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EDUCATIONAL BULLETIN

 

 

 

 

 

 

MORAL ANS" SPIRfiéTUAL
EDUCATION A IN, KENTUCKY

 

Published by
DEPARTMENT OF EDUCATION

ROBERT R. MARTIN
Superintendent of Public Instruction

 

 

 

 

 

h

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

VOL. XXVI JANUARY 1958 No. I

 

  
 

 FOREWORD

Kentucky school people have taken pride in and inspiration from
the fine exploratory work and pilot projects for the development of
moral and spiritual values in public education programs. Over a
period of years, the State Department, the public teacher, education
institutions and a number of school systems, have undertaken to
work out effective emphasis upon moral and spiritual values in the
light of the principles outlined in this account. Those who have par—
ticipated in these efforts have become more firmly convinced that
here is an appropriate, sound and effective approach to the solution
of some of the problems that confront and complicate the instruc-
tional programs of our schools. More and more clearly we see that
the emphasis upon moral and Spiritual values should be an integral
part of every aspect of the school program and that every educator
bears part of this responsibility. At the same time we are equally
clear that the public school should in no sense infringe upon the edu-
cative responsibilities of the church or the home through introduc-
tion of sectarian religion into the curriculum. We look forward to
sound growth of our whole instructional program as our school
faculties and parents see ways to infuse moral emphasis into the'
regular work of the public school.

In order to initiate action in this area of training, I have ap-
pointed the Kentucky Committee for Moral and Spiritual Values in
Education. This committee of educators and parents is well qualified
to give encouragement and practical assistance to the local school
districts. The committee will respond with enthusiasm to community
initiative and interest in developing local councils for moral and
spiritual education. The purpose of this bulletin is to provide a

“handbook of experience” as a guide, and for the study of local
councils.

The material of this bulletin is composed principally of articles
which relate the experiences of the several writers with various ex-

perimental pilot-school programs in moral and spiritual values in
education.

These articles are published herein without editing and the view-
points and evaluations are, in all instances, those of the writers.

 

  

These materials are recommended as valuable sources of in-
spiration and aid for other undertakings in programs of moral and
spiritual values in education. They should in no Wise be interpreted,
however, as reflecting the policy or direction of the State Depart-
ment of Education.

In order that an emphasis on moral and spiritual values in edu-
cation may become available to every school child in Kentucky ef-
forts to promote this emphasis are earnestly solicited.

Robert R. Martin
Superintendent of Public Instruction

 

 of in‘ THE COMMITTEE FOR MORAL AND

'al and

preted, SPIRITUAL VALUES
)epart— .
In
in edu- EDUCATION
3le ef- 0 f

THE KENTUCKY STATE BOARD OF EDUCATION

motion

The nine members Whose names are listed below constitute the Ken-
tucky Committee for Moral and Spiritual Education, appointed by
Dr. Robert R. Martin, Superintendent of Public Instruction, in ac-
cordance With a resolution of the State Board of Education (SBE
74) on January 1, 1957.

Appointed Members

J. J. Oppenheimer and J. Mansir Tydings
Co—Chairmen

Oren B. Wilder

Secretary
Mrs. Lilah V. Bolton Mrs. Alma Seaton
Irvin E. Lunger Louis Smith
Mrs. Rena S. Marcus Leonard C. Taylor

Whitney M. Young
=1: * *

Ex-Officio Members
Robert R. Martin, Superintendent of Public Instruction

Don C. Bale, Head, Bureau of Instruction

Consultants

William Clayton Bower Ellis Ford Hartford

 

  

 

CONTENTS

Foreword

I. Introduction

1.

A Program of Moral and
Spiritual Values in
Education

Making Moral and Spir-
itual Values Meaningful

II Experiences of Application

1.

In the High School

In the Subject of
Mathematics

In Home Economics

In an Elementary School

In Human Relations

Dr. Robert R. Martin, Superin-
tendent of Public Instruction

Dr. William Clayton Bower,
Emeritus Professor of Religious
Education of the University of
Chicago and Consultant for Ken—
tucky Committee for Moral and
Spiritual Values in Education

J. Mansir Tyclings, Co-Chairman,
Kentucky Committee for Moral
and Spiritual Values in Education

Leonard C. Taylor, former Princi-
pal of Bourbon County Vocational
High School, a pilot school, now
Superintendent of Schools, Rich-
mond, Kentucky

