xt7sj38khj4g https://exploreuk.uky.edu/dips/xt7sj38khj4g/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1950-10 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Moral and Spiritual Values in Education", vol. XVIII, no. 8, October 1950 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Moral and Spiritual Values in Education", vol. XVIII, no. 8, October 1950 1950 1950-10 2022 true xt7sj38khj4g section xt7sj38khj4g

MORAL AND SPIRITUAL VALUES
IN EDUCATION

A Report of the Second Workshop

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Published by

DEPARTMENT a F EDUCATION

Boswell B. Hodgkin
Superintendent of Public Instruction

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ISSUED MONTHLY
Entered as second-class mat

ter March 21, 1933, at the post ofﬁce at
““0“. Kentucky, under the Act of August 24, 1912.

;51V°I- XVIII October, I950 No. 3

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FOREWORD

This bulletin, I believe, makes a valuable contribution to that
which has been lacking in American education—teaching on the
level of values.

This is a report of a workshop in which teachers and principals
discovered effective ways for making the curriculum more meaning—

ful in life and for improving human relationships. '

There has always been a need for “an emphasis on the moral
and spiritual values in education,” and there always will be, but
never has there been a time when the need was more urgent than

HOW.
Superintendent of Public Instruction

BOSWELL B. HODGKIN

731

PREFACE

This Bulletin is a report of the second Workshop on Moral and
Spiritual Values in Education, held at the College of Education of
the University of Kentucky, June 5-17, 1950. The First Workshop
was held at the College of Education of the University of Kentucky,
June 6—21, 1949, a report of which appeared as a Bulletin of the
Department of Education in January, 1950.

Both workshops were cooperatively sponsored by the Depart.
ment of Education, the University of Kentucky, the UniverSity of
Louisville, and the four State Colleges. The ﬁrst workshop was
ﬁnanced and staffed by the University of Kentucky, and the second
by the University of Kentucky, supplemented by private contribu-
tions. The six pilot experimental schools were jointly selected by
the respective sponsoring institutions. Scholarships for the partic-
ipants from the experimental schools were provided from a grant
by the General Education Board.

The purpose of the ﬁrst workshop was to orient the participants
to the movement of emphasis upon moral and spiritual values in edu-
cation, sponsored by a committee of the Department of Education,
to work out a basic philosophy, to explore the major areas of school
experience, and to develop techniques for the discovery and develop-
ment of moral and spiritual values in these mom, in preparation
for experimental work in the pilot schools beginning in the autumn
of 1949. The purpose of the second workshop, starting with the
year’s experimental experience, was to analyze and appraise that
experience, and to bring together in practical and usable form actual
procedures, techniques, and materials, with a considerable body of
concrete case histories.

Inasmuch as the reports of the various project groups are records
of work done in actual teaching situations, it has seemed best to
reproduce them as presented in the workshop, with a minimum 0f
editing. It is hoped that in this form the Report will be stimulating
and useful to schools wishing to incorporate an emphasis upon U101”
and spiritual values into their programs and to teacher-educa’don
institutions, both State and private, desiring to offer courses in
this ﬁeld for teachers—in-preparation.

William Clayton Bower, Dil‘eCtor-

73%

'i\
Moral and \I
lucationOf IL The Kentucky Committee on Moral and Spiritual Education is
Workshop especially indebted to Dr. William Clayton Bower, the director of
Kentucky, d the workshop, his staff and consultants, and every teacher, principal,
ftin of the and representative of a cooperating college who participated in the
workshop, for the very excellent contributions they have made to-
ward the development of a program for moral and spiritual instruc-

ACKNOWLEDGEMENTS

Gen

re Depart.

iversity 0f tion of children in the public schools of Kentucky.

{shop was I Grateful acknowledgment is made to those who have provided
the second i the funds, and thus made the organization of the workshops possible.
contribu- Each source of support for the Workshop has a particular signiﬁ-
elected by I cance.

