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_ EDUCATIONAL BULLETIN
:—

MORAL AND SPIRITUAL VALUES
IN EDUCATION

Published by

1“ DEPARTMENT OF EDUCATION

BOSWELL B. HODGKIN
Superintendent of Public Instruction

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. XVII JANUARY, I950 No. II

FOREWORD

I am submitting herewith a report of progress of the work of the
State Department of Education ’s Committee on Moral and Spiritual
Education. It is a guide for the discovery and development of the
moral and spiritual values inherent in every learning situation and in
all human relationships. It is not offered as “the answer,” but it is a
challenge to those who have been wanting to do something about the
moral and spiritual growth of young people attending public schools,
but who have been fearful of violating the principle of the separation
of church and state' No neat-packaged course is suggested, nor is it
“another” program to be added to the already overcrowded school
curriculum, It urges integrating the teaching of moral and spiritual
values in the total school program. Neither is it a program recom-
mended by “outsiders,” but is a program of school people, by school
people, and for school children.

There is a nation-Wide growing sense of the need for moral and
spiritual instruction in the public schools, because such values are
accepted as vital to the democratic way of life. The experimentation
described in this booklet may well be the beginning of “a movement
of emphasis on moral and spiritual values in education,” in which
all may have a part.

Sincerely yours,
Boswell B. Hodgkin, Supt. of
Public Instruction

LIBRARY
WRSH‘Y OF KENTUCKY

work of the
d Spiritual

lent of the

tion and in

’ but it is a ‘1
l 31’0“ the 1 ACKN<)\\'LEDGE1\1ENTS 1 1‘
lie schools, " . ii 1 ‘
separation Grateful achiiowledgment is made to all who have contributed i

1, nor is it Of theiI time ene1 11y, and out of their experiences and convictions to
ded school the p1'ot11'ess of the Committee 5 110111

10 Dr. William Clayton B1111 e1 of liexing,ton Kentucky, 0111' leacl- l 1
i111: autholit1 in the field oi: our subject, we we 011 eatlv indebted for 3‘

(1 spiritual

am recom— l

by school The 111iti1111' of this Bulletin 11hieh is a digest of a Repmt on the 1
. ll 01kShop 111 the Dis1 over y and Development of Moral and Spiritual 11

moral and l \ alues 111 Education. ‘

values are The Committee _ “1 ‘

.mentation 11 ‘:

movement

in which ,.

' ,, mun
Supt of UNIVERSITY OF KENTUCKY

II.

III.

IV.

CONTENTS
Early Phases of the Movement ______________________________________________________ 977

The Workshop for the Discovery and Development of Moral
and Spiritual Values in Education ................................................
Participants
The Staff
Purpose
Structure

The General Course ........................................................ , ................. 934
Part I—Basic Assumptions

Part II—Procedures

Part IIL—A Selected Bibliography

The Five Simultaneous Projects ............................................... . ..... 996

Project 1—Socia1 Analysis of the School Community
and Behavior Situations

Project 2—Curriculum Analysis

Project 3—Personal and Group Counseling

Project 4—Sports and Recreation

Project 5-Symbolic Expression through Ceremonials,
Celebrations, and Art Forms

A Resolution ............. . ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 1010
Evaluation and Next Steps ____________________________________________________________ 1011

996
nunity

,onials,

............ 1010
.......... 1011

EARLY l’llASES OF THE MOVElVlEN'l‘

The Workshop was one of the initial steps in. the development
Of a program for the Discovery and Development of Moral and
Spiritual Values in Education, inaugurated by the Kentucky Depart-
ment of Education, in cooperation with the University of Kentucky,
Murray State College, \Vestern Kentucky State College, Eastern
Kentucky State College, Morehead State College, and the llniversity
of Louisville.