Dawn Gilbert, Teacher Bowling
Green High School, B owling
Green, Kentucky

Virginia Rice, Teacher Laboratory
High School, Morehead State Col-
lege, Morehead, Kentucky

Sara Belle Wellington, former
Principal, Cane Run School, a
pilot school, now Director of
Teacher Recruitment and Records,
Jefferson County Board of Edu-
cation, Louisville, Kentucky

Mary Elizabeth Reuter, Teacher
Nicholas Finzer School, Louisville.
Kentucky

 uperin-
on

3 o w e r ,
eligious
rsity of
)r Ken-
ral and
tion

airman,
- Moral
lucation

‘ Princi-
cational
DOL now
5, Rich-

Bowling
W1 in g

ooratory
ate C01-
7

former
:hool, a
:ctor Of
Records,
of Edu—
ky

Teacher
)uisville.

10.

11.

In the Total School
Program

In a School System’s One—
Week Workshop

In a District’s One-Day
Institute

The Role of Parent
Teacher Associations

A Community Study
Council

Youth Speaks

III How the Colleges Cooperate

Willa F. Harmon, Principal Pine
Knott High School, Pine Knott,
Kentucky

Roy B. Smith, Director of Instruc—
tion, Owensboro, Kentucky, and
F. T. Burns, Sup’t., Daviess CO.
Schools

Frank Vittetow, Consultant In-
Service Teacher Education, More-
head State College, Morehead,
Kentucky

Lilah V. Bolton, President Ken-
tucky Congress of Parents and
Teachers

Martha Fugett Johnson, Consult—
ant Eastern Council for Moral and
Spiritual Education, Louisville—
Jefferson County, Louisville,
Kentucky

Margaret Keyes Tate, Founder-
Youth Speaks, Inc.

Dr. Ellis F. Hartford, Professor of
Educational Foundation, Univer-
sity of Kentucky, Lexington, Ken-
tucky

 

  
 

 I. INTRODUCTION

A PROGRAM OF MORAL AND SPIRITUAL
VALUES IN EDUCATION*

William Clayton Bower

The Kentucky Program of Moral and Spiritual Values in Edu—
cation has arisen quite spontaneously out of a growing concern on
the part of educators, parents and civic leaders over the lack of em—
phasis upon values in the program of the school, and an attempt to
remedy the defect. These citizens are convinced that the school is
as much responsible for the development of moral and spiritual
values as for teaching knowledge, the tools of learning, and the tech-
niques of citizenship. They feel that education should be concerned
with the total interaction of the whole person with the world of na-
ture, society and the cultural heritage, and that a basic phase of that
interaction has to do with moral judgments and spiritual sensitivity.

Values in the School Program

The philosophy upon which the program is based may be sum-
marized as follows: moral and spiritual education is defined as that
phase of the school program which seeks to help growing persons to
achieve an understanding of their relations to nature and society;
to discover the moral and spiritual nature of these relations and the
moral obligations involved in them in the light of the growing moral
and spiritual values which man has tested through centuries of living
and which are recorded in his cultural traditions; to learn to judge
and control their conduct by these values; and to achieve a phi-
losophy of life.

The program should be based upon the complete separation of
church and state.

Morality and spirituality, rather than being abstract “traits,”
are qualities that potentially attach to any and every experience of
growing persons in their interaction with their natural, social and
cosmic world, and are to be experienced through discovery and
through functional use in living.

It follows that moral and spiritual values are indigenous to the
school community and the educative process, and not something to
be injected into the school program by some outside agency. Values

1 Excerpts from an article published in Educational Leadership, May 1951,
*Journal of the Association for Supervision and Curriculum Develop—
ment, National Educational Association.

7

 

  

are to be discovered, raised into consciousness, and developed as they
emerge within the school experience and with the resources available
to the school. The school becomes a laboratory in which the normal
experiences of social living and learning are subject to analysis, ap-
praisal and experimental testing in the school community.

Method in this area is of great importance. It should seek to
develop the abilities and habits of discrimination, constructive criti-
cism, self—reliance and cooperation. The center of education should
shift from teaching to learning so that character may become an
achievement of self—realizing persons rather than the result of ex-
ternal inculcation. To this end the highest functions of the teacher
is that of an understanding counselor and guide.

It follows that such a program should be one of emphasis, and
should be made an integral part of the total school program, rather
than one consisting of additional courses or a new department.

