' . ■ . ' ■ ■ VOL. XXXII NO. 2 PSYCHOLOGICAL REVIEW PUBLICATIONS WHOLE NO. 144 1923 Psychological Monographs EDITED BY JAMES ROWLAND ANGELL, Yale University HOWARD C. WARREN, Princeton University ( Review) JOHN B. WATSON, New York (7. of Exp. Psychol.) SHEPHERD I. FRANZ, Govt. Hosp. for Insane ( Bulletin ) and MADISON BENTLEY, University of Illinois (Index) CATHOLIC UNIVERSITY OF AMERICA STUDIES IN PSYCHOLOGY EDITED BY EDWARD A. PACE 7 A Study of the Moral Development of Children B V MARIE CECELIA McGRATH, Ph.D. PSYCHOLOGICAL REVIEW COMPANY PRINCETON, N. J. Agents : G. E. STECHERT & CO., London (2 Star Yard, Carey St., W.C.) Paris (16 rue de Cond6) COPYRIGHTED 1923 MARIE CECELIA McGRATH TABLE OF CONTENTS PAGE INTRODUCTION .. i CHAPTER I. Statement of the Problem. 3 II. History of the Problem . 4 III. The Tests and the Technique of Administering Them. 11 IV. Interpretation of the Moral Problems presented by means of Stories. 20 V. Interpretation of the Moral Problems presented by means of Pictures. 58 VI. Results Obtained by Direct Questioning and Special Tests . 78 VII. The Moral Problems of Childhood . 137 VIII. The Stages of the Moral Development of Children... . 147 IX. The Moral Principles of Children. 159 X. A List of Moral Tests for Children Standardized by Age . 166 XI. Correlation of the Results with those of other Ob¬ servers . 179 BIBLIOGRAPHY . 186 191 VITA Digitized by the Internet Archive in 2019 with funding from Princeton Theological Seminary Library https://archive.org/details/studyofmoraldeveOOmcgr INTRODUCTION The original idea in the piece of research here presented, was merely to standardize, a series of Moral Information Tests as perhaps a useful aid in the study of delinquent children. Such a series of tests, it was felt, would enable the examiner to find out whether or not the delinquency was due to lack of moral train¬ ing. It was thought desirable that the study be made on public school children as their moral development may be assumed to be more free, in general, than that of the individual who has been influenced by what may be looked upon as the artificial stimulus of religious education. If the natural cause of the development of morality comes from the friction of the individual with his environment, 1 then native moral concepts would probably be ob¬ scured in children who from earliest childhood received definite and constant moral instruction. About two hundred preliminary tests were given in the public schools of a small town in western Pennsylvania; about seven hundred revised tests were given in a small city of the same vicinity; and about one thousand revised tests in the schools of a large industrial center. All the papers were not delivered from the school system mentioned last, and consequently the study was completed in the parochial schools. Two thousand cases were taken from parochial schools of a large industrial center in the Middle West at the beginning of the fall term, 1921. All the other tests, including two hundred individual tests from parochial schools of eastern cities, were given the spring previous. The consideration of parochial school cases will not be without its advantages, however, in as much as it gives us some basis of comparison between children whose moral educa¬ tion is merely that of the home and their environment, and those whose moral education is affected by deliberate and daily attempts to engraft moral and religious ideas in the school. The standardization of the tests led to an attempt to schematize 1 Moore, T. V., “A Historical Introduction to Ethics,” 1915, p. 150. 2 INTRODUCTION the moral development of children. This is, perhaps, of more value than the mere standardization itself. The study affords, we think, a very good insight into the moral development of the child and gives us a fairly well standardized set of Moral Infor¬ mation Tests which will allow a study of the delinquent child from a point of view which is different from the intellectual standpoint of the Binet-Simon and other similar tests. CHAPTER I Statement of the Problem The subject of this paper was suggested by the clinical prob¬ lem of the so-called “moral imbecile.” Delinquent children and adults appear before the psychiatrist. How are they to be diag¬ nosed? A physical examination may prove them normal. An intelligence test may show an average intellectual quotient or even supernormal mental ability. A social worker may report the home environment as good. The problem seems to be in such cases definitely one of a moral deficiency. But the diagnostician has no means of measuring the kind or extent of this deficiency. The tests as originally worked out were meant to meet this need, if possible, by standardizing, after the order of the intelligence tests, a test of moral knowledge. Tests were devised covering the general moral problems of our social life, and were to be given to a sufficiently large number of children, preferably from the public schools, to make the results general. As the work progressed a second problem, of greater educational value, sug¬ gested itself. It was to find, by means of tests, at what age the child is most keenly alive to certain virtues or faults, as, e.g., jealousy, sympathy, theft, etc. Such information would be in¬ valuable as the basis of a course in moral instruction, so widely heralded and so badly needed. With these two problems in view, then, the tests were given to approximately four thousand school children. The data presented in the following pages represents the extent to which these children revealed their moral knowledge through the questionnaire. 3 CHAPTER II History of the Problem A list of articles and books written on Morality, Moral Educa¬ tion, and related topics and treating the subject theoretically, would probably show a bibliography greater than that of most subjects. And yet very little of an empirical nature has been written on the subject of Moral Education or Moral Develop¬ ment. In many cases works claiming to be non-theoretical are based upon the author’s general experience in a school room, or upon close observation of a few cases with no particular end in view and with no definite method of procedure. Such works are either too inexact or too limited in the number of cases to be considered as empirical studies. This criticism applies even to so excellent a work on child study as that of CompayreV 2 In some intelligence and school tests, questions having moral significance are inserted; but these questions are treated as intel¬ lectual rather than moral. The ignoring of the moral element renders the answer worthless for our purpose. This is true in the Stanford Revision of the Binet-Simon Intelligence Tests, Year VIII, Question 3c: “What’s the thing for you to do if a playmate hits you without meaning to do it?”; or, Year VIII, Question 3a: “What’s the thing for you to do when you have broken something which belongs to someone else?” Edward Westermarok, in his “Origin and Development of Moral Ideas,” traces the growth of the great social virtues and crimes as revealed in all degrees of civilization ranging from barbaric tribes to civilized nations. He cites, in proof of the ex- 1 Compayre, Gabriel, “Development of the Child in Later Infancy,” 1914. 2 Other works of this type are: Cabot, Mrs. Ella, “Ethics for children,” 1910. Coler, C. S., “Character Building,” 1899. Ellis, Florence H., “Char¬ acter Forming in School,” 1907. 4 THE MORAL DEVELOPMENT OF CHILDREN 5 istence or non-existence of a virtue now recognized, tribal laws and customs. The work is of interest as a comparative study of race development and child growth. Its chief value, however, is philosophical rather than empirical. Very valuable information on the moral ideas of delinquent children and their origin has been published in the works of Wil¬ liam Healy. 