THE INTERESTS AND PREFERENCES OF SELECTED

SEVENTH GRADE PUPILS OF MACON, GEORGIA

A THESIS

SUBMITTED TO THE FACULTY OF ATLANTA UNIVERSITY

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

THE DEGREE OF MASTER OF ARTS

BY

W. H. INGRAM, JR.

SCHOOL OF EDUCATION

ATLANTA, GEORGIA

AUGUST I960 ACKNOWLEDGMENTS

The writer of this thesis wishes to acknowledge with grateful ap¬ preciation the assistance and cooperation of all who helped to make this study possible. Thanks are extended to the participants of this study and other key personnel in Macon, Georgia; namely, Mr. William Henry

Travis, Miss Agnes May, Mrs. Lilia Parker, Mrs. Kate Shakespeare, and Mr.

Bryant Henry Price.

Special thanks are extended to Dr. Lynette Saine, advisor, and

Dr. L. E. Boyd, co-advisor, for their patience, understanding, and helpful assistance without which the successful completion of this project would have been impossible. Finally, thanks and appreciation must go to Mrs. M.

E. James for her responsibility in the final typing of this thesis.

ii TABLE OF CONTENTS

Page ACKNOWLEDGMENTS ü

LIST OF TABLES v

Chapter I. INTRODUCTION 1 Rationale 1 Evolution of the Problem 3 Contribution of Educational Knowledge 1* Statement of the Problem I* Purpose of the Study 5 Definition of Terms 5 Limitation of the Study 5 Locale of the Study 5 Period of the Study 6 Method of Research 6 Subjects and Materials 6 Description of the Instruments Used in this Study , . . . 7 Research Procedure 8 Survey of Related Literature 8 Summary of Related Literature 19

II. ANALYSIS AND INTERPRETATION OF DATA 21

Prefatory Statement 21 General Interests of the Subjects of this Study 21 Comic Book Interest of Pupils 21 Magazine Reading Interests of the Pupils 23 Magazine Section Interests of the Pupils 27 Pupils' Interests in Romance 27 Magazine Interests as Revealed by the Study 29 Movie Star Interests of the Pupils 31 Radio Listening Choices of the Pupils 31 Television Viewing 3h Interest in Books 35 Importance of TV Programs with Pupils 36 Interest in Movie Stars 38 Summary 1*3

III. SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS . . 1*5 Rationale and Evolution of the Problem 1*5 Contribution to Educational Knowledge 1*6 Statement of the Problem and Purposes 1*6 Definition of Terms 1*7 Limitations of the Study 1*7

iii iv

TABLE OF CONTENTS—Continued

Chapter Page III. SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS (Continued) Locale of the Study U7 Method of Research I48 Findings U8 Period of the Study U8 Summary of Major Preferences 52 Differences Between Boys' Interests and Girls' Interests 53 Areas of Highest Interest 53 Conclusions 5U Implications 5U Recommendations 55

BIBLIOGRAPHY 56 LIST OF TABLES

Table Page 1. Numbers and Percentages of Leisure Time Activities Reported by the Seventh Grade Pupils 22 2. Numbers and Percentages of Comic Book Preferences of the Seventh Grade Pupils 23

3. Numbers and Percentages of Magazine Reading Interests of the Seventh Grade Pupils 26

1|. Numbers and Percentages of Magazine Section Interests of the Seventh Grade Pupils 28 5>. Numbers and Percentages of Romantic Story Interests of the Seventh Grade Pupils 29 6. Numbers and Percentages of Magazine Interest of the Seventh Grade Pupils 30

7. Numbers and Percentages of Interests in Movie Stars of the Seventh Grade Pupils 32 8. Numbers and Percentages of Radio Listening Hours of the Seventh Grade Pupils 33

9. Numbers and Percentages of Time Spent in Viewing Television by the Seventh Grade Pupils 3b 10. Distribution of Reading Interest in Books as Reported by 116 Seventh Grade Pupils 36

11. Relative Importance Expressed With Regard to TV Programs by the Seventh Grade Pupils 37 12. Report of Feminine Interest in Movie Stars by Ii5 Seventh Graders 39 13. Numbers and Percentages of Television Program Preferences of the Seventh Grade Pupils J4O

111. Interest as Expressed with Reference to Important People by 75 Seventh Graders ill

15. Persons Whom the Seventh Grade Pupils Would Like to Emulate. 1|2

v CHAPTER I

INTRODUCTION

Rationale.—A permanent reading habit based on a love of reading for all normal children is the most important purpose of the school's in¬ structional effort. Achievement of this purpose would transform the whole program of in-school and after-school education. It is widely recognized, however, that children now read below the standards justifiably to be ex¬ pected for their ages and intelligence. Still more disconcerting is the

« fact that great numbers of them fail to turn voluntarily to reading for in¬ formation and recreation.

How best to vitalize reading for children is a matter of contro¬ versy among teachers, makers of courses of study, and authors of textbooks.

One group long dominant in our public schools, has insisted that adults

should choose from classic and contemporary literature the selections which

they are convinced children should know. This plan, used almost univer¬

sally for decades, has failed to establish the love for reading which had

been anticipated. More recently, a second approach predicated upon the sup¬

posed popularity with children of lightweight and ephemeral materials has

had wide vogue, but it too, has achieved indifferent results.

There has been increasing recognition of the role played in learn¬

ing and habit formation by the factor of interest. Granting the dominance

of this factor, it seems the high objective of developing a love of good

reading might be attained through providing children with an ample supply

1 2 of literary selections which stand where the lines of student popularity and critical approval converge. The major difficulty in testing this plan has been the lack of knowledge as to which selections children genuinely enjoy. It is true that there have been many reading lists issued by ex¬ perts on children's reading interests. However, these experts in many in¬ stances have been in conflict with each other and with the results of the investigations which have been made in this field. Even the findings of the investigations themselves have been frequently in conflict, and because the approaches to the problem made by the various studies have been so di¬ verse and so dependent at times upon intricate statistical manipulation, means have been lacking for harmonizing the conflicts.

Boys and girls of pre-adolescent and early years can begin to understand the value of learning techniques for making and keeping friends and for working with people. They are interested in learning how to dis¬ agree with people without quarreling, how to work cooperatively with others, and how to enter into social situations as hosts and guests. They are not equally ready for these experiences and sometimes girls, because of their greater maturity appear ready before boys do, but all see value in learn¬ ing to understand their own needs and those of others and developing tech¬ niques for meeting them.

That information with respect to children's actual choices of read¬ ing materials is chaotic, is widely agreed. Might it be possible to find a procedure for studying children's reading interests which would meet tests such as the following?

1. Be sufficiently simple that it could be carried out in any school by a careful teacher without any special training in statistical procedures.

2. Yield results readily incorporable with the results secured by 3

other independent investigations carried out through the same procedure, thus providing for an accumulation of basic data.

3* Make possible the determination of the number of pupil reports on a given literary selection (secured by a determined number of teachers in a determined number of schools) required to yield a dependable reading interest score for the given selec¬ tion.

U. Provide a measure of the relative effect of age, intelligence, and sex interests.

5>. Provide a measure of the influence upon children's reading choices of such interests factors as adventure, humor, roman¬ tic love.

6. Provide for the influence upon children's reading choices of the quality of the teaching (superior, average, weak) in the classes where the selections were studied.

7. Provide a measure of the change from grade to grade of chil¬ dren's enjoyment of literary materials.

An examination of a considerable number of the studies in the field of children's reading interests seems to indicate that certain basic errors in collecting and processing data have been repeated again and again in spite of earlier demonstrations of superior procedures. An enigma in this situation is the fact that at times these errors have been repeated by studies carried out tinder expert sponsorship.

There should be a sequential program for broadening interests and cultivating tastes is a gradual process. Continuous exposure to a variety of good materials is mandatory. The program for each child must begin where he is. His present interests and tastes should serve as springboards for future improvement. The main objective is to get the child to read.

Evolution of the Problem.—The writer has been for sometime asso¬ ciated with reading matter in one form or another and has been faced with reading problems of many kinds. In his latest capacity he is concerned with getting school children to do more reading of a worthwhile nature. k

While getting children to increase their reading has been and still is the main interest, increasing the reading habits of the public-at-large is the problem of librarians, generally.

It is the opinion of the writer that these people should be studied

as to the reasons for their lack of interest in reading or to the extent

that interest affects the amount that they read. To find an answer to this problem, this writer felt that interests and preferences of certain se¬

lected pupils would give a great and important picture of what is needed to

activate or to stimulate these persons into reading more.

Contribution to Educational Knowledge.—All who are seriously con¬

cerned with the problem of reading of young people have been aware of the

dearth of reliable data relating to the interests of boys and girls in the

materials offered to them in libraries and classrooms. Especially limited

is the information as to the differences in boys' and girls' reading inter¬

ests .

It was hoped that this study would make at least a small contribu¬

tion to an important field. It was further hoped that reliable data on

selected seventh grade pupils in the selected area would accelerate, re¬

form, and result in the abandonment, so far as class study is concerned,

of many widely used but disliked literary selections, and their replace¬

ment by materials of equality of which young people approve.

Statement of the Problem.—The problem involved in this study was

the determination of reading interests and preferences of the pupils of the

seventh grades of three schools in the Bibb County Colored Elementary

School System. 5

Purpose of the Study.—The major purpose of this study was the determination of the reading interests and preferences of selected seventh

grade pupils. Specifically, the purposes were:

1. To determine the general patterns of expressed interests and preferences of these selected seventh grade pupils.

2. To determine the types of reading which appeal more highly to these pupils.

3. To ascertain the relative importance expressed with regard to comics, adventure, romance, fiction, novels, travel, human in¬ terests, science, home life, biographies, western.

U. To determine the degree to which girls and boys are interested in certain reading materials.

5>. To determine the extent to which their reading interests and preferences carry implications for improved practices in school libraries and classrooms.

Definition of Terms.—For the purposes of this study, the following

terns have carried the meaning and implication ascribed to them.

1. The term, "interests," as used in this study is defined as— concern, or curiosity about something.

2. The term, "preferences," as used in this study refers to a greater liking for something or a choice of one or more things.

Limitation of the Study.—This study was limited to the pupils of

three seventh grades of the Colored Elementary Schools of Bibb County,

Macon, Georgia.

Locale of the Study.—This study was conducted in three schools of

Macon, Georgia. One school is the L. H. Williams School, an elemen¬

tary school with a pupil enrollment of 1,085 about 101* pupils in the

seventh grade and a faculty of thirty teachers and a male principal. The

L. H. Williams School is located in the northwestern section of Macon,

Georgia, on Pursley Street. It is a brick building with an 6 intercommunication system, teachers lounge, and a private office for its principal, Mr. B. H. Price. The school has a cafetorium with a staff to

service it. It also has its own clinic.