The movement; grew out of a spontaneous and wide-spread con-
viction on the part of Kentucky educators and laymen that the greatest
weakness in education, as in American culture, is at the level of values.
As the social instrument for initiating the immature members of so-
(‘it‘ly into the cultural heritage and for preparing- them for intelligent.
and effective citizenship, education is as much concerned with values
as it is with knowledge and techniques. In this the educators and
1aYmen of Kentucky share the mounting nation-Wide concern regard-
ing the imperative need for emphasis upon moral and spiritual values
as GKDressed in the pronouncements of the Department of Superin-
tendence of the National Education Association, the White House
Conference on Children in a Democracy, the American Council on
Education, in numerous local programs of character and religious
education, and in the fact that the top priority topic in the studies of
the Educational Policies Commission for the coming year will he Moral
and Spiritual Values in Education.

In 1946, the Kentucky Department of Education appointed a
Committee on Moral and Spiritual Values in Education, under the
Chairmanship of Mr. J. Mansir Tydings, Executive Director of the
LinCOln Foundation. The Committee appointed includes Judg‘e
James W. Stites, a former chief justice of the Kentucky Court of
Appeals who is the legal counsel for the Committee; Mrs. Charles T-
Shelton, then President of the Kentucky Congress of Parents and
Teachers; Mr. Stuart C. Campbell. Past Chairman of the Louisville
BOard of Education: Mr. \Villiam H. Perry, Jr.. Secretary-Treasurer
0E The Kentucky Negro Educational Association; Mr. John \V.
R'I‘ooker, Executive Secretary of the Kentucky Education Associa-
l'10“: Mr. James T. Alton. Principal of Vine Grove School; MW“

977

r it,
Hi

.1, '
i ..
:‘ i
I: 3

Louise Combs, Director of Teacher Education and Certification for
the State Department of Education.

In 1948 an Advisory Committee of professional educators was
appointed, under the chairmanship of Dr. William Clayton Bower,
professor-emeritus of the Divinity School of the University of Ohi-
eago and new teaching in the ﬁeld of the relation of religion and cul-
ture in the University of Kentucky. Other members of the Advisory
Committee include : Mr. Robert J. Allen, Curriculum Director for the
Louisville Board of Education; Dr. Paul Bowman, Professor of
Psychology, University of Louisville; Dr. Raymond A. McLain,
President of Transylvania College, represents the Kentucky Associa-
tion of Church—related Colleges; Dr. Ellis Ford Hartford, Head of
the Department of Educational Foundations in the College of Educa-
tion of the University of Kentucky; Miss Louise Combs, who is a
liaison member of both committees; and Dr. Howard W. Beers, Pro-
fessor of Rural Sociology, University of Kentucky.

A stimulus was added to the movement by the Supreme Court
decision making illegal certain forms of religious education given by
the churches on time released from the public school schedule. ThiS
decision measurably increased the responsibility of the public schools
for the cultivation of moral and spiritual ideals. In the judgment
of the Department’s committee, however, the Supreme Court decision
was only remotely relevant. Supreme Court decision or no decision,
it was the conviction of this committee that it is, and always has been,
the responsibility of the schools to develop moral ideals and behaviOl'
in the future citizens of the Commonwealth. The social chaos folloW-
ing the two World Wars in one generation and the consequent decay
of traditional moral standards and sanctions, together with the re-
lease of atomic energy, have immeasurably increased the urgency 0f
the problem and have set it in new social dimensions. The future 0f
society depends, not primarily upon our technical knowledge, our
machines, our industrial potential, or the atomic bomb, but upon the
character of the men who control and use them.

Under the conviction that any program that is eifective must be
based upon an underlying philosophy, the ﬁrst undertaking of the
Committee was to formulate a preliminary statement of guiding
principles, together with an outline of steps of procedure. This state-

ment of principles contained the following items:
1. 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

978

;ification for

ucators was
Yton Bower,
rsity of Chi-
‘ion and cul-
he Advisory
actor for the
’rofessor of
A. McLain,
ky Associa-
'd, Head of
e of Educa-
s, who is a
Beers, Pro-

‘eme Court
11 given by
‘dule. This
olic schools
judgment
rt decision I
o decision,
3 has been,
d behavior
10s follow-
ient decay
th the re-
.rgency of
future of
edge, our
upon the

a must be

1g of the
guiding ,

his state- I

ise of the
:hieve an

discover
he 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 control
their conduct by these standards, and to achieve a philosophy of life.

