STUDIES IN CONDUCT With Character Case Conferences BOOK TWO BY ELIZABETH F. HAGUE Assistant Principal, William McKinley School, New York City MARY CHALMERS Instructor of History, Corlears Junior High School, MARIE A. KELLY William McKinley School, New York City Stee, gift ВЈ 1631 AQS 8630 1939 G Foreword RATEFUL acknowledgment for advice and helpful suggestions is made by the authors to the following: Dean Milton Bennion, University of Utah, Salt Lake City, Utah, Chairman of the National Education Association Character Education Committee; Dr. Edwin D. Starbuck, Director of the Institute of Character Research, University of Iowa, Iowa City; Dr. Jesse H. Newlon, Director of Lincoln School, Teachers College, Columbia University, New York City; Fred M. Hunter, Superintendent of Schools, Oakland, California; C. E. Benson, Professor of Educational Psychology, New York University, New York City; A. G. Crane, President of the University of Wyoming, Laramie, Wyoming; J. W. Crabtree, Secretary of the National Education Association, Washington, D. C.; Dr. Payson Smith, Commissioner of Education, Boston, Massachusetts; L. C. Lord, President of the Eastern Illinois State Teachers College, Charleston, Illinois; A. L. Threlkeld, Superintendent of Schools, Denver, Colorado; Dr. Edward O. Sisson, Department of Philosophy, Reed College, Portland, Oregon; Dean J. M. Page, University of Virginia, Charlottesville, Virginia; J. R. Barton, Superintendent of Schools, Oklahoma City, Oklahoma; H. B. Wilson, Super intendent of Schools, Berkeley, California; Miss Washington Green Pringle, Charleston, South Carolina; C. G. Manning, Superintendent of Schools, Lewistown, Montana; Miss Mary B. Dillon, principal, Public School 151, New York City; Edward G. Gerstle, Executive Director of the Emanu-El Brotherhood, New York City; E. E. Oberholtzer, Superintendent of Schools, Houston, Texas; L. W. Mayberry, Superintendent of Schools, Wichita, Kansas; C. W: Taylor, State Superintendent of Public Instruction, Lincoln, Nebraska; M. C. Lefler, Superintendent of Schools, Lincoln, Nebraska; A. F. Harman, Superintendent of Schools, Montgomery County, Montgomery, Alabama; and to Thomas Cole, Superintendent of Schools, Seattle, Washington. The authors desire to acknowledge with real gratitude the coöperation which they received from the International Association of Lions Clubs in the preparation of this book. This International Association, in accordance with its program for promoting character education in the schools, has shown untiring energy, given great encouragement, and displayed unbounded enthusiasm. The authors are also indebted to Collier's, The National Weekly, for permission to use “The Moral Code for Youth" which has been made the basis of this book. This code is simple and comprehensive, while it represents the opinions of parents and teachers of all faiths. T Preface HE authors, in the preparation of "Studies in Conduct," adhered to the principle that the more closely the studies are associated with the actual life experiences of school children, the more effective the book would be. With this idea in mind, the authors secured the advice and suggestions of 5293 parents, 731 teachers, and 86 educational executives in widely separated localities. Available syllabi in character training from all parts of the United States were studied, and numerous surveys conducted. "Studies in Conduct" provides for, I. Training in recognition of right and wrong conduct. 2. Development of the desire to do right and of the hatred for wrongdoing. 3. Actual habit formation in school, whereby the reader will respond in a desirable way to every situation that presents a choice for a right instead of a wrong course of action. A live appeal is made to the reader through story, drama, biography, and history. Many activities are introduced, in connection with which good habits are established. This period in the life of the child is a most important one, for |