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Bulletin, Series 22, Number 2, July (1926)

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Bulletin, Series 22, Number 2, July (1926) Minnesota State University Moorhead RED: a Repository of Digital Collections The Bulletin (Newsletter/Journal) University Archives 7-1926 Bulletin, series 22, number 2, July (1926) Moorhead State Teachers College Follow this and additional works at: https://red.mnstate.edu/thebulletin Recommended Citation Moorhead State Teachers College, "Bulletin, series 22, number 2, July (1926)" (1926). The Bulletin (Newsletter/Journal). 29. https://red.mnstate.edu/thebulletin/29 This Book is brought to you for free and open access by the University Archives at RED: a Repository of Digital Collections. It has been accepted for inclusion in The Bulletin (Newsletter/Journal) by an authorized administrator of RED: a Repository of Digital Collections. For more information, please contact [email protected]. LIBRARY CHE~S eo9rGE MOORHEAD. MINNESO EDUCATING FOR DESIRABLE ATTITUDES IN CONDUCT THE ELEMENTARY SCHOOL 1926 • Prepared by the TRAINING SCHOOL STAFF STATE TEACHERS COLLEGE Moorhead, Minnesota BULLE'l'JN of the Moorhead State Teachers College EDUCATING FOR DESIRABLE ATTITUDES IN CONDUCT 'l'RAINTNG RC TT OOL R'J'AVF' S'l'ATE TEAl'JllcR~ COLrsRGE J\Io01·heacl, Minnesota T'nhliRhccl Qn:nte!'ly July 192G Series 22 No. 2 Entered at Post OfTirc, Moo1·hcarl, i\finnesota as Second Class Matter FACULTY R. B. M:u,Lran ____ ----------------- _____________________________________ Presicknt of thr C'ollrgr Georgina Lommcn ----------,----------------------------------- Director of the 'l'rn ining School Ella A. Hawkinson --------· ______ Pri1wip:1l of tl,e ,Junior High Sc·hool Departmrnt Emma Glaser _______ ____ _____ -·--------- Associate in the .Junior High Srhool Department W. C. White __________________________ ___ Asso?iate in the Junior High Sc·hool Department Blanche Loudon ____________ ----· _______ Principal of the Intermediate Departmrnt Agnes Carlson __ __________________ .--------- ____ Associate in the Intermedi:itc Department RJ,oda M:Ilnncl _______________________ -------------- Te:u·he1· in the Intermedintc> Grndrs ~lary C. R:iinry __________ . __ ___________________ Prin('ipal of the Primary Departmrnt Alic·c C. J ones ______________________________________ Associate in the Prim:ny Dep:ntnwnt ?1 1:iyme C'hristenson ------------ -----------· _______ ___ -·- ___ Teacher in the Primary Grades l•Jthe l B. Dnr·boraw ___ _ ________ ____ ___ Prinrip:11 of the Kindergarten Department ~f:11 ilda Williams ________ ·-· _______ _ Asso('i:ite in the l(i11d erg:nt·e11 DepartnH' nt Emma Fl. .Eric·kson --------- Supen·isor of Studrnt 'l'eaching in the l'u!Jlit R<·hools l•' l ore II re Bu 1la I'(] ----·-------------------------------------------------·---------------· S upe n · iso r of ~ Lus it ~lay (' .'l'urner __ __ ------------------------------------------------· Supcl'Yisor of Home .Ero11omic·s }' lorn ~[. }'r·i<·k ------------------------------- ___________ _ Rupen·isor of Physic-al .Eclmation Lois ~I. Penn ic _____________ --------------------------- ------------------ __ Supcrviso1· of liandwriti ng ~l:i rga r· et ~I <·C':rrten ----· ·---------------- -------------------- ---------- ________ Supen·isor of Art }'. 0. Le:isme __ ----------·- ___ ----------------- ______________________ Supervisor of lndust rial Arts Joan ,loh11so11 ___________ --------------- ------·--- Sctrrt:11y in the 'J'rnini11g s ,- hool Office 4 EDUCATING FOR DESIRABLE AT'l'ITUDES IN CONDUCT 5 EDUCATING FOR DESIRABLE ATTITUDES IN CONDUCT been designed to approach the whole problem in the school Georgina Lommen through the indirect method rather than through the direct method. The advocates of the indirect approach hold ·chat ·che Introduction. employing of a more direct means is to make extrinsic those Assuming that the children's school in a teacher training activities, qualities, and virtues that are in and of themselves institution is the laboratory where the educational policies of intrinsic; to objectify and analyze them is to make of them the institution may be initiated, demonstrated, observed, prac­ something artificial, formal, and narrow, and to set a time and ticed, and tested, the elementary school staff of the State place apart in a day's program for the consideration of things Teachers College purposefully set for themselves a year of ethical ar.d spiritual will encourage neglect of all those inciden­ study of the problems of character education in the elementary tal opportunities for effective teaching just when their sig­ school as their major curriculum problem in the year 1925- nificance is so great. There is great danger, they say, in the 1926. Because the terms ethics, morality, character, and citi­ bungling treatment of these questions in the hands of imma­ zenship imply