2. The program should be based upon a strict separation of
church and state. It should in no sense be in competition with or a
substitute for instruction in religion which it is the responsibility of
the churches to offer in terms of their respective theological inter-
pretations. Sectarianism has no place in the schools, and it is not
the business of the schools to teach theology.

3. It is assumed that morality and spirituality are qualities that
are potentially present in any and every experience of grown’ig
persons in their interaction with their natural, social, and cosmic
world rather than abstract generalizations about virtues in the form
of so-called “traits.” If these values are to be real and convincmg,
they must be experienced by pupils rather than imposed upon them
by school authorities and teachers by methods of inculcationl. An
experience is moral and spiritual when any situation which. life in
the school and the larger community presents is interpreted, Judged,
and carried through to action in the light of the moral and spiritual
values which mankind has found to be good through the testing of
centuries of living. When so arrived at character is not merely the
result of external pressures or persuasion, but a creative aclueve-
ment of an active and self—realizing person.

4. Moral and spiritual values are not something to be linJected
into the school by seine agency outside the school, but. are indigen-
ous to the learning process and the relations and.activ1t1es of the
school community. Since these values are functions of personal
and social situations, their most fruitful source is to be found in the
relations Which the growing person sustains to persons and groups
in the school community and in the larger community of which the
school is a part. The task of the school is to help the pupil discover
the experiences in which these values are involved, to identify/these
values, and to develop them into controls of conduct by bringing
them into consciousness, analyzing them, making ch01ces regarding
alternate outcomes, and carrying commitments through to action.
By making many choices in concrete behav1or Situations under
proper guidance, generalized attitudes are formed and dependable
behavior patterns are established. The school becomes a laboratory
1n which the normal experiences of social living are subjected to
antalﬂis, appraisal, and experimental testing in the school commu-
onl y.

5. In such a program method is of utmost. importance. In a
democratic society which seeks to educate growmg persons as free
and responsible participants in a free and dynamic society, method
should seek to develop the abilities and habits 'of discrimination,
constructive criticism, self—reliance, and cooperation. The center of
education shifts from teaching to learning, The role of the teacher
as an understanding guide and counselor in aSSisting the youngto
achieve competence in dealing intelligently and effectively With
moral issues assumes unprecedented importance.

6. It follows that such a program for the discovery and develop-
ment of moral and spiritual values should be integrated into the
total school program as an essential part of the curriculum, personal
and group counseling, sports and recreation, the arts, and the soc1al
relations of the school community. rather than introduced as .3
Separate course or department. In the deepest sense 1t may be said
to be a program of emphasis. . .

7. It also follows that since the experiences of the pupil in
which moral and spiritual values are involved cut across all institu-

979

tional boundaries and find their center in the community, there
should be understanding and active cooperation on the part of the
school with all agencies in the community that in one way or
another inﬂuence the growth of children and young people, such as
the home, the church, Scouts, 4—H Clubs, and various social agencies.

8. Such a program should be worked out democratically by the
teachers themselves in the light of their experience in the class-
room and the school community, in cooperation with superinten-
dents, principals, and supervisors.

9. The program should be undertaken experimentally on a
basis of experience. Once a beach—head has been established, cor-
rections can be gotten from trial and error and new directions
discovered in the process of the undertaking. '

The suggested steps of procedure contained the following items:

1. The holding of a state—wide conference of superintendentS,
teachers, and University and State College heads at the Univers1ty
of Kentucky, under the joint invitation 0f the Department of
Education and the University of Kentucky.