3 Dr. Healy, from his vast experience and from the numerous court records at his command, has been able to offer much generalized data and to suggest remedies for moral defi¬ ciencies. His works are concerned, however, with single, fre¬ quently committed faults. They do not, therefore, form a study of the basis of morality in children; and as the viewpoint is that of the reformation of the delinquent, they are not of primary aid in the work of moral education. Judge Lindsey, in an interesting paper read before the National Education Association, 4 classifies the most common offences against morality among school children as follows: disobedience, swearing, use of tobacco, lying, stealing, and personal impurity in thought and action. He points out, further, the false attitude of children toward the court and its punishment. It is rarely the case that a delinquent is aware of the necessity and the justifiabil¬ ity of court action. An act is wrong, he thinks, because he has been caught; the fault is not in the doing, but in being caught at it. This article of Judge Lindsey’s suggests several things to be looked for in normal children in a study such as is now being reviewed. William Whitney, in his “Moral Education,” reports a study made of 600 boys and 600 girls ranging from the first through the eighth grade. The object, he says, was “to ascertain the relation, if any, between 1. Religious training and deportment; 2. Home training and deportment; 3. Effect of deportment upon scholar¬ ship.” 5 He investigated the following factors of deportment: truthfulness, honesty, industry, perseverance, serviceableness, re- 3 Healy, William A., “Honesty,” 1915. Ibid.; “Pathological Lying, etc.,” 1915. 4 Lindsey, Ben B., “Childhood and Morality,” In National Educational As¬ sociation, Proceedings for 1909, p. 149. 5 Whitney, William T., “Moral Education,” 1915, p. 10. 0 MARIE CECELIA MCGRATH spect for authority, respect for rights of others, and for property, cleanliness, economy, promptness, and obedience. He draws in general this conclusion: “Where religious instruction is neglected and where the home training is given scarcely any consideration, the boys and girls suffer proportionally." 0 This study offers a strong argument for direct instruction in morals in the schools as the best means of forming habits of virtue. The study is one of the effect of environment on the morality of children. It does not consider anything beyond the morality of the child as deduced from his actions by an adult mind. It gives the child no oppor¬ tunity to reveal his knowledge or his motives—both of which are very important in getting at the basis of child morality. A series of experiments carried out in the city of Glasgow in 1911 tend to emphasize the importance of moral training to the child. The results of these experiments go to prove that chil¬ dren of bad parentage, if removed from vicious surroundings and carefully trained, can be made into upright citizens, with only a small percentage of failure. 6 7 Such a study proves conclusively the value of moral training and the necessity for experimental study of the moral ideas of children. J. R. Street in an article entitled “A Study in Moral Educa¬ tion” reports the results obtained from a syllabus issued by Dr. G. Stanley Hall. This syllabus was sent out “with a view to ap¬ proaching the question from the side of introspection and there¬ by discovering a psychological basis for the investigation of the laws that underlie the higher development of the moral nature.” 8 The individuals answering the syllabus were asked to describe the nature and effect of punishments received as children; a case of self-denial; a conscience case; the effect of direct moral and direct religious instruction on their development; the influence of teach¬ ers, companions, and adults; the influence of games and reading; 6 Whitney, William T., “Moral Education,” p. 16. 7 Barnes, Clifford W., “Status of moral training in the public schools.” In National Education Association Proceedings for 1911, p. 411. 8 Street, J. R., “A Study in Moral Education.” Pedagogical Seminary, 1898. P. 5 - THE MORAL DEVELOPMENT OF CHILDREN 7 their ethical relations with their parents; their favorite books; and the proverbs they liked best. From the replies on punish¬ ments the author points out that punishment to be effective should be retributive, and not vindictive. “The child’s disposition,” he says, “should be the determining factor and, as far as possible, the punishment should follow as a natural consequence (cause and effect) of the misdeed.” 9 Conscience, from the reports re¬ ceived from this study, does not play any great part in life before the age of nine, and very little mention is made of it before thir¬ teen. This is contrary, he points out, to the generally accepted belief. 10 However, Mr. Street calls attention to the fact that his cases are too few to admit of generalized conclusions. The maxim “Sound knowledge of moral truths is good, but sound habits of moral action are better” 11 is drawn in conclusion. This article is an excellent suggestion as to the possibilities of experimental study along moral lines. Of itself, however, it is not exhaustive enough to be really valuable. It can be criticized, also, it seems, in using introspection on memories that perhaps reach many years. Under such conditions only a rare subject could give exact information. F. W. Osborne, in “The Ethical Contents of Children’s Minds” asked a group of school children of above average so¬ cial and intellectual standing, “What must a boy do to be called a good boy?” and “What must he do to be called a bad boy?” 12 He found out that the two virtues most frequently mentioned as essential to a good boy or good girl are obedience and truthful¬ ness, the former being more important than the latter. His re¬ sults confirmed what has been frequently noticed, namely, that to young children right is what is permitted and wrong is what is forbidden. This work, while not very exhaustive as to the number of cases used, or the number of ethical ideas investigated, is interesting and valuable as a preliminary study in moral de¬ velopment. 9 Street, J. R., “A Study in Moral Education.” Pedagogical Seminary, p. 6. 10 Ibid., p. 7. 11 Ibid., p. 40. 12 Osborne, F. W., “The Ethical Contents of Children’s Minds,” Educa¬ tional Review, 1894, p. 143. 8 MARIE CECELIA MCGRATH A study in juvenile ethics made by L. W. Kline approaches the problem in a manner somewhat different from that of Osborne. His questionnaires were sent to public school children of both city and country districts and the ideals of the two groups were compared. His test consisted of two stories on which the chil¬ dren were asked questions which would reveal their moral ideals, and one of which they were asked to finish themselves. Finally, they were asked to write what they wish to be or do when they grow up. In general Mr. Kline draws the following conclusions: Chil¬ dren from eight to eighteen are, as a rule, altruistic rather than selfish, country children more so than city children. He calls particular attention to the fact that “the higher percentages of altruism are not confined to adolescent years.” 13 He notes that judgments of right and wrong in children from eight to eighteen are more likely to issue from emotional than from intellectual processes. The two exceptions to this rule were (i) the economic principle of barter and trade and, (2) the semi-sentimental prin¬ ciple that a gift cannot be taken back. Boys, he found, were more original than girls, and country children more than city children. The results of this study may serve as a basis of com¬ parison in many points for the tests we are now considering. In a work entitled “The Psychology of Child Development” a study is made of children’s aspirations. The author points out that we must always judge the child from the standpoint of his undeveloped sense of adult values. 14 He notes that adolescence is a time of marked susceptibility to the influence of others, an in¬ dication of the coming consciousness of social relationships. The age of twelve was found most susceptible to evil influence—“an evidence of the beginning of the imperious attitude toward re¬ straint that is so prominent in the next few years.” 15 The child, and even the youth, Mr. King says, can only come 13 Kline, L. W., “A study in Juvenile Ethics.” Pedagogical Seminary, 1903. p. 246. 14 King, Irving, “The Psychology of Child Development,” 1903, p. 144. 