, in the Five-
Point Plan group were selected at random and the inital and final
papers were rescored under the head of the five separate activities.
The correlation was determined between the initial and Jthe final '
sub-score for each type of activity. (Table VIII)

Table VIII

MEDIANS AND CORRELATIONS OF ACTIVITY TYPES WITHIN THE TEST

Type of Activity Initial Final
Median Median r P.E.

1. School 40 39 .632 .041
2. Home 40 40 .620 .042
3. Play 40 40 .550 .046
4. Social 41 40 .558 .046
5. Ethical-Moral 42 42 .733 .030

If character training had some effect upon pupils as measured
in changes in scores, which in turn are reflected in correlations,
it is evident that the training had the greatest effect in play;,
second, in social situations; third, in the, home; fourth, in the
school; and last or fifth, in ethical-moral situations. It may
be true that the ethical-moral situations are more fundamentally
fixed ina child's personality make-up than the other factors and
hence less susceptible to change. The fact that the school situ-
ation also was little affected may perhaps be explained by stating
that the pupils on both tests were probably aware that their
teachers-knew more exactly about their school behavior and hence
they felt the importance of rating themselves very accurately upon
the school situations. It should be added that "The Things I Do"
test was-aimed to be a general test of character rather than a
specialized diagnostic instrument.

Validation by Other Estimates

Three teachers in the Detroit plan rated their pupils upon
the Chassell-Upton "Scale for Measuring Habits of Good Citizen-
ship," Form A. The correlations with the initial and final scores
were as follows: (125 pupils)

Initial Final
.420 .483

-CHARAC-TER EDUC~Tji~JATON

Since the two tests were quite diffe.rent in character, and
in one instance rating was made by teachers while in the other it
was made by the pupils themselves, the correlations reported are
probably fairly high, It is evident also that as a result of
training in character the pupils rated themselves more accurately
upon the final, than upon the initial markings.

Three other teachers in the Detroit plan rated their pupils
upon as many of the points of "The Things I Do" test as they felt
qualified to do. ,,The initial and final papers of these pupils
were re-scored, to include the actual score upon the same items
upon which they had been rated by their teachers. The correla-
tions between the ratings by teachers and initial and final scores
for these groups were as follows:

Table IX

CORRELATIONS BETWEEN SCORES AND TEACHER RATINGS

Teacher No. Pupils No. Items Initial Final

A 27 74 .339 .350
B 41 48 .390 .280
C 32 22 .008 .221

These relationships seem to be small. They are based upon
so few cases, however, that no final conclusions can be drawn
from them. In two of the three cases the correlation with teacher
rating improved between the initial and the final scores, in the
other case it was less.

Information from Particular Cases

In order to validate further.the scores on "The Things I Do"
test as a test of character, teachers in the Detroit plan and in
the Five-Point plan were asked to make brief statements about
certain pupils whose scores were outstanding in some respect. -The
pupils upon whom such special statements were made were divided
into four, groups, as follows: 1, Pupils whose initial and final
scores on "The Things I Do" test were 210 points or higher; 2,
Pupils whose scores upon the initial and final test were 159
points or less; 3, Pupils whose final score was more than thirty
points higher than their initial score; 4, Pupils whose final
score was more than thirty points lower than the initial score.

Twenty-eight pupils were found whose initial and final scores
were 210 points or higher. Reports show that 21 pupils or 75% of
these had rated themselves correctly, in the opinion of the teach-

ers.. Three of the seven pupils whose characters were rated too
high, were reported according to the teachers judgment as being

2.4"

DEElTROIT; T. PUBLIG .,. :$(LCHGOLSd

spoiled or over-indulged at home. A fourth pupil was a great
talker but her ac:complishments ended there, and the other pupils
really paid little attention to .her. A fifth pupil was "frivolous
and flighty," a sixth pupil was very old for her grade and al-
though a slow learner was sophisticated enough to rate her char-
acter high. The seventh pupil was of a very seclusive nature with
a personality which might be described as negative. No one under-
stood: her, and the teacher ,was quite at a loss to know why she had
rated herself so high upon both tests,

Eleven pupils had initial and final scores of 159 points or
less. According to the teachers' estimates six of these rated
themselves correctly and five underrated themselves. Of the five
who underrated themselves two were timid and retiring, and appar-
ently were unaccustomed to receive praise. One other pupil who
underrated himself was a pupil of superior mental ability who,
since his school work was easy for him, liked to squander his
time and have lots of fun on every possible occasion.

The :six ,pupils who rated themselves low and did so correctly
were bad characters in the opinion of teachers. Truant, bully,
mischief-maker, no personality at all, - were terms used in de-
scribing these cases. It might even be suspected that their bad-
ness was expressed in seeing how poorly they could rate themselves
on the character test. Such cases come to light from time to time,
and they should have careful diagnosis and treatment.

Ten cases were reported whose final scores were thirty points
or more higher than the initial scores. Three of these underrated
themselves on the initial test. One of the three had language
difficulty and understood the teslt better upon the final testing..
Three cases were reported as being greatly improved in character.
One of these cases was deprived of his special character badge
for a, time by the vote of the class. Afterward, he earned it
back and did not forget his lesson.

Four cases were reported as being quite well rated at first
but became egotistical as a result of character training! How-
ever, it is probably true that vanity may come through other chan-
nels and in other places than the classroom, so the experiment
cannot be censured too severely for these four cases.

To counterbalance the effect upon the last group of pupils
mentioned above, it might be said that two of the nine pupils who
rated themselves lower on the final test, were reported as having
lost some of their egotism. Three of the nine cases underrated
themselves on the final test. Three others were reported as "not
dependable," while one got into a bad gang and deteriorated mark-
edly between the initial and final tests.

,CH-ARA;ICTE.R, EDUCATION,-:-Qba

It is. rather difficult to summarize into any statistical
form the results obtained on the four types of cases listed above.
In the first two types, those with both scores either high or low,
twenty-seven of thirty-nine cases were reported as being correctly
rated. In the last two types, those with strikingly large gains
or losses between tests, the cases were of a very miscellaneous
nature, but with a tendency toward instability. Egotistical
pupils, meek pupils, quiet pupils, personalities crushed from too
strict home discipline were brought to light.

Relation to Intelligence

There seems to be a slight relationship between intelligence
group and score upon the initial test. In both grades the X group
are highest; the Y group second; and the Z group third. The over-
lapping of scores between groups is probably of greater signifi-
cance than the small difference between medians. These differ-
ences support the observations of Terman and others that the more
intelligent pupils tend to possess also the more desirable traits
of character.

Table X

RELATIONSHIP OF INTELLIGENCE TO CHARACTER SCORES

B Fourth Grade A Fourth Grade
Group Cases Median Cases Median

X 106 197 90 203

Y 203 195 337 195

Z 70 184 78 187

Unclassified 7 192 11 204

Total 386

II II II~(IIIIIII~L Y CI P CII ICCIII-- II -II ~ I~CI ~~~ CIIPP II~PCCIICIII I~ I~ I IIII~ 11 I

DETROIT PUBLICC'SCHOOLS~

194,

516; 197

4.. RESULTS AS JUDGED BY PRINCIPALS AND TEACHERS

In order to discover the attitude of the principals and
teachers included in the experimen.t in regard to the effect of
character education, they were asked during the following fall to
answer briefly the following question:

Was- there any more, appreciable growth in
character evidenced in the children in the rooms or
sections working in the Character Education experi-
ment last year than in rooms where there was no
special time allotted to the subject? In other
words, do you feel that the time spent on character
education was worth while?

Judgments of Principals

In the experiment there were two or three teachers from the
same school in some instances so only eleven principals repre-
sented the' eighteen rooms included in the two methods, The Five
Point Plan and The Detroi-t Plan.