a maturity not common to young children the ture and inefficient teachers, and often training for personal­ term Conduct Education is consistently employed in reference ity resolves itself into a process of pathological treatment to the study which this article undertakes to report. rather than a matter of creativeness and growth. And, lastly, One is impressed with the urgency for serious considera­ teachers everywhere feel their own inadequacy for leadership tion and study of the problems that have to do with this phase in the education of personality to such a degree as to rob them of child welfare. There is a growing disposition to shape the of courage, initiative, persistency, and wisdom in the attempt. entire school environment to the end of more positive contri­ In answer to these arguments against a more direct pro­ butions to the development of personality and finer civic con­ gram for conduct education, may we not reply that artificial­ duct in the present generation of youth; the very philosophy ity, formality, and lack of reality are still the rule rather than of education, the selection of curricular and extra curricular the exception in most of our class room activities; we are only materials, and the newer teaching techniques are all predomi­ now beginning to make of the elementary curriculum a series nantly concerned with the development of knowledge, skills, of meaningful learning situations for the children. Im­ and attitudes that shall better insure ethical conduct, the maturity and inefficiency in a portion of the teaching staff social mind, and a righteous personality. at least cannot be accepted as an excuse for failure to better But all of the school factors working to this end cannot function in the best possible development of the emotional hope to affect seriously the performances and achievements of life as well as the intellectual life of childhood. The friends the youth in a single generation, certainly not in a single year; of a more positive program do not advocate moralizing or the best we may hope for is to provide satisfying experiences preachment, but they do plead rather for a program of activi­ and opportunities to distinguish and practice right attitudes ties of all types that will encourage exposure to and observa­ tion, discussion, and dramatization of situations that hold toward those personal qualities which the race is pleased to within themselves the potentialities, and judgments which we designate as social-moral when referring to adult behavior and term ethical, for much that is reverent and beautiful is not as conduct or discipline when referring to the behavior of met in the incidental school life of ehildren. youth. "And, the basis for right attitude toward conduct Summing up the arguments for and against the more seems to be found in the normally developed and integrated direct and specific procedure in the development of a conduct personality-the individual who senses his place in the scheme consciousness in childhood we stand to gain about as much as of things, accepts the results and is becoming capable of self­ we should lose by the proposal to go earnestly, heartily, and control and self-direction."' directly at the problems of conduct education. Opposing Viewpoints With Regard to Conduct Education. As a preliminary consideration in the development of such There is question among educators as to whether the a program the selection of a method of procedure from among the variety of current methods is of primary importance; we development of conduct can best be achieved by the direct were free to choose from among the following: ' method of instruction. For a quarter century practices have '1' lorrisu11 , 0. 11.; Tlte l'raciitu of 'l'cat hiug, lJ· 377. '(~u ulcd fro111 a questionnaire by J>r. W. C. Bagley- ] !J'.!,3-26. 6 EDU CA TING FOR DESIRABLE ATTITUDES IN CONDUCT 7 1. Systematic instruction through principle and precept, concrete form that should have definite social and professional illustrated by concrete cases. worths. 2. Indirect but still systematic instruction in connection The inventory of the every day courtesies possessed and with other school subjects; history, literature, science, needed on the part of the children and the trainees was made etc. by the trainees in the fall term. These were readily classified 3. Explicit instruction and discipline from time to time into related groups of health habits, manners, modes of ex­ as conditions necessitate. pression, habits of self-control and self-management, and social attitudes. The list disclosed fifty-eight qualities of 4. Religious instruction by teacher. which a sampling will be sufficient. Ten of our most assured 5. Religious instruction outside school in school hours. conduct habits were the use of terms "thank you," "if you 6. Religious instruction in school by
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