The Burdell School is an elementary school with an enrollment of

992 pupils, a teaching staff of 26 teachers, including one male teacher,

and it has a principal in addition to the 26 teachers. It also has a

clinic, an intercommunication system, cafetorium, private office for its

principal, Mrs. Lilia Parker, teachers' lounge, and a library. The pupils

of this school are of a rather average class. There are 10l| seventh grade

pupils.

The G. W. Carver School is located in Southwestern Macon. It has

an enrollment of 57b pupils and a teaching staff of 16 teachers plus the

principal. There is a male teacher at this school. The Carver School has

a cafetorium, clinic, intercommunication system, teachers' lounge, private

office for the principal, Mrs. K. Shakespeare. The pupil enrollment is

slightly made up of a lower class of pupils. There are 67 seventh graders

in this school.

Period of the Study.—This study was conducted in Macon during the

month of April, I960.

Method of Research.—The method of Research used in this study was

the Descriptive-Survey Method and the questionnaire, checklist, and special

interviews were used as main techniques for gathering the necessary data.

Subjects and Materials.—The subjects used in this study were the

pupils of three seventh grades of each of three schools. These schools

were L. H. Williams School which has 101; pupils in the seventh grade, M. M. 7

Burdell School which has 10U seventh graders, and G. W. Carver School which has a seventh grade enrollment of 67 pupils.

The Burdell School has a library. The other schools have allotted

space for a library with adequate materials but this space serves other purposes, also.

The materials used were questionnaires and checklists.

A Description of the Instruments Used in This Study.—The instru¬ ments used in this study were an inventory of the interests of the seventh

grade pupils of the study in union with a checklist.

This inventory which is an outline guide for collecting relevant information about a pupil's or in this case, a group of pupils interests.

A. The inventory was devised by Dr. A. J. Harris of Queen's College,

New York. It was used to gather information or data relative to

the "reading interests of selected seventh grade pupils" that is to

say "what they say they like to read" and the preferences or "what

they say they prefer to read."

B. The questionnaire used in this study consisted of some fifty-eight

questions in seventeen areas. It was a list of questions discus¬

sed in magazines and books. The areas were those such as inter¬

esting personalities, homelife, romance, adventure, biographies,

marine or sea stories, science, comics, war stories, crime, detec¬

tive stories, history, newspapers. In connection with the latter

item (newspapers) questions were asked to determine the reading

patterns with regard to the reading of newspaper articles, i.e.,

which part excited most interest, etc.

C The checklist was a list of books, some of which were imaginary, 8

to determine what kinds of reading materials interested these

pupils, and to what extent their interest was aroused. There were

questions to determine what factors other than reading materials,

proper, affect their reading interests and preferences, that is to

say the influence of radio, T.V., and movies. The checklist is a

device to check on the information gathered in the questionnaire

as to its validity, whether or not the data is authentic.

Research Procedure.—In this study the method of procedure for con¬ ducting this study followed the pattern below:

1. Permission to conduct the study was obtained from the proper authorities.

2. The related literature pertinent to the study was reviewed, summarized, and presented under proper captions in this final thesis copy.

3. The questionnaires were distributed to the pupils and the in¬ formation secured from the questionnaires make up the funda¬ mental data for the study.

U. The data derived from the questionnaires were assembled into appropriate tables and figures, and treated in the manner re¬ quired by this study.

5>. The findings, conclusions, implications, and recommendations as derived from the data were written up and constitute the content of the thesis copy.

Survey of Related Literature.—Many studies in the area of reading have been made; these studies have included areas in every level of the school, primary, elementary, high school, and college. These studies have been made on problems which range from how to increase reading, reading interests, the effect of radio, of T.V., movies, and comics on reading.

Although many studies have been made in the above areas of read¬ ing, comparatively speaking, a small number of studies have been made in 9 the area in which the writer was concerned. So small is this number that one writer has been prompted to say that a dearth of literature on this subject is available.

In the present study the writer was concerned with the opinions of this and many other writers and authorities.

Studies relative to the interests and preferences of children have been reported for at least sixty years. One of the earliest of these ap¬ peared anonymously in the May, 1889 issue of Education, under the caption

"What Do Pupils Read?" During the nineties at least seven studies were made of the reading interests of elementary and secondary school pupils and of adults. They were concerned largely with library withdrawals, favorite books of boys and girls, literature and characters that appealed most strongly, and changes in reading interests from childhood to adulthood.

During the period from 1900 to 1920, relatively small numbers of studies of reading interests were published. The average was less than one a year. In 1921, Jordan^ prepared comprehensive reports which in¬ cluded a summary of twenty previous studies and two original experiments.

During the twenties interest in this field increased very rapidly. In 1929, 2 Gray and Monroe reported almost 100 studies of the reading interests of elementary and secondary pupils. During the last two decades interest in

this field has continued to increase steadily, until at present (I9i;9) ap¬ proximately 300 published studies are available.

Many of the earlier investigators employed questionnaires in 1

A. M. Jordan, "Contributions to Education," High School Journal, 107, (Teacher's College, 1921), ll»)|.

2 W. S. Gray and Ruth Monroe, The Reading Interests of Adults, A Preliminary Report (New York, 1929). 10 obtaining data relative to reading interests. Other methods included analyses of book withdrawals in libraries, and at home; and conferences.

Since 1935, the concept underlying efficient instruction in read¬ ing has been profoundly altered. The emergence of a developmental philo¬ sophy of education has affected appreciably the basic aims and purposes of instruction. This philosophy has grown out of the impact of experimental findings concerning child development, conclusions based on scientific studies of the nature and significance of language and recommendations from educators regarding the relationship of basic human needs to the ed¬ ucative process. Attention is focused by modem educators on the need for functional programs of education and for the provision and maintenance of conditions which will promote continuous growth in all pupils. Education is now considered a process which aims to bring about the maximum develop¬ ment of every child in terms of his unique nature and needs.

How can this be accomplished? There are other professional books and materials which are helpful in this quest. In some of these books teachers may secure a good foundation in clear, informal language, the child's development at twelve levels from birth through age five, and at subsequent intervals from five to ten. In some books, "Behavior Profiles" are employed to summarize the most typical traits and growth trends for each of the early levels. These profiles are filled with authoritative facts, penetrating insights, and suggestions for child guidance.

Since it is impossible to understand conduct and behavior at any level without a consideration of antecedents, it is desirable for all primary teachers to obtain a comprehensive picture of the growth of in¬ fants and of young children.

Teachers are discovering many ways of securing information about 11 boys and girls. Some employ anecdotal records and others use the diaiy method. In any effort to obtain significant evidence of the child's ad¬ justment and habitual behavior, some teachers utilize interest inventories.

The use of the inventory is but one of many approaches designed to yield information about children's personal adjustment and social orienta¬ tion.

Occasionally, the teacher may desire to employ a check-list and ask the pupils to indicate those activities in which they have participated and found the greatest pleasure during the preceding week. Lists have been as¬ sembled which include: sports, games sedentary activities (such as reading, listening to the radio, or watching contests), and creative pursuits.

The use of any of these methods constitutes only a single phase of the teacher's responsibility for continuous study of the child. Throughout

the numerous activities of children, the teacher will seek additional clues to children's interests and needs. After worthwhile interests have been identified, provision must be made so that such interests will be expressed and directed into appropriate channels. That the school typically offers

little opportunity for the expression of interests may be seen by examining

school practice in almost any subject area. For example, in the field of written composition, it will be found that occasions for writing about

significant experiences are rare in many schools.

One of the pioneer studies of the play activities of elementary

school pupils was reported by Lehman and Witty two decades ago. An un¬

published study made in the Chicago area by Witty and Coomer in 19U6 yield¬

ed data somewhat similar to those by Lehman and Witty. Some results of the

former study show the change in the popular play activities of children

ranging from age 5 to age 15. This study shows that by the time the boys 12 are twelve years of age they turn to more highly organized games as tennis and baseball. From twelve to fifteen there appears to be a sharp decrease in the amount of active, spontaneous play, and a tendency develops on the part of both boys and girls to take part in sedentary pursuits to a greater extent. Going to the movies, listening to the radio, riding in automobiles, and watching contests gain favor in this period.

In several studies, it has been found that the average child spends two hours or more a day listening to the radio. This satisfies with almost no effort on the child's part his desire for highly exciting, imaginative experiences. The appeal of programs which abound to excitement and adven¬ ture develops early and continues throughout the middle grades and high school.

Studies of the preferred movies that elementary school children

"like" the current offerings regardless of their seeming suitability or maturity as revealed by topic or subject matter. Boys and girls like nearly all Disney productions. Films about cowboys and pilots also inter¬ est them greatly. Less favored are pictures of current events, biographi¬ cal and travel films, news shorts, and commentaries on various timely topics.

Children's movie and radio interests parallel their reading inter¬ ests. There are exceptions as "comedy" seems to figure more in movie than in reading interests.

One investigator listed the following elements in accounting for

the appeal of stories to pupils in the middle grades: adventure, action, excitement, thrill, mystery, realism, child life, humor, animal life and

nature, sportsmanship and bravery, sports, and airplanes and other inven¬

tions. It has been found that, with advance in age, boys turn with 13 increasing frequency to realistic narratives in which the element of ad¬ venture is pronounced. Girls continue to favor themes or home life, and show a decidedly greater inclination to read romantic stories.

Scientific interests are strongest during adolescence. However, this may be due in part to the somewhat common practice of delaying the presentation of scientific materials until pupils reach the upper grades of the elementary school, or the junior high school.

It has been repeatedly shown that girls and boys in the elementary school read the comics extensively. In fact, in the middle grades reading the comics is the preferred reading pursuit.

The newspaper attracts young children and continues to hold their interest as they grow older. The comic strip is the favorite section of the newspaper; its popularity is never equaled by any other part.

Periodicals have recently come to appeal strongly to pupils in the elementary school as well as in the high school.

A number of previous studies of children's reading interests have been discussed earlier. More of these will be referred to at this time.

Jordan conducted a study to determine the reading interests of children of the ages ten to thirteen. He found that boys like books deal¬ ing with war, scouting, school sports, boy scouts, and strenuous adventure.

He found that these books or kinds of books make up the larger part of reading materials. Jordan also finds that biography, history, poetiy, science, travel, information, and humor are much less popular. Jordan's results differ with those of Norvell in showing humor more popular with boys than with girls. However, this finding is clearly the result of a dif¬ ference in classification, since Jordan includes Tom Sawyer and Huckleberry

Finn as humor, while Norvell treats them as books of fiction. Had they both treated them in the same manner Jordan's study would have shown

"humor" to be more popular with girls than with boys.