Of these eleven principals, four felt the growth was not more
appreciable, five felt there was a more noticeable gain in char-
acter. development, one principal had been ill and away so much
that she felt she wasn't able to judge, and one felt that she
must answer separately for her two teachers. With one teacher,
pupils coming under her influence always showed.a gain. in moral
conduct, self-control, and behavior while the influence of the
other teacher was negligible,

Six principals thought the time spent very much worth while,
three thoUght it was not worth while to give a special time to the:
teaching of character and two did not express themselves. One
principal stated herself thus--"There has been a marked growth in
character development in that class and it certainly is well worth
while. Personally, I should like .to have some such attention
given to all of the children, if only for five or ten minutes
every.day." Another said that while she saw no appreciable growth
the children were much interested and she felt did derive some
benefit from the instruction but she believed that more appreci-
able growth would be made if the subject were:-taught daily. One
principal averse to a specified time stated herself in this way,
"I feel that character development is stressed. in many ways at all
times by any good teacher, and I did not see any marked results
that would warrant a special time for the subject. Of course,
there were cases which showed a change, but as a group, the differ-
ence between the groups engaged in the experiment and those not

engaged, was not marked."

C,.HAR,.-A'C.TER EDUCATIONO~

28A DETROIT PUBL IC SCHOOLS

Judgment of Teachers

Of the eighteen teachers engaged in the experiment, three
were lost sight of due to resignations. The results from the fif-
teen reporting are as follows:

Five teachers felt there was an appreciably greater growth
in character development in the section using the special methods
and time allotment. Seven felt there was no appreciable differ-
ence. Three felt they could make no comparisons as their two
sections differed so widely. In one case the section the teacher
was working.with was a low type of Z's on whom it was difficult
$,o mzrke any impression while the secition she would naturally com-
pare them with was a good X group. Inh another case the teacher
was working with a very superior group which seemed to require
little of such teaching.

Nine thought it was worth while to have a special time de-
voted to the subject while six thought it was not. A number of
quotations from teachers are given in order that their views may
be presented directly.

"To me there is no line between character education and all,
our classroom work. It is the underlying purpose of all our work,
and teaching which does not function in character building is a
failure. Time spent in character education can be spent in no
other way as worthily. However, I do not believe this is a sub-
ject which can be put under a separate, head."

"I do not believe I can see any marked improvement in the
children having had character work, over those not having had it.
It seems to me that if Courtesy, Self-control, Patriotism are
discussed in a class as a result of the stories children have read,
or as some occasion demands, rather than at a set time, it means
mdre to the child. I believe if the teacher is on the alert to
watch for opportunities to bring these things before pupils, they
are more impressed than if a set time for a class is followed."

On the o therhand one teacher felt that the time set aside
for the work was much worth while because it afforded an oppor-
tunity to keep these traits before the children as they would not
be if the subject were only taught incidentally. She said she
was pleased to see the results in them carry over the following
year. "It is noticeable in the schoolroom and on the playground
that the children who had the work last year are consciously
trying to live up to their morality code this year."

5. SUMMARY

1. When measured in terms of increase in median scores
on "The Things I Do" test, the Five-Point Plan ranked first,
the Detroit Plan second, and the Control group third.

2. When measured in terms of shifting between the
initial and final tests, as measured by the lowness of the
correlation, the Detroit Plan ranked first, the Five-Point
Plan second, and the Control group third.

3. The teachers and principals involved in the Five-
Point and Detroit Plans were divided about evenly as to the
desirability of these two types of training as contrasted
with the customary (incidental) type of character training.

CHARACTEER EDUCATIONPO

PART III

*CHARACTER CONTRIBUTIONS MADE BY SUBJECTS

In order to get at the contribution to character training of
each of the subjects of the curriculum in Detroit the committee
has chosen to have each of the subject experts express in his own
language the way in which the work under his dire.ction makes a
definite contribution to this subject . 'No effort ha's been made
by the committee to restate or remould any statement made by any
one of the, many people making the contributions. The, committee
was of the opinion that teachers, principals, and others inter-
ested in knowing just how the courses of study made .provision for
character education would prefer to have the exact language of
the expert. who had worked over the field.

Those who read this bulle.tin and particularly this chapter
will be impressed by the general agreement of the supervisors as
to the values of ethical training and the proper consideration
which ought to be given to ethical behavior. The particular
product which.it is believed results from such training is
expressed' individually by each of the supervisors. In the main
the supervisors agree, first, that character training results
from both.direct and indirect methods of teaching; second., that
training is most effective when resulting from a well chosen
situation or activity which provides experiences involving ethical
choice followed by- an opportunity for action based upon such a
choice; third, that the instructional materials, situations and.
activities used as a medium of- instruction should and do provide
for repeated experiences which tend to develop traits of characte'r
which are generally accepted. as being desirable.

*This part of the bulletin was contributed by the members of the
supervisory staff. Following is a list of those contributing:

Alice Guysi, Art in Intermediate and High Schools
Mabel Arbuckle, Art in Elementary Schools
C. Louis Thiele, Exact Science
Loren M. Post, Health Education
Clara Beverley, English
Nina Beglinger, Work for Foreign Born
Lily Lindquist, Foreign Languages
Marion Lovis, School Libraries
Regenia Heller, Reading and Kindergarten
Lena M. Shaw, Handwriting
C. C. Barnes, Social Science
John Trybom, Vocational Education

The very few illustrations provided will suggest to the
reader the manner in which the various subjects in the curriculum
of the Detroit Public Schools stress the ethical values and pro-
vide for character training.

ART

Intermediate and High Schools

To one possessing an understanding of art, love of country,
and of his fellow men, teaching art offers unlimited opportunities
for servilce. The true. ideal of art is to do the thing attempted
in the best possible way; .patience ceases to be a virtue; and be-
comes a necessity., The effort to do the thing better and still
better as understanding and power are developed leads the student
into: new and wider fields of expression and achievement. We teach
honesty through doing honest work, accuracy through training the
eyes to judge and the hands to execute, order through design, and
reverence through the study of the beautiful in nature and in art.
All lasting art is based on principles which are identical with
the laws- of right living.

The feeling for fine proportion is, accompanied by. the ability
to place emphasis where emphasis belongs, to minimize things of
lesser importance and to eliminate the non-essentials. Good taste
is the ability to choose between the beautiful and commonplace.

Appreciation of art demands breadth of judgment, tolerance
and recognition of- the desirability of individual expression of
the same idea, and a realization that "Beauty is its own excuse
for being." These' things are true of all the fine and allied
arts; rightly understood they apply equally-to the art-of living
and the appreciation and practice of this,, the finest of all arts
I take it, is the aim of all education. The true art teacher
will not fail to hold this as her ultimate goal.

Elementary Schools

Character building dominates all art instruction. Through
the socialized activity method of work in the art course, the
guidance of conduct assumes important consideration. Attitudes,
habits, and ideals become moving forces in conduct through indi-
rect teaching, which is being carried on all of the time that the
art work is being developed. Attitudes, habits, and ideals of
outstanding importance are listed in the Standards of Attanment
in the Art Course of Study for definite achievement along with
the standards of knowledge and skills for the activities suggested
on the grade level in the various unrts of subject matter.

3y2

DETROIT PUBLIC SCHOOLSr

CHARACTER EDUCATION 53

Through socialized group activity moral education becomes
related to life situations rather than to formal and mechanical
school situations which do not transfer efficiently into life use,.

The social spirit of service for others is developed not
only in this group arrangement, but in types of activity which are
carried on; as in projects executed for the Junior Red Cross to
distribute to children in hospitals at Christmas and Easter;
projects for use in other departments of the school, as auditorium,
literature, exact science, social science, handwriting, music.
Individualistic motives are discouraged and the good of the whole
emphasized through personal achievement.

Through the activities which cla-rify the units of subject
matter in the art course, as home planning and furnishing, clothes
design, home.grounds designs, and civic art, are developed in-
directly important qualities Of right living and good citizenship,
unselfishness, honesty, fairness, justice, respect for right
opinion of others, cooperation, helpfulness, kindness-, courtesy,
thoughtfulness of the comfort and r.ights of others, industry,
loyalty, thrift, generosity, love for that which is fine and true
and beautiful, simplicity, sincerity, cleanliness,;neatness,
orderliness, scientific-mindedness, initiative, persistence,
courage, sympathy, right emotional reactions or responsiveness.

Power to use these habits, attitudes, and ideals in life
comes through actual experiences in conduct in the child's
development and not through talking about them. It is in the
doing of these things in free social work that they develop and
become a part of conduct or behavior. Esthetic environment with a
proportioned appreciation of the beautiful is a subtle and power-
ful force in character molding and moral development found in all
art instruction.