.he panic- I .

m a grant " The General Education Board, which is a national foundation,

has given ﬁnancial encouragement to the two workshops, after
_ . careful consideration of its potential value to the general ﬁeld of
nt1c1pants I education. They have contributed a total of $3,000.00 for scholar-

. I
[es 1n edu- ships for the teachers and prinCiPals who participated in bOth work-
Education, I shops.
; of school
ideveloP' I The Kentucky Congress of Parents and Teachers voted a con—
reparation , tribution of $200.00 toward expenses 0f the Second WorkshOp. This
,e autumn is a state-wide organization, which may have much to do in the

with the I future to assist in the Spread of the “movement of emphasis,” espe-
I cially because of its intimate association with the public schools.

raise that I

rm actual The generous contribution of $600.00 for the workshop by Mr.

'3 bOdY 0f I and Mrs. Paul G. Blazer, of Ashland, Kentucky, points to a Vital way
I in which individual citizens may have a part in this important work.

be records ‘ Asound and practical program of moral and spiritual instruction

d best to mthe public schools is an investment in the future of the Common-

1i mum of I Wealth.

imulatmg I It would be impossible to evaluate the contribution of personnel

>011 moral I and facilities by the University of Kentucky to both workshops.

aducatlon I The Pel‘sonal leadership which President H. L. Donovan, Dean

aurses m I Frank G. Dickey, and Dr. Ellis F. Hartford have wholeheartedly
EIVen to the project should enlist the cooperation of the educational

irector. leadership 0f Kentucky.

733

The Committee is most grateful to the Federal Department of
State, which defrayed the expenses of its representative, Mrs.
Margaret Hicks Williams, of Washington, D. C., who addressed the
workshop. The full text of Mrs. Williams’ speech is included in this
report. In it she expresses a deep concern for the need to teach
moral and spiritual values in the schools as the strength of American
Democracy, and the hope that thus we may yet “turn the tide of
history and set men’s feet on the good road to an enduring peace."

The Department of Education has initiated and sponsored the
work of its Committee on Moral and Spiritual Education, with
appreciation for the progress it has made. It is particularly grateful
for contributions made by the Lincoln Foundation, Whose Executive
Director, Mr. Mansir Tydings, has served as Chairman of the Com-
mittee.

Louise Combs, Secretary
Committee on Moral and Spiritual Education

Acting Director of Teacher Training and Certiﬁcation

INTRODl
PREFAC
ACKNOl
DIRECTi

REPORT
Rep(
Proji

REPORT
Soci
Per:
Rev
Exp
Way

Sch
Our
Am

CURRIC]
Per
An:
The
Sta

H
{E

JI—JI—IKHHYDTDH

Q
m

Bil

'tment of
V8, Mrs.
essed the
ed in this
to teach
lmerican
e tide of
z peace.”

ored the
3n, with
grateful
xecutive
1e Com-

tion

iﬁcation

TABLE OF CONTENTS

INTRODUCTION ...................... 731
PREFACE ........................................... 732
ACKNOWLEDGMENTS ................................................. 733
DIRECTORY .......................................................................................... 737
REPORTS AND PLANS OF EXPERIMENTAL SCHOOLS..-" 739
Reports of the Year’s Experience by the Pilot Schools ........... 739
Projected Plans of the Pilot Schools for 1950-51 .................... 748
REPORTS OF THE FIVE PROJECT GROUPS
Social Analysis of the School Community
Personnel . ..... 753
Review of 1949 Workshop Findings .................................................... 754
Experiences from the Five Pilot Schools ........................................ 756
Ways of Planning and Working to Develop Moral and
Spiritual Values ................................................................................ 766
School and Community Cooperation 763
Our Experiences in Review ................................................................ 769
Annotated Bibliography 769
CURRICULUM ANALYSIS
Personnel ___________________________________________________________ 773
AnalYZing the Curriculum .................................................................. 774
The Nature of Curriculum ........... 774
Statement of Values _________________ 774
Teaching for Values _______ __ _______ 776
Language Arts ....... .. 776
Social Studies .......... 779
Science _____ _______ 783
Mathematics 787
Music __ 790
Art _______ 790
Foreign Language __ 791
Health ...... ._ 791
Vocational Education 792
Case Material _____________ __ 793
Bibliography __________ _ 800
735