The study made by Terman and Lima concerned itself with the read¬ ing of children 6 to 16 years of age. The reference here will be to the report upon the reading interests of children aged 11 or older. For that period from 11 to 16 years of age the authors report that boys are inter¬ ested in sports, adventure, biography, historical narratives, inventions, mechanics, mythology, and science. These results agree with Norvell's re¬ sults.

They report, furthermore, that girls 11 to 16 years of age enjoy

stories of home and school life, of adventure, of domestic animals, and of love; and biography.

Atkinson reports boys' interests as adventure, nystery, invention,

combat, humor; and girls' interests as adventure, mystery, love, humor, and kindness.

Zeller made a study of the interest factors which affect junior high school children's choices of reading materials in a study carried out under expert sponsorship. With the assistance of five expert judges an

original list of eighty-five interest factors was reduced to nine "action"

including rivalry, adventure, contrasts, and combat), "suspense" (includ¬

ing mystery, suspense, surprise, appeal to the senses, and sensational

situations), situations in which they can imagine themselves (including

familiar experience), plot, humor, sincerity, happy ending, people, and

love. Those eliminated from the original list of eighty-five were:

animals, boys, girls, home, school, description, and science. Zeller con¬

cludes that for boys, "action" and humor are the only factors in the forty-

eight books examined which exert an influence that is statistically 15 significant. Where girls are concerned the results are slightly varied as to the choices of books.

Thorndike in his study reports that sex is "conspicuously more im¬ portant” than age or intelligence in influencing children's choices of reading materials. He found also, that the interests of early childhood fade and decline as sharply as children mature.

Witty, Coomer, and McBean investigated the book choices of pupils in ten elementary schools in and near Chicago. The results for pupils in the upper two grades (7 and 8) will be compared with the results of the

Norvell study for the same grades. In spite of the fact that the data are not directly comparable because of different methods of assembling there is

a good degree of correspondence in the ranking of well-liked books as deter¬ mined by the two studies.

Results obtained by Russell, Anderson, and Bullock showed that

there is with most interests a rise to a high point and then a decline

rather than a frequent change in direction. Certain differences in

Thorndike's approach prevent a pari passu^ comparison with the two studies

just discussed. Possibly the differences in Thorndike's approach which

interferes most with a satisfactory comparison is the fact that in certain

groupings the specific titles employed prevent the child's decision from

being made solely on the intended specific interest factor. 2 Mehl states that the pupil is living in a reading world and much

of the information in intermediate grades is acquired through reading,

- at the same time

2 Marie A. Mehl, H. H. Mills, and H. Douglass, Teaching in the Elementary School (New York, 1950), pp. 181-82. 16 therefore, it is imperative that he become a facile reader.

Granberry^ made a study of the general interest and activities of the fourth, fifth, and sixth grades of an elementaiy school of Georgia.

She concluded in her study that there is definite need for guiding pupils toward fuller understanding and appreciation of the value derived from participation in varied activities. 2 Bivins, in her study of the reading interests of the fourth and fifth grade pupils of the elementaiy schools, found that a majority of the fifth grade pupils enjoyed reading because their parents had been helpful in ways of encouraging them.

According to Russell there are children who are absorbed in one interest or hobby to the exclusion of all others, but in general the teacher may expect the pupil to possess a group of related interests in which read¬ ing may play a major or minor role.

Librarians who have served both the older and newer generations of children report that the basic reading tastes of today's youngsters have not changed much from those of their parent's younger days, save for a certain new interest, "outer space." Current movies definitely influence the popularity of books.

The almost universal interest in T.V. in America is one of the

- Anna B. Granberry, "The Analysis of General Interests and Activ¬ ities of the Fourth, Fifth, and Sixth Grade Classes As a Basis for Im¬ proving the Activities of River Road Elementaiy School, Albany, Georgia (Atlanta University, 1956).

2 Sara Lean Bivins, "A Comparative Study of the Reading Interests of the Fourth, and Fifth Grade Pupils of the Risley High School, Brunswick, Georgia, and Fourth and Fifth Grade Pupils of Sterling Consolidated School for Glynn County, Sterling, Georgia" (Atlanta University, 1954)• 17 most phenomenal developments of modern times. A number of surveys made throughout the past decade have revealed the persistent popularity of T.V.

Questionnaires and interviews were used to obtain data about tele¬ vision or rather televiewing. Additional information was sought which re¬ lated to children's grades in school, the nature and amount of their read¬ ing, their educational attainment, and their conduct and behavior. The first and second studies were made during 1950 and 1951, and were summar¬ ized in Elementary English in 1952.

In 1958 oar studies were made in the Evanston Public Schools in

Skokie, Illinois. In this latest study, there were about 2,800 pupils dis¬ tributed throughout grades one to twelve. Inquiries were directed to chil¬ dren and to their parents and teachers.

There have been conflicting reports published concerning the re¬ lationship of televiewing to grades in school. From a number of sources it seems evident that children today are reading a little more than they did a decade ago. This is shown by reports of librarians, and teachers as well as by the pupils' own statements.^

In many cases it seems that T.V. causes a greater interest in read¬ ing.

McKee says that teachers need a set of standards which will serve as a guide to the choices of books, stories, and poems, to be placed at the disposal of pupils at any grade level. Each of these selections must appeal to the child's immediate interests. This does not mean that the child's immediate interests are to be substituted for literary value in choosing selections to be used. Rather it means that from among the liter¬ ature of high merit only those selections are to be chosen which can satisfy

''"Paul Witty and Paul Kinsella, Children and TV - A Ninth Report, Urbana, Illinois, Elementary English,XXXV, No. 7, November, 1958. 18 the child's interests.

Each selection must be interesting in its own right. This means that each book, story, or poem chosen must be fun for the pupil to read.

There is no place for the dull or insipid selection which does not offer a strong interest-pull.

In an experiment by Dr. Lois Meek it was shown that interest usually depends upon achievement. If the pupil's efforts were successful his interest persisted or increased; if his efforts were unsuccessful his interest died or turned to distaste. There was no evidence that interest was the cause of the pupil's attainment. It seems that the degree of inter¬ est was the result of achievement.

Interest is not an independent factor which develops spontaneously and disappears without cause. Rather, it is a symptom or result of a very definite cause. The correct procedure in cases like this is to ascertain and remedy the conditions which tend to generate zeal.

A knowledge of the reading interests of children is essential in order to provide appropriate materials for use in establishing permanent correct habits of independent reading. A review of the data secured from studies of reading interests that were made by Seegers, McLatchy, and

Beavers, Hackett, Witty and Lehman, Broening, and others has led to the general conclusions "that children read widely when stimulating opportun¬ ities are provided, that the interest of pupils at the same grade or mental level differ notably, and that reading interests may be cultivated or re¬ directed through proper guidance."

The pupil's reading interests are acquired and depend upon his back¬ ground of experience and upon his abilities. Although the child's interests are not permanent, they determine largely the way in which he will react in 19 various reading activities. Too much concern should not be shown for ac¬ quired interests, because they are often transient and immature.

An aim of modern education is that of building desirable interests.

This aim includes development of oral appreciation of the best literature suitable in interest and in difficulty to the mental maturity and reading ability of the child. More broadly, it involves establishment of perma¬ nent, varied, and desirable interest in reading that lead eventually to the habit of voluntary reading of a wide range.

Summary of Related Literature.—The literature which was related to this study and is used in the study is summarized below:

1. Some authorities have found that there is a limited quantity of literature related to this subject.

2. Researchers have found that pupils have wide and varied inter¬ ests.

3. It has been found that pupil interests vary according to age, sex, environment, parent interests, intelligence to a lesser degree.

Ij.. The research shows that interests of pupils take on certain patterns.

5. Interests in different subjects vary at different stages of a pupil's life.

6. Some research has shown that in some cases T.V. has helped to increase reading in some localities.

7. It has been found that T.V., radio, movies, and comics do af¬ fect the reading interests of pupils.

Such materials as comics, trashy literature, and elements as radio,

T.V., and movies do influence the reading habits and interests of pupils, but the teacher can provide guidance to instill some degree of discrimi¬

nation towards comics, T.V., movies, and adverse literature so as to bring

about a preference for reading matter of a higher quality. 20

The following chapter should provide certain findings pertinent to these conclusions. CHAPTER II

ANALYSIS AND INTERPRETATION OF DATA

Prefatory Statement.—The analysis and interpretation of the data presented in this chapter were derived from the questionnaire, and a check¬ list prepared for this study. These instruments were designed to determine what they say they read and what they say they prefer to read. It was also designed to determine to a very great degree what they actually do read and prefer to read.

This chapter has for its major purpose the presentation of the findings of this research which haye dealt with the expressed reading inter¬ ests and preferences of the seventh grade pupils of three selected schools of the Bibb County Colored System, Macon, Georgia. This study was conduc¬ ted during the scholastic year 1959-1960.

General Interests of the Subjects of This Study.—The study of the interests of these pupils during their spare time was quite revealing. As shown in Table 1, these results indicated that the pupils devoted the

greater majority of their time to play although they engaged in many worth¬ while activities. Reading did, however, account for a large percentage of

the spare time of the pupils. Also, it may be noted that television and

study held popular positions in the leisure activities of the pupils.

The Comic Book Interests of Pupils.—The comic book interests of the pupils were quite extensive. As shown in Table 2, 135-11*5 expressed 21 22

TABLE 1

NUMBERS AND PERCENTAGES OF LEISURE TIME ACTIVITIES REPORTED BY THE SEVENTH GRADE PUPILS

Like Very Much Like Much Like Interests Number of Per¬ Number of Per- Number of Per¬ Pupils centage Pupils centage Pupils centage

Playing 89 33. Oh U8 18.90 66 25.98 Reading 73 28. lh U7 18.50 31 16.lit Television 23 9.06 37 Hi.57 27 10.63 Study 13 5.12 22 8.66 11 li.33 Comic books 10 3.9ii 8 3.15 10 3.9U Domestic Duties 10 3.9U 29 11. bZ 2h 9.U5 Sports 9 3.5U 17 6.69 18 7.0 9 Hobbies 7 2.7U 7 2.76 7 2.76 Working 6 2.36 5 1.97 6 2.36 Radio Listening k 1.57 12 U.61 16 6.30 Movies 3 1.18 6 1.97 18 7.09 Aesthetics 2 0.79 13 5.12 3 1.18 Making Things 2 0.79 1 0.39 3 1.18 Dancing 2 0.79 2 0.79 0 0.00 Visiting 1 0.39 1 0.39 h 1.57

Total 25U 99.98 25U 99.89 25U 100.00

their attitudes toward comic books, quite a few stated that they do not

read comics. Others were indifferent. Still others do not seem to read anything at all, even their lessons.

