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

All of education" the quotation as
serted has conceivably an influence
on conduct. and all elements or pro-
cedures in education which may influ
ence conduct must be taken into ac-
count in a scheme of character edu-
cation
With this as basis, the committee
speaks for the school as an institu-
ton:
The school recognizes the fact that
its faculty. its curricula. its life, its
activities. profoundly affect the char
acter of its boys and girls it asserts;
The school accepts the responsibility
for making all of its character training
positive and effective in the lives of
its pupils-makes its program and
evaluates its work from this point of
view. 1t recognizes. however, that the
most effective character training for
boys and girls Is the handling of
everyday situations in the light of
misunderstanding principles that
traits of honesty. reliability. courtesy.
and the like are not the starting point
but the end product of our work with
children"
And in accepting this responsibility,
which is little short of tremendous.
the character education committee has
decided that the school can do three
things to promote character educa-
ticn The school can provide an en-
vironment in which the instincts.
habits. traditions and ideals that make
for social progress find the soil and
cultivation that promote growth,
while the instincts habits. traditions
End ideals that are antisocial are
weeded out and die for lack of
nourishment.
Certain Principles Essential.
Then, the committee believes, the
school can-and should-provide the
child with an understanding of the
ideals and standards that society has
found valuable in promoting the well
fare of the human race. And finally,
these educators are convinced the
school is able to set up situations for
the practice of ideals and standards
in a natural setting for boys and
girls: in setting. that Is. which con-
stitutes the most logical stage for the
Children'S activities.
Certain definite principles are essen
tal, in the opinion of the Character
Education Committee, if the school is
10 provide IAN environment for growth
IN character" There must be plentJ
of room. for one thing: room for free
5om of movement for the student bodies,
room for the organization of individual
istic groups of these pupils and room
enough for the privacy which is essen
tial to the development of power to
think
Sanitary provisions must be used
to encourage cleanliness, orderliness,
Self-reSpect and feeling of privacy" is
the second of the general principles
governing environment in the schools.
Fundamental and even elemental as
L. \, l.1s1
of the broadcast bases for indictment o.
Washingtons school system as whole.
Most OF the Capitals public school
building lack even an approach to an
adequate number of wash basins if, for
instance. children are to be expected to
keep their hands. soiled IN the common
tolls of the classroom, clean. AS many
school buildings are without heated
water for this service, that the Charac-
ter Education Committee indicates, is
only one of many similar means toward
the end of perfect character education
Then there is the third general prin-
ciple: That the physical surroundings
of the school must equal or surpasS
those of the childs home. That there
should be. for instance. attractively'
planted grounds surrounding the school,
finish and equipment in which utility
has been tempered with art, and, with
al, building so designed that 1t will
blend harmoriously with its setting and
contribute its share of beauty to the
creation of cultured atmosphere
these, evidently. are what the Character
Education Committee would have. And
these are the things which Albert Har-
ris. the municipal architect. has been
producing on his crowded drawing
boards
Duty Assignments Suggested.
These refinementS which raise
school from the low level of a learning
shop to veritable. temple of culture
have definite places in the program of
education which their champions would
provide A suggestion of the Character
Education Committee. for instance, is
TO assign responsibilities for the care of
the various aspects CT the school to
specific class for nurture. The sixth
grade. perhaps. might care for the
attractive fencing that would be pro-
vided. ascertaining when 1t needs re-
pair and even making minor repairs
The fifth grade could hold itself respon-
sible for the seeding and training of the
lawn. while another class might care
for the plants within the building. And
when task is well done the committee
would have the administrative and
teaching forces of the school recognize
it and commend the children response
BILE for the bit of fine achievement.
The committee believes the character
education that would result from a re-
finement of school atmosphere would be
concrete. A SenSitiveneSS to the physi-
cal conditions which surround him
would be developed in the pupil. The
habit of accepting responsibility for the
physical condition of his surroundings
would be encouraged. together with
realization that true freedom grows cut
of order Then, too, the committee is
convinced that an appreciation OF the
rights of others and OF the value OF
teamwork in human society would be
developed. Other concrete results of
this refinement the experts hold.
would be the establishment Of the habit
OF judging ones own work and that OF
others in relation to an accepted
standard: the founding Of pride. loyalty,