2. The selection of six pilot experimental schools by the De-
partment of Education in cooperation with the University of Ken-
tucky, the four State Colleges, and the University of Louisville.

3. The holding of a Workshop at the University of Kentuckil
for the orientation of the participating principals, supervisors, and
teachers toward the experiment and the working out of preliminary
techniques and source materials.

4. The beginning of the experiment in the pilot schools with
the opening of the autumn session of the schools.

At the all-day conference of superintendents, teachers, and Uni-
versity and State College heads the suggested statement of underlying
philosophy and steps of procedure were unanimously and whole-
heartedly adopted on October 28, 1948.

On the basis of agreements reached at this Conference, an Over-
All Guide was prepared by the Committee for the use of the experi'
mental schools and to provide a structure for the Workshop.

1
l
1
l
I
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Imunity, there
the part of the
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atically by the
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th superinten-

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:ablished, cor-
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owing items:

)erintendents,
3e University
apartment of

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;srty of Ken-
Jouisville.

of Kentucky
ervisors, and
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schools with

s, and Uni-
underlying
and whole-

3, an Over-
the experi-
op.

t
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THE XVORKSHOP

The \Vorkshop, ﬁnanced and staffed by the University of Ken-
tucky, was held in the Department of Educational Foundations, of
which Dr. Ellis Ford Hartford is head, in the College of Education
of the University of Kentucky, June 6—21, 1949.

Scholarships for the participants in the experimental schools
were made possible by a generous grant from the General Education
Board.

The Committee is deeply grateful to Dr. Herman L. Donovan,
President of the University of Kentucky who not only made avail-
able the services of the University personnel, but took the initiative

.in obtaining the grant from the General Education Board.

The following are lists of sponsoring institutions, experimental
schools, and \Vorkshop participants:

Experimental Schools

Murray City High School
W. Z. Carter, Superintendent

Institutions
Murray State College
Dr. Ralph H. Woods, President
Coordinator, Dr. Edward J. Car-

fer. Head Department of Educa—
tion.

Efestern Kentucky State College
F. Paul Garrett, President
cordinator, Dr. Lee Francis
Jones, Professor of Education
gmversity of Louisville
Cr. John W. Taylor, President
00rd1nator, Dean Hilda Threl-
keld, Dean of Women
University of Kentucky
r. Herman L. Donovan, President
ordinator, Dr. Ellis Ford Hart-
ford, Head Department of Edu-
cational Foundations, College of
E ducation
astern Kentucky State Colle e
181‘. W: F. O’Donnell, Presidengt
cordinator, Dr. J. D. Coates,
Pr1nc1pal Model High School
Morehead State College
13W1lliam Jesse Baird, President
ordinator, Dr. Monroe Wicker,
irector of Training School

Bowling Green High School
L. C. Curry, Superintendent

Cane Run Grade School .
Orville J. Stivers, Superlntend—
ent

Bourbon County High School
Leonard Taylor, Princ1pal

Ft. Thomas High School.
Russell Bridges, Superintendent

Rowan County High School
Ted Crosthwait, Supermtendent

Participants by Schools
(On scholarships of the General Education Board)
Bourbon County High School:
Mrs. Mable Crombie, Millersburg, Ky.
Mrs. Ray Rushmeyer, 32 High Street, Paris, Ky.
Frisby Smith, Tenth and Pleasant Streets, Paris, Ky.
Miss Ann Talbott, 268 Houston Avenue, Paris, Ky.
Leonard Taylor, Paris, Ky.
Bowling Green Public Schools:
Mrs. Ravena Crockett, 1268 Kentucky Street, Bowling Green, Ky.

Miss Dawn Gilbert, 1331 Clay Street, Bowling Green, Ky.
Mrs. Ethel Hancock, 735 Twelfth Street, Bowling Green, Ky.

Miss Dorothy McDowell, 1389 Kentucky Street, Bowling Green, Ky.

Miss Julia Todd, 1134 College Street, Bowling Green, Ky.
Ft. Thomas City Schools:

Charles Allphin, 109 Strathmore Street, Ft. Thomas, Ky.