In Table 2, the comic book interests are recorded in descending order. In this table the Lone Ranger is listed as Number 1 choice of 16 pupils or 11.03 per cent; Superman is listed as Number 1 choice of lii pupils or 9.66 per cent; Flash Comics listed as choice of 7 pupils or i|.90 per cent; Lawman, 10 pupils or 6.90 per cent; lU pupils or 9.66 per cent,

Batman; Roy Rogers occupied the comic book choice of the western minded pupils and there were 3 pupils in this class or 2.07 per cent; Sea Hunt was liked by 2 pupils or 1.30 per cent; True Adventures was the comic book 23

choice of 3 pupils or 2.0? per cent; the war conscious pupils liked G. I.

Combat Comics. There were 8 of these pupils or 5.51 per cent; more western fans appeared with a fondness for Six Gun Kid, 7 of them or U-llj. per cent;

2 pupils liked the following: Bugs Bunny, Gunsmoke, Lash LaRue, Blondie,

Science Fiction, Casper, Bat Masterson, and Little Dot. Two pupils repre¬

sented 1.38 per cent.

TABLE 2

NUMBERS AND PERCENTAGES OF COMIC BOOK PREFERENCES OF THE SEVENTH GRADE PUPILS

First Choice Second Choice Third Choice Book Title Number of Per¬ Number of Per¬ Number of Per- Pupils centage Pupils centage Pupils centage

Lone Ranger 16 11.03 12 9.6 3 7 5.Oil Superman Hi 9.66 10 7.ill 8 5.76 Batman 111 9.66 7 5.19 2 1.1*1* Lawman 10 6.90 9 6.67 8 5-76 G. I. Combat 8 5.51 6 ii.iiii 5 3.27 Six Gun Kid 7 U.23 5 3.71 6 il. 32 Dick Tracy 7 U.23 5 3.71 1* 2.81 I Love Lucy 6 U.13 3 2.22 3 2.16 Popeye 5 3.1*5 U 2.96 6 ii.32 Snow White 5 3.1*5 8 5.93 5 3.27 Superboy i* 2.76 3 2.22 5 3.27 True Adventures 3 2.07 6 ii.iiii 3 2.16 Rifleman 3 2.07 5 3.71 5 3.27 Alley Oop 3 2.07 1* 2.96 6 il.32 Pluto 3 2.07 5 3-71 2 l.iiii Dobie Gillis 3 2.07 3 2.22 6 U.32 Roy Rogers 3 2.07 2 1.1*8 ii 2.81 Sea Hunt 2 1.38 3 2.22 3 2.16 Bugs Bunny 2 1.38 6 ii.iiii 3 2.16 Gunsmoke 2 1.38 2 1.1*8 5 3.27 Lash LaRue 2 1.38 3 2.22 ii 2.81 Blondie 2 1.38 11 8.13 ii 2.81 Science Fiction 2 1.38 1 0.71* ii 2.81 Casper 2 1.38 2 1.1*8 6 ii.32 Bat Masterson 2 1.38 1 O.7I1 ii 2.81 Little Dot 2 1.38 1 0.7ii 7 5.01* Donald Duck 1 O.69 1 0.71* 3 2.16 Mickey Mouse 1 0.69 0 0.00 2 1.1*1* Mutt and Jeff 1 0.69 2 1.1*8 2 1.1*1* 2U

TABLE 2—Continued

First Choice Second Choice Third Choice Book Title Number of Per¬ Number of Per¬ Number of Per¬ Pupils centage Pupils centage Pupils centage

Sad Sack 1 0.69 0 0.00 1 0.72 Henry 1 0.69 1 0.7U 1 0.72 Little Lulu 1 0.69 1 0.7U 3 2.16 Inner Sanctum 1 0.69 1 0.7U 0 0.00

Total 1U5 99.hi 135 100.00 139 98.01

Superboy was the selection of ij. pupils or 2.76 per cent. The

Rifleman was the choice of 3 pupils or 2.07 per cent; 3 pupils or 2.07 per cent also chose Alley Pop, Dobie Gillis, Pluto; Dick Tracy was the choice of 6 pupils, or U.13 per cent; Mickey Mouse was the choice of 1 pupil or

J69 per cent; while 1 pupil or 69 per cent also preferred Inner Sanctum mysteries, Donald Duck, Mutt and Jeff, Sad Sack, and Little Lulu.

In the same table in the column Number 2 choices, there are the percentages and numbers of pupils who chose comics. In first place was the

Lone Ranger. Twelve pupils chose this comic book or 8.96 per cent; 10 pupils or 7.U1 per cent chose Superman; 7 pupils or 5.19 per cent chose

Flash comics; 9 pupils or 6.67 per cent liked Lawman; ii.Uii per cent or 6 pupils liked Batman comics; 5 pupils representing 3.70 per cent chose Roy

Rogers; Sea Hunt was preferred by 3.70 per cent or 5 pupils as was Gunsmoke and Dick Tracy; True Adventures came next, being preferred by 3 pupils or

2.22 per cent; G. I. Combat was liked by h pupils or 2.96 per cent; 8 pupils or 5*93 per cent selected Six-Gun Kid; Bugs Bunny was the choice of 3 pupils or 2.22 per cent; Superboy, Popeye, were the choice of 6 pupils or per cent; Lash LaRue was the choice of 2 pupils, or 1.38 per cent. Blondie was 25 liked by 2 pupils also, as were Science Fiction comics and Casper comics.

Snowwhite comics was liked by 5 pupils or 3*k5 per cent.

In the third column of Table 2, the Third choices of comic books are

tabulated. It will be seen that 7 pupils or 5*15 per cent were for Lone

Ranger; 8 pupils or 5*88 per cent chose Superman comics; 2 pupils or l.i;7 per cent chose Dick Tracy, Casper, and Mutt and Jeff comics; 8 pupils or

5.88 per cent liked Lawman; 5 pupils or 3*68 per cent liked Batman comics,

Six Gun Kid, Bugs Bunny, Gunsmoke, I Love Lucy comics; 6 pupils or U.Ul per

cent liked Roy Rogers, the Rifleman, Inner Sanctum, Dobie Gillis; Sea Hunt was named by U pupils or 2.8U per cent as was Lash LaRue, Blondie, Snow- white, Donald Duck, Mickey Mouse; True Adventure Comics was the third

choice of 3 pupils or 2.21 per cent as was G. I. Combat, Superboy, Alley

Pop, Popeye, Science Fiction, Bat Masterson; 1 pupil chose Sad Sack and

Henry comics. This number represented 0.76 per cent.

Magazine Reading Interest of the Pupils.—In the section of the

questionnaire which deals or treats of the magazine interests of the pupils we have a wide variety of choices in magazines displayed by the pupils. As

shown in Table 3 the choices run from Life Magazine, the most popular, to

Vogue, etc., the least popular. The pupils manifested an interest in 16

different magazines. Look, Life, Jet, Time, Ebony, and Saturday Evening

Post were the favorite magazines. These magazines are nationally known

which shows a kind of maturity in reading development.

Look magazine was the first choice of 9 pupils or 12.85 per cent;

Life was the choice of 7 pupils or 10.00 per cent; Jet was chosen by 6

pupils or 8.57 per cent; 7«lU per cent of the pupils or 5 pupils of this

group were interested in the Saturday Evening Post; the same number and

percentage were interested in these magazines: Time, Ebony, Newsweek, TABLE 3

NUMBERS AND PERCENTAGES OF MAGAZINE READING INTERESTS OF THE SEVENTH GRADE PUPILS

First Choice Second Choice Third Choice Title Title Title Number Per- Number Per- Number Per- of of of of of of Magazine Magazine Magazine Pupils centage Pupils centage Pupils centage

Look Magazine 9 12.85 Life Hi 15.56 Time 8 17.77 Life 7 10.00 Look 11 12.22 Life 7 15.55 Jet 6 8.57* Time 11 12.22 Look 6 13-33 Saturday Evening Post 5 7.Hi* Ebony 7 7.77 Jet 5 11.11 Time 5 7. Hi* Jet 6 6.67 Ebony 3 6.66 Ebony 5 7.Hi TV Guide 5 5.55 Tan 3 6.66 Newsweek 5 7.Hi Tan 5 5.55 Hep 2 ii.liû True 5 7.Hi McCall 5 5.55 Newsweek 2 li.Wi Better Homes and Gardens 5 7.Hi True 5 5.55 Post 1 2.22 McCall 5 7.Hi Better Homes and Gardene 5 5.55 Popular Mech. 5 11.11 Vogue 2 2.85 Hep 5 5.55 Hot Rod l 2.22 Mademoiselle 2 2.85 Holiday 5 5.55 Popular Mech. l 2.22 Read 2 2.85 Science Digest 1 2.22 Popular Science 2 2.85 Popular Mechanics 7.Hi

Total 70 99.9k 85 99.95 U5 99.95 27

True, Better Homes and Gardens, McCall, Vogue, Mademoiselle, Read, Popular

Science, were the first choices of 2 pupils each or 2.85 per cent of the pupils; Popular Science was the choice of 5 pupils or 7per cent.

Magazine Section Interests of the Pupils.—The data presented in

Table U reveal that the pupils showed a wide variance in their reading choices. They read a total of fourteen sections of the newspapers. In only four different sections did they show a similarity of choices. These were in the sections dealing with people in the news, advertising, crime, and movie news. The greater number liked the pictures. This was I4.I4. pupils or 20.66 per cent; 37 pupils or 17.67 per cent liked News Items. Feature items were next in line, with 35 pupils liking these items or 16.U3 per cent; 21 pupils or 9.85 per cent liked sports; comics aroused the interests of 19 or 8.92 per cent of the pupils; fashions were the interests of 11; pupils or 6.57 per cent; current items were the interests of 16 pupils or

7.51 per cent; Romance was of interest to 8 pupils or 3.76 per cent. People in the News were interesting to 1* pupils, Movie News, Advertising, and Crime were also; this number of pupils represented a percentage of 1.88 per cent.

Crossword puzzles were of interest to 3 pupils, a percentage of 1.88 per cent. Headlines did not interest anyone as a first choice.

Pupils1 Interests in Romance.—The interests as to romantic stories indicated that the pupils did have this type of reading interest as well as others. In Table 5 it may be noted that the number of books named were ten.

These were the most popular magazines of this kind. The girls were the most predominant in the choices with reference to romance. Boys preferred westerns and other more adventuresome books.