15 Ibid., p. 193. THE MORAL DEVELOPMENT OF CHILDREN 9 to a comprehension of the meaning of the complex system of values recognized by society by meeting crises for himself and readjusting his direct and unreflective action to ever broader settings. The presence of a sense of moral values implies a concomitant experience of great maturity and complexity. Un¬ fortunately this means of readjusting themselves is denied to some children because of the atmosphere adults throw around them, and consequently there is no moral growth. They are met at every turn by a “Do” or “Do not do this,” and they either blindly obey or rebel. They cannot develop morally, because the right to decide, the sublime condition of all moral development, has never been theirs. In general, the results of Mr. King’s study may be summed up as follows: (i) Boys’ moral ideals at ten are negative rather than positive, i.e., the fragments of adult morality they have im¬ bibed are of this sort. They wish, for instance, to avoid bad habits. (2) Girls express as their highest desire that of being good to others. (3) Altruistic feelings definitely appear at twelve and are at first directed toward parents. (4) At fourteen, various social virtues are recognized as necessary for success in business. It has been stated that as Pestolozzi and Froebel discovered childhood, so Dr. G. Stanley Hall has discovered youth. Dr. Hall’s works are recognized at home and abroad as authoritative pieces of research in child study. In his “Educational Prob¬ lems” he has an interesting and inspiring chapter on “Moral Education” which, however, treats the problem from a philo¬ sophical rather than from an experimental viewpoint. He re¬ marks in this work that “every moral fault in every child also means that someone has lacked and needed education.” 10 How quickly our plea for moral education would be realized if edu¬ cators were fully cognizant of this responsibility! In his classical study “Adolescence,” 17 Dr. Hall summarizes without exact data, material on moral investigations which were published in detail previously, either by him, personally, or by 16 Hall, G. Stanley, “Educational Problems,” 1911, p. 291. 17 Hall, G. Stanley, “Adolescence,” 1907. 10 MARIE CECELIA MCGRATH some of his students. Among other articles thus summarized is an interesting study of ‘'Children’s Lies” originally published by Dr. Hall in 1891. 18 In speaking of the purpose and method of the study he says "a number of accomplished and tactful lady teachers . . . have undertaken, as a first step towards getting a fresh and independent view of the facts of the situation, to question and observe individual children, by a predetermined sys¬ tem as to their ideals and practices and to those of their mates in this regard.” 19 About three hundred children were thus stud¬ ied and the results given in general statements rather than in tabular form. Results of this study show that children hold truth for our friends and lies for our enemies as a practical, although not dis¬ tinctly conscious, rule. Lies are justified in the minds of chil¬ dren as a means to a noble end. With girls a question of per¬ sonal interest is how far etiquette may stretch truth to avoid rudeness or hurting another’s feelings. In answering a friend’s question as to whether some thing or act they did not particu¬ larly admire, was not very nice or pretty, they found it hard to say “No,” and compromised on “Kind of nice.” Girls were more addicted to this than boys. Thus, with truth as with cheating, most children are greatly affected by personal likes and dislikes. This completes the list of empirical studies found to have any bearing on the problem as considered in this work. Some of these studies have suggested general fields of research similar to that we are now reviewing; others have touched on one or an¬ other particular phase of this problem, but, on the whole, it may be said that, considering the importance of Moral Education to the individual, to society, and to the nation, it has been given a very minor place in educational research. 18 “Children’s Lies.” American Journal of Psychology, III. 19 Ibid., p. 59. CHAPTER III The Tests and the Technique of Administering Them The “Tests for Measurement of Moral Knowledge” fall into three groups, each of which brings into play a different method by which the moral concepts of the child may be drawn out. They are briefly, a series of questions and exercises, a group of pictures, and a number of little stories. In compiling these three groups the attempt was made to touch upon the most vital and the most concrete problems that the average child is called upon to meet. The tests as first presented to about two hundred chil¬ dren differed materially from the revised forms. The results from both forms will be given. Those originally employed were taken from literary rather than from practical sources. Such works as “The Baltimore Catechism,” “A Child’s Bible History,” “Sunday School Lessons,” Sunday School magazines, and school readers offered the chief suggestions in the composition of the tests. As was expected, the preliminary tests revealed in their results, much that was not pertinent. All questions which were doctrinal rather than moral in content were ruled out. Numer¬ ous new and valuable ideas were suggested by the children’s answers, and these were incorporated into the revised tests. Be¬ sides eliminating much of the old and introducing much that was new, the form of the questions was in many cases changed. As we proceed with the explanation and discussion of the tests, such changes will be pointed out. The tests were given both as individual and as group tests. The original idea was to make the study solely from group tests, but this was found impracticable with children below the fifth grade because of their inability to express themselves in writing. From the fifth grade through the high school the tests were given to groups varying in size from fifteen to two hundred. All the group tests were given by the author and one assistant to insure 12 MARIE CECELIA MCGRATH uniformity of method and of instructions. The individual tests were given by the author aided by two assistants both of whom were graduate students in Psychology and carefully instructed in the technique of administration. The preliminary tests were mimeographed; but when revised, they were printed in booklets of about the same size as the Stan¬ ford Revision Booklet. Because the whole test was too long to be taken at one sitting without fatigue, it was divided into two parts, each part consisting of an eight page booklet. To complete each booklet a child needed approximately one hour. Part I consists of sixteen moral stories and eight pictures. Part II consists of a series of questions, some exercises, and a vocabulary test of fifty words. Whenever it could be conven¬ iently carried out, Part I was presented first because it was thought to be more interesting. However, from observation, it may be stated that most of the children seemed to enjoy the mental exertion required to answer the questions in Part II as much, if not more, than the stories. The general reaction to the tests on the part of the pupils was much better than one would be led to expect in questions of this nature. The pupils with few excep¬ tions were interested and what is more important, were serious about the task set before them. The brief instructions used in administering the group tests and the more detailed ones used in the individual tests are given in Chapter X. The children were asked to fill out the face sheet in full. Because it was thought that names might interfere with the frankness of the children in answering the questions, a numbering system was used. This proved so cumbersome in the public schools, however, that it was discarded when the tests were given in the Catholic schools. It was found an advantage even in the high school to go over every detail on the face sheet with the class—uniformity was thus insured and much time saved. The form of the face sheet is given below. Wherever it was possible, the teacher was asked to check the “school success” of the child after he had written the paper. The “moral status” which was designed to be that of the individual THE MORAL DEVELOPMENT OF CHILDREN 13 MEASUREMENT TEST Name.Boy, Girl, Date School . City . Grade . Date of Birth Years attending school.Grades repeated.Grades skipped. School success: very inferior, inferior, average, superior, very superior Moral status: poor, average, good School status: poor, average, good Remarks on the examination Miscellaneous remarks was not checked—very few teachers knew enough about the chil¬ dren to be able to grade them on the basis of their general moral¬ ity. The “school status” which refers to the social status of each school tested, was recorded. No use has been made of the data thus obtained. All the children tested were whites; in grades where one or more colored children were present the teacher was requested to destroy their papers. This was done in all cases. In our explanation we shall first consider Part II of the Test which is divided into eight chief headings. Each of these groups involves a different kind of problem and each problem is pre¬ sented in a different way. Group I reads: I. Is it a sin, (Anszver “yes” or “no”.) 