Since experiences of pupils cut across institutional boundaries,

the school program should foster understanding cooperation with all
constructive community agencies.

Such a program should be worked out democratically by the
teachers themselves in the light of their classroom and school experi-
ence, and in cooperation with superintendents, principals and super-
visors.

The program should be undertaken experimentally, so that cor-
rections and emergent leads may be derived from actual experience.

Procedures in Studying Values

The basic pattern of procedure which has been developed in two
workshops is the following: (1) to discover moral and spiritual
values as they arise within the normal experiences of growing boys
and girls in relation to the school community and the educative
process; (2) to raise these emergent values into consciousness and to
identify them; and (3) to develop these potential values as function-
ing factors of interpretation, appraisal and control in the experience
of growing boys and girls, and of the school as a community.

For this purpose the experience of the school was divided, in the
workshop and the subsequent experiments, into five areas:

Social Analysis of the School Community: Purpose of this group
was to discover the relations, functions and behavior situations which
pupils, teachers and administrators encounter in living and working
together in the school as a community. The group found that such
an analysis involved use of two techniques: (1) for the discovery and

8

 

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listing, with descriptions, of behavior situations in which moral and
spiritual values are generated; (2) for dealing with these situations,
once they have been discovered, through analysis of the situation for
its factors and possible outcomes in the light of the tested moral and
spiritual values in the cultural tradition, the making of choices and
the carrying of these choices through into action.

Analysis of Curriculum Content: This group undertook three
tasks; an analysis of the curriculum as found in most Kentucky
schools; a statement of values essential for creative and democratic
living; and a search for these values in the content of the curriculum.

For this purpose the group separated the courses of study into
the subjects that have to do with the cultural heritage; the humani-
ties (language, music, art, literature), the social sciences (history,
geography, civics, economics, social studies, problems of democracy),
the natural sciences (astronomy, geology, chemistry, physics, biology,
physiology), mathematics (arithmetic, algebra, geometry, trigonome-
try) ; and the life adjustments subjects falling under vocational eX-
ploratory areas (agriculture, industrial arts, commercial subjects,
home economics, health, physical education). This analysis yielded a
wealth of moral and spiritual values when these are not injected into
the curriculum, but dealt with objectively and normally when and
as they occur as constituent elements of the great cultural traditions.

Personal and Group Counseling: This group was convinced in-
dealing with cases, that most adjustment problems involve, in one
way or another, moral and spiritual values in their resolution. For
this reason, counseling offers a particularly rich field for the dis-
covery and development of moral and spiritual values. The group
felt that the function of counseling is to free the ability of the pupil
to meet his own problems by viewing them in a new light and by
re-examining his values. With this in View, the various techniques
of counseling were studied and appraised, and the place of counseling
in the program was explored.

Sports and Recreation: This group found that the area of sports
and recreation is particularly replete with specific and concrete be-
havior situations and because of the vividness of its experiences of-
fers a most fruitful field for the discovery and development of moral
and spiritual values. The group listed these potential values and
suggested principles for the guidance of coaches, administrators and
participants, together with an athletic policy for which the entire
school is responsible, along with criteria for judging such a policy.

Symbolic Expression: This group explored the function of sym-

9

 

  

bols as means of giving concrete expression to moral and spiritual
values and of rendering them communicable and capable of being
reproduced in the growing experience of pupils and the school com-
munity. Instead of imposing stereotyped slogans, ceremonials and
celebrations upon the school, the group examined the possibility of
developing creatively suitable living symbolic expressions of these
values as they are generated in the school experience and of utilizing,
whenever appropriate, the great historic art forms, ceremonials and
celebrations.

Each of these project groups assembled a considerable volume of
case histories drawn from actual school experience, and the begin-
ning of a body of source materials also.

Results Used to Further Program

There has been a definite purpose not to develop stereotyped
procedures to be imposed upon schools. Rather, there has been an
attempt to describe actual school and classroom situations, to present
an abundance of case material, and to make available suitable re-
source material for the use of teachers and administrators in work-
ing out their own programs in the light of their own situations and
experiences.

It is not the purpose of the State Department of Education to
impose this program upon the schools, but to make its resources
available to those schools that feel the need of emphasis upon moral
and spiritual values. Thus the future development of the movement
will grow out of the shared convictions and purposes of the teachers
and administrators of Kentucky schools.