True Story was the most popular; 2b pupils exhibited an interest in TABLE k

NUMBERS AND PERCENTAGES OF MAGAZINE SECTION INTERESTS OF THE SEVENTH GRADE PUPILS

'Like Most Like Least Section Number of Per¬ Section Number of Per¬ Pupils centage Pupils centage

Pictures UU 20.66 Pictures 23 15.97 News Items 37 17.67 Advertising 22 15.28 Features 35 16.U3 «Comics 19 13.19 Sports 21 9.85 Romance 17 11.81 Comics 19 8.92 News Items 16 11.11 Current News 16 7.51 Current News 11 7.6b Fashions Hi 6.57 Crossword Puzzles 8 5*56 Romance 8 3.76 Features 7 U.86 People in the News b 1.88 Sports 7 U.86 Movie News b 1.88 Movie News 7 U.86 Advertising b 1.88 People in the News b 2.78 Crime h 1.88 Fashions 1 0.69 Crossword Puzzles 3 l.Ul Headlines 1 0.69 Headlines 0 0.00 «Crime 1 0.69

Total 213 100.00 lUU 99.97 29

TABLE 5

NUMBERS AND PERCENTAGES OF ROMANTIC STORY INTERESTS OF SEVENTH GRADE PUPILS

Titles Number of Pupils Percentage

True Story 2k 23*76 True Romance 20 19*80 Love Story 16 15.8U True Love 13 12.87 Secret Romance 8 7.92 Falling in Love 8 1.92 True Confessions h 3*96 Secrets 3 2.97 Modern Romance 3 2.97 True Love and Romance 2 1.98

Total 101 99*56

this magazine or 23*76 per cent liked it. True Romance Magazine evoked an interest population of 20 pupils or 19*80 per cent of the number of pupils participating in this phase of the study. Love Story was the favorite of

16 pupils or 15. 8U per cent; True Love Magazine was liked by 13 pupils or

12.87 per cent of them; 8 pupils or 7*92 per cent manifested an interest in

Falling in Love and Secret Romance Magazines; True Confessions was liked by

U pupils or 3*96 per cent; 3 pupils liked Secrets and Modem Romances - 3 pupils were a percentage of 2.97 per cent. True Love and Romances were liked by 2 pupils or 1.98 per cent.

Magazine Interests as Revealed by the Study.—This part of the study was devised to determine in part, the all-round interests of the pupils or the breadth of the reading of the pupils. As reported in Table 6, it was found that the pupils were mostly interested in 16 magazines. These range from Roy Rogers, the most popular, to the Zane Grey Theatre and 30

Texas Trail Drive which were the lowest in popularity. Twenty pupils pre¬ ferred Roy Rogers. This was 12.11 per cent of the total population; Lone

Ranger comics drew the choices of 18 pupils or 11.1*6 per cent; Black Hawk,

the comic named after the famed Indian Chief, was very popular and the

choice of 17 pupils, 10.82 per cent; Dale Evans was the interest of 15 pupils or 9.55 per cent. The Restless Gun accounted for the interests of

13 pupils or 8.22 per cent; 12 pupils manifested an interest in Billy the

Kid, this was 7.61; per cent of the pupils. Gunsmoke was the choice of 10

or 6.37 per cent of the pupils. Bat Masterson was the choice of 9 pupils

or 5.73 per cent; Buffalo Bill excited the interest of 8 pupils or 5*09 per

cent; Have Gun Will Travel was the choice of 8 pupils or 5.09 per cent;

TABLE 6

NUMBER AND PERCENTAGES OF MAGAZINE INTERESTS OF SEVENTH GRADE PUPILS

Titles Number of Pupils Percentage

Roy Rogers 20 12.11 Lone Ranger 18 11. 1*6 Black Hawk 17 10.82 Dale Evans 15 9.55 Restless Gun 13 8.22 Billy the Kid 12 7.6U Gunsmoke 10 6.37 Bat Masterson 9 5.73 Have Gun Will Travel 8 5.09 Buffalo Bill 8 5.09 Wells Fargo 7 1*.1*6 Cheyenne «5 3.18 Fuiy k 2.5U Zane Grey Theatre 3 1.91 Texas Trail Drive 3 1.91 -«Wagon Train 5 3.18

Total 157 99.56 31

Wells Fargo was preferred by some 7 pupils or U*U6 per cent of them;

Wagon Train attracted 5 pupils or 3*18 per cent; Cheyenne was also liked by 5 pupils.

Movie Star Interests of the Pupils.—The interest in movie stars

followed the same trend that the other interests have taken. The pupils

showed that they had a knowledge of movie stars that was quite extensive.

The number of stars named by them exceeded 32. The roles that the stars

played in pictures varied quite broadly, western, human interest, romance, musicals, dramatic, and mystery, all of these roles were in evidence in the

list which the pupils furnished by way of the questionnaire.

In the Table 7, these facts are in evidence; Sidney Poitier is the

favorite with the pupils. Ten pupils liked Poitier or 6.36 per cent; Red

Skelton was the choice of 9 pupils or 5.73 per cent and Harry Belafonte was liked by 8 pupils. Dorothy Dandridge got the "vote" of 8 pupils or

5.09 per cent. Others were Lucille Ball and Clint Walker were also 8

choice persons. This number (8) was represented by a percentage of 5*09.

Eartha Kitt, Mickey Rooney, Robert Taylor, Dwayne Hickman, Bob Hope were

the choices of 6 pupils or 3.82 per cent; Vincent Price, Jackie Wilson,

Garry Moore, and Randolph Scott, were the choice of 5 pupils or 3.18 per

cent; Rock Hudson, Jayne Mansefield, Lone Ranger, Sam Cooke were liked by

Jr pupils or 2.5U per cent; Danny Thomas, Roy Rogers, Lena Horne, Marilyn

Monroe, Audie Murphy, and Pearl Bailey were liked by 3 pupils or 1.91 per

cent; Pat Boone, Sandra Dee, Rory Calhoun, Ruth Brown were liked by 2

pupils. Elizabeth Taylor was the choice of 1 pupil or ,6h per cent.

Radio Listening Choices of the Pupils.—This item got many dif¬

ferent numbers of hours spent listening to radio. However, it is easy to 32

TABLE 7

NUMBERS AND PERCENTAGES OF INTERESTS IN MOVIE STARS OF SEVENTH GRADE PUPILS

Name of Star Number of Pupils Percentage

Sidney Poitier 10 6.36 Red Skelton 9 3-73 Harry Belafonte 8 3.09 Dorothy Dandridge 8 3.09 Clint Walker 8 3.09 Lucille Ball 8 3.09 Eartha Kitt 6 3.82 Mickey Rooney 6 3.82 Robert Taylor 6 3.82 Dwayne Hickman 6 3.82 Bob Hope 6 3.82 Vincent Price 5 3.18 Jackie Wilson 5 3.18 Carry Moore 3 3.18 Randolph Scott 5 3.18 Rock Hudson h 2.3U Jane Mansefield h 2.3U Lone Ranger h 2.3U Samuel Cooke h 2.3U Danny Thomas 3 1.91 Roy Rogers 3 1.91 Lena Home 3 1.91 Marilyn Monroe 3 1.91 Audie Murphy 3 1.91 Pearl Bailey 3 1.91 Sandra Dee 2 1.27 Pat Boone 2 1.27 Rory Calhoun 2 1.27 Ruth Brown 2 1.27 Elizabeth Taylor 1 ,6h

Total 156 99.9U

see that radio listening is not a favorite activity of pupils today. The major portion of the pupils do not listen to radio at all. The greatest number on the questionnaire listened the smallest number of hours.

In Table 8, 20 pupils looked at radio 1 hour a week or 3*97 per 33 cent. Twenty-eight saw radio 2 hours weekly or 12.56 per cent; 30 pupils or 13.U6 per cent saw radio programs for 3 hours weekly. Twenty-five pupils or 11.21 per cent saw radio programs U hours weekly. Fourteen pupils or 6.27 per cent saw it or 5 hours weekly. Seven pupils or 3.111 per cent saw radio programs 6 hours weekly or It.Oii per cent; 2.69 per cent or 8 pupils saw programs on radio 8 hours weekly; 9 pupils or 2.2U per cent saw this kind of program for 5 hours weekly; 10 pupils or 6.57 per cent saw this kind of program 15 hours weekly. Eleven pupils or 1.79 per cent saw radio programs li hours weekly; 12 pupils, 5*38 per cent, saw radio programs

12 hours weekly. Three pupils or 1.35 per cent looked at radio 13 hours

TABLE 8

NUMBERS AND PERCENTAGES OF RADIO LISTENING HOURS OF THE SEVENTH GRADE PUPILS

Number of Pupils Number of Hours Percentage

20 1 3.97 28 2 12.56 30 3 13 .U6 25 h 11.21 lli 5 6.27 7 6 3.1k 9 7 h-Ok 6 8 2.6 9 5 9 2.2h 15 10 6.73 h 11 1.79 12 12 5.38 3 13 1.35 7 H* 3.Hi 6 15 2.69 1 16 •16 2 17 .89 0 18 .00 0 19 .00 29 20 13.00

Total 223 100.00 3U weekly. Seven pupils or 3*lU per cent looked at radio programs lit hours weekly. Six pupils or 2.69 per cent spent 15 hours weekly looking at radio; 1 pupil or .1*5 per cent spent 2 hours weekly looking at radio; 2 pupils spent .89 per cent or 17 hours weekly; 0.00 per cent spent 18 and

19 hours weekly and 13.00 per cent, 20 or more hours weekly looking at radio.

Television Viewing.—One hundred and two pupils answered or re¬ sponded to the items listed in this section of the questionnaire. Tele¬ vision viewing is encouraged to the degree that television is taking part of the day’s program. In each Macon school, there is television.

TABLE 9

NUMBERS AND PERCENTAGES OF TIME SPENT IN VIEWING TELEVISION BY SEVENTH GRADE PUPILS

Hours Spent Viewing Television Number of Pupils Percentage

1 u 3-92 2 6 5.88 3 8 7.81* k m 13.73 5 9 8.82 6 10 9.80 7 b 3.92 8 8 7.81* 9 5 U.90 10 11 10.78 11 3 2.91* 12 h 3.92 13 k 3.92 1U 5 U.90 15 2 1.96 16 0 0.00 17 1 .98 18 1 .98 19 0 0.00 20 3 2.91* Total 102 99.97 35

Table 9 shows that the following facts are valid: that U pupils looked at TV 1 hour weekly. This was 3.92 per cent; 6 pupils or 5«88 per

cent looked 25 hours; 8 pupils looked 3 hours; 8 pupils were 7.81; per cent;

13*73 per cent or ll; pupils viewed TV U hours weekly; 8.82 per cent or 9 pupils looked at TV 5 hours; for 6 hours, 10 pupils looked at TV. Ten pupils represented a percentage of 9.80 per cent; 1; pupils or 3*92 per cent

looked at TV 7 hours weekly; 7.81; per cent of the pupils or 8 pupils look¬

ed at TV 8 hours weekly; 5 pupils or U* 90 per cent looked for 9 hours week¬

ly; for 10 hours weekly 11 pupils or 10.78 per cent looked at TV weekly;

for 11 hours a week 3 pupils looked at TV for a percentage of 2.9U per

cent; for 12 hours weekly U pupils looked at television, a total of 3.92

per cent; or for 13 hours weekly U pupils looked a total of 3*92 per cent;

5 pupils spent llj. hours or lj..90 per cent; 2 pupils or 1.96 per cent of the

pupils spent 15 hours a week looking at television. Sixteen pupils looked

at no television per week; 17 or 18 hours weekly saw 1 pupil spending time

looking at TV. One pupil is represented by the percentage of .98 per cent.

