Evening star. [volume] (Washington, D.C.) 1854-1972, 1931-08-28
Character Education Group
Praises Non-Academic
Pursuits.
SEES WAY TO BRING OUT
BEST IN EACH PUPIL
Extension of Non-Curricular Prof.
ects Believed Stimulus for Varied
Interests and Abilities.

the District schools character. educa-
| ton program, according to preliminary
report issued today by the School
| Boards Teacher and Officer Committee
on Character Education.
The school as an institution, the re-
port asserts in its introduction, accepts
the responsibility for making all of its
character training positive and effective
In the lives of its pupils" Continuing,
the report declares:
1t recognizes, however, that the most
effective character training for boys and
girls is the handling of everyday stu
ations IN the life of character training
principles; that traits Of honesty. relia-
bility, courtesy and the like are not
the starting points, but the end product
OF our work with children"
Three objectives Seen.
In its report the committee expressed
the belief that the school can do three
things in developing character educa-
| ton in everyday school life.
First it believes the school can pro-
vide an environment in which the in
stincts habits traditions and ideals that
| make for social progress find the soil
and cultivation that promote growth
while the instincts, habits. traditions
and ideals that are anti-social are
ment.
Second" the report continues. "the
school can provide child with an I'M
derstanding of the ideals and standards
| that society has found valuable in pro-
noting the welfare of the race Third
the school can set up situations for the
practice of ideals and standards in a
natural setting for boys and girls"
Commenting on environment the
surroundings OF any school must be
on a par with or above the physical
surroundings to which the children
are accustomed" 1t further contends
that there should be adequate room for
freedom OF movement, organization of
groups and privacy, and sanitary pro-
VISIONS designed to encourage CLEANSE
ness, orderlineSs. seH-respect and a
feeling Of privacy at each school.
Aside from the physical environment
OF the school, 1t should be marked ny
good ethical environment. the report
continues. This is defined as the at
mosphere created by the ideals and
standards back of everything that is
done in the school,"
Ordinary Routine Stressed.
Ordinary routine. such as svs-
tematized methods for entering and
leaving the building passing in the
halls, standing in line at drinking foun-
tains, etc. offer further possibilities Of
character development, if they are fol-
lowed with orderliness, the committee
believes.
Discussing character education DOS
sibilities in the elementary schools. the
committee is Of the opinion that pupils
should develop ambition and enthusi-
asn In their work. To this end, the
committee contends. the schools should
provide sympathetic understanding of
child life, ample worth while material
and activities suited to the ability and
experience of the child. and ambition
and enthusiasm on the part of the
teachers.
Cooperation among school pupils
themselves. another attribute of ele-
mentary school character education. the
committee reports, demands Of the
schools an organization that gives chill
dren share in its management. SYM
pathetic understanding that interprets
success in terms of the children's own
efforts and abilities, patience with
children'S efforts 10 form habits. courses
Of study and equipment for carrying on
group activities in schools. The child
himself would be expected to aid In
keeping the room. building and grounds
attractive by cleaning up after himself
by general courtesy to other people and
by exercising reliable cooperation and
self-control when not under super
vision.
Dramatization Favored.
Honesty, fairness and justice can be
developed, the committee believes. If
the school provides reading and drama
tization that are rich in ideals. These
ideals would be developed in the child
bv refusing to take credit for what
others do, honesty with excuses from
parents, admission of his own mis-
demeanors, returning lost articles etc.
Among other attributes listed for de-
Velopment Of children in the elementary
schools are habits of good workman
ship, wholesome attitudes toward health
and cleanliness, development of initia-
tive and leadership, kindness. thrift
and the proper use of leisure time
With respect TO the high schools, the
committee lists as essential the meeting
by the school program. The high school
program Of real worth demands that
the school itself adopt subject matter
TO the ability Of the pupils, develop
methods and technique of teaching for
varying ability groups. establish an en-
riched program for the gifted and pro-
vide worthwhile material for the slow.
Social Program Urged.
Commenting on the forming OF sat-
isfactory standards of social relation
ship by boys and girls in the high
schools. the committee recommends
'thought-out program OF social func-
tons, standards regulating social func-
tions which our boys and girls under
stand the reason for and accepts school
cooperation with well known and es-
tablished agencies, such as Dancing
Masters Association. National Athletic /
Association. etc, in setting up and
maintaining standards, and co-opera-
ton among school organizations.
The report was written by a commit
tee under the Craftsmanship of Miss
BERTHE Backus, principal of Powell Jun
Tor High School. Other members in
clude:
In the normal schools, Miss Ethel
Sunny and Miss Hope Lyons; for SEN
Tor high schools, DR.. II. A. Smith, G.
ID. Houston, Dr. e. b. Henderson, Lynn
Woodwork. Miss Mildred Dean, Mrs.
Helen ID. Staples and Mrs. l. T. Per-
kins; for Junior high schools, Mrs
Agnes I Kinnear, Mrs. M. H. Plummer,
l.. +. Walter Miss j. Anna Tennyson
and Miss N. f. Boyd.
In elementary school, Miss Viola Of
futt, Miss Cecilia p. Dulin. A. K Savoy, |
Mrs. Helen Bolton. Miss Marie c. Graf, |
Miss Elizabeth s. Emmons, Mrs. Rose
c. Humphrey Miss Genevieve L. Burke |
and Mrs Emma II. Roberts.
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