EXACT SCIENCES

The exact sciences contribute to character training by both
direct and indirect methods. By direct methods is meant the
training resulting from actual participation in activities which
in themselves provide opportunity for the formation of desirable
social habits. Direct training results when individuals and
groups of individuals act in situations for which.a range of
responses is possible. Direct training, in short, is training
through actual doing.

Indirect character training is training resulting entirely from
th-e acquisition of ideas obtained as information and facts. Whether
or not exposure to facts results in the formation of ideas, which
might influence substequent action depends 'upon the workings of
individual minds; it depends upon mental t.ransfer. It is obvious
that many variaibles operate in such a subtl.eprocess as the f:orma-
tion of character. Direct and indirect methods of character
training resulting from the teaching of arithmetic will be dis-
cussed separately.

From the point of view of direct training many situations
arise in a natural way in the teaching of arithmetic. These
s-ituations involve such elements of character as honesty, self-
0onfidence and "desire for excellence.." Pupils may very early
in their arithmetic learn the lesson that it "doesn't .pay"' to
cheat; the only one who suffers therefrom is the doer. The re-
sults of .quantitative thinking are such that pupils may know
whether or not they are succeeding. Continued success, knowing
when work has been well done may give:a feeling of self-confidence
in one's accomplishments. This feeling leads to the expenditure of
mental energy in a free and unhampered manner. AC "desire .for
excellence" may be developed by holding'before children the ideal
of a "job well done." .. In this age of quantitative production every
measure available must be taken to stress qualitative values.
Dissatisfaction ,with careless work and partially correct restults
is the key to a " desire for excellence.".

In an indirct way the social content of arithmetic may also
influence character building. Some one made the claim that the,
attitudes of the pupils toward such institutions as capital, labor,
government, schools, industry, and business may be influenced ;more
through a study of arithmetic than through any other subject :because
it presents exact facts. For example through an intensive study
of "ftom producer to consumer" pupils will obtain a sympathetic at-
titude toward the agriculturists. Although there is danger in
entering the field of controversial questions we must develop a
technique for the presentation of "real reasons" for the causes of
social, industrial, and governmental successes and failures.
Partibcular reference: in the field of attitudes is made to the
necessity for well based judgments in managing indiviidual and group
affairs.

It is obvious from the above discussion that arithmetical
instruction can contribute toward correct attitudes regarding a
preparation for life"s work. Study of the following facts published
by the United States Department of Education bear out this point.
The facts are:

4
4

DETROIT, FU BLIC-i .SICH OOL% ISO~i

CHARACTER EDUCATION: 35

Out of 5,000,000 with no education, only 1 attained distinc-
tion.

Out of 33,000,000 with elementary schooling, 808 attained
distinction.

Of 2,000,000 with high school education, 1,245 attained dis-
tinction.

Of 1,000,000 with college education,, 5,768 attained distinc-
tion.

These facts and many others can be used in giving boys and
girls vocational attitudes which will contribute in shaping char-
acter.,

This brief discussion has merely pointed to some of the op-
portunities for character training in the teaching of arithmetic.
However it must be born in mind that the final outcomes along the
lines of character development depend upon the teacher. In the..
last analysis it remains for the teacher with insight, interest,
and enthusiasm to make use of the opportunities which any subject
of instruction offers.

HEALTH EDUCATION

There are many situations in which the teacher of health ed-.
ucation has tremendous opportunity to give real character educa-
tion. The defining and teaching of sportsmanship is probably the.
most outstanding thing upon which to do the job.

To teach sportsmanship to a boy is to teach him to respect
End obey laws. It teaches him.to respect his fellow man; to re-
spect the rights of others and. to see situati-ons .from different,
angles. A boy who learns to play the game fairly is more liable
to play the game of life fairly than the one who does not.

In playing games the individual becomes a part of a team.
His wishes to execute plays as an individual must be submerged and
he must be a unit of a small community and act in conjunction and
harmony with his fellows. If this is taught and taught properly,
a decisive step is taken toward character education.

The teaching of health habits should, in all cases, have
this end in view. Health habits in their final scope should in-
clude public health and sanitation. When the individual is taught
not to spit on the sidewalk or public places, not to cough or
sneeze except smothered in a handkerchief, he is developing an
attitude of respect for and a consideration of his fellow man.

Finally, the whole' subject of health speaks for character.
To be healthy means to be independent, self-sustaining, and to-
have ability to not only care for one's self, but to contribute
to the public welfare.

ENGLISH

Materials and methods of the Course in English contribute,
directly and indirectly, to the development of desirable traits
of character. in fact, this purpose is implicit in the course
throughout .

In the section devoted to literature, a story exemplifying
a desirable trait is worked out specifically for each grade. In
the fourth grade, for instance, the old fairy story, "Diamonds
and Toads," presents an ideal of courteous speech. The method
of teaching the.story has appreci,ation for its specific purpose.
The children realize that "diamonds" and "toads" may drop from
their own mouths, and become watchful to guard themselves from
unkind words.

The section on poetry opens with the following passage by
Matthew Arnold:

"Good poetry does undoubtedly tend. to form the soul and
character; it tends to beget a love of beauty and of truth in
alliance together; it suggests, however, indirectly, high and
noble principles of action, and it inspires the emotion so, help-
ful in making principles operative. Hence its extreme importance
to all of us."

The purpose ...of the study is to develop a real love for beauti-
ful poletry. If pupils come to regard poetry as "just something
to memorize," time spent upon it is wasted.

Spelling and composition, when properly taught., serve at
every step to emphasize right ideals of conduct.

Inventory tests make it possible for each pupil to dis-
cover and concentrate on words he does not, know and on grammatical
forms and rules for ..capitals and punctuation marks which he has
not learned to put in practice. This teaches him ECONOMY OF
TIME. He is taught to discover his task for himself and to
attack it by means .of a definite procedure. When he has. mastered
a lesson, he is allowed to go on with the next. He knows that
responsibility for his rate of progressirests largely upon his
own effort and this stimulates INITIATIVE, .CONCENTRATION, and
PERSEVERANCE. The desire to become a leader and so to .help others
leads some pupils to make greater effort.

ETROIT ,PUBLIC- SCHOOLS;

Composition may be genuine and at the same time so guided
as to encourage respect for parents, helpfulness, a fine sense of
humor, courtesy, fair play, leadership, tolerance, and honesty.
Through these activities, also, children learn to feel the power
of language. A pupil who is able to amuse and interest his class-
mates is adding to the joy of life at the moment as well as de-
veloping ability in oral and written expression.

One definite aim in composition activities is to make child-
ren observant of life about them, thus helping them to realize
the signifi.cance of many common things. William James relates
how the sight of a workman doing something on the dizzy edge of-
a high building opened his eyes in an instant to the fact that
one need not go far in search of the heroic. "Not in clanging
fights and desperate marches only is heroism to be looked for,
but on.every railway bridge and fire-proof building that is going
up today. On freight trains, on the decks of vessels, in cattle
yards and mines, on lumber-rafts, among the firemen and the
policemen, the demand for courage is incessant; and the supply
never fails."

Lessons in literature, in grammatical forms, in punctuation
and capitalization are all designed to develop good habits of
study, honesty with one's self, perseverance, self-direction,
neatness, accuracy, and pride in good English. The particular
merit of all English work is to make pupils self-directing, and
self-reliant.

The English Course, then, aims to develop right ideals and
to make these ideals active in conduct.

WORK FOR FOREIGN BORN

Teachers who are in charge of special rooms for foreign
children find themselves facing problems common to all teaching
situations as well as speci'al problems peculiar to the foreign
child.

The foreign child is likely to be living in a congested
section adjacent to or in vice districts. Hie has usually had the
type of home training that forces a child into paths of virtue
and guides his continuance therein by decidedly forcefUl measures.
The religious training of these children is usually provided for,
each child responding according to his individual interest. In
the public schools they manifest their extreme tendencies to a
greater degree than the average American child, owing to the fact
of the rigid discipline at home as opposed to the freer atmosphere
of the schoolroom.