1 to stay away from church on Sunday? . 2 to go to bed without saying your prayers? . 3 not to say “grace” before meals? . 4 to talk about someone you do not like? . 5 to talk in school? .. 6 to throw snowballs? . 7 to throw snowballs when forbidden to do so? . 8 to tell or listen to a bad joke or story? . 9 to look at pictures that are not nice? . 10 to keep the change if the clerk gives you too much? . 11 to fight? . 12 to cheat? . 13 to flirt? . Group I asks, Is it a sin to do those things which are enumer¬ ated above. The answer is to be in the form “Yes” or “No.” The . State . Age, Years . Months 14 MARIE CECELIA MCGRATH word “sin” is used in this question because it is more concrete to the mind of a child than “wrong.” The test as above presented differs from the preliminary test in that questions No. 6 and 7 were there combined in the form To throw snowballs (when for¬ bidden to do so)? Question No. 12 was inserted here when the group in which it was placed originally was discarded. This original group asked, Why is it a sin to do certain things. It was found to be too difficult for most of the children and practically impossible to score. Question No. 13, to flirt, appears for the first time in the revised form of tests. It might be expected that the answers of the children would vary greatly in this group of questions depending on their re¬ ligious belief and environment. Something will be said with re¬ spect to such variations later. Group II asks, What should you do in certain situations which are fairly typical of child life. II. What should you do 1 if you saw a lady in front of you drop a five-dollar bill? . 2 if your playmate broke your checker board? . How should you act 3 if your teacher scolded you for not having your lessons? . 4 if your mother told you to come home to go to the store, and the boys wanted you to play ball? . 5 if you had a bag of pop-corn and were eating it when a little child looked up at you hungrily? . As first given this test included two questions which we have not thought advisable to incorporate in the revised form. The question What should you do if you saw a little boy trying hard to get his wagon which is filled with groceries, up over the curb?, was considered too simple to be repeated in the revised test; while the question If you were sucking a lolly-pop and saw a little child looking up at you hungrily, what should you do f involved the same principle as question No. 5. The chief difference in the answers was not one of principle, but merely the fact that most of the girls solved the “lolly-pop” difficulty by saying “I would buy him one.” The question of hygiene may possibly be con¬ sidered in this answer, but it was not of sufficient importance to warrant our keeping the question. THE MORAL DEVELOPMENT OF CHILDREN 15 Group III consists of a series of questions which require con¬ siderable introspection on the part of the subject. The first six questions underwent no change in the revised form of the tests. They concern the child’s knowledge of his obligation to the Deity, of his relationship to his parents, and of his destiny. III. 1 What would you think if you heard a hoy say “There is no God.”? . 2 What happens to a good little hoy when he dies? . 3 Whom do you love best in all the world? . Why? . 4 Why were you made? . 5 Who made you? .. 6 From where do you think you came? . 7 Name three things it is wrong to do. (1) . (2) . (3) . 8 Name three things it is good to do. (1) . (2) ... ( 3 ) ... 9 Write down the following list of faults in the order in which you think you commit them most frequently. Selfishness, lying, cheating, stuhhorness, stealing, swearing, disobedience, insolence. 10 What one action do you consider the best a person can do during life?.. 11 What one action do you consider the worst that a person can do during life? . Questions No. 7 to 11 in this Group were not given in any form in the preliminary test. No. 9 was suggested by having a number of school teachers observe their children for a period of four weeks, recording the faults they committed during that period and the frequency of their occurrence. The eight faults given in this question are the result of the observation. A cor¬ relation between these faults as the children see them and as they are seen by the teachers is most interesting. 1 Questions No. 7 and 8 show by the order of their frequency what faults and virtues are most emphasized in the life of the child. These questions are closely related to questions No. , 10 and 11 which ask for the “worst” and “best” action a person can do during life. Question No. 11 may in many cases bring a sexual response, which was the chief reason for its being placed in this Group. All the questions in Group IV were given in exactly the same 1 See p. 158. i6 MARIE CECELIA MCGRATH form in the preliminary test. The first three questions concern the wrongfulness of an act in the abstract,—that is when con¬ science alone is the accuser. All the questions present situations and ask the child what should be done. These questions differ from those of Group II only in the fact that they are a little more difficult. Question No. 6 is taken in its general form al¬ though not verbatim, from the Stanford Revision of the Binet- Simon Tests, Year VIII, Question 3c. IV. 1 Would it be wrong 1 to say a swearword when no one is around? . 2 Would it be wrong to take a nickel out of your mother's pocket-book without asking her? . 3 Would a lie be a lie if no one ever found out you told it? . What should you do 4 if a little boy or girl who never said any night prayers came to stay at your house for two or three nights, and got into bed before you have said your prayers? . 5 if your mother scolded you very hard? . 6 if a playmate hits you without meaning to do so? . 7 if your ball went through a neighbor's window? . 8 if while playing in the parlor you broke one of your mother's best chairs? (No one saw you break it, and your brother was blamed for doing it.) . Group No. V which was used for the first time in the revised test consists of four columns of words, all of which designate some moral trait, whether good or bad. The subject is asked to draw a line under each word in the list which indicates a trait of character he would like to possess. V. Draw a line under each word in the list below which indicates a trait of character you would like to possess. gloomy obedient conceited frank humble foolish deceitful flirt aggressive simple lazy patriotic careless thief sincere insulting loving* polite charitable generous shrewd affected vain loyal dissipated neatness liar proud friendly insolent extravagant quarrelsome modest wicked dishonest patient immoral self-respecting stubborn cautious sullen pliable peaceful indecent cheerful impudent sneak honest THE MORAL DEVELOPMENT OF CHILDREN 17 There are twenty-one desirable traits if we include “simple.” The number of these traits which the individual checks off should give some indication of his moral vocabulary at any particular age. This test is not definite enough to bring out any moral principles of children. Group VI is of the same character as Group V but is much more definite in its nature. It was used also for the first time in the revised test. This test was suggested by one devised in the Department of Psychology of Indiana University. 