Evening star. [volume] (Washington, D.C.) 1854-1972, 1931-09-13

respect for ones self and ones sur
roundings, ard the formation of the
| habit of identifying ones self with one S
physical surroundings.
Given physical environment
whether it be ION par or above the
physical surroundings to which the
children are accustomed" the school
automatically sets up social environ
ment which affects character. The
experts, in their report. declared the
school has a responsibility for develop
ing the social self in each pupil. 1t
further bears the responsibility for &C
quainting children with the accepted
standards of conduct in social situa-
tions, the report holds. In meeting
these dual responsibilities. the school
should provide social situations in its
own daily life for the practice of ideals
and standards, and it should establish
situations of this sort within the
school building itself, the committee
believes.
Cooperative Relationship.
If this proper social atmosphere is
to be set up as an attribute of character
education, one of the first things which
must be accomplished is the establish
ment of cooperative relationship be-
tween the pupils and their teachers.
This is definitely asserted by the char
acter education surveyors in their
statement that the relationship be-
tween pupils and teachers should b..
clearly understood and of the right
order" Life within the school-life
embracing teacher and taught-offers
opportunities for training in co-opera-
ton, in mutual helpfulness, friendli-
ness, politeness and loyalty, the COM
mittee believes.
Teacher-pupil relations offer training
in proper adult-child relationships,
mutual confidence, respect for person.
atty and difference to leadership, the
report contends In this connection.
the character education experts would
have social functions within the school
building because such affairs offer OPP
portunities for acquainting pupils with
the best social standards and for de-
veloping a group morale.
From this apparently simple pro-
gram in social environment, the COM
mittee expects the pupil to derive an
ease in adjusting himself to the proper
relation to various groups in society.
Then, it believes. an individual per-
Sonality would be developed through
proper dSSOCldIIOH Will VIC PuPh o
peers.
OF course. physical and social en-
vironment are not the only factors IN
character education. Intellectual en-
vironment created by the schools pro-
gram of work also is essential. This Is
recognized by the committee which, in
discussing intellectual atmosphere Oh
the school. recalled the three main pur-
poses of public education. These are:
/. The development of personal eff
cheney at the individuals highest level
of achievement. 2. Common integral
ing experiences for the promotion Oh
democratic citizenship, and 3. The
training of large groups of citizens IN
methods of problem solving.
Improved Guidance Stressed.
Hence, Miss Backus and her associates
believe that school curricula must IN
clude not merely the raw materials OF
education-the reading, the writing ana
the arithmetic of fable-but 1t must
embrace materials for developing tne
whole personality of the children VINO
undertake it. Among other things, man.
ual arts must be recognized and placeo
on a basis of greater appreciation. Inc
school, too, should provide improved
guidance for the pupil, the committee
contends
Guidance" is another word Tor
counsel in educational circles today.
More sympathetic counsel for children
would reduce the startling waste OF
time through the pursuit OF wrong, or
at best, inadvisable courses. In some
cities teachers are employed as 1ull-
time councillors for pupils and they be,
come the confidantes of the boys and
girls in their schools. AS yet. Wasnlng-
ton has not progressed in the new ecu
cation sufficiently far to warrant tne
expenditure of teacher salaries ioi
"mere" counselling. So guidance still
is IN the realm of extra-curricular &C
tivit;es for teachers who do what they
choose in this direction before class In
the morning. at recess, and at the END
of the school day.
And In the midst of their study OF
the atmosphere in which boys and girls
are to seek learning, the members OF
Miss Backus' committee indicated they
mean also to set their professions mouse
in order. If children are to secure the
character education which tne Scnool
Board has determined to provide. the
teachers who administer that training
must themselves develop broad pro-
fessional outlook The character edu-
cation group believes this responsibility
goes even higher than teachers by max
ing the same demands of the admin
istrators of the school system. These
administrators, the committee declares
in its preliminary report must show
vision and leadership and they and the
teachers must display happy cooper
alton with one another.
In going further into their study OF
character education the school systems
committee has pointed out that in a
complex civilization there must be
some directing an co-ordinating agency
If we are to unity and conserve the
work of home, school and community"
School Logical Leader.
1.-The school," 1t declares, 'is the
logical leader, since it works with all
the children of all the people,"
The committee therefore has strongly
recommended that there be additional
study in six specific fields
!. Cooperation of home and school.
2. A program for adult education.
CONTINUED on Eighth Page.)