3?1

CHARACTER" EDU CATION1 IO~dl

DETROIT PUBLIC SCHOOLS

3 8

Special training in fundamental .attitudes of right and wrong
is, essential, .Property rights, t ruthfulness, personal cleanli-
ness, etc. are taught direct. Content material carries detailed
information regarding community duty. in safeguarding general
health and public property, law enforcement, standards of living
in the home, all types of personal health protection and preven-
tion against diseases and general safety education. How to make
use of community privileges without infringing upon the rights
of-others is discussed in detail in varied situations. The subject
of usefulness and constructive production is continually before
them with the American ideal that a. man may make of himself what
he will.

Added to this direct .teaching the usual social science stud-
ies carr.ying biographies in history and special literature as
well as idealism-in personal habi'ts, tend to develop in a less
direct way. They.- contribute generally to character building.

The basic tex-t used in special foreign children's classes
and carrying a special vocabulary, has as its content subjects
that build for idealism in the home and in home relations. We
are convinced that the strength of the nation is dependent upon
moral cleanline.ss in its homes and a strong character development
for right living in the individual citizen.

In the adult classes our character, building takes the form
of information which assists the individual to readjust his daily
life on a better plane of living than that to which he has been
accustomed. Points are covered in community duty carrying -back
t.o the situation that no one can contribute constructively to
the community who is not fundamentally right. Information,
carrying into duties regarding -health, c.ivic duties, cultural
duties, economic duties and the duty that every individual owes
to himself in the matter of personal growth in character, is
included in content material used in the class room.

The basal text used in the adult classes for beginners carries
classified material under the above headings which gives details,
of how to use community privileges, how to develop habits of
thrift, how to achieve and conti.nue a. high health standard, and
the usual idealism developed through social science subjects.
Law enforcement is stressed and teachers are constantly cautioned
to set a 100 example in connection with the entire situation.
No teacher who does not thoroughly believe in America and its
opportunities for character development is encouraged to continue
working in the Department of Work with Foreign Born.

CHARACTER -EDUCATION 39

FOREIGN LANGUAGE STUDY

The study of foreign langiiages, particularly with bright
children, contributes in many ways to character building.

It inculcates go-od habits, such as: the ability to concen-
trate, to be accurate and precise, to observe closely, to weigh
the pros and cons, to view critically and form judgments. It
opens up a vast field of rich material; it leads to a broad in-
terest in many problems and helps to develop right attitudes to-
wards social and moral situations. It brings an understanding of
foreign people and awakens a sense of world-brotherhood. It brings
the pupil face to face with other races, with a different civili-
zation and with a different outlook on life.

The Spanish of South America, Mexico, and Cuba brings us
first-hand knowledge of these people, shows them to us in their
daily life. Their philosophy of life is not the same as ours, and
yet we become aware of the necessity for mutual respect and under-
standing.

Distrust and misunderstanding cause much unnec'essary misery
and discord and anything that dispels these lifts the, individual
to a higher moral plane and makes him a better and happier citizen.
Narrow-mindedness is one of the worst causes of quarrels and war
- give the individual the breadth of view and tolerance that goes
with good judgment and a clear understanding and you have taken a
long step towards universal peace.

Judgment and understanding are developed by the study of
foreign nations, their ideals, their attitudes, their literature,
their art, and their government. The more nearly we can get into
touch with others by a first-hand knowledge of their language,
the less dependent we are on interpreters, the more it strengthens
the bonds of good will and sympathy. Reading the original French,
Spanish, German, Italian, Russian, Japanese, etc. means more than
mere translations, the actual contact through the knowledge of
the foreign language makes a much stronger bond.

From our study of the classics we have taken much of our
philosophy of life, our laws, our art, and our ideal of government.
The wisdom of a Plato, a Socrates, and a Marcus Aurelius has les-
sons for us always. The fables of La Fontaine, the stories of
Fabre, Goethe's Faust, all have moral lessons that are ever new.
But why name only these - there are thousands of such teachers in
the world, ancient and modern, who speak or spoke in diverse
tongues, but whose wisdom is ours for the taking, so much the
better if we can take it unadulterated in the original language.

THE SCHOOL LIBRARY

We think of the school library as one of the school's oppor-
tunities to introduce the child into an atmosphere where life may
be felt as something possibly a little finer, more gracious, and
more serene thanin the child's other manifold activities.

The first presupposition of ethical behavior is a conscious-
ness of ethical values and principles of conduct. The knowledge
of ethical values and principles comes to the child through direct
home teaching and naturally and pre--eminently through his reading.
Since the library is a place of books, we may claim that through
the library children are gaining this consciousness, and tha~t
standards of conduct are being set up in their minds through the
actions and reactions of characters whom they admire or disapprove
of in books.

One child says in a composition about the library, "I have'
learned through books to be always brave'. There are many stories
about brave people who do their duty." The very small children
in the first grade have the consciousness of right and wroig
behavior as encountered in the Picture Books and "easy booksI."
For instance,-'the, librarian finds always, in telling the "Pied
-Piper of Hamelin" that the children have a strong sense of the
Mayor',s wrong-doing in his failure to keep his promise. The, hero-
worship period in the child's life is well recognized and the
ideals and standards set'up at this period are of great influence.

Principles of clean play and good-sportsmanship are learned
through books such as Ralph Barbour's "For the Honor of - t.he ,School,
and through the- Spalding Hand-books of: the various "sports. Co-
operation, courage., duty, justice, kindness, loyalty, and, s ervice
are recognized 'in such books as "Hans Brinker," Helen Keller's
"Story of My Li-fe," Loosings "The Two Spies," "Black Beauty,"
"Joan of Arc," Grenfell's "A Labrador .Doctor," and innumerable
others with which ,the child comes into natural contact in the
library. Home :responsibility and right family relationships are
sensed in "Little Women," and the fairy tales all .point -a "'moral."
Children, moreover, like "morals" in their stories.

This setting-up of standards and ideals through books is of
course shared with the class-teaching of: literature, but the
library provides a wider variety of choice for the child's own
selection of a congenial book.

DETROIT -FUBLIC.::. '1SISCHOOLS~

We have in the library also "DIRECT" teachi.ng of right con-
duct. From the entrance of the first grade class, courtesy is
emphasized. The consideration of the rights of others is dis-
cussed, quietness in entering the room, in walking to and from
the shelves is stressed. In Detroit schools one is likely to hear
young children reminded of "library shoes" as they move about -
a fiction which they,all understand. The "book fairies" too, are
agents by which the children are taught to take good care of the
books, since the "book fairies" live in the books and are much
disturbed by those who are careless. Among the older children
responsibility is presented as necessary in the taking home and
returning of books. Care' of public property is called to their
attention, and orderliness in leaving chairs under tables, and
books in. the right places on the shelves is insisted upon. Direct
teaching of social behavior is carried on in all school libraries.

F-or character building there must also be experiences which
involve ethical choice, followed by actions based upon such
choices.

In the library many of these experiences are obtained vicar-
iously through books, and are valid to the extent to which the
child identifies himself with the character and lives in his ex-.
perience. Children "LIVE" their reading.to an extent not measured
by any possible scale; and ethical or non-ethical behavior might
well be traced to the influence of the child's reading in many
cases.

There are reactions to the necessities for courtesy and con-
sideration of others which are noticeable. There is very strong,
public opinion in a library against a disturber. Children attempt
to correct each other for any conduct which interfers .with enjoy-
ment of their reading, This public opinion expresses itself to'
prevent the selfish use of a book by one person, his failure to
return it on -time, or to correct the carelessness of a child who-
does' not' return his book to the right place on the shelves.
Children naturally tend to act according to the group's standards.
There is not only opportunity in the library for making ethical
choices, there is also a "force for righteousness" in the demand
for social behavior in the groups as a whole.