10

 

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MAKING MORAL AND SPIRITUAL VALUES
MEANINGFUL*

by J. Mansir Tydings

“Platitudes are out! Good moral and spiritual attitudes cannot
be handed to the student by the teacher. We believe since moral and
spiritual values are involved in all human experiences, that is the
way to teach them meaningfully—by actual experiences.

In other words, we believe that a dynamic approach to the teach-
ing of moral and spiritual values requires a teacher-student relation-
ship which encourages the discovery of these values in human rela-
tions. The laboratory for such experimentation can be the classroom,
the teacher the key to the effectiveness of the procedure.”

This is the basic agreement upon which the Kentucky Committee
on Moral and Spiritual Education went to work ten years ago. The
committee composed of lay men and educators, was appointed by the
Superintendent of Public Instruction to study the problems of moral
instruction in the public schools of Kentucky.

The committee was urged to avoid sectarianism, to develop
guides which did not follow the pattern of any outside organization,
and to decide whether an integrated or separate course is most def
sirable in schools of the state.

Many school administrators thought of “moral and spiritual edu-
cation” as synonymous with sectarian education and raised the issue
of separation of church and state. Hence the committee decided to
work toward the development of a program which could be inte-
grated with the total school program.

There is no feeling of competition with or substitution for in-
struction in religion. Sectarianism has no place in the public schools.
But the public schools always will have a responsibility to use their
resources to develop moral ideals and behavior in the future citizens
of the state.

As this first committee began its work in 1948, it realized the
need for an advisory group of qualified educators who would guide
the program in the use of sound educational procedures. The mem-

bers of the advisory group represented psychology, curriculum, s0-
ciology, and religious education.

* Taken from an article of the same title written by the same author, and
pubhshed in the NEA Journal, December, 1949.

11

 

  

During the first meeting of the advisory group, it was agreed
that in working out “a program for the discovery and development
of moral and spiritual values in education” the procedure should be
based on experimentation so that the program would be grounded in
experience. It was also agreed that if the experimental procedure
was to be productive it should be based upon a sound philosophy.

During a conference of the presidents of the state colleges and
universities, officials of the State Department of Education, and
school superintendents in October 1948, it was agreed that a small
number of pilot experimental schools should be selected by the De-
partment of Education. Furthermore, a workshop should be held,
attended by representatives of the pilot schools.

The selection of each experimental school was based upon the
interest of its superintendent and the existence of a good working
relationship with a teacher-training college. The faculty of each
pilot school voted to participate.

The teacher-training schools then appointed coordinators, who
served as resource people and, on request, offered suggestions, gave
technical assistance, evaluated, and took back to the colleges an
active program for prospective teachers.

The first workshop in the discovery and development of moral
and Spiritual values in education was held at the University of Ken—
tucky, June 6—21, 1949. Dr. William Clayton Bower, Professor Emeri—
tus of Religious Education of the University of Chicago Divinity
School and chairman of the advisory group, served as director. The
project leaders \vere for the most part also members of the advisory
group.

The purpose of the workshop was to orient the representatives
of the experimental schools to the purpose and underlying philosophy
of the program and to cooperatively develop techniques, procedures,
and resource material for use in the experimental schools.

There was a second general workshop at the University of Ken-
tucky in 1950 to which the same representatives of the six pilot ex-
perimental schools came, this time to share experiences growing out
of applying the guiding principles adopted in the first workshop, and
to make plans for the future spread of the ideas.

During the three years following, regional workshops were held
at all of the state colleges, the University of Kentucky and the Uni-
versity of Louisville. Thus the movement has spread, slowly but
surely; always because of the convictions and concerns of both par-
ents and teachers.

12

 

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The cooperating colleges were encouraged by the State Depart—
ment of Education to become live-centers of the movement. They
conducted extension courses for in-service training of teachers in
many communities, and some incorporated an emphasis 011 moral and
spiritual values, as an integral part of the college program for stu—
dents in preparation for teaching.

The State Department of Education continues to take responsi-
bility for the movement through its new Committee for Moral and
Spiritual Values in Education. In January 1957, Dr. Robert R. Mar-
tin, Superintendent of Public Instruction, acting upon a resolution
of the State Board of Education, appointed a Committee for Moral
and Spiritual Values in Education. This study committee is made up
of nine lay and professional leaders from over the State.

The purposes of the committee was stated in the board’s reso—
lution to be:

1. To provide assistance to the State Department of Education
in studying, recommending, and effecting improvements of
instruction in the common schools.