PERSONAL AND GROUP COUNSELING

Personnel - ..... 802
Basic Principles of Counseling ............................................................. 302
Areas for Discussion ........ 803
Form for Case Study ...... 803
Guide for Reporting Examples or Illustrations ............................. 304
Six Common Behavior Problems with Illustrations ............ .
Some Causes for Behavior Problems ............................................. 309
Some Suggested Helps for Solving Behavior Problems ......

Some Counseling Techniques ............................................................. 809
Different Counseling Situations with Illustrations ....................... 810
Bibliography 819

PHYSICAL EDUCATION, ATHLETICS, RECREATION

Personnel 822
Relation between Physical Education, Sports, and Recreation 822
Values 823
Forces Shaping the Nature of the Program ..................................... 832
Administrative Personnel 833
Program 837
Techniques 843
Bibliography 848

SYMBOLIC EXPRESSION

Personnel 851
Symbols 851
The Use of Symbols in Informal Situations .................................... 852
The Use of Symbols in Formal Ceremonials and Celebrations 876
Evaluation of the Use of Symbols _____________________________________________________ 894
EVALUATION
By Pupils
By Teachers
By a Parent

SESSION WITH CONGRESS OF PARENTS AND TEACHERS

Interpretative Summary by the Director _______________________________________ 902
Inldress by Mrs. Margaret Hicks Williams, Department of
State .................. 905

MEMBEJ
COM]

Mr. B
of Public

Mr. 1\
Foundatix
Mr. J:
Mr. J
sociation
Mr. E
Compan:
Miss
State Dr
Mr. '
School,
Mrs.

Teacher

Judg

Dr.
School

Mr.
cation.

Dr.
Dr.

Dr.
Univer

Dr.
Kentm

DIRECTORY

MEMBERS OF THE STATE DEPARTMENT OF EDUCATION’S
COMMITTEE ON MORAL AND SPIRITUAL EDUCATION

Mr. Boswell B. Hodgkin, Chairman Ex—Officio, State Superintendent
of Public Instruction.

Mr. Mansir Tydings, Chairman, Executive Director, The Lincoln
Foundation.

Mr. James T. Alton, Principal of Vine Grove School.

Mr. John W. Brooker, Executive Secretary, Kentucky Education As—
sociation.

Mr. Stuart C. Campbell, President, Campbell-Summerhayse Lumber
Company. '

Miss Louise Com‘bs, Director Teacher Education and Certiﬁcation,
State Department of Education.

Mr. William H. Perry, Jr., Principal, Madison Street Junior High
School, Louisville, Kentucky.

Mrs. Charles T. Shelton, Member Kentucky Congress of Parents and

Teachers.

Judge James W. Stites, Attorney.

ADVISORY COMMITTEE
Dr. William Clayton Bower, Chairman, Professor Emeritus Divinity
School University of Chicago.

Mr. Robert J. Allen, Director of Curriculum, Louisville Board of Edu—
cation.

Dr. Paul Bowman, Professor of Psychology, University of Louisville.
Dr. Raymond A. McLain, President, Transylvania College.

Dr. Ellis F. Hartford, Head, Department of Education Foundation,
University of Kentucky.

Dr. Howard W. Beers, Professor of Rural Sociology, University of
Kentucky.

730

PERSONNEL OF WORKSHOP

Administration

Dr. Frank G. Dickey, Dean of the College of Education, UniVersity
of Kentucky.

Dr. Ellis F. Hartford, Director of Division of Foundations in Educa-
tion, University of Kentucky, Consultant.

Dr. Raymond A. McLain, President of Transylvania College, Con-
sultant.

Dr. William Clayton Bower, Director of the Workshop.