Undoubtedly there is an emotional content in the effect of
the library environment and the spirit and freedom with which a
child may find what his own nature demands in a book.. There is a
conscious attempt to create an environment of charm and quiet hap-
piness. Librarians often hear comments from the .departing line
of children such as "I wish the bell would never ring." "It's so
nice and still here;"

..CH-ARACTER- EDUCATION~ X Q

41 1

The habit of right conduct is built up through repeated ex-
periences involving right ethical, choices. Children visit the
library regularly twice a week throughout the platoon school
grades, and it is possible to observe _that habits of right con-
duct in the library are actually established in this repeated
experience. We feel that there are actually to be seen in all
the school libraries the evidences of the children's habitual
good social behavior. We observe courtesy, consideration of the
rights of others, helpfulness, quiet, orderliness in the use of
materials, and individual responsibility. In addition, we may
observe contentment, absorbed readers, keen interest in individ-
ual research; and we may sense that the atmosphere is one in
which the best impulses of the child are encouraged to blossom.

KINDERGARTEN

Perhaps the, greatest single contribution of the kindergarten
to education is the opportunity given the child to make social
adjustments. He is placed where he learns to work and play hap-
pily with others. He acquires approved social habits. He becomes
increasingly aware of himself and society and their mutual rela-
tionships. He grows steadily in appreciation of the duties and
advantages of group, living.

The spirit of play manifests itself very early in life. The
play at this time is very simple without form or rule. Later
rules are established and standards set up. One to continue in
the game must play fair; to develop strength of character, one must
control one's emotions and make repeated attempts after failure
until the goal is won. It is only by working and playing together
that: the virtues of fair play, sympathy, and obedience to lawful
authority can be learned.

Lessons in ,health stimulate the child to follow some of, the
health rules. To have a child abstain from some food of whichhe
is very fond means development of strength of mind; to eat food
for which he does not care but which is advocated as having health
value also means strength of mind.

The activities in the kindergarten are numerous and varied.
The industrial and fine arts, music, language, literature, and
nature work give opportunity for another type of character train-
ing. Improvement in ,manipulation, 'skill, initiative, and added
information are brought about by the constructive criticism of
the class given during judgment periods held each day.

4.2

DEROIT PUBLI'G '.:&CHOOLS

This work in constructive criticism develops gradually,
changing the child's attitude toward his product. He begins to see
its shortcomings and is willing to accept suggestions and makes an
effort t'o profit by :them. The ,pupil really begins to get outside
of himself and criticizes objectively. This is an important step
in :character training.

READING

The chief function of the reading is the development of abili-
ties of intelligent interpretation of content and factual materials
Interpret.ation is-an outcome of- clear thinking under the guidance
of a writer. The outstanding method of aiding comprehension is
the analysis of a selection in order to determine the central and
controlling idea and the supporting details. This form of organi-
zation gives training in selective thinking - reasoning.

S It, is not uncommon- for individuals who have acted in a stupid
or unfortunate way to say, "I didn't think." It -would be very
encouraging to be able to believe that the habit of thinking
through a reading unit would carry over in some measure in a
conduct situation. Dr.- Jacoby, commenting on the conditions ly-.
ing back of a young woman's ste-aling, says in part,"Her inferior,
intelligence and judgment are the factors in her personality
largely responsibl'e for -her present situation and we should expect
the same factors might readily get her int-o future difficulty."

Significant attitudes and habits of fidelity ordinarily
emerge from a pupil's attempts to comprehend what he reads. Pupils
deficient in quality and amount of concentration miscall short
words which they know perfectly well in isolation when they appear
in phrases and clauses. To overome this very serious shortcoming,
efforts are made to establish habits of directing attention to
the content of what. is read- more particularly than to recognition
of words .

In the event of inadequate or false interpretation the pupil
is --required to select the stat ements from which he deduced the
misinterpretation. Ordinarily re-reading results in a clearer
understanding of the meaning of. the passage. The habit of taking
pains with one's reading andl reporting the thought faithfully might
conceivably have far-reaching results. To achieve effective habi s
in content and factual materials - in history, civics, science,
industry - means the ABILITY TO GARNER LARGE STORES OF KNOWLEDGE
AND TO DEDUCE RIGHT STANDARDS OF LIVING AND HIGH IDEALS OF CONDUCT.

CHA.RAC7TER 'EDIEUCATI ION

HANDWRITING

The present aim in the teaching of handwriting is to equip
the child with a functioning tool. He .must acquire sufficient
speed and legibility so that he can take care of whatever writing
is required in his school activities, correspondence with friends,
and such aspects of business as. a re not taken care of by various
mechanical devices now in use.

The material and method used in attaining these goals pro-
vide situations for growth in the development of good habits of
conduct as well as skill to write.

The handwriting tests make it possible for each pupil to
discover whether he is a good, fair, or poor writer for his par-
ticular grade level. The child is challenged to compete with him-
self to improve his writing. He is taught to discover his own
writing problems and to attack them in an intelligent manner. He
knows that he is responsible for his own rate of progress and that
his success depends largely upon his own efforts. These exper-
iences tend to stimulate initiative, self-direction, concentra-
tion, and perseverance on the part of the child.

Judgment is developed by means of a handwriting scale con-
sisting of samples of writing ranging from very poor to very good.
The child learns to appraise his work and to determine his success
by means of this scale..

Courtesy and consideration for others are shown in the use
made of writing ability. If a child is able to write quality
70 (Ayres Scale), in his writing clAss, he knows that the writing
of his compositions, spelling work, and- other writing activities
should be of that ,same quality or better. In other words, the
children are stimulated to make their good writing felt through-
out the building.

Many pupils become very good wri-ters and render a real service
by aiding in activities about the building involving writing such
as writing names on report cards, writing invitations, filling in
the cards for the weighing and measuring of pupils and the various
records kept on file for pupils.

Handwriting instruction provides experiences so that each
child is stimulated to become as good a. writer as he is capable
of being and is encouraged to feel a keen sense of satisfaction
in having all units of work well written and well arranged. In
this way, good habits and right ideals are encouraged.

44,

DETROIT FUBLIC!SC HOOLS.~1bS

THE SOCIAL SCIENCES

In the Course of Study in Social Science certain aims are
listed for the purpose of developing in the young child fundamental
concepts of civic virtues such as: social service, cooperation,
loyalty, respect for law and justice.

This aim as illustrated by the following line is taken from
the course of study.

I. To lead the child to a realization that he is a part of
the community and nation in'which he lives.

This aim may be accomplished through the teaching of the
part the child must play in the life of the community such as-:

1. Helpful cooperation in the home
(a) Obeying the rules of the home
(b) Running errands and assisting in household duties
(c) Taking care of personal property in a neat and orderly
manner.
(d) Caring for the younger children in the family
(e) Coming promptly when called
(f) Being on time for meals
(g) Being loyal to the family group

2. Helpful cooperation in the school
(a) Participating willingly and cheerfully in the social
activities of the class and school
(b) Performing to the best of his ability the part as-
signed to him
(c) Helping others of the group when possible
(d) Being loyal to the class and school

3. A desire to help keep the yards, streets, and alleys clean
and orderly

4. A willingness to learn and obey traffic rules and othero
regulations of the city
(a) Crossing the street
(b) Playing in the street
(c) Picking flowers in parks
(d) Disposing of waste paper and garbage in parks
(e) Protection of private and public property

CHARACThC ERI EDUCAT ION

4-5

Other. aims which contribute to the development of character
building are:

:'I. To begin to foster a spirit of consideration for the
rights of the weaker on the playground, in the classroom, and in
the home.

III. To foster the spirit of toleration in school, at home,
and in dealing with other people.

IV. To foster the spirit of national loyalty through stories
of national heroes such as Washington, Franklin, Lincoln, and
Roosevelt.

History has been called the memory of the race. The earnest
student of history sees great fundamental truths behind the activ-
ity of the ages. While men and events pass in a never ending and
ever changing procession, the scene reveals certain things that
do not change. Love, justice, right-eousness, intelligence, loyal-
ty, purity, and patriotism are seen to be the only abiding foun-
dations upon which nations and individuals can build.

The great purpose of education is citizenship training.
Here the social sciences, because of their iparticular character,
admirably fit into the program. Is, "citizenship training" too
vague a term? Then use the phrase "character building" in its
place.

The social sciences provide this knowledge of human rela-
tions and s-ocial ihstitutions. Social and civic and therefore
moral training must aim at far more than information. It -should
aim just as fully at awakened interests, a sense of social respons-
ibility, an awakened social conscience, willingness to exert one's
self in promoting the general welfare, powers of self-direction,
and self-control in the performance of civic and social activ-
ities.