2. To provide a medium through which lay and educational
leaders may work cooperatively with similarly constituted
study groups in local school districts in advancing the in-
structional program in Kentucky schools.

3. To effect improvement in the interpretation of instructional
programs in the common schools to the end of better under—
standing and popular support through the involvement of
appropriate organizations and groups representing the gen—
eral public in making needed studies.

4. To discharge such other functions as shall be agreed upon
by the State Department of Education and the committees in
the light of requirements and implications of the Common
School Laws or State Board of Education regulations.

In the light of these purposes, and based upon the experiences

gained in the development of the first Kentucky movement for moral

and spiritual values in education, the committee has stated its chief
objective to be:

Inkeeping with, and in acceptance of, the American democratic
principle of the separation of church and state, the objective
of_this committee shall be to make an emphasis on moral and
spiritual values an integral and functional part of the daily
livmg experiences of every child in his education, in his home,
and in all his human relationships.
The committee now seeks to enlist the cooperation of both lay
and professional groups to give further implementation to its stated
objective. Representatives of such organizations as the Kentucky

13

 

 it

1“
i
i

Congress of Parents and Teachers, the Kentucky Education Associa-
tion, the Kentucky Association of Church-Related and Private Col-
leges, the Council on Public Higher Education, civic groups, service
clubs, women’s clubs, are serving on the state committee. Local rep—
resentatives of these same groups, and many other community or-
ganizations will be asked to work with their local schools in further
experimentation and application of the guiding principles of the
Kentucky Committee.

Since 1951, the State Department of Education has issued sev-
eral bulletins reporting the results of the workshops, and other de—
velopments in the Kentucky program for moral and spiritual educa—
tion in the public schools. The purposes of these bulletins are to
provide information, inspiration, and a guide for local committees.
Immediately following this article is a list of recommended reading
for further study and guidance in this field.

Surely, this is “AN IDEA VVI—IOSE TIME HAS COME.”

In a world confused by struggle between conflicting ideologies
and fearful of atomic power, it is most urgent that citizens of the
future have an opportunity to learn to take responsibility for mak-
ing democracy work. This is a. strategic role of the public school.
And this is why parents and teachers have “the most. important jobs
on earth,” especially when multiplied by 35,000,000 youth and chil—
dren attending American public schools.

Teachers “worth their salt” have always taught moral and spir-
itual values. But a look at the acute needs of our times should be
convincing enough that the staggering responsibility now faced calls
for deepest sensitivities, more effectiveness, and an unqualified dedi-
cation to the important task of making available to all children an
education for “the whole person in his whole work .”

In order to be realistic the school, the home, and other com-
munity groups find it necessary to develop a sense of partnership in
this task of guiding young people in developing values, and in be—
coming valuable citizens. In the following section of this bulletin
stories of the application of the philosophy of the Kentucky experi-
ment in moral and spiritual training in many different situations are
presented. These have been carefully outlined with the hope that the
reader, whether a superintendent, principal, teacher, or parent, Will
find encouragement for undertaking a similar experiment, and carry
it out even more successfully.

14

 

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RECOMMENDED READING
Books

Bower, \Villiam C. MORAL AND SPIRITUAL VALUES IN EDU—
CATION. Lexington: University of Kentucky Press, 1952
Brubacher, John S. (ed) THE PUBLIC SCHOOLS AND SPIRITUAL
VALUES (Seventh Yearbook of the John Dewey Society). New
York: Harper, 1944

Butts, R. Freeman. THE AMERICAN TRADITION IN RELIGION
AND EDUCATION. Boston: Beacon Press, 1950

Department of Elementary School Principals. HUMAN VALUES
IN TIIE ELEMENTARY SCHOOL. IVashington; National
Education Association, 1952

Educational Policies Commission. MORAL AND SPIRITUAL VAL-
UES IN THE PUBLIC SCHOOL. \Vashington, D. C.: National
Education Association, 1955

Johnson, Alvin \V. and Frank H. Yost. SEPARATION OF CHURCH
AND STATE IN TIIE UNITED STATES. Minneapolis: Univer-
sity of Minnesota Press, 1948

Mason, Robert E. MORAL VALUES AND SECULAR EDUCATION.
New York: Columbia University Press, 1950

Melby, Ernest O. and Morton Puner, (eds) FREEDOM AND PUB—
LIC EDUCATION. New York: Frederick A. Praeger, Inc., 105 I
\V. 40th Street, New York, 1953