Mr. Mansir Tydings, Chairman of the State Department of Education
Committee on Moral and Spiritual Values in Education.

Miss Ann Kirtley, Secretary for the Workshop.

Staff
Mr. Maurice Clay, Instructor in the Department of Physical Education
at the University of Kentucky.

Mr. Collis 0. Johnson, Area Education Coordinator, Murray State
College.

Miss Helen Reed, Instructor, Educational Psychology, College of
Education of the University of Kentucky.

Miss Martha Shipman, Eighth Grade Teacher, University School, Col-
lege of Education, University of Kentucky.

Mrs. Ruth Stallings, Music Teacher, University School, College of
Education of the University of Kentucky.

738

REP!

With 1
schools h
experime
These scl
and SplI‘l
for partic
in mind.
upon m0
program.
for the u

There
as to thi
procedui
educatio:
same ne
Many 011
Ways of
the effor
to failui
proache:
to a con:
of the p
to their
their un
with re)

It w:
reports
cedures
achieve

I. RE

1. B01
Bout
high so
Eight te
The
Program

niversity
l Educa-

ie, Con-

ducation

iucation
y State
lege of
01, Col-

lege of

REPORTS FROM THE EXPERIMENTAL SCHOOLS

With the preparation which the representatives of the ﬁve pilot
schools had received in the ﬁrst workshop, the schools began their
experimental work at the beginning of the autumn session in 1949.
These schools had been selected because of their interest in moral
and spiritual values. They carefully selected their representatives
for participation in'the workshop, with their accepted responsibility
in mind. It was the policy of these schools to make the emphasis
upon moral and spiritual values the central feature of the year’s
program. There was, therefore, a readiness in each of these schools
for the undertaking of the experiment in this ﬁeld.

There was, however, of necessity a lack of clear understanding
as to the nature of the program, its underlying philosophy, and
procedures. The schools had to undergo the same process of self-
education as the participants had undergone in the workshop. The
same necessity existed in regard to the schools’ constituencies.
Many difficulties, foreseen and unforeseen, were to be encountered.
Ways of working together effectively had to be explored. Some of
the efforts that were put forth met with success; others were destined
to failure. Against a background of general theory, speciﬁc ap—
proaches to the problems involved in local situations had to depend
to a considerable extent upon trial-and-error. The ﬁrst responsibility
of the participants in the workshop was to interpret the movement
to their colleagues, administrators and teachers alike, and to enlist
their understanding cooperation. This the workshop participants did
with remarkable intelligence, tact, and patience.

It was of incalculable importance to the second workshop to have
reports of the experience of the pilot schools——their objectives, pro-
cedures, materials used, difficulties encountered, and successes
achieved, together with their plans for 1950-51. These reports follow.

I. REPORTS OF EXPERIENCES OF THE EXPERIMENTAL
SCHOOLS (1949—50)

1- Bourbon County Vocational High School

h' Bourbon County Vocational High School is a new rural consolidated

Etgh SChOOl. There are approximately 285 students and 16 teachers.

lght teaChEI‘S, Including the Principal, attended the workshop last year.
The ﬁrst major objective was to acquaint the entire faculty with the

program Thls was done through a series of faculty meetings. The

739

first meeting was to give a general background of the over-all program
and the role that our school had assumed and would assume. We asked
for the cooperation of the other teachers. They were very agreeable
to the program. Every teacher worked with this program and attended
all the meetings.

In the meetings which followed, each teacher who had attended the
workshop took charge of a meeting and explained what that particular
group had done in the workshop and how this part was related to the
total program. With the comments of the entire workshop groups, the
helpful suggestions of Dr. Hartford, and the questions of the new teachers,
I feel that at the end of the first two months of school all of the teachers
were aware of the total program.

After this intensive study, part of all the teacher’s meetings was
devoted to work on developing moral and spiritual values in the school.