If the use of history for cultivating a socialized intelli.-
gence constitutes its moral significance, its teaching must: not
be so much an ethical use of history ,as an effort to create moral
impressions by means of more or less authentic material. In do-
ing this all that a teacher need do is to present the materials
of history in their true light and leave the seed thus sown to
grow. There is probably no field that is richer in inspiring ex-
amples than history. The character of boys and girls is moulded
by the lives of their heroes.

4 66

DETROIT PUBLI.C SCHOOLS

If a pupil knows the history of a law or reform, his attitude
towards it will be that of interest and sympathy. If he knows what
it has cost to establish a condition that he otherwise might simply
take for granted, he will make an effort to maintain it. If he.
knows the history and. the interests of his city he will be stirred
with civic pride. If he knows the long story of industry, inven-
tion, and reforms in labor, it will make his work more interesting.

In Community Civics the student becomes interested in the
home, the school, and the community, their relations to each other
and his relatlion to each. In this study, he should acquire cer-
tain ideals such as cooperation, fair play, honesty, civic virtue!,
and industry,

Good citizenship and good character are found together even
if they are not one and the same. A study of the social sciences
is the most direct road to good citizenship. Can we then claim
for the social sciences the best avenue through which to teach
and develop character?

VOCATIONAL EDUCATION

* The Law of Health.

Household Arts-

The outlines in domestic art emphasize the study of clothing
in relation to health: kind of clothing, best fibre, material,
etc. Dress hygiene is studied in all grades, i.,e. warmth, venti'
lation, freedom of movement and cleanliness.

"The most important single factor in health is diet" (Dr. E.
V. McCullom). The principles of nutrition are the basis of the
work in domestic science and in this subject these principles are
taught by trained nutrition specialists. The contributions to
health of the subject's 'of household arts are4 therefore, of extreme
importance.

Industrial Art:s

Shop work serves as a useful change to the sedentary occupa-
tions in school. Emphasis is placed on correct working position
in relation to health and effectiveness. A study is made of health
conditions in connection with various occupations.

* Mr. Trybom used the Hutchins Code of Morality for his classifi-
cation and as a basis for his analysis.

GHARACT:'J' R -EDUCATION"'L~$(

47-

The Law of- Self-Control

Household Arts

The exercise of patience and perseverance is constantly
required in the household arts. Success depends on it in all
lessons. The work is carried on in a social situation allowing
considerable freedom and demanding .constant self-control, so
that this freedom shall not become license. In the instruction
in cooking, for instance, the girls work independently in groups
o-f two or more, depending upon the project. The lesson is con-
stantly impressed upon the girls that success is attained by
diligent attention to details in a situation in which self-con-
trol and concentration on the problem to be solved are outstand-
ing factors.

,Industrial Ares

The industrial arts contain the same opportunities for
training habits in self-control as the household arts. A keen
interest in the completed project is generally present in all
lessons. An oral lesson on the value of self-control means lit-
tle to a group of children as compared with the actual experience
in the construction of a project in which the worker is intensely
interested.

He will learn that good workmanship results from concentration
of effort on the problem under construction and on the other hand,
that inattention and lack of self-control are synonymous with failure.

-The Law of Self-Reliance

Household Arts.

Girls are taughttto think, choose., and act for themselves in
all their lessons. In fact, one of the main points in our method:
is the emphasis placed on the development of self-reliance. The
teachers stimulate and guide the students to plan, direct, and
judge their own activities. It is estimated that 85% of all women
are engaged in the occupation of home-making.

The household arts are the only subjects that prepare di-
rectly for this occupation. The element of self-reliance as per-
taining to activities in a home acquire extreme significance if
we keep .this in mind.

DEITROI~T -PUBBLIG. 1 S SCf-OOL

Industrial Arts

Success in solving problems helps to develop self-reliance
in related activities. In the industrial arts we have a large
variety of activities each helping to produce self-reliance in
its particular field. A boy receives instruction and practice
on faucets,. In his home he will gain further practice in re-
pairing faucets and besides, he will receive commendation from
parents. As at least 75% of the men in Detroit work with their
hands to earn a living the practice with tools in schools assumes
special significance by giving the students a degree of confidence
in the use of their hands.

The Law of Reliability

Household Arts

It is constantly held up before the girls that quality and
not quantity is the thing that counts in doing our work. One well
made garment is better than two not well made. A food dish not
well prepared may be useless., Responsibility placed on the stu-
dents for the care of the many items of equipment in the labor-
atory during all lessons under careful supervision by the teacher
and group leaders tends to develop dependability in a similar
situation.

Industrial Arts

A student is accustomed through the various exercises in
constructive work to exert his best effort. He is constantly.
shown by experience that inaccuracy means failure. He also learns
that success results from keen persistent .effort. We can there-
fore say that he receives valuable training in reliability in the
large group of activities included under the industrial arts.

The Law of Clean Play

Household Arts

Cooperation between individuals and between groups .is con-
stantly demanded .in all lessons By having to use the same
materials, tools, and utensils, elements of fairness to co-workers
enter constantly in the household arts activities.

Industrial Arts

In the present enthusiasm for physical education and competi-
tive play the value of constructive play has been lost sight of
to some extent. Such activities as building playhouses, carts,
kites, model airplanes, etc., often involve group work and co-
operative activity to a great extent. It is play carried on

with a common purpose. It may involve competition or it may not.

CHARACATER EDUCATIONN

DETROIT PUBLIC:: SCHOOLS

Working for a common end as the building of a playhouse, for in-
stance, will tend to develop the truth that a fair consideration
of .,the various abilities of the members of the group is the best
way of reaching that end.

The Law of Duty

Household: Arts

The household arts are constantly trying to develop in the
students certain- attitudes of service and responsibility in their
-home relations. Furthermore, this instruction gives the student
the ability to perform many of these duties, Duties peculiar to
women in the welfare of society are taught, such as child welfare,
pure water, pure food, free clinics, city sanitation.

Industrial Arts

The industrial .arts make a point of inculcating such know-
ledge and such abilities as will make the performance of home ser-
vice possible and interesting. The ordinary arts of helping
mother or father in the upkeep of the house. are applications of
principles of-duty .nearest at hand to the growing child.

The Law of Good Workmanship

Household Arts

Comparison scales consisting of samples of the various de-
grees of workmanship are used to encourage careful work. They
have :proved very helpful in making a.child do her best at all
time.s. Cooperative self-appraisal of results among the students
has been another e-ffective way of enicouraging a high standard in
workmanship. A significant thing about vocational subjects, is
the fact that students can appraise their own work, which is not
the case in the same degree in many other subjects,

Industrial Arts

...he pleasur.e derived from accomplishing something of a ser-
viceable nature is enjoyed repeatedly by the student of the in-
Adusrial arts. He ,can :see the outcome of his efforts, measure
and test it, and his parents also c:an serve as judges. In this
way, he receives pleasure out of doing a thing well, i.e., out
of good workmanship which will lead to the repetition of similar
activities in the same manner.

~~e~9~c~am .. ~~lll~? ~s~ ~ ~prr-~ qC? ~~ ~? ~L rlC~~I~~FTI~ JI _- -~-~nS ~ )~~-C-)....

'~---~- - .~~P~... ... .~.. .-. -~~--~.i~... ----*T=-= ---i-_ . -~Z ~-rP~.~.;.. ....-~L-~;~ . .^.,~- ...- ----"~-r~-- - c~r.

The .Law.- of Team Work

Household Arts

Good, teamwork is essential ;to success in most of- the activ-
ities in the household arts. :.:The -laboratory work in a ll lessons
on food is carried on by groups of two or more girls. The prep-
aration of meals for faculty members, parent-teacher .meetings,
etc., gives excellent practice in teamwork. Other activities of
this kind are: the making of costumes for auditorium-, garments
for poor children in school, for the Junior Red Cross, for the
Needle: Work Guild of America, etc.

Industrial Arts

Many of the problems in the classroom involve teamwork or
group work sometimes under the direction of a b.oy foreman. Repair
jobs for the school are d one...n..,this way. Training in team work
is given under natural conditions.