Moehlman, Conrad H. SCHOOL AND CHURCH, THE AMERICAN
WAY. New York: Harper, 1944

Pfeffer, Leo. CHURCH, STATE, AND FREEDOM. Boston:
Beacon, 1953

Thayer, V. T. RELIGION IN PUBLIC EDUCATION. New York:
The Viking Press, 1947

Thayer, V. T. THE ATTACK UPON THE AMERICAN SECULAR
SCHOOL. Boston: Beacon Press, 1951

Pamphlets

American Jewish Committee. Religion in Public Education: A State-
ment of Views New York: 1955

Department of Education, Commonwealth of Kentucky. Moral and
Spiritual Values in Education. EDUCATIONAL BULLETIN,

V01. XVII, No. 11, (January, 1950) Frankfort: Department of
Education

15

 

 Department of Education, Commonwealth of Kentucky. Moral and
Spiritual Values in Education. EDUCATIONAL BULLETIN,
Vol. XVIII, No. 8, (October, 1950) Frankfort: Department of
Education.

Department of Elementary School Principals. HUMAN VALUES IN
THE ELEMENTARY SCHOOL, \Vashington, D. 0.: National
Education Association, (October, 1952).

Department of Instruction of the St. Louis Public Schools. “Moral
and Suiritual Values in the Saint Louis Public Schools,” The
Saint Louis Public School Journal, Vol. 7, No. 3, Research and
Survey Series, No. 15, (January, 1954).

Nelson, Claud D. Church and State. New York: National Council of
Churches of Christ in the United States, 1953.

Courses of Study
Department of Public Instruction, Territory of Hawaii. MORAL AND
ETHICAL VALUES IN THE PUBLIC SCHOOLS OF
HAWAII. Honolulu: Department of Public Instruction, 1949.

Magazine Articles

Caswell, Hollis L. “Are the Public Schools Irreligious?” Teachers
College Record, Vol. 54, No. 7 (April, 1953), 357-365.

Caswell, Hollis L. “Moral and Religious Teaching in the Public
Schools,” School Executive, (October, 1953).

Cheong Lum, George Kagchiro and Edwin Larm. “Some Thoughts on
Moral and Spiritual Values and the Secular Public School,”
Progressive Education, Vol. 30 (April, 1953), 166-171.

Fuller, E. E. “Public Schools and Separation of Church and State,”
School Executive, Vol. 68, (February, 1949), 11-18.

Hartford, Ellis F. “A High School’s Three Years of Experiment:
Emphasis on Moral and Spiritual Values,” The Clearing House,
Vol. 27, (May 1953).

Hunt, Harold C. “Are the Public Schools Godless?” School Execu-
tive, Vol. 71, (May, 1952), 19-22.

Kilpatrick, W. H. “Religion in Education—The Issues,” Progressive
Education, Vol. 26 (February, 1949), 98-102.

Spalding, Howard G. “Education and the Crisis in Character,”
School and Society, (March 29, 1947).

Thayer, V. T. “Sectarian Attacks on Public Education,” Educational
Theory, Vol. 3, N0. 2 (April, 1953) 111-125.

16

 

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II. EXPERIENCES OF APPLICATION

A PILOT SCHOOL DEVELOPS MORAL AND
SPIRITUAL VALUES

By Leonard C. Taylor

Many members of the teaching profession have felt for years a
concern for the American Education System at the level of Moral
and Spiritual Values. It has become increasingly evident that our
schools are not meeting the full needs of our boys and girls. This
failure is not so much in the academic phase of our school program
as it is a failure to reach a satisfactory level of achievement in the
field of good citizenship.

Since our nation has been experiencing a strong current of ju-
venile delinquency in recent years; and since so much corruption has
been witnessed in high places in American life, educators realize that
the program of the public school must help stabilize the character of
our future citizens.

It was the sincere feeling of the faculty of the Bourbon County
Vocational High School in 1948 and 1949 that our school, should be a
stronger force in developing moral and spiritual values in our fu-
ture citizens. 'We felt that we needed to be certain that those who
attended our school should have a sensible viewpoint concerning
human relations and a moral viewpoint toward the problems of,
living

After arriving at these convictions, our faculty members were
enthusiastic to accept the invitation extended to the Bourbon County
Vocational High School in early 1949 to work with the University of
Kentucky as a pilot high school in the Kentucky movement to de-
velop a program for moral and spiritua