While the teachers themselves were still learning the total program,
they were working with the students to acquaint them with the program
too. We felt, however, that a great deal could be gained by giving the
entire student body a general idea of what we were trying to do, and to
solicit their help in making a success of the program. Our Principal,
Mr. L. C. Taylor, gave, in an assembly program, a very concise, under-
standable picture of the program. This certainly helped to sensitize
the student body to these values.

We have attempted to acquaint the community agencies with our pro-
gram. These agencies can be of great help in furthering this program in
our school. The following organizations have had the program explained
to them: Local P. T. A. chapter, Rotary Clubs of Paris and Millersburg,
and the Lions Club of North Middletown.

2. Bowling Green City Schools

In our school system this year we had three grade schools and a
Junior—Senior High School, and next year we will have another grade
school.

The Superintendent was contacted to arrange a date to meet with the
group and was given the article to put in the newspaper. Then the group
met to try to pass on to him some of the inspiration we had gotten at
the Workshop.

It was agreed to have a meeting with the other members of the faculty
from the entire school system as soon after the opening of school as
possible, but decided it would not be best to introduce it at the first
meeting which had to be devoted to routine matters relative to the open-
ing of school. ’

As our system does not have regular scheduled faculty meetings: 3
was thought best to make the meetings on moral and spiritual values
voluntary. Before this first meeting the group met to plan the program
and decided to ask our Superintendent to make some introductory re-
marks, after which each member of the group explained briefly What
her group did at the workshop. We announced that we would leave 0111‘
green books in the Principals’ offices where the teachers might get them
at any time.

740

The ng
which eact
Of her pTOj
make these
tion after
second me
to be thinla
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cuss this .
analysis it
Superinter
boards in
they prefe
at the W(
each time
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up for Inc

We tri
where we
was agree
planned 11
of these
everyone
over the

Meanv
School he
quitting ‘
wished S(
When th<
and see
members
about th
end of sc
time to 6
along th:

In 10‘
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have be
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of locati

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Mrs. He
The
City sch.
ings on
The
stressin,

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e asked
LTeeable
ttended

ied the
rticular

t0 the
tps, the
zachers,
eachers

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school.
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rogram
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and to
incipal,
under-
ensitize

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and a
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ith the

group
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?aculty
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e first
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ngs, it
values
ogram
ry re-

what
ze our
; them

The group then decided to have other general faculty meetings at

Which each group member would go more into detail about the work
of her project, taking the whole hour for presentation and discussion. To
make these meetings less formal and to provide a few minutes of relaxa-
tion after the day’s work, we decided to serve refreshments. At this
second meeting we served cider and gingerbread and asked the teachers
to be thinking and talking about the question, “Upon what does prestige
in Bowling Green depend?” Very few of the teachers responded to dis—
cuss this question. So after a few remarks on the subject of social
analysis it was agreed to divide into groups for our next meetings. The
Superintendent sent around typed sheets to be placed on the bulletin
boards in all the schools. The teachers were to sign up for the group
they preferred. The groups were the same as the project groups here
at the workshop and all members of the workshop agreed to meet
each time another member had a meeting of her group to lend moral
support. Fifty-two names appeared on the lists, although some signed
up for more than one group.

We tried to work out a plan for these group meetings, but here is
where we met with some difficulty. It was hard to find a date which
was agreeable to all concerned, and some of the meetings that had been
planned had to be postponed due to other activities. We did get in one
of these meetings before Christmas and were pleased to find nearly
everyone taking part in the discussion. As soon as everyone had gotten
over the effects of the holidays, another group meeting was held.

Meanwhile at a meeting the Principal of the Junior—Senior High
School had mentioned his concern about the number of pupils who were
quitting high school as soon as they became 16 years of age and he
wished someone would make a study and help him solve that problem.
When the social analysis group met, they decided to take up this matter
and see what they could find out about it. The rest of the year the
members of this group devoted their time to gathering information
about these pupils which they thought might be of some help. The
end of school with all the extra duties came before the group had found
time to examine these data and draw their conclusions, but we brought
along the information we gathered.