Mrs. Mary F. Burt, Silver Grove, Ky.

Evan L. Jones, 9 Hartway Avenue, Ft. Thomas, Ky.

Mrs. Grace Kellogg, 154 Tremont Street, Ft. Thomas, Ky.

Howard G. Law, 64 Lumley Street, Ft. Thomas, Ky.
Cane Run School:

Mrs. Helen DeCrosta, 1448 Catalpa Street, Louisville, Ky.

Miss Mary Earl Becker, 3037 Lexington Road, Louisville, Ky.

Miss Alliene Layman, 406 Fountain Court, Louisville, Ky.

Mrs. Myrtle Lewis, 1409 South Twenty-eighth Street, Louisville, Ky.

Mrs. Madge Shira, 4400 West Market Street, Louisville, Ky.
Morehead High School:

Mrs. Georgia Evans, Morehead, Ky.

Mrs. Helen Fannin, 366 Bay Avenue, Morehead, Ky.

Mrs. Pearl Haggin, 494 College Street, Morehead, Ky.

Ward Williams; 233 Flemingsburg Road, Morehead, Ky.
Murray Public Schools:

Miss Mary Lassiter, 204 East Poplar Street, Murray, Ky.
W. B. Moser, 1006 Olive Street, Murray, Ky.
Mrs. Hilda Street, Route 3, Murray, Ky.

Miss Kaurine Tarry, 222 South Twelfth Street, Murray, Ky.

Additional Registrants
(Not on scholarships)

Miss Rhoda V. Glass, 114 University Avenue, Lexington, Ky.
Mrs. Jessie P. Fugett, Swigert Avenue, Lexington, Ky.
William Robert Insko, 346 West Sixth Street, Lexington, Ky.
Samuel Powell, 586-A Hilltop, Lexington, Ky.
Thomas Rogers, 522 High Street, Paris, Ky.
Virgil Young, 264 Lilliston Avenue, Paris, Ky.

The Staff
The staff of the Workshop consisted of seven persons as follows:
Dr. William Clayton Bower, Professor Emeritus of the UniverSitY Of

Chicago and part—time Professor of Sociology in the University
of Kentucky, Director.

Dr. Irwin T. Sanders, Head of the Department of Sociology, the
University of Kentucky.

Miss Catharine Kennedy, Instructor in the Department of Sociology,
the University of Kentucky.

Robert J. Allen, Director of Curriculum Division of the Louisville
Public Schools.

Dr. Paul H. Bowman, of the Department of Psychology, the Uni-
versity of Louisville.

982

..._....nc_-rrr>

i, Ky.

een, Ky.

le, Ky.

y of
sity

the
:gy,
ille

ni-

Maurice Clay, Instructor in the Department of Physical Education,

the University of Kentucky.

Dr. Raymond F. McLain, President of Transylvania College.

Mansir Tydings, Chairman of the Committee on Moral and
Spiritual Values in Education, rendered invaluable service as Regis—
trar and Business Manager of the W'orkshop, as did Dr. Frank G.
Dickey, Dean of the College of Education, in administrative matters,
in providing mimeographing services, and in the publication of the
initial mimeographed Report. The advice of Dr. Ellis Ford Hartford
was invaluable at many points in the progress of the Workshop.

Purpose

The purpose of the Workshop was to orient the participants from
the experimental schools toward the nature and underlying philoso-
phy of the movement for the Discovery and Development of Moral
and Spiritual Values in Education, to develop cooperatively tech-
niques and procedures, and to make a beginning in the assembling
of resource materials. The Workshop was designed to give the par‘
ticipants an actual experience in a creative, democratic, and coopera-
tive procedure such as it is hoped they will use in their experiments,
as well as to sensitize themselves to the potential moral and spiritual
values inherent in the school community and the educational process.