2 When the test blank which suggested our test was received in the fall of 1920, the tests on it had not yet been given in the Indiana schools. This test as we have used it is much the same form as the Indiana test, but it is not so long nor does it use the same groups of words. The test requires the subjects to cross out in each line that word which is worst. Each line contains one word which names an act that is conspicuously worse than any of the others named. Two examples are given at the beginning of the test, and the ex¬ aminer has the class cross these out in his presence to be sure that they understand what is to be done. VI. 1 2 3 4 5 6 7 8 9 10 In each of the following lines cross out the word that is worst. Example (1) begging\ lying, smoking, murder, cheating. Example (2) dullness, foolishness, laziness, slowness, pity, fighting borrowing charity killing dislike dancing flirting obedience adultery smoking' holiness cruelty kindness haste slang frankness disloyalty shrewdness vanity bigamy rudeness meekness gossip slander hesitancy bullying insult black-mail tattling scolding flattery lying fibbing frank insincere love hate fondness dislike liking courtesy pleasantness friendliness gentleness timidity stinginess carfulness generosity charity economy In a reprint of the blanks the word “adultery” in line 2 was changed to “idolatry.” This was done in view of the unfavor¬ able criticism which this test received from the principal of one school. 2 Mental Survey Scales. Cross out Tests. Test IV, Moral Judgment Schedule. Indiana University, Department of Psychology. i8 MARIE CECELIA MCGRATH The recognition of the worst word in each case indicates that the child has some knowledge of the moral problems suggested by the word in question. This test may be expected to show the way in which the moral perspective changes as the child grows older. Little but the original idea remains in Group No. VII. The original test reads: In what way are ' these things alike and in what way different: Angel Jesus Christ Disobedience Stubbornness Devil Holy Ghost Stealing Cowardice Saint The earth Love Sinner Heaven Swearing Friendship Priest ( minister ) Baptism Praying Happiness Doctor Penance Pleasure The test as revised took the following form: VIII. In what way are these things In what way are these things differ- alike: ent: (a) disobedience stealing . (b) swearing .. praying . (c) angel . baby . (d) God . your soul ... (a) saint sinner (b) God .... man . (c) lying cheating .. (d) love . hate . (e) selfishness gratitude . When likeness and difference were combined in the one ques¬ tion it was found to confuse the subject. Therefore, in the re¬ vised test the questions were separated. It was found, also, that the couplets stubbornness and cowardice, love and friendship, happiness and pleasure, were too abstract for any but an adult to detect a likeness or difference. As was pointed out previously in a general way, such couplets as Priest and Doctor, Jesus Christ and Holy Ghost, Baptism and Penance of a purely religious nature, were left out. A compari¬ son of the two forms of the test will reveal further the fact that the modifications have tended to simplify it considerably. THE MORAL DEVELOPMENT OF CHILDREN 19 Group VIII consists of fifty words for which the subject is asked to give definitions. Only the words marked with the aster¬ isk were taken over from the original to the revised vocabulary. The definitions obtained in that experiment enabled us to formu¬ late a new list of words which were arranged in an order judged to be that of their increasing difficulty. It is found that with No. 46, Sadism, we reach an upper limit for even the adult mind. The purpose of inserting such words as masochism and masturbation in the test was originally that they would be known only to persons having the vocabulary of a particular science. However, so many questions were raised as to the advisability of presenting them, that the four words, adultery, concupiscence, masochism and masturbation, were omitted in the final form. IX. What does each of the following mean? *1 God . 18 2 had . 19 *3 sin . 20 4 sad . 21 5 lie . 22 *6 hell .. 23 *7 love . 24 8 flirt . 25 9 obey . 26 10 kind . *27 *11 devil . 28 *12 holy . 29 13 pity . * 3 ° 14 lust . 31 15 hope . 32 *16 soul . 33 17 charity . 34 abhor . 35 obstinate .,.. gratitude . 36 murder . snob . 37 counsel . cruel . 38 patience . steal . 39 suicide . gentle . 40 blasphemy .. pride . 41 effeminate ... mercy . 42 infanticide .. death . 43 veneration .. Satan . 44 patricide - anger . 45 degradation . virtue . 4 6 Sadism . heaven . 47 concupiscence justice . 48 masochism .. courage . 49 masturbation worship . 50 manslaughter adultery . CHAPTER IV Interpretation of the Moral Problems presented by means of Stories The division of the tests designated as “Moral Stories” con¬ sists of a number of basic moral principles incorporated into the form of short sketches or stories. The principles chosen are those which govern largely the individual’s relation to society; and those, the right understanding of which is of vital importance to its welfare. By using story form the interest of the child is capti¬ vated and a thoughtful response is thus insured. This response will show two things of importance, (i) whether the child has had the experiences to form a background sufficient to enable him to interpret the problem and to use correctly the principles in¬ volved; and (2) whether the child has the ability to solve the moral problem involved. It is evident, of course, that an aware¬ ness of a moral principle may be present without the child’s being able to suggest a satisfactory solution of the difficulty presented. This offers a twofold means of measuring the moral development of the child—the age at which he acquires knowledge, and the age at which this knowledge coupled with reason enables him to solve moral problems. One great difficulty was encountered in these stories—this was the problem of getting knowledge on questions of sex. Any attempt to understand the morality of children, especially at the period of adolescence, while leaving out all consideration of sex, would be futile. The difficulty resolved itself into a con¬ sideration of whether stories could be presented that would give no information on sex to the child and yet would, by the type of answer given, show whether the child had any appreciation of sex questions. Stories No. 13 and 16 below are of this type. An answer showing an appreciation of a sexual situation, will also by its nature reveal the extent to which the subject is alive to such problems. 20 THE MORAL DEVELOPMENT OF CHILDREN 21 Many objections to these stories have been raised by those who have seen the tests. The basis of the chief objection is, it seems, the accusation that the author has overlooked entirely the power of suggestion when dealing with the adolescent mind. It was stated that the mere presentation of certain problems would be sufficient to make the adolescent think along these lines, which would be undesirable. The author feels assured that the prob¬ lems contained in these stories are so veiled that they will give no information to the child. Therefore, unless some knowledge of the problem was present in the mind of the subject previous to the reading of the story, no interpretation of the story would be possible, and consequently it would have no suggestive value. If the child can interpret the story, he reveals the presence of pre¬ vious enlightenment which enlightenment we desire to ascertain. Critics, the author feels, have credited the child with the wealth of experience that is the acquisition of mature years, and have judged what the child would see in the story by what they them¬ selves saw. It is obviously impossible that the immature subject should read into these stories mature interpretations. In the following paragraphs will be considered the problems and principles involved in these stories and the response or in some cases responses, that were used as the standard of a correct answer. 