Three pupils or 2.9U per cent saw 20 hours of TV.

Interest in Books.—This phase of the questionnaire showed that

the pupils do quite a bit of reading other than comic book reading. One

hundred pupils answered or responded to items in this phase revealing the

information which has been tabulated.

Table 10 states that 13 pupils or 11.21 per cent of the pupils

preferred the biography of George Washington; it also shows that 12 pupils

or 10.31 per cent of the pupils liked G. W. Carver's biography; Dog of

Flanders was third; it was the preference of 10 pupils or 8.62 per cent;

biographies again, this time that of B. T. Washington; it was the prefer¬

ence of 8 pupils and the book, The Planets, The Stars, was the choice of 36

TABLE 10

DISTRIBUTION OF READING INTEREST IN BOOKS AS REPORTED BY 116 SEVENTH GRADE PUPILS

Book Titles Number of Pupils Who Read Percentage Books

George Washington 13 11.21 G. W. Carver 12 10.31 Dog of Flanders 10 8.62 B. T. Washington 8 6.90 The Planets, The Stars 8 6.90 Man in Space 6 5.17 Uncle Tom's Cabin 6 5.17 Alice in Wonderland 6 5.17 Paradise Lost 6 5.17 Gone With The Wind 5 lu 31 Marian Anderson 3 2.58 Pocahontas 3 2.58 Famous Negroes 3 2.58 House of Mystery 3 2.58 Beauty and the Beast 2 1.72 Black Beauty 2 1.72 Cinderella 2 1.72 The Maid of Orleans 2 1.72 First Book of Nursing 2 1.72 Journey to the Center of the Earth 2 1.72 Barefoot Boy 2 1.72 Village Blacksmith 2 1.72 Gulf Stream 2 1.72 Dark Horse 2 1.72 Blackboard Magic 2 1.72 Adventures of Robinhood 2 1.72

Total 116 99.89

8 pupils or 6.90 per cent; the books, Man in Space, Uncle Tom's Cabin,

Alice in Wonderland, and Paradise Lost were next with a preference of 6 pupils and a percentage of 5*17 per cent; Margaret Mitchell's Gone With

The Mind was the preference of 5 pupils or lu 31 per cent.

Importance of TV Programs with the Pupils.—The pupils showed a 37 wide range of choices in TV program viewing. Of the 71 who responded, many patterns are revealed. Reasons for not responding can be summed up in quite a few ways. Some were indifferent to anything, some don't have sets, some are too busy with other activities, etc.

TABLE 11

RELATIVE IMPORTANCE EXPRESSED WITH REGARD TO TV PROGRAMS BY THE SEVENTH GRADE PUPILS

Name of Program Number of Pupils Interested Percentage

Rifleman 5 7.OU Sammy Davis l l.Ul Dennis the Menace 2 2.82 Red Skelton 8 11.27 Sky King 1 l.Ul Roy Rogers 1 l.Ul Shot Gun Slade 2 2.82 Don Red Barry 1 l.Ul Rory Calhoun 5 7.OU James Amess 3 U.23 Dick Clark U 5.63 Mr. Lucky 1 l.Ul Lucille Ball U 5.63 Sal Mineo 1 l.Ul Jack Benny U 5.63 Lawman l l.Ul Ann Sothern 2 2.81 Perry Mason 2 2.81 Nick (The Rebel) Adams 2 2.81 Roy Markham 1 l.Ul Danny Thomas U 5.63 Donna Reed 1 l.Ul Richard Boone 2 2.81 Louis Armstrong 1 l.Ul Roger Williams 3 U.23 Lone Ranger 1 l.Ul Garry Moore 1 l.Ul Dinah Washington 1 l.Ul Patti Page 1 l.Ul Gene Barry 2 2.82 Broderick Crawford 3 U.23

Total 71 100.00 38

In Table 11 the "Rifleman" is the choice of 5 pupils or 7.0l± per cent; 1 pupil or l.ipL per cent preferred Sammy Davis; each one of the fol¬ lowing were liked by one pupil or l.Ul per cent: "Sky King," "Roy Rogers,"

"Gene Barry," "Mr. Lucky," "Sal Mineo," "Lawman," "Markham," "Donna Reed," "Louis Armstrong," "Roger Williams," "Garry Moore," "Dinah Washington," "Patti Page," "Dennis the Menace," "Shot Gun Slade," "Ann Sothem," "Perry Mason," "Nick Adams," "Danny Thomas," "Richard Boone," and "Gene Barry" were liked by 2 pupils or 2.62 per cent. "Rory Calhoun was the preference of 5 pupils or ?.0U per cent; "Jessie James" was the preference of 3 pupils or U.23 per cent; "Dick Clark" was the choice of h pupils or 5*63 per cent; Lucille Ball was liked by U pupils or 6*63 per cent; "Lone

Ranger" was preferred by 3 pupils or U.23 per cent.

Interest in Movie Stars.—The pupils responded fairly well in that of the U5 who made responses, 17 different stars were mentioned.

As shown in Table 12, Jeffrey Chandler was the favorite of the pupils. He was preferred by 10 pupils or 22.22 per cent; 3 pupils chose each of the two stars Poitier and Roy Rogers; 3 pupils was 6.67 per cent;were

2 pupils each chose each of the following stars: James Amess, Richard Boone, Guy Madison, Rod Cameron, Bob Hope, and Harry Belafonte. Two pupils were h>hh per cent; Jack Benny, Mickey Rooney, and Herb Jeffries were the preference of 1 pupil or 2.22 per cent; Ann Sothem was preferred by 2 pupils or U*UU per cent; 3 pupils or 6.67 per cent liked Lucille Ball; "King" Cole was the preference of U.iil; per cent or 2 pupils; Sammy Davis was chosen by 1 pupil or 2.22 per cent; 6 pupils or 13.33 per cent liked Pat Boone.

The summary of the data collected in this area revealed that the pupils are interested in good acting as it is done by actors Jeffrey 39

Chandler, and Sidney Poitier. These men were first in the minds of the pupils. They are both Negroes. The western theme is still in operation in this table in the persons of Roy Rogers, James Amess, and Richard

"Paladin" Boone. Comedy is still a factor to be reckoned with, also.

Jack Benny, Bob Hope, Lucille Ball, and Mickey Rooney are the funny ones in this table.

TABLE 12

REPORT OF FEMININE INTEREST IN MOVIE STARS BY \£ SEVENTH GRADE PUPILS

Name of Movie Stars Number of Pupils Percentage

1. Jeffrey Chandler 10 22.22 2. Sidney Poitier 3 6.67 3. Roy Rogers 3 6.67 U. James Amess 2 ii.UU 5. Richard Boone 2 U.Mi 6. Guy Madison 2 h»hh 7. Rod Cameron 2 U.Ui 8. Bob Hope 2 U.lili 9. Harry Belafonte 2 h.hh 10. Jack Benny 1 2.22 11. Mickey Rooney 1 2.22 12. Herb Jeffries 1 2.22 13. Ann Sothern 2 li.UU 111.. Lucille Ball 3 6.66 15. King Cole 2 U-Uli. 16. Samirçy Davis 1 2.22 17. Pat Boone 6 13.33

Total \6 99.96

The singers are in evidence, i.e., Harry Belafonte, Herb Jeffries,

King Cole, and Samiqy Davis. Davis can be classified in several categories.

Table 13 shows the following facts to be true: 2 pupils or .91 per

cent listen to "Gunsmoke;" "Amos and Andy" are favored by 9.13 per cent;

2.I4.O per cent or £ pupils listen to "Ebony Bandstand;" "Bat Masterson" is 1*0

TABLE 13

NUMBERS AND PERCENTAGES OF TELEVISION PROGRAM PREFERENCES OF THE SEVENTH GRADERS

Name of Program Number of Pupils Percentage

Gunsmoke 2 .91 Amos and Andy 19 9.13 Ebony Bandstand 5 2.hO Bat Masterson h 1.92 Johnny Dollar 2 .91 Roy Rogers 10 l*.8l Brooks Benton 5 2.1*0 Pearl Bailey 8 3.85 Dennis the Menace 7 3.37 Lone Ranger 5 2.ho Ray Brown 6 2.88 "Wild Bill" Hickok 8 3.85 Charles Green 9 i*.33 Our Gal Sunday 5 2.1*0 Helen Trent 6 2.88 William Conrad 5 2.1*0 George Bums 7 3.37 Edwin C. Hill 3 1.1*1* Jack Webb 6 2.88 Dean Clark 3 1.1*1* Don McNeill 6 2.88 Clayton Moore 7 3.37 Doug Edwards 8 3.85 Ed Murrow 5 2.1*0 Bing Crosby 5 2.1*0 Ray Chester 6 2.88 Oral Roberts 5 2.1*0 Dale Robertson 5 2.1*0 Clyde McPhatter 5 2.1*0 Jerry Walker 7 3.37 Desi Arnez h 1.92 Tim Moore 5 2.1*0 Edge of Night h 1.92 Johnny Desmond 7 3.37 Road of Life 3 1.1*1* Hugh O'Brien 1 .1*8

Total 208 99.85

preferred by 1.92 per cent of the pupils or h of them; 2 pupils listen to

Johnny Dollar or .91 per cent of the pupils; l*.8l per cent of the 208 hi pupils who were respondent to this phase of the questionnaire or 10 pupils listen to "Roy Rogers;" 5 pupils listen to: "The Lone Ranger," "Our Gal

Sunday, " 'William Conrad," "Ed Murrow," "Bing Crosby," "Ray Chester,"

"Oral Roberts."

In Table lh there are the names of persons chosen by the pupils as most famous persons in the world. President Eisenhower's name is first.

