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• W131666630 abstract "It is an odd mark of our time that the first question people ask about character education is whether public schools should be doing it at all. The question is odd because it invites us to imagine that schooling, which occupies about a third of a child's waking time, somehow could be arranged to play no role in the formation of a child's character. [ILLUSTRATION OMITTED] [ILLUSTRATION OMITTED] Try to imagine a school that did manage to stay out of the character education business, refraining from promoting virtues such as honesty and respectfulness. Even if the school survived the chaos that would ensue, could we expect that the character of its students wouldn't be affected (adversely, in this case) by the message that such an abdication of responsibility would impart? For better or worse, every school envelops its students in a moral climate. The choices that the school makes--or fails to make--about what sort of moral climate to create inevitably leave lasting marks on the students who live and learn there. Moral education, in the title phrase of one early book on the matter, comes with the territory. Still, questions of whether--not how--today's public schools should attempt to educate for character keep popping up. And in their variety, they tell us something about the roundabout journey of public schooling in the United States. For the sake of this narrative, we will consider whether that journey helps to accomplish one of schooling's few totally uncontested aims: teaching kids how to read. A Perennial Best-Seller From 1836 to 1922, McGuffey's Eclectic Readers were by far the number-one school reading text in most parts of the United States. In their many editions, the readers sold more than 120 million copies. They presented, without hesitation or qualification, the moral and ethical code that their original author, the Reverend William Holmes McGuffey (a Presbyterian minister), believed essential for all children to learn. As exemplified through the dramatic story-problems of these slim volumes, the McGuffey code may be simply stated: A child should be respectful, honest, diligent, kind, fair-minded, temperate in food and drink, and clean. It may surprise some that the readers still sell about a hundred thousand copies a year, mostly for use in home-school or traditional community settings (such as among the Amish). For the most part, however, the morally centered lessons of McGuffey have been replaced by a different sort of reading text. Some of today's storybooks for students evoke the personal feelings of growing up; some convey the charms of pets; some insightfully delve into problems with friends or family; and some are terrifically funny, with irresistible titles such as How to Eat Fried Worms and Snot Stew. Yet as well-written, brilliantly illustrated, and personally enlightening as these new books may be, they are not stocked with unambiguous and comprehensive ethical guidance. This historical change in school reading texts has been neither accidental nor isolated. As a general trend during the 20th century, academic expertise came to prevail over character as public schooling's clear priority. Increasingly, schools became places where children were sent to learn skills first and foremost. The dominant assumption (which had become explicit by the latter part of the 20th century) was that children themselves should figure out--perhaps with some help from family or religious sources, but more likely through their own autonomous rational choices--what to do with the skills they had acquired. Educators wondered--and were pointedly asked--why public schools should presume to muck about with values anyway. And, as public schools increasingly filled with students from diverse backgrounds, determining whose values to teach became more problematic. It all seemed a questionable distraction from the hard and urgent task of skill building. …" @default.
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• W131666630 date "2005-03-22" @default.
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• W131666630 title "Good? Bad? Or None of the above?: The Unavoidable Mandate to Teach Character." @default.
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