1. Mamma and papa have told Mary who is eight years old that she must not lift baby John who is three, as he is too heavy, and she will hurt herself by doing it. One day while Mary and John were playing on the street in front of their house an automobile came along' very fast. John ran out almost in front of it when Mary caught him in her arms and carried him to the sidewalk. Was Mary disobedientf Answer YES or NO . Why? . Story No. 1 brings out (in answer to the question, Was Mary disobedient?) in how far the child understands the duty of obe¬ dience. The Why? discloses the ability of the child to interpret this obligation to obey in the face of an obvious danger. The subject is credited if he answers “No” to the question and gives a valid reason, e.g., “Her brother might have been killed.” Ex¬ plicit statement of the moral principle, that a command is not to 22 MARIE CECELIA MCGRATH be carried out in the face of circumstances evidently not contem¬ plated by the one in authority, was not demanded. Table No. i is typical of the form of Table used throughout this paper. The first column names the school system in which the tests were given. The other columns numbered from 6 through Ad (including 19 and over) present the age of the group, and are subdivided into boys, B, and girls, G. The figures in medium type are the absolute numbers answering the ques¬ tion correctly. The figures in heavy type give the percentages these absolute numbers are of the entire group which took this test. The total number taking the test can be readily calcu¬ lated, since the number and percentage answering the question correctly have been given. The first four school systems,—S. Public, P. Public, G. Public, and Catholic, were given group tests only. The C. I. and C. I. W. groups represent Catholic schools from two large eastern cities; these were given indi¬ vidual tests only. The Catholic school tests represent results from a large commercial city of the Middle West, while the P. Public and G. Public and S. Public represent public school systems in cities just west of the Allegheny mountains. The first is a large industrial center, the second a semi-rural commun¬ ity, the third a suburb of the first. Below the last school system mentioned, is the “Total for all Schools.” This total is found by adding the number in each sep¬ arate school system answering the test correctly and finding what percentage this is of the whole number taking the test. The top figure, therefore, gives the total number of boys or girls at any age answering the question correctly; the lower figure (in heavy type), the percentage this number represents in the whole group examined at that age. The last heading, “Total for both sexes,” combines the results of the line above by giving the total number of children at each age answering the question correctly, and the percentage this is of the whole age group. It will be noticed that many ages are blank in the Table. This is always the case where no subjects of that age took the test. Where some sub¬ jects took the best but none succeeded in answering it correctly, a TABLE NO <3 X b- © © eo 02 co © rH © rH X rr t- ◄ © © © rH d pq IN © © rH N © © rH o © rH X 00 O rH © S rH 25 96.2 2G CO © © b» X rH pq ■*< © © © rH t- 0 001 i rH rH © s rH eo © O © © 00 02 oo 02 © © © © 17 o o 02 105 92.8 pq CO 40 b- © b- CO X eo X ® © © 40 © © © © © © co oo 142 © OO o o rH o rH © rH © © © r- rH pq rH X b- © © X O i" © © © CD 40 CO CO 00 © b- © yfi CO rH t- IN © CO © © 40 rH IN 40 X rH pq CO © © CD 02 rH © X 00 cd CO © rH 02 -If •<* t CO IN 00 00 X b- © CD © rH N X X rH 00 X © X rH N pq rH CO b* g © eo co oo 40 © rH CO Tf X © X rH N ® © rH J> 02 CO ■■ 00 oo 40 02 Tf 00 (M 40 © to oO 40 00 40 X rH © IN X CO rH © rt< X 40 X pq rH o b- rH 40 d © 00 X 02 rH o GO 00 CO X t- I- © X rH 02 O © 02 © X © © eo © rH Tf © X © i-i d t - © © b- co © X X © l- X rH •“* rH 40 rH 02 rH CO o © © r- © © X 00 pq © CD co ID 40 N 3 N d 00 © r~ rH r- 40 © ^ b- a © X t- © © t- © IN © CD X oo d N © N © © X © r» © X © © I> eo rH © rH tH 40 rH rH © X © CO IN I- rH IN co pq © b- © CO N c\i to CO 40 40 © © X 2> n © to rH 2> rH rH a CO O © © CO X © rH © ® © © © © rH 40 w 02 rH 02 rH © r- oo rH CO © rH © t- 40 t-- X rH i^ b* if IN © © rH pq X © X Tfl 0> bio X Qj o o O •rH r-H © V •fH CJ 3 V r-H w. for o o •a O «*H ►H M r-H cS -M a m ci -M c3 • o O o 02 PL, ® u O a H a H © 24 MARIE CECELIA MCGRATH zero is recorded. A zero, therefore, means, that the test was at¬ tempted and failed, a blank that it was not attempted. Examination of Table No. i discloses the fact that children are, at 6, very prone to obey the letter of the command without much interpretation or reasoning on the question. It is probable here that the high percentage at 6 as compared with those of 7, 8, and 9 is accidental. At the age of n it is the exceptional child, however, who is not able to interpret correctly the injunction of his parents, in the face of danger. As the child matures the conviction becomes more and more pronounced. 2. In our school is “silly Willie” Whom the kids tease all the time “Billy, Willie, you’re so silly That to love you’d be a crime.” Is it wrong or right for the boys to sing a song like this? Why? .•. This ditty, after the form which boys so often use to tease some less spirited schoolmate, purposes to find at what age children realize that they have a duty of charity toward another’s feelings. No credit is given for the answer “Yes” to this question unless the child can answer Why? in a way which shows he realizes he has a duty of charity to his companion. Children do not reach the point of appreciating this obligation of charity to a sufficiently great extent—(75 per cent is generally accepted as the line of demarcation, after which an act may be considered representative of an age group)—to make it a fair test of any group before the age of 13. Children at 6 are only slightly aware of the obligation but at 9 there is a marked de¬ velopment after which the improvement is more gradual. These results are presented in Table No. 2. Table No. 3 records in detail the principles expressed by the children and the percentages at the different ages. These results are presented for boys and girls separately at all the ages, and are the total for the schools (except S. Public) presented in Table No. 2. The principles are presented in the Table by Roman numerals which include the following ideas, respectively: TABLE NO. ◄ « Cl © © oo eo ci «h o> cm 0? CO T-t 00 © o o> 00 0 oo M Cl o © T*1 cm Cl o> CD in 00 00 Cl 00 oo .-I 00 Cl « eo h* 00 o M eo m t~ t- H lO 00 hH c5 3 id b- H ID 00 05 b- Cl Cl CD 05 00 CO O CD M rH O O L0 © o *• 5 05 o 05 Cl CD CD rH I> ID 05 iH OO Cl O 05 cd b- O 05 co oo 05 00 CD CO • rH ID Cl CD o ID tt o CQ rH O O rH O O CD rt< CD rH CD CO 00 CD rH CO Cl Cl 00 05 C5 ID rH ID Cl ID *5 CD 00 iO ’’t 1 b* rH b- Cl CO CO O 00 Cl 00 Cl ID O b» ID CM TJH 00 05 Cl CO rH b- b* rH b- 00 Cl rH O C5 b* ID LD b- CO b- Cl 00 • CD b* Tf |> O eo CD O © CD © CO m O 'H © t" t- f' CD © eo rH eo ID CO eo rH eo Cl eo T* © © eo eo 00 t~ © t- © 00 Cl © rH O © t- eo Cl • © CO eo t- Cl 0 Cl tt CD O o eo if eo eo CD eo © t - r- 1Q rH CD eo m r}< in eo r* ID rf Cl CO © rH t- t~ eo © t- in eo 05 © ci oo t~ eo eo i a eo Cl rH if eo oo eo 0 b- 05 CO o CM Cl CD CM if © CM 8 CD rH © © ci CD b- t* rH 00 CD © LD b* CO rH rH rH ID rH GO 05 m © © © ID CM CD tt Cl CD rH t- ID ID eo 00 CM o © ID CD b- CD rH co ID o Cl CD rH rH © rH CO © © CO rH 0 © © © O co s? CD rH © rH CO 94 05 r- rH oo CD © CO CD 05 © rH oo rH CM 00 CM CM © t~ ID rH CD CQ GO if b* CM CM CO rH CM CD ci i ID I" ID CM CD CD © CD © O © O CD 0 CD ID CO o CM ©" rH © CM © CD o ID rH © © rH rH © ec CD © © t- CD ca b» CO b- CO eo © Cl CD © CM CD CD CD © rH © 00 M m m oi if Hf ■01 Cl © in m ci CM *• n in ID eo eo if ci • rH CM eo 0 ea eo rH m in t- ci eo co rH © CM m Cl CD © © CM CO 00 HjJ 0 ca rH m CM c ’ 3 rH © t» 05 ^ CO CM rH Cl 00 rH to CO n ^ 2 0> ,§ H «J o oi — 3 Oh M © 3 Ch © 3 Ch 0 o 3) 4-> Cw Ih o cd o H o o ■d o 02 <2 ci -M © H © M © 02 r© +-> 5 26 MARIE CECELIA MCGRATH TABLE NO . 3 Principle I II III IV V Sex B G B G B G B G B G . Age 0 0 0 0 0 1 0 0 0 0 6 .0 .0 .0 .0 .0 9.1 .0 .0 .0 .0 2 0 0 0 4 2 0 0 0 0 7 8.7 .0 .0 .0 17.4 6.5 .0 .0 .0 .0 2 2 0 1 4 2 0 0 0 0 8 15.4 8.3 .0 4.2 30.8 8.3 .0 .0 .0 .0 1 1 2 5 0 7 4 3 8 2 5 9 3.3 11.8 16.5 .0 23.1 23.5 9.9 47.0 6.6 29.4 15 18 8 7 28 25 20 19 19 20 10 9.8 13.3 5.2 5.2 18.2 18.5 13.0 14.1 12.4 14.8 24 16 12 25 31 36 19 49 20 18 11 12.7 7.4 6.4 11.5 16.4 16.6 10.1 22.5 10.6 8.3 . 