The Law of Kindness

Household Arts

Helpfulness towards co-workers in the various jobs are a
means of demonstrating acts of service and kindness towards chil-
dren of difference in race, color, and conditions. Our subjects
furnish children the ability to help mothers and other members of
the family.

Industrial Arts

By giving th boys the ability to assist in various duties
of the home and by encouraging jobs of this kind even to the ex-
tent of giving school credit in many cases for such work, we be-
lieve we encourage a spirit of helpfulness and kindness in home
relations.

The Law of Loyalty

Household Arts

Loyalty to humanity is inculcated by acts of service of
humanity. By putting it within the power of the students to give
such service and by encouraging it the subjects of household and
industrial arts are valuable as a means of training in loyalty.
Many projects for the home, for the school, and for the community
are'carried by the children taking household arts. Garments are
made for small brothers and sisters at home, for auditorium activ-
ities, and for sick children in hospitals.

; CHARACT ER- E D U CATI M~ I~ ~

5 1

5.2 DETRO I T ""PUBLIC- SCHOOLS

Many of the contacts with hospitals and institutions for needy
children are made through the Junior Red Cross and the Needle Work
.Guild of America who provide materials for thousands of garments.
In the same way, some food products are made by the girls in the
domestic science classes for the hospitals and distributed and
food materials :paid. for by the Junior Red Cross.

Indus trial Arts

The, boys make many thousands of toys at Christmas time for
distribution by the Junior .Red Cross to children's hospitals and
other institutions. They construct birdhouses, feeders, and shel-
ters in large quantities for the protection of insect eating
birds and contribute besides acts of service in the interest of
the home and the school.

Department of Special Education

The Things I Do

Name. --------------........---------... ..... ......--------------------- School---------oo---.....--...........--.. ......... ---...... Grade..........--------.........
First Last
Years----------.................... Months........................ Boy..-----------...................... Girl--------...................... Date----...................................------------------

In this little book you are to tell many things that you do. Some of these things we may know about
you already, but we want you- to tell us yourselves.
Please do not look at any paper but your own, for we want to find out just what you do. Be sure to
tell what you do.
If the words are too hard,, raise your hand and we will tell you what the words mean. You will know
most all of them.
Each question has three answers. You are to draw a line under the one answer in each set that tells
what you do, then put the number of that answer in the parentheses at the end of the line.

1. At night
1 I go to bed late 2 I go to bed early 3 I don't go at all ( )
2. In school
1 I don't look out of the win- 2 I sometimes look out 3 I look out all the time ( )
dow
3. Fire-drill
1 I do it, if told to 2 I don't like it 3 I like to do it ( )
4. Crossing the street
1 I never look first 2 I always look first 3 I look if told to ( )
5. Slamming doors
1 I sometimes slam them 2 I never slam them 3 I like to slam them ( )
.6. In coming to school
1' I am never tardy 2 I am sometimes tardy 3 I am tardy about once
a week .( )
7. In eating
1 I often hurry 2 I always eat fast 3 I eat slowly ( )
8. In playing
1 I always go first 2 I always take my turn 3 I sometimes take my
turn ( )
9. In talking
1 I always talk too loud 2 I often talk too loud 3 I talk nicely ( )
10. In giving
1 I give gladly 2 I give, if asked to 3 I will not give ( )
11. As to school
1 I stay out often 2 I stay out a little .3 I am always in school ( )
12. In the morning
1 I sometimes lie in bed a 2 I get right up 3 I always lie in bed a
while while ( )
13. My playthings
1 They just seem to break 2 I break them after a while 3 I break them right
away ( )

Prepared for the Committee by Harry J. Baker

Fo1nm 3009-7-26-5M-D-BW

Detroit Public Sch~ools

14. In sitting
1 I always wiggle 2 I keep sti
15. When I borrow anything
1 I give it back, right away 2 I give it
16. As to books
1 I keep them pretty well 2 I keep th(
17. At home
1 I always help 2 I never h
18. When I lose a game
1 I quit playing 2 I keep on
19. In talking
1 I use just nice words 2 I use bad

20. When I, see our flag
1 I like it a little 2 I always
21. In school
1 My desk is very dirty 2 My desk

22. In caring for my teeth
1 I sometimes brush them 2 I brush th
23. After school
1 I always play alone 2 I play wit
24. As to old people
1 I am always nice to them 2 I make fu

25. Taking more than my share
1 I don't, when watched 2 I never d(
26. Running in the hall at school
1 I run, if I can 2 I never r
27. At home
1 I wait on myself 2 I sometim
28. With my playmates
1 I always quarrel 2 I quarrel
29. In passing people
1 I go in front of them 2 I go behin

30. If I get too much change at the store
1 I give it back 2 I keep it.

31. To my teachers
1 I am not always nice 2 I try to b
32. To keep clean
1 I wash before meals 2 I don't w;
33. When with small children
1 I pick on them 2 I let them
34. In talking
1 I use my hands sometimes 2 I always 1
35. If I do something wrong
J I tell, if I have to 2 I tell righ

back, if asked

em very clean

elp

trying

words often

love it

is very neat

iem every day

th just one

in of them

o it

es ask for help

a little

id them

)e nice

ash at all

alone

use my hands

t away

3 I wiggle a little (

3 I try to keep it (

3 I tear and dirty them (

3 I help, if asked to (

3 I don't care (

3 I use bad words some-
times (

3 I don't care for it (

3 My desk is clean some-
times (

3 I never brush them (

3 I want a crowd (

3 I don't bother with
them (

3 I often do it (

3 I often run (

3 I always want help (

3 I never quarrel (

3 I push them out of the
way (

3 I give it back, if found
out (

3 I talk back to them (

3 I wash once a day (

3 I am nice to them (

3 I keep my hands still (

3 I will not tell (

)

36.

37.

38.

39.

40.

41.

42.

4-3.

44.

45.

L16.

47.

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

2 I talk and play

2 I sometimes comb it

When the teacher leaves the r
1 I am quiet and study:

As to my hair
1 I comb it once in a while

My own playthings
1 I want them just for mysel
When we have company
1 I am not always nice
As to my playmates
1 I always stand up for ther

Passing in the hall at school
1 I am good, if watched

If asked to go on errands
1 I go, if told to
In playing
1 I try to be fair
When anybody plays a joke on
1 I get mad

Every day
1 I try to work hard
In marching
1 I don't keep in step
To animals
1 I am always nice
In games
1 I won't play them
New pupils
1 I don't care for them
In doing work
1 I do it pretty well

In getting my lessons
1 I never copy from any one
At home
1 I make lots of, noise
When I get through with my
1 I put them away, if told t
When anyone speaks to me
1 I won't listen
If something has happened
1 I always tell the truth

In school
1 I sometimes whisper
With my money
1 I am careful what I, buy

2 I try not to whisper

2 I buy useless. things

If 2 I let others play with them

2 I am nice, if asked to be

n 2 I go back on them

2 I am always good

2 I won't go at all

2 I am fair
Sme
2 I laugh, too

2 I don't try to work hard

2 I keep in step if watched

2 I sometimes hurt them

2 I want to play

2 I make fun of them

2 I do the best I can

2 I copy, if I can

2 I am noisy sometimes
playthings
o 2 I always put them away

2 I listen sometimes

2 I don't tell the truth

3 I talk, only if others
do

3 I always keep it
combed

3 I let others see them

3 I am always naughty

3 I sometimes stand up
for them

3 I am good most of the
time

3 I am willing to go

3 I am not fair

3 I don't care if others
laugh

3 I try, if told to

3 I always keep in step

3 I like to hurt them

3 I play, if asked to

3 I am nice to them

3 I don't care how I do
it

3 I often copy

3 I keep very quiet

3 I won't put them away

3 I always listen

3 I tell, if I will be found
out

3 I never whisper

3 I am careful sometimes

( )

58. In playing
1 I like just one game
59. When my friends are in trouble
1 I always help them out
60. When I want something
1 I just take it
61. Study
1 I always like to study
62. At home
1 I don't like to mind
63. When some one is teased
1 I help tease them
64. When people are sick
1 I try to help them
65. When we have a play at schcol
1 I want to help
66. In getting ready for gymnasium
1 I am the last one ready
67. At home
1 I am good sometimes
68. Most games seem to me
1 hard to play
69. In talking
1 I never talk about myself