In looking back over the year’s work, we realize we made many
mistakes. After hearing the other reports, we feel that we should have
enlisted the interest and help of the principals and given them a respon—
s1ble role to play. We also feel now that a better basis of grouping
would have been by sch001s rather than by projects. There would not
have been the difficulty of finding suitable dates for the meetings, and
then the problems of each school are different from the others because
of location in the city and age groups.

One of the most enjoyable general meetings was a party given by
Mrs. Hancock’s school which she will describe for you.

. The Sports and Recreation group held a party for the faculties of the
{Elty schools. This party took the place of one of the special called meet-
mgs on the workshop.

The idea of the party was to orient the teachers to the program of
stressing moral and spiritual values found through play.

741

There were fifty teachers, principals, and supervisors present. The
theme of the party was “Fun is our Business.”

The program for the night was divided into different phases of enter.
tainment. The first part consisted of comedy acts put on by the teachers
of the Center Street School. The second period was devoted to group
singing. The third was a film on the values of Sports and Recreation
in a Community. The fourth part of our party was devoted to action
games and contests in which every member took part. The fifth and
last period was a social hour in which sandwiches, cakes, and spiced
tea were served.

Everyone went home saying they were happy that they attended and
that they felt much good grew out of the meeting. It inspired the teachers
to plan better recreational. programs for the year’s work in their own play
periods.

3. Cane Run Grade School of Jefferson County

The Community:

Cane Run community can be easily classified as a rural-urban one, be-
ing located in Jefferson County just one mile from the city limits of
Louisville. Its population consists of three definite groups which we
meet as one group in our school, namely, there are the families that have
lived there for many generations, of Dutch, Swiss, French, and German
descent, another group that came there during the war and elected to
stay, and a third group that wanted to leave the city and live in the
country. The educational background ranges from one per cent with
some college degrees or less to the very large group with an eighth
grade education or less. There is a very small percentage of professional
people in the community but a very large percent of skilled and un-
skilled workers.

Need for a Moral and Spiritual Education Program:

The school felt, as many other schools did, that there was a need for
Moral and Spiritual education, but what program to follow was the
question. Our first attempt at solving this problem was the Child
Evangelism program that we had one day each week. This program was
presented once a week to different age groups, and the technique of the
flannelgrams was very good in presenting the Bible stories, but we soon
learned that the workers were over—zealous and that this was a highly
emotional program with very few positive values; so we ruled this out
the next year. We felt that our community wanted a program, and We
continued to search for the kind of program that would be full 0fp051151Ve
values and that would satisfy the needs of the children and the parents.
Since our community is theologically religious, we realized that we must
tread cautiously.

The Workshop of 1948—49:

When our school was asked to participate in this workshop we felt
that it was not only an honor but a privilege to share these experiences.
At our next P. T. A. meeting we tried to explain to our parents what thlS
opp vrtunity would mean to our teachers and children, and we also ex-

742

plained '60 t
a workshop
course, the:
too sure W1“

Procedure:

Early la:
teachers wt
and what ti
program. ’
did at nigh
to do and 5
along. Y01
a largE, E“
that we we
in our dail
the report,
example 01
informal ti
asked Mr.
Again the
we seemec
teachers d
make us I
going to h
some conc
and with l
and work
code if th
this idea
would wc
room wou

While we
schools he
theirs am
so we adc

Our 5(
unto you,
gether.”
meetings
we could
each mei
the next
the facts

While
lications
We do n(
to probh
looking :
ferent cl

It The

f enter.
teachers
0 group
creation
J action
fth and

spiced

led and
eachers
rm play

he, be-
rnits of
ich we
it have
ierman
:ted to
in the
.t with
eighth
ssional
id un-

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as the
Child
m was
of the
e soon
highly
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nd we
)sitive
trents.
must

e felt
ences.
,t this
0 ex-

ined to them that another of our teachers had been asked to attend
long similar lines at the University of North Carolina, Of
course, they were very happy about this even though they were not
too sure what it was all about.