32 31 24 25 32 58 34 30 26 23 12 13.8 12.2 10.3 9.9 13.8 22.9 14.6 11.9 11.2 9.1 49 30 56 44 58 47 25 50 22 24 13 18.1 12.3 20.7 18.0 21.5 19.3 9.3 20.5 8.1 9.8 47 37 46 49 52 47 29 47 27 39 14 18.0 13.1 17.7 17.3 20.0 16.6 11.1 16.6 10.4 13.8 42 18 29 62 33 37 29 42 15 39 15 19.7 7.5 13.6 25.7 15.4 15.4 13.6 17.4 7.0 16.2 16 22 14 42 16 24 18 20 14 13 16 15.2 15.4 13.3 29.4 15.2 16.8 17.1 14.0 13.3 9.1 1 13 11 4 14 3 10 3 15 2 8 17 30.3 15.7 9.3 20.0 7.0 14.3 7.0 21.5 4.7 11.4 | 3 3 ! 4 5 1 6 1 5 0 3 18 27.3 u.i 36.4 18.5 9.1 22.2 9.1 18.5 .0 11.1 I 1 2 0 4 3 5 0 1 0 2 Ad . | 25.0 13.3 .0 26.7 75.0 33.3 .0 6.7 .0 13.3 I. They should not insult the boy; they may make him angry; they may make him sensitive ; they are speaking ill of their neigh¬ bor. II. God made Willie that way; he cannot help being silly; we should be charitable to the unfortunate. III. They are making fun of Willie; they are teasing him. IV. He won’t like it; they are hurting his feelings. V. The boys would not like it if they were teased like that; it shows ignorance, ill-breeding, etc. A few children thought it a very good thing to tease Willie because by doing so he would become aware of his foolishness and be spurred on to correct it. These answers were given no credit. It was felt that their idea of charity was misconceived in spite of its expressed intention of helping the boy. THE MORAL DEVELOPMENT OF CHILDREN 27 The highest percentages at all ages up to 15 place their reason under either principle III or IV. At 15 the highest percentage is under principle II,—God made Willie that way, or, he cannot help being silly. The girls are aware of this principle earlier than the boys. Its appearance may mark perhaps the beginning of the tendency to consider the individual not as a unit sufficient to him¬ self, but as a member of a group having certain endowments and limitations, and subject to the play of environmental conditions on him. 3. Daddy had just come home with a nice big bundle under his arm. Ruth and Dick could hardly wait till he hung up his coat and hat, and opened the bundle. But at last the wait was over and kneeling' beside daddy’s chair they watched him break the string and take off the paper. Tzvo new books were there. One had a beautiful elephant on the cover and the other was just plain. Ruth was older than Dick so daddy said she could pick which she wanted. If you were Ruth which one do you think you should pickf Why ? . This little story is one that appeals very much to the children. The interest in general runs so high that in their eagerness to tell which book they like and would take, the children cannot see the problem involved. The reason the child gives for his choice brings out in clear relief the motive from which he acts. The subject is credited only when this motive is unselfish. It is rather remarkable that this little story (Table No. 4) is one which is not solved until the adult period. The instinct of the individual to take what he desires, however he may justify doing so, is a fundamental one. The little children pick the “one with the elephant on, because it is the prettiest.” That Dick might also like the “prettiest” one does not occur to most of them. Later the child no longer picks the “elephant,” but instead, picks “the plain one.” But again consideration for the little brother is secondary. The plain book is more interesting, or contains “stories, and I like to read,” or “it will help me with my lessons.” The motive in this second period is a more refined one; it is not mere satisfying of desires for the pleasure of doing so, but the satisfying of them because reason points out a future gain joined © © © 0 rH ©’ rH 00 05 © © rH b> rH GO © rH IO rH 00 H © O 0 t~ 05 O rH © eo us" K O O r- rH O rH CO a rH O eo © rH O rH *0 rH 40 cn 18 rH a co 0 05 t~ 40 Ch © b-" CO rH CO © © 0 rH © 0 rH ©* 05 ©" eo © © ■>0 © Tf © © rH • © © 0 t- © 40 eo 40 CO CO cq 05 OO 05 40 © O © 40 © O rH ©" CO O b- © 75 00 © © 0 CO r- 40 00 40 t* © © • eo rH © © © © •f rH 40 • • • • cq 05 0 05 iO © 40 rH © If rH 0 02 eo 05 iO TP t- © © © © tp rH rH b- • © 40 40 © CO © 05 CO 40 cq 40 10 ^P © CO b- rH © eo © TP 05 t* © 05 40 cq © © eo CO © O © © t- 40 0 co co 05 40 © eo >d< rH CO I> b- if 0 no co rH gj © eo ©’ no © CO Tp rf 05 O »o 40 05 40 If o H i -3 P3 ◄ Eh 05 Cq 'f o co us c\i Tf *f 50 00 05 © CO rH co >0 00 45 o ^ eo © 05 0 P3 0 rH CO co © © © 05 TP 40 40 rH CO rH © 40 05 tP rH © 40 us © rH © © rH rH © • © © CO CO © © © © 05 40 rH co 05 © 40 40 40 if rH © 94 oo co Tf ^P rH CO © © rf O C 3 iH US CO Tf O 00 eo eo co co CO co »cs 00 eo co 05 Tf CO t~ r-t Ol eo eo 05 eo eo eo eo eo co co ■«f us CO us 10 eo CO CO • rH © iH * 0 05 P3 © b» 00 eo rf © *f o 01 us CO US CO © co CD 00 £ eo -f © 04 © i-l © 00 If If © co b- co no Ci co eo 04 no © co © 04 if © >41 04 00 b- © 04 oo © if © b- b- 04 © © CO © lO © © 04 eo if no © © © no 6 55 H hD PD H H CD eo PD © © © o © © © CO © © Ci iH 04 © © 04 © i-H © © i-l © no © co 04 © i-l © © i-t Hi co © © eo oo if co 04 04 04 if CO © © no • 04 H no © CD 04 © © © © 00 ns oo © 04 04 CO if © © 04 © © © 00 oo © 00 © 00 © rH PD 10 100.0 1 102 05 05 38 eo b* © 80 e 04 © 230 © £ rH £ o i— o 00 © rH o • .« • • • eo © eo © no rH rH © 04 o © o 04 00 oo © © © © rH rH rH 04 t-H © © © o © iT5 © oo if © eo © © tf5 © © eo 00 04 © 00 w o © © Ol o lO 00 © t> 05 rH rH rH rH O If o l> O O 04 CD © eo CO 04 o eo i- rH O eo © rH co © 05 rH o 00 o o 05 00 © rH rH rH rH © tH i— © if o © r- © 05 if t'- © o 02 04 o eo © © t- 05 b- eo Z> rH o O 04 00 rH rH rH O o © © 00 CD 00 © -f o © • 04 © HH 00 rH o OO O 04 00 00 © rH rH rH lO C2 © o o © If © PD © © © o lO o' eo © t- CO rH © 05 © O 04 05 rH t-H rH if o if CD lO 00 04 © t- r- rH co iO rH r- rH 00 00 • CO © © © CD OO 00 CO eo IT5 rr* PD 00 b> rH 00 rH CO 00 CD 04 eo rH rH eo rH CO rH 05 04 rH tH • Hi 00 © CO t- PD Tf if O 00 00 rH 00 rH r- o I> CD 04 © © iO 00 02 o 00 © o oo • rH lA © © 00 PD !> 00 eo § 10 © 05 rH ic V V V • tH H o o 3 »H 3 rH © o •*H £ o 02 & V m 9 0t 9 PLi 9 PLi +■> HH HH ol +-> '—' • CD cd o 02 Pm o o o H © © JS CJ OQ 05 u OJ o M 0) Cfi rH cj +H X3 4H O H 5 THE MORAL DEVELOPMENT OF CHILDREN 3i At the younger ages it is the fact that he “helps his mother” and “makes her happy” that appeals to the children. This ideal persists through all the ages but in the adolescent period the con¬ cept of duty and of the unfairness of the situation becomes promi¬ nent also. In later adolescence the supreme ideal expressed in the words “he loves his mother,” receives considerable emphasis. TABLE NO . 6 Principle I II III IV V Sex B G B G B G B G B G Age 2 2 0 0 5 3 1 1 0 0 6 18.2 18.2 .0 .0 45.5 27.3 9.1 9.1 .0 .0 7 8 0 0 8 13 3 0 0 0 7 30.5 25.8 .0 .0 34.8 42.0 13.1 .0 .0 .0 3 6 0 0 7 7 1 3 0 0 8 23.1 27.3 .0 .0 53.8 31.9 7.7 13.7 .0 .0 6 4 2 3 20 12 0 10 1 0 9 21.4 14.8 7.1 11.1 71.4 48.1 .0 37.0 3.6 .0 27 29 9 11 82 77 6 5 9 0 10 18.9 22.6 6.3 8.6 57.4 60.1 4.2 3.9 6.3 .0 27 29 8 30 98 121 22 19 3 1 11 14.6 13.7 4.3 14.2 52.9 57.1 11.9 89.7 1.6 0.5 44 42 12 16 145 141 11 18 7 3 12 19.0 21.8 5.2 8.3 62.6 73.3 4.8 9.4 3.0 1.6 59 49 30 28 158 141 34 26 4 0 13 20.5 19.7 10.4 11.3 55.0 56.7 11.8 10.5 1.4 .0 55 48 23 34 86 141 35 0 0 0 14 20.6 16.8 8.6 11.9 32.3 49.5 13.1 .0 .0 .0 34 48 22 34 112 117 34 37 0 1 15 16.0 19.8 10.4 4.0 52.9 48.3 16.0 15.3 .0 0.4 25 29 12 18 48 53 17 37 0 0 16 24.3 20.3 11.6 12.6 46.7 37.1 16.5 25.9 .0 .0 7 20 9 8 10 31 3 15 9 1 17 16.7 28.2 21.4 11.3 23.8 43.7 7.1 21.2 21.4 0.4 5 8 3 5 3 5 2 6 1 0 IS 41.7 29.6 25.0 18.5 25.0 18.5 16.7 22.2 8.3 .0 0 4 1 3 3 3 0 6 0 0 Art . .0 26.7 25.0 20.0 75.0 20.0 .0 40.0 .0 .0 32 MARIE CECELIA MCGRATH It is self-evident from this enumeration of reasons that the concept of charity is quite subordinate to, and develops much later than the concept of love of home and of family. 