70. If something happens at home
1 I keep it to myself
71. In the care of the school
1 I always help

72. When leaving home
1 I sometimes tell where I am
73. When %things go wrong
1 I always get mad
74, For the blind
1 I feel sorry
75. My habits are
1 Mostly bad ones
76. In my lessons
1 I am never ready
77. In getting along at home
1 I do well sometimes
78. In telling what happened in pla3
1 I tell the truth
79. As to other people
1 I never think of them
80. When my folks go away
1 I am good sometimes

2 I don't like any games

2 I don't try to help

2 I always ask first

2 I sometimes like to

2 I like to mind sometimes

2 I try to stop it

2 I do nothing

2 I help, if asked to
class
2 I am last sometimes

2 I am always good

2 very hard to play

2 I always talk about myself

3 I like many games

I tell it to every one

I am careless about it

I never tell

I never get mad

I try to help them

Many good ones

I am ready sometimes

I always do well

I tell, if found out

I don't care about them

I always try to be good

I won't help them

I sometimes take it

I hate to study

I always like to mind

I do nothing

'I sometimes help

I don't like to help

I get ready quickly

I am not very good

easy to play

I sometimes talk about
myself

I tell my best friend

I don't care how it
looks

I always tell

I often get mad

I make fun of them

All good ones

I am always ready

I have trouble

I won't tell

I always want to help

I am often bad

( )

Directions for Administering

In order to carry out the spirit of this test, suggestions
as to its real nature should be carefully avoided. No mention
should be made to the pupil that this is a test of "character."
It is merely a statement of the things the pupil does.

The examiner should be very careful to ask the pupils to mark
the thing they DO, not the thing they know or think is the best
thing to do . The two may be entirely different.

As far as possible the test should be given with as little
excitment or change of routine work as can be obtained. It
should be just a very ordinary event in the day's work.

Tell the pupils to take pencils and get ready to answer some
questions in a little booklet. After the booklets are passed have
the pupils fill in the headings. Mention each item of the heading
separately and have the pupils fill them in item by item as you
call attention to them. After the word "Boy" have the boys write
a "B"; after the word "Girl" have the girls write a "G." After
the headings are completed have the pupils put their pencils down.

The examiner says; "Just below where you have been writing,
it tells you just what to do. Listen and I will read it to you.

'In this little book you are to tell many things that you do.
Some of these things we may know about you already, but we wani
you to tell us yourselves.
'Please do not look at any paper but your own, for we want tc
find out just what you do. Be sure to tell what you do.
'If the words are too hard, raise your hand and we will tell
you what the words mean. You will know most of them.
'Each question has three answers. You are to draw a line
under the one answer in each set that tells what you do, then
put the number of that answer within the parentheses at the
end of the line.'

"Now look at number 1 - It says:
'1. At night I go to bed late; 2. I go to bed early; 3. I don't
go at all.'
How many of you go to bed late? Hold up your hands and we
will see how many there are." (At this point if the pupils
hesitate and a few falter in holding up their hands, encourage
them to hold up their hands.) "Now, put your hands down."
"How many go to bed early? Hold up your hands. Now put your
hands down.

CHAhRACTER EDUCATIONbTJ03f

"Now of course, there is no one who doesn't go to bed at
all, so no one should hold up their hand for the last one.
"Those who said they go to bed late, draw a -Line under the
words, 'I go to bed late,' and put number 1 within the parentheses.
Those who said they go to bed early, draw a line under the words,
'I go to bed early,' and put a number 2 within the parentheses."
(Look around among the pupils enough to see that they have actual-
ly done this marking and placed the corresponding number within
the parentheses.)

"Now look at question number 2. It says:
'2. In school
1. I don't look out the window; 2. I sometimes look out of
the window; 3. I look out all the time.'
"Those who do not look out of the window, hold up your hands."
(If anyone holds up his hand for this answer, ask the class to ex-
press its opinion whether or not this is true in his case. If it
is not true, you then advise the pupil to lower his hand, and an-
swer what he really does do.)

"Those who sometimes look out of the window hold up your hands.
Now put down ,your. hands.
"Those who look out of the window all of the time, put up your
hands. Now put your hands down.
"Now those who said they do not look out of the window, draw
a line under the words, 'I don't look out of the window,' and put
a number I within the parentheses.
"Those who said they sometimes look out of the window, draw a
line under the words, 'I sometimes look out,' and put a number 2
within the parentheses.
"Those who said they looked out all the of time , draw a line
under the words, 'I look out all the time, ' and put a number 3
within the parentheses.

"Now look at question number 3. It says:
'3. Fire drill
1. I do it, if told to; 2. I don't like it; 3. I like to
do it.'
"Those who do it if told to*, hold up your hands. Now put your
hands down."
"Those who don't like it, hold up your hands. Now put your
hands down.
"Those who like to do it, hold up your hands. Now put your
hands down.
"Now those who said they do it if told to, draw a line under
the words, 'I do it if told to,' and put.a number 1 within the par-
entheses.
"Those who said they don't like it, draw a line under the
words, 'I don't like it' and put a number 2 within the parentheses.
"Those who said they like to do it, draw a line under the
words, 'I like to do it' and put a number 3 within the parentheses.

DETROIT9 PUBLICC SCHOOLSr

"Now look at question number 4. It says:
'4. Crossing the street
1. I never look first; 2. I always look first; 3. I look if
told to.'
'"Those who never look first draw a line under the words, 'I
never look first,' and put a number 1 within the parentheses.
'Those who always look first, draw a line under the words, 'I
always look first,' and put a number 2 within the parentheses.
"Those who look if told to, draw a line under the words, 'I
look if told to,' and put a number 3 within the parentheses.
"Now look at question 5. Read the question to yourself,
then draw a line under the thing that you do, and put the number
of that thing within the parentheses." (Pause about one minute
for them to do it.)
"Those who put number 1 within the parentheses, hold up your
hands.
"Now those who put number 2 within the parentheses, hold up
your hands.
"Now those who put number 3 within the parentheses, hold up
your hands.
"That is very good. Now go ahead and do all of them in just
that same way. Be sure to draw a line under the thing you do and
put its number within the parentheses. Mark just one of the an-
swers in each set. Ready, go ahead."

Instructions for Scoring

1. Place the unused blank labeled "Key" so that the answers of
the "Key" are just beside the answers given within the parentheses
on the pupil's paper. The first five questions are samples and
are not scored.

2. In the key the answer values for question No. 6 are 3, 2, 1
respectively, for answers 1, 2 and 3. That is, answer No. 1 has
a value of three points; answer No. 2 has a value of two points,
and answer No. 3 has a value of one point. All answers as shown
in the key are designated in this manner. The best answer is as-
signed three points, the neutral answer two points, and the poor-
est answer one point.

3. The number in the parentheses on the pupil's paper indicates
which of the three answers he does. For example, if a pupil has
put No. 1 in the parentheses in question No. 6, he has marked an-
swer No, 1. According to the key the value of answer No. 1 in
question No. 6 is three points, so you should place a number three
in the right margin of the pupil's blank just after the parenthe-
ses. If he had placed a 2 in the parentheses, the score would be
2in the margin, and if he placed a 3 in the parentheses, the
score would be 1.

CH-ARACTER E ~DUCATIONN

.60 DETROIT 'PUBLIC SCHOOLS

Score all questions in this manner. A simple aid in scoring
is to read the pupil's answer "1" as first, and then look at the
first of the three answer values in the key for the score; read
his 2 as second, rather than as 2. In case a pupil has omitted
a number from the parentheses but underlined an answer, place the
number of that answer within the parentheses and score as usual.

This book is a preservation facsimile produced for
the University of Illinois, Urbana-Champaign.
It is made in compliance with copyright law
and produced on acid-free archival
60# book weight paper
which meets the requirements of
ANSI/NISO Z39.48-1992 (permanence of paper).

Preservation facsimile printing and binding
by
Northern Micrographics
Brookhaven Bindery
La Crosse, Wisconsin
2012