Structure

The structure of the Workshop, meeting six hours daily for
fourteen days, consisted of three units:

1. A General Course on basic philosophy and procedures, meeting
two hours daily, with one hour for presentation and one hour for
general discussion, offered by the Director.

2. Five simultaneous projects, meeting three hours daily: _
a. On the Social Analysis of the School Community and Behavior

Situations, under the leadership of Dr. Sanders and Miss
Kennedy. .
b. On the Analysis of Curricular Content, under the leadership
of Mr. Allen. _
c. On Personal and Group Counseling, under the leadership of
Dr. Bowman. .

- On Sports and Recreation, under the leadership of Mr. Clay.

. On the Expression of Moral and Spiritual Values through
Ceremonials, Celebrations, and Art Forms, under the leader-
ship of Dr. McLain. .

3. A daily Clearance Period of one hour in which the several prOJect
groups reported on what they were domg, their procedures,
and the results they were achieving. This period served the
purpose of the cross-education of the entire Workshop as well
as affording each project group the benefit of the crit1Cisrns
and suggestions of other members of. the Workshop. This
period concluded with an evaluation of the days work by
Dr. McLain, assisted on occasion by other members of the
Workshop.

(DO-4

983

III
THE GENERAL COURSE

The General Course, designed to lay a theoretical foundation for
the Workshop and the experiments to follow, was offered in two parts:
the first on Basic Assumptions, the second on Procedures. The out-
lines of the fifteen topics are here condensed into interpretative
paragraphs and a bibliography.

PART I
BASIC ASSUMPTIONS

1. The Responsibility of the School for Moral and Spiritual
Values. ,

The School is as much responsible for the discovery and develop-
ment of moral and spiritual values as for the teaching of knowledge,
the tools of learning, and the techniques of citizenship. Education is
concerned With the interaction of the whole person with the world
of nature, society, and the cultural heritage. The weakest phase of
education, as of American culture, is at the level of values. The Su-
preme Court decision making illegal certain forms of religious in-
struction offered by the churches on time released from the public
school schedule is only remotely relevant. This responsibilitly is
greatly accentuated by the conditions of the modern world with its
individualism, the decay of traditional standards and sanctions, the
social chaos following two world wars, and the demands of inter-
national and intercultural relations in One World.

A program for the discovery and development of moral and
spiritual values in the schools is in no sense a substitute for or in (30111-
petition with religious instruction given by the several churches ill
terms of their theological traditions. It should move within the frame-
work of the school, with its own objectives, resources, and personnel.
Sectarianism has no place in the public school, and it is not the
business of the school to teach theology. While these values have
profound religious implications, they are functional and non—theo-
logical.

984

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parts :
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tative

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orld
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ve

2. Personality and How It Develops.

Since moral and spiritual values are the affairs of persons, the
way to their development is through the moral and spiritual growth
of personality. Personality is to be thought of as a more or less stable
organization of physical elements, impulses, habits, ideas, attitudes,
and purposes, undergoing continuous change. Its growth is affected
by such factors as the physical constitution, reﬂex patterns of be-
havior, the unconscious, and intelligence and purpose. The orders
of personality range from the pathologically unstable to the well-
integrated, stable, and highly efficient. Self-realizing personality
is an achievement attained through the discrimination and choice of
values, rather than a result of the fortuitous pressure of external
inﬂuences or an external type of training.

Since personality is primarily the result of the experiences of
the growing person, the way to the creative inﬂuencing of person-
ality is through giving direction to his experience. This rests upon
an understanding of the origin, nature, and structure of experience.

3. The Nature and Control of Experience.

Experience arises out of the interaction of the live human being
With the world of nature, society, and the accumulated content of
culture. The growing person’s attitude toward his objective world is
active and forth—reaching in an attempt to satisfy his desires and
needs in the interest of survival and an abundant life, and? passive
only at points where he is unable to control his environment.