TABLE Hi

INTERESTS AS EXPRESSED WITH REFERENCE TO IMPORTANT PEOPLE BY 75 OF THE SEVENTH GRADERS

Name of Personality Number of Pupils Percentage

President Eisenhower 25 23.32 John F. Kennedy 10 13.33 Dr. M. L. King, Jr. 10 13.33 Danny Thomas 7 9.33 Willy Ley 5 6.67 Jackie Robinson 5 6.67 Khrushchev h 5-33 Johnnie Mathis 2 2.67 Oral Roberts 2 2.67 Jessie Owens 1 1.33 Dr. Jonas Salk 1 1.33 George Washington 1 1.33 Nelson Rockefeller 1 1.33 Nixon 1 1.33

Total 75 99.99

This name was the choice of 25 pupils or 25 per cent; 10 pupils were for

John F. Kennedy. Percentage wise, this was 13.33 per cent; 10 pupils or

13*33 per cent also chose Dr. Martin Luther King. Danny Thomas, the TV entertainer, was liked by 7 pupils or 9.33 per cent; 5 pupils or 6.67 per cent were for scientist Willy Ley; Jackie Robinson also was liked by 5 pupils or 6.67 per cent. Nikita Khrushchev was the choice of U pupils or 5*33 per centj Johnnie Mathis, the singer, was liked by 2 pupils and so was Oral Roberts, the faith healer. This was 2.6? per cent. Jessie Owens,

Dr. Jonas Salk, George Washington, Nelson Rockefeller, and Vice-President

Nixon were the choice of 1 pupil or a percentage of 1.33 per cent.

A summary of the data in the findings presented above, showed the pupils favor the people who are prominent in the current news, men who have done what they consider to be very outstanding, men who have achieved a certain measure of success. The choices were our President, one of the

candidates for the nomination to be a candidate and Dr. M. L. King, Jr.

Table 15 is concerned with famous men whom the pupils would most

like to use as a model for their lives. It satisfies the requirements of item 7 on the questionnaire.

TABLE 15

PERSONS WHOM THE SEVENTH GRADE PUPILS WOULD LIKE TO EMULATE

Name of Person Number of Pupils Percentage

G. W. Carver 25 16.67 Jackie Robinson 18 12.00 President Eisenhower 1k 9.33 Jackie Wilson Hi 9.33 Abraham Lincoln 9 6.00 Bishop F. J. Sheen 9 6.00 L. H. Williams 7 U.67 Eartha Kitt 9 6.00 Oral Roberts 7 U.67 Brooks Benton 5 3.33 Nat "King" Cole 5 3.33 B. T. Washington 5 3.33 Mahalia Jackson 5 3.33 Jack Benny 3 2.00 Parent (Father) 3 2.00 Dick Clark 2 1.33 Joe Louis 2 1.33 Floyd Patterson 2 1.33 U3

TABLE 15—Continued

Name of Person Number of Pupils Percentage

Sammy Davis 2 1.33 B. S. Ingram U 2.67

Total 150 98.98

The man whom the pupils liked most, in this case, was George W.

Carver. Dr. Carver was the choice of 25> pupils or 16.67 per cent; Jackie

Robinson was the favorite "son" of 18 pupils or 12.00 per cent; President

D. D. Eisenhower was liked by lit pupils or 9.33 per cent and so was Jackie

Wilson. Abraham Lincoln was the choice of 9 pupils or 6.00 per cent.

Bishop F. J. Sheen was the choice of 9 pupils or 6.00 per cent. L. H.

Williams was chosen by 7 pupils representing 5«6? per cent; Eartha Kitt was chosen by 9 pupils or 6.00 per cent; Oral Roberts was the choice of 7

pupils with a percentage of U.67 per cent; each one of the following men was choice of 5 pupils: Brooks Benton, "King" Cole, Booker T. Washington,

Mahalia Jackson, Jack Benny, Dick Clark, Joe Louis, Sammy Davis, B. S.

Ingram, and 5 pupils said they wanted to be like their daddy.

Summary.—In this stage of this study it has been revealed that the

pupils of this age level are very active, engaging in many kinds of ac¬

tivities. From the study of Human Growth and Development, it is known that

this is the most active period of an individuals life. It revealed that

there is a marked difference between the activities of each individual.

This means that there are marked differences as their choices in books,

magazines, paper reading habits. It may seem to be odd, but it also is

true that there are many similarities in the habits and activities also. hh

The pupils seem to show a distinct liking for comic books of the western type predominantly. There were those who liked "funny1* comic books (e.g., Bugs Bunny, Mickey Mouse).

The impression may have been so far that these pupils only read material which treats of light subjects, but their reading did include books and other materials which are very serious. One girl, for example, stated that she reads the Bible often. Others read science books, Gone

With The Wind, The Hunchback of Notre Dame, and others. CHAPTER III

SUMMARY. CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS

Rationale and Evolution of the Problem.—A permanent reading habit based on a love of reading for all normal children is the most important purpose of the school’s instructional effort. Achievement of this purpose would transform the whole program of in-school and after-school education.

It is widely recognized, however, that children now read below the stand¬ ards justifiably to be expected for their ages and intelligence. Still more disconcerting is the fact that great numbers of them fail to turn voluntarily to reading for information and recreation.

It is highly possible that the reason for this failure on their part is due to the fact that they do not understand the value of reading in their lives.

Boys and girls of pre-adolescent and early years can begin to understand the value of learning techniques for making and keeping friends and for working with people. They are interested in learning how to dis¬ agree with people without quarreling, how to work cooperatively with others, and how to enter into social situations as hosts and guests. They are not equally ready for these experiences and sometimes girls, because of their

greater maturity appear ready before boys do, but all see value in learning

to understand their own needs and those of others and developing techni¬ ques for meeting them.

An examination of a considerable number of the studies in the field U6 of children's reading interests seems to indicate that certain basic errors in collecting and processing data have been repeated again and again in spite of earlier demonstrations of superior procedures. An enigma in this situation is the fact that at times these errors have been repeated by studies carried out under expert sponsorship.

It was the opinion of the writer that people should be studied, especially children as to the reasons for their lack of interest in read¬ ing or to the extent that interest affects the amount that they read. To find an answer to this problem, the writer felt that interests and prefer¬ ences of selected seventh grade pupils would give a great and important picture of what was needed to activate or stimulate these persons into reading more.

Contribution to Educational Knowledge.—All who are seriously con¬ cerned with the problem of reading of young people have been conscious of the lack of reliable data relating to the interests of boys and girls in the materials offered to them in libraries and classrooms. Especially limited is the information as to the differences in boys' and girls' read¬ ing interests. It was hoped that this study would at least make a small contribution to an important field and that reliable data on selected seventh grade pupils in the selected area would accelerate, reform and re¬ sult in the abandonment of many widely used but disliked literary selec¬ tions, and their replacement by materials of which young people approve.

Statement of the Problem and Purposes.—The problem involved in this study was the determination of reading interests and preferences of the pupils of the seventh grades of three schools in the Bibb County

Colored Elementary School System. kl

The major purpose of this study was the determination of the read¬ ing interests and preferences of selected seventh grade pupils. Specif¬ ically, the purposes were:

1. To determine the general patterns of expressed interests and preferences of these selected seventh grade pupils.

2. To determine the types of reading which appeal more highly to these pupils.

3. To ascertain the relative importance expressed with regard to comics, adventure, romance, fiction, novels, travel, human interests, science, homelife, biographies, westerns, marine life, news items.

U- To determine the degree to which girls and boys are interested in certain reading materials.

5. To determine the extent to which their reading interests and preferences carry implications for improved practices in the libraries and classrooms.

Definition of Terms.—For the purposes of this study the following terms have carried the meaning and implication ascribed to them.

1. The term, "interests," as used in this study is defined as— concern, or curiosity about something.

2. The term, "preferences," as used in this study refers to a greater liking for something for something or a choice of one or more things.

Limitation of the Study.—This study was limited to the pupils of three seventh grades of the Colored Elementary Schools of Bibb County,

Macon, Georgia.

Locale of the Study.—This study was conducted in three of the schools of Bibb County Colored School System. Those schools were M. M.

Burdell School, G. W. Carver School, and the L. H. Williams School. These schools are located in Macon, Georgia. U8

Period of the Study.—This study was conducted in Macon, Georgia during the month of April, I960.

Method of Research.—The method of research used in this study was the Descriptive-Survey Method, and the questionnaire, checklist, and spe¬ cial interviews were used as main techniques for gathering the necessary data.

Findings.—The favorite leisure-time activity of the pupils was playing, being mentioned by 89 pupils or 35.OU per cent of the total pop¬ ulation. Reading was second. Looking at television was third. Other ac¬ tivities such as studying, radio listening, working around home, attending movies, visiting, and dancing were also mentioned.

Comic Books

The preferences of comic books were as follows: Lone Ranger Comics was the choice of the pupils. This comic book was named by 16 pupils or

11.03 per cent. Superman and Batman were second being mentioned lij times each or by 9.66 per cent of the pupils. Lawman was third being the choice of 10 pupils or 6.90 per cent. G. I. Combat comics was also mentioned as were: Six-Gun Kid, Dick Tracy, I Love Lucy, Snowwhite, True Adventures,

Gunsmoke, Science Fiction, Bat Masterson, Mickey Mouse, Donald Duck, and and others.

Magazine Interests

The magazines most frequently mentioned were Look, Life, Jet, all of which are picture magazines. Altogether 16 magazines were mentioned, including the Saturday Evening Post, Time, Ebony, Newsweek, True, Better

Homes and Gardens, McCall, Vogue, Mademoiselle, Read, Popular Science, and 49

Popular Mechanics. These were all first choices of the pupils. The sec¬ ond and third choices are very similar to these first choices.

Sections of Magazines Preferred

The pupils showed a wide variance in their reading choices. They read a total of fourteen sections of the newspapers. In only four dif¬ ferent sections did they show a similarity of choices. These were in the news, advertising, crime, and movie news. The greater number liked the pictures. This was 44 pupils or 20.66 per cent; 37 pupils or 17*67 per cent liked news items. Features were next in line with 35 pupils liking these items or 16.43 per cent, 21 pupils or 9.83 per cent liked sports; comics were the reading preferences of 19 pupils or 8.92 per cent of the pupils; fashions were the interests of 14 pupils or 6.57 per cent; current news items were the interests of 16 pupils or 7.51 per cent; romance was of interest to 8 pupils. Other sections interested some pupils, but the number of pupils were too small to be of importance to this study.

Movie Star Interests of Girls

The girls manifested an interest in 17 movie stars. Ten of the girls chose Jeff Chandler as their favorite star. Pat Boone was second, being chosen by 6 pupils. Three pupils liked Sidney Poitier, Roy Rogers, and Lucille Ball. Forty-five pupils responded to items presented in this phase of the study.

Movie Star Interests of Pupils

The seventh grade pupils expressed an interest in 156 movie stars.