pla
a workshop a

Procedure:

Early last fall we had a faculty meeting, and at that time we asked the
teachers who had attended the workshop to tell us what they had learned,
and what they expected the rest of the faculty to do to help further this
program. They told us about the mechanics of the Workshop, what they
did at night, where they had eaten, etc., but they could not tell us what
to do and said that we were to work out our own program as we went
along. You can imagine how the rest of us felt. They also showed us
alarge, green book that was a result of the workshop, but we were told
that we were not to use this as a text, that we must look for opportunities
in our daily work to re-discover these values. Of course, we enjoyed
the report, but needless to say that here in this group was a magniﬁcent
example of group frustration. A second faculty meeting was held as an
informal tea and we not only had our school participants but we also
asked Mr. Bowman, Mr. Allen, and Miss Threlkeld, our coordinator.
Again the discussion had the same vagueness but as we talked together
we seemed to be seeing the light that this program was what all good
teachers do every day, and that if nothing else this program would
make us more conscious of our opportunities. Realizing that we were
going to have to give an account, we felt that we should try to work on
some concrete program as a beginning, so we met with Miss Threlkeld
and with her help we decided that we might take the needs of the school
and work from that point. We decided that We could work on a school
code if this was acceptable to the teachers and children. We presented
this idea to the faculty members and it was decided that each room
would work on its own code and then a representative from each
room would be selected to serve on a council to work on a school code.
While we were working on our code, we learned that the New York
schools had worked on a similar problem so we compared our code with
theirs and found that it contained the very things we had discussed;
so we adopted the New York code as ours.

Our school slogan was “Do unto others as you would have them do
unto you,” and our theme as selected by the council was “Living T0-
gether.” Our council met each week at a regular time, and at these
meetings we tried to decide what our school problems were and what
we could do to improve them. After these discussions in the council
each member would go back and discuss them with her room and at
Eﬁe next meeting bring us the decision that the class had made. With all

6 facts in, the council would then decide what to do next.
lica‘ghﬂe we were doing this organizing we were asked by several pub—
We d0113 to tell what we were domg, and again the answer was the same.
to prgbriOt have a deﬁnite program, but we have noticed various solutions
lookin ercns. We. were also beginning to feel a growing awareness of
fer tg a our children and Sltuatrons from a different viewpoint. Dif—

en classes worked in different ways, each working as the need arose

743

and planning with positive values in mind. Some of the things that
we worked on are the following: Sharing, Good Sportsmanship on the
Playground and in the School, Self-Control, Assuming Responsibility
Appreciating our own Surroundings, Human Relations, Guidance (both
adult and child), International Understanding, Brotherhood Week, Art
and Music Appreciation, etc.

Summary

It is hard to evaluate our work in concrete examples, but we all felt
that there was an understanding that we had not had before, a feeling
that we were working on common ground and that we were not only
enriching the children’s lives but were doing the same for our own. I
cannot summarize this any better than by quoting what a teacher said
about -her year’s work: “This has been the happiest year I have ever
had at school.”

4. Fort Thomas City Schools

The committee from the Ft. Thomas school system which attended the
conference on “The Teaching of Moral and Spiritual Values” at the
University of Kentucky met with its Principal, Mr. Morris Cierley,
and gave a full account of the findings in that workshop. It was
decided at this meeting that the plan could best be presented by the
Principal to the entire staff.

The faculty of Highlands High School met in a regular staff meeting
October 26, 1949. Mr. Cierley projected a round table discussion on the
topic, “Moral and Spiritual Values.”

Vagueness in terminology became apparent at this meeting. The
faculty agreed that they should assume more responsibility for teaching
moral values to pupils because of changing functions of family, church,
and school.

A second staff meeting was held at the regular time on December
14. The main business was a continuation of the topic “The Teaching of
Moral and Spiritual Values.” At this meeting certain values, such as
honesty, were listed and the following questions were discussed: How
do we ground morality? What is the determinant for morality? What
determines morality