Under analysis, any experience reveals a structure: an identi-
ﬁable situation, an identiﬁable response, and the psychological pro-
cesses ranging from irrational impulses to reﬂective thinking and
choice by which the response is made. It is by modifying these
factors in the structure of experience that experience is controlled,
pal‘ticularily through the processes that intervene between the situa-
tion and response. External control is accomplished by adult so-
Cifity through the conditioning of impulses or the formation of habits,
as in the training of animals. Self-control in a creative experience
is achieved by the growing person through reﬂective thinking, eval-
uation of possible outcomes, and choice carried through to action
Under adult guidance. The psychological situation in which reﬂec-
tive thinking arises is also the psychological situation in which values
are generated and operate. It follows that the most educative ex-

985

periences are those which involve problems and issues where choices
must be made.

4. Moral and Spiritual Values are Indigenous in the School
Community and the Educative Process.

Since all values have their origin in experience, their most fruit-
ful source in an educational program is to be found in the school
community—in the interaction of the growing person with persons
and groups in the school community and with the cultural heritage
to which he is being introduced. Moral and spiritual values are
potential qualities of any and every school experience. Any experi-
ence is moral and spiritual when the response to any given situation
is judged, decided upon, and carried through to action in the light
of the growing moral and spiritual judgments of mankind through
centuries of living and which upon examination the growing person
accepts as valid.

It follows that these values are indigenous in the school com-
munity, and are not to be imported into the school by some agency
outside the school. The procedures in a program of moral and spirit-
ual values are to discover and identify these values at the points
where they arise and to develop them into controls of conduct with
the resources of the school itself.

5. A Total School Program.

What is called for in such a program is not the teaching of traits
arrived at by adult consensus at speciﬁc periods set apart in the
school schedule, or courses in ethics and religion. Rather, the dis-
covery and development of moral and spiritual values should be an
integral phase of every relation and activity of the school program-
It should be not only as much a conscious and intentional part Of
the planning and execution of the school program as administration;
the curriculum, supervision, and teaching procedure, but an integral
phase of each of these elements in a total school program. These
values should be sought out and made explicit where and as they
emerge in the relations and activities of the school community and in
dealing with the subject-matters of the curriculum, such as science:
the social studies, literature, history, and the arts. When dealt With
in their normal setting they are self-validating and do not call for
“moralizing” any more than do scientiﬁc formulas, historical events,
literary expression, or the arts. This involves a multiple approach
as complex as the school community itself. It also involves the ethos

986

choices

School

fruit-
school
ersons
ritage
s are
:peri-
ation
light
ough
rson

0111-
they
Erit-
ints
'ith

of the entire school community in which these values are living
realities rather than formal intellectual concerns.

PART II
PRO CEDURES

6. The Discovery of Behavior Situations and the Identification
of Value Potentials.

The ﬁrst procedural step in a program for the discovery and
development of moral and spiritual values is an analysis of the re-
lations and activities of the school community for the behavior situ-
ations within which these values arise and function. Since emphasis
in the past has been so much upon subject-matter, it is necessary
for administrators and teachers as well as pupils to become sensitive
to the school community as a community. Even then the discovery
0f the normal range of behavior situations requires organized obser-
vation. Looking at the school community en masse one sees little,
and that little is likely to consist of those situations that are abnormal
or troublesome to teachers or administrators. Among the many
techniques available, one of the most productive and usable is that of
social analysis in which a cross-hatch is made by superimposing upon
a background of fundamental relations, such as person-to-person,
Person-to-group, and group-to-group, the major areas of relationships
in the school community, such as teachers, curriculum, administra-
tion, athletics, social activities, classrooms, lunch, dates, family, and
schedule. The stimulation and guidance afforded by thus narrowing
the ﬁeld of observation are greatly enhanced by running over these
areas such ”screens” as Activities, Psycho-sociological factors, Use
Of Time and Property, and the “Wishes.” Such an analysis made
at the University of Chicago yielded a list of some 4,500 behavior
situations of senior high school young people. These were then re-
duced to 21 types of behavior sit