These run from Sidney Poitier to Elizabeth Taylor. Poitier was named by

10 pupils and Miss Taylor was named by one. Others in between were Red skelton, named by 9 pupils or 5*73 per cent. Harry Belafonte was named by 5o 8 pupils. Dorothy Dandridge, Glint Walker, Lucille Ball, were named by 8 pupils also. Eartha Kitt, Mickey Rooney, Robert Taylor, Dwayne Hickman, and Bob Hope were named by 6 pupils. Vincent Price, Jackie Wilson, Garry Moore, and Randolph were named by 5 pupils. Others were named but the number of pupils naming them was too small to matter.

Television Program Interests Amos and Andy were by far the favorite choice program with pupils in this case. Roy Rogers was next. Ten pupils liked "Roy Rogers." Charles Green was the next favorite. Nine pupils liked him. There were other stars chosen by the female members of the study but the ones named were the favorites of the majority.

Interest in Important People The pupils named lli persons among the important people of their interests. These were: President Eisenhower as the favorite of 25 pupils. John F. Kennedy was the choice of 10 pupils; Dr. Martin L. King, Jr. was the favorite of 10 pupils. Other important people named were: Scientist Willy Ley, Nikita Krushchev, Jesse Owens, Dr. Jonas Salk.

Men Whom the Pupils Chose to be Like In this section of the questionnaire the pupils were asked to name a famous man idiom they would like to model their lives after. The major¬ ity named Dr. George Washington Carver. Jackie was next and Mr. Eisen¬ hower followed. Jackie Wilson tied President Eisenhower with the selec¬ tion of II; pupils. Others named were Bishop Fulton J. Sheen, Abraham Lincoln, Booker T. Washington, Eartha Kitt, Joe Louis, and Floyd Patterson.

An uncle of the writer was also named. This was B. S. Ingram. He is no longer living

Radio Listening Habits

In this section of the study it was shown that radio was a fading

influence with the pupils of today. The majority of them listened to it

the smallest amount of time. Many of the pupils expressed no interest in

radio. Twenty pupils listened for an average of one hour weekly. Twenty-

eight pupils listened to the radio for two hours weekly. The highest per¬

centage of pupils or 30 pupils which was an average of I3.I46 per cent

listened to the radio 3 hours weeklyj 29 pupils listened to the radio for

20 hours weekly. Twenty-eight pupils listened for 2 hours a weekj 25 lis¬

tened for U hours weekly. Twenty pupils listened 1 hour a weekj fifteen

pupils listened to the radio 10 hours a weekj lit pupils listened 5 hours

weeklyj 12 pupils listened for 12 hours weekly to radioj 9 pupils listened

for 7 hours weeklyj and among other pupils about Ul listened various amounts

of time. In all, 223 pupils took part in responding to items found in this

section of the questionnaire.

Television Habits

Fourteen pupils or 13.73 per cent of the pupils looked at tele¬

vision for U hours weeklyj 10 pupils look for 6 hours weeklyj 11 pupils

looked at television for 10 hours weeklyj 8 pupils looked at television 3

hours weeklyj 9 pupils looked at television for 5 hours weeklyj other

pupils expressed their interest in televiewing but the ones named were the

highest or favorites. About 32 have been left out of this section al¬

though they did participate in the study.

Romantic Magazines Preferred

Of the romantic magazines preferred by the pupils, True Story was 52 the favorite. It was the favorite of 2b pupils. True Romance was next or was in second place. It was the favorite of 20 pupils. Love Story was the third place choice of 16 pupils. True Love Magazine was the choice of

13 pupils.

Other magazines named were: Secret Romance, Falling in Love, True

Confessions, Secrets, Modem Romances.

Western Magazine Interests

The favorite western magazine of the pupils was Roy Rogers. This magazine was liked by 20 of the pupils. The Lone Ranger was liked by 18 pupils. It was in second place. Black Hawk was the third choice. It was

the choice of 17 pupils. Dale Evans was chosen by 10 pupils. Restless

Gun was the choice of 13 pupils. It was in fifth place. Billy the Kid was the next choice of the pupils. It was chosen by 12 pupils. Ten pupils liked Gunsmoke. This western comic book was in seventh place. Other

comics named were Bat Masterson, Have Gun Will Travel, Buffalo Bill, Wells

Fargo, Cheyenne, Fury, Zane Grey Theatre, Texas Trail Drive, and Wagon

Train.

Summary of Major Preferences.—In this stage of the study, it has been revealed that the pupils of this age level are very active, engaging

in many kinds of activities. From the study of Human Growth and Develop¬ ment, it is known that this is the most active period of the life of an

individual. It revealed that there is a marked difference between the ac¬

tivities of each individual. This means that there are marked differences

in their choices in books, magazines, reading habits as they relate to

papers. It may seem odd, but it is also true that there are many similar¬

ities in the habits and activities also. 53

The pupils seem to show a distinct liking for comic books of the western variety. There were those who liked "funny" comic books, for ex¬ ample, Bugs Bunny and Mickey Mouse.

The impression may have been so far that these pupils only read material which treats of light subjects, but their reading did include books and other materials which are very serious. There was indications that the Bible is read often by some of them. Others read science books,

Gone With The Wind, The Hunchback of Notre Dame, and Dog of Flanders.

Differences Between Boys* Interests and Girls' Interests.—In most cases the interests of the boys paralleled those of the girls. In a few cases, however, there were differences. In the case of romance, boys showed less interest than girls; in the area of domestic interests boys were not so much interested. In biographies girls' interests were super¬ ior. The boys showed a greater interest in western stories, Hero stories,

(Captain Marvel, Superman), sports, mechanics, and science.

Areas of Highest Interest.—The pupils showed a preference in comics. However, in comics there must be a definite kind of book or story. The kind of story in this case was western influence as Roy

Rogers, Gunsmoke, Blackhawk, Buffalo Bill. There was high interest shown in adventure stories, aviation, science, sports, romance, biographies, and domestic arts. These were interests in books, magazines, and papers.

Other areas of high interest were revealed in activities as playing, read¬ ing in general, looking at television, studying, and magazines such as

Look, Life, Jet, and other picture books, McCall, Vogue, Ladies Home

Journal; magazine and paper sections as: pictures, news items, sports, features; such stars as: Sidney Poitier, Red Skelton, Harry Belafonte; and to a lesser degree novels such as Dog of Flanders, The Yearling, and Gone

With The Wind.

Conclusions.—The findings of this study permitted the following conclusions to be drawn:

1. That the seventh grade pupils revealed a breadth of general interests which ran the gamut of recognized leisure time ac¬ tivities, both, active and passive; however, the findings showed conclusively that playing was their favorite activity.

2. That the general patterns of book, magazine, and newspaper reading, reflected a comprehensive range of choices in the areas of fiction, adventure, biography, humor, current events, and science.

3. That the major reading interest of the pupils was western comics, with an obviously high relationship between the comic book characters and their television counterparts.

U. That, in terms of relative importance these features held ap¬ peal in the following descending order: (1) western comics; (2) adventure and romance; (3) science; (U) biographies; (5) human interests; (6) home life; and (7) fiction, novel and travel.

3. That among the girls the prevailing preferences were romance, western comics, biographies, and novels, while for the boys the top choices were western comics, adventures, science and biographies.

Implications.—The results from the study reveal that the follow¬ ing implications may be made:

1. It is implied that the spare time interests need many channels through which these pupils may find satisfaction and increased personal development.

2. That the pupils do read widely and hence, need guidance and continued encouragement.

3. That the fact that western comics were the top preference may reflect the general public interest shown in television and radio programs of this nature.

J4.. That the fact that these pupils spend their time reading books of all kinds is a promising challenge for the teachers and librarians. Recommendations.—On the basis of the conclusions and implications of this study, it is recommended that the following steps be taken:

1. That the pupils be guided in their recreation and provided more opportunities for well rounded leisure time pursuits.

2. That teachers refrain from tiying to discourage the general interest in comic books and provide other books which have those features which make comic books appeal to the pupils.

3. That the teacher act as a kind of guide to steer the pupils in the right direction as to their choice of books, magazines, papers, and other reading materials.

U. That the tendency of pupils to read widely be encouraged and influenced by the careful and wise experience of teachers and librarians who have a good knowledge of books, magazines, and papers.

5. It is further recommended that there be further study and guidance of these pupils with respect to their reading inter¬ ests and that teachers acquaint themselves with all phases of the reading program in order to be able to guide them more ef¬ fectively. BIBLIOGRAPHY

Books

Bond, Guy L. and Tinker, Miles A. Reading Difficulties, Their Diagnosis and Correction. New York: Appleton-Century-Crofts, Inc., 1957*

Broom, M. E. Effective Reading Instruction. London: McGraw-Hill Book Company, Inc., 19!?6.

Burton, William H. Reading in Child Development. New York: The Bobbs- Merrill Company, ïnc., 1956.

Good, Carter V. and Scates, Douglas E. Methods of Research» New York: Appleton-Century-Crofts, Inc., 195>L.

Harris, Albert J. How to Increase Reading Ability. New York: Longmans, Green and Company, 195>6.

McKee, Paul. The Teaching of Reading in the Elementary School. Boston: Houghton-Mifflin Company, 1948.

Norvell, George W. The Reading Interests of Young People. New York: D. C. Heath and Company, 1950.

Witty, Paul. Reading in Modern Education. Boston: D. C. Heath and Co¬ mpany ,~Ï$IÏ97^

Periodicals

Abbott, Allan, "The Reading of High School Pupils," School Review, 1902, 586-600, New York: Appleton-Century-Crofts, Inc.

Norvell, George W, "Wide Individual Reading Compared with the Traditional Plan of Studying Literature," School Review, New York: Appleton- Century-Crofts, Inc.

Witty, Paul and Kinsella, P. Children and TV - A. Ninth Report Urbana, Illinois. Elementary English, Volume XXJCV, No. 7, November, 1958.

Dictionary

Webster*s New World Dictionary of the American Language, College Edition, Cleveland: The World Publishing Co., 1957»

56 57

Bivins, Sarah Lean, "A Comparative Study of the Beading Interests of the Fourth and Fifth Grade Pupils of the Bisley School, Brunswick, Georgia, and Fourth and Fifth Grade Pupils of Sterling Consolida¬ ted School of Glynn County, Sterling, Georgia," Atlanta University, 195k.

Granberry, Anna B, "The Analysis of General Interests and Activities of the Fourth, Fifth and Sixth Grade Classes as Basis for Improving the 'Activities’ of River Road Elementary School, Albany, Georgia," Atlanta University, 1956.

Hubert, C. E. "The Reading Interests and Preferences of College Students." Unpublished Master's Thesis, Atlanta University, 1956

Encyclopedia

Munroe, Walter. Encyclopedia of Educational Research. New York: Mac¬ millan S., et al. Company, l9f>6.