5. A very poorly dressed woman, carrying a basket of apples was walking along the street. She looked as tho she were so tired she could hardly walk. Two pretty girls dressed up in their nicest dresses watched the woman as she passed them. “Isn’t she ugly — and, oh, what an aivful dress to wear,” the one little girl said to the other, loud enough for the old lady to hear. Do you like these little girls? . Why? . The respect which youth should pay to age, and the obligation of anyone to respect the feelings of others, more particularly of the well-dressed not to make disparaging remarks about the poor within their hearing, are the phases of charity toward our neigh¬ bor which are exemplified in this story. The answer of the sub¬ ject will show in how far he has learned these fundamental duties of the social order. The answer “No” with a reason showing that the principles involved are in some degree understood, is credited as correct. Table No. 7, with its high percentages at even 6 and 7 years, impresses one with the fact that the obligation of charity when presented in a simple, specific situation is recognized early. The various forms the expression of this obligation takes at the dif¬ ferent ages have been compiled in Table No. 8 under the following headings: I. They are making fun of the lady; they make fun of people. II. They should help her; they should carry the basket; they should respect older people. III. She is poor; she has no better clothes; they should feel sorry for the poor, old woman. IV. They speak ill of others; it is not nice to talk about peo¬ ple’s clothes; because they said that. V. They are proud, snippy, vain, mean, bold, rude, cruel, im¬ polite, etc. VI. They hurt the old lady’s feelings. VII. They would not like someone to say that to them when they get old, or to their mother. TABLE NO. t- © o © O * § © © © rH O rH O © o *0 rH rH rH <1 o © o rH © o n © rH rH o oo © 05 © o © O o t '- iO 05 © 40 83 . >-i © © © 8 rH © © rH O O o © 00 o rH rH rH rH CO • rH kO kQ rH © © CD o CM 05 © w iq d oo © 00 05 rH rH © © IQ CO t- © o © © rH 05 o CO © rH rH 5—1 o o © o o CM t- rH © © 05 © 05 © to CO iH © o o o CM 05 Tt< 05 rH rH rH 00 rH d © o © t— kO 00 « t- d © s rH O 05 d 05 00 i> C5 00 CD CM © © •*< o CD © rH d b- fc © rH 00 05 rH 00 25 rH t- © kO r- M co to 05 © 00 rH to kO © kQ CD kO O t- d 00 to IQ 8 r-l © to 05 to t- © • rH kC 05 o © t- m rH rH © IQ kf5 rH tO 00 rH to o co M © o M kO © CO 00 © 1' 00 oo Tjl © • o © © © © 00 © M © rH © a s I cC © 02 o O d d O o rd o CG Cj CO . © o M £ © ^ in r—4 I 5 § JB 34 MARIE CECELIA MCGRATH TABLE NO . 8 Principle I II III IV V VI VII Sex B G B G B G B G B G B G B G Age 2 0 0 1 1 0 3 3 5 3 0 0 0 0 6 18.2 .0 .0 10.0 9.1 .0 27.3 30.0 45.6 30.0 .0 .0 .0 .0 3 8 4 3 2 0 3 11 3 4 0 0 0 0 7 13.1 26.4 17.4 9.9 8.7 .0 13.1 36.3 13.1 13.2 .0 .0 .0 .0 4 4 0 2 0 0 5 3 0 6 0 0 0 0 8 30.8 18.2 .0 9.1 .0 .0 38.5 13.7 .0 27.3 .0 .0 .0 .0 3 3 3 2 4 5 1 5 13 12 0 0 0 1 9 10.7 11.1 10.7 7.4 14.3 18.5 3.6 18.5 46.4 44.4 .0 .0 .0 3.7 .16 18 17 19 23 19 20 24 53 36 2 0 4 0 10 10.4 13.5 11.1 14.3 15.3 14.3 13.2 18.0 36.0 27.0 1.4 •° 2.8 .0 19 22 18 24 16 36 18 25 77 58 5 8 2 1 11 | 10.1 10.4 9.5 11.4 8.5 17.1 9.5 11.9 40.8 27.5 2.7 3.7 1.1 0.5 32 30 36 40 39 44 44 23 85 78 3 3 5 5 12 13.8 12.5 15.6 16.7 16.8 18.3 19.0 9.6 36.7 32.5 1.3 1.3 2.2 2.1 31 16 42 48 46 53 34 27 108 87 5 3 0 5 13 10.8 6.6 14.6 19.7 16.0 21.8 11.8 11.1 37.5 35.8 1.7 1.2 .0 1.1 20 22 43 61 47 46 26 28 99 107 9 5 4 1 14 | 7.5 7.7 | 16.1 21.4 17.6 16.1 9.8 9.8 37.1 37.6 3.4 1.8 1.5 0.4 11 5 33 66 20 33 19 32 95 107 7 1 3 0 15 5.2 2.1 15.6 27.4 9.4 13.7 9.0 13.3 44.8 44.4 3.3 0.4 1.4 .0 8 4 27 33 7 7 10 15 42 65 2 7 0 2 16 7.8 2.8 26.5 23.1 6.9 6.3 9.8 10.5 41.2 45.5 2.0 6.3 .0 1.4 1 0 10 23 3 8 1 9 18 29 0 2 0 3 17 2.4 .0 24.4 32.9 7.3 11.4 2.4 12.9 43.9 41.5 .0 2.9 .0 4.3 1 1 3 11 0 0 2 1 6 9 1 0 0 1 18 8.3 3.7 25.0 40.7 .0 .0 16.7 3.7 50.0 33.3 8.3 .0 .0 3.7 1 1 0 4 0 1 0 0 3 9 0 0 0 1 Ad . 25.0 6.7 .0 26.7 .0 6.7 .0 .0 11.1 60.0 .0 .0 .0 6.7 If the predominance of principle V which is really a miscel¬ laneous group, is not considered, principle I, II and III predomi¬ nate in the pre-adolescent period. These groups are very specific acts of unkindness, e.g., making fun of the lady, not helping with her basket, and not caring that she was poor. During the ado¬ lescent period principles I and III are thrown aside while prin- THE MORAL DEVELOPMENT OF CHILDREN 35 ciple II increases in importance. This increase is accompanied by the generalization of the principle involved in “not carrying her basket,” to “lack of proper respect for one’s elders.” The transition is a gradual one but it marks the growth of a moral concept from the single act to the social duty. 6. When Columbus came to America the Indians treated him very kindly. One little boy in the tribe who had, of course, never seen a white man before, or any man dressed like Columbus was, loved him very much. Whenever Columbus passed near where he was the little boy would fall on his knees and ''Cover his face, and pray to Columbus that it would not rain the next day for he wanted to go hunting. Who did the boy think Columbus was? . It is at once apparent to the adult mind that the Indian in this story is giving to the familiar historical character Columbus, the worship due to God alone. By the nature of his reply, the sub¬ ject will show what correlation exists in his mind between the concept of God and that of worship. The answer “God” in any of its various forms was accepted as correct in this problem. Such forms are, for instance, “The Great Spirit,” “The Almighty,” “Manitou,” “The Holy Spirit,” “Our Lord,” “Christ.” Such answers as “A Spirit,” “An Angel,” “A powerful man,” etc., were given no credit. If two answers as “An angel or our Lord,” were given they were counted correct, be¬ cause, while the child gives evidence of doubt that anyone could consider Columbus God, yet he recognizes definitely that the wor¬ ship given is that of a creature to his Maker. Table No. 9 shows that the recognition of such worship is not general before the age of 12. This recognition, according to our Table has a gradual growth and is probably due to development of the powers of reasoning and training in religion rather than to any spiritual awakening. 7. The four boys had been playing hard all evening and were very hungry by nine o’clock, yet they did not care to go home. Jim proposed that they have a “lark.” He was game, if the others would back him up to sneak around the corner of old Domico’s fruit stand and roll out a watermelon. If they once got it they could run faster than the old Italian, so there was no danger of being caught. Do you think this was a good thing for the little boys to do?.... Why?.... rs PQ rH O in O rf © I-I o rH O CJ O Tf co y-i © CO TO r- Tf 05 oo © if if 0 © • 24 CM © 24 CM © in rH 00 • TO CJ o © © © PQ if © t- ©* rH rH OO © rH © rH © lO r- 0 © s rH © rH © © © © s iO 17 rH rH © rH Tf rH © PQ © © u Tf 00 © © © TO © rH © © CO © CM 0 N O in © Cl CO 00 ei & © © © © co rH © © co rH rH rH rH rH • N © © © © OO TO CJ OO PQ N © 00 © 00 © © r- Tf 05 O © rH © © 00 05 OO rH rH o © © 00 oo 0 b- © N 29 © if CO CJ ci © © rH t- © 00 © 3 © © lO rH rH rH • N rH © 02 rH Tf CJ Tf © PQ Tf © b- t- N t rH © Tf © co 05 © © TO © i£> CO Tf o 00 rH oo eo rH rH TO © © © © © CO O rH rH rH <50 iO © rH CO r- rH rH © PQ © © iO 24 t- OO N © © Tf ia © © iO © 00 © Os o £ w Cj *H O o H o o -a Cfl o Eh DO M 0 ) OQ cj O EH J8 THE MORAL DEVELOPMENT OF CHILDREN 39 erty to his grandson. In going over his grandfather's diary the young man discovers the entire record of the transaction. In the diary the grandfather stated that he knew he was really stealing the property. The heirs of the real owner are still living. Is the young man morally bound to restore all the property or its original value, or nothing at all ? . Why? ... In Story 8 a situation is given which is by no means phe¬ nomenal in the history of property inheritances. What is the moral obligation of the young heir to the other family? He must restore all the property—with the possible exception of a nominal salary in recompense for his grandfather’s work as ad¬ ministrator of the estate. To hold the property without just title, even though he did not himself steal it, would be holding stolen goods—an act certainly contrary to the moral law. The record of this test given in Table No. n, proves it too diffi¬ cult for the normal adult to solve. In the answers received, many cases—a larger number than that which answered the test cor¬ rectly according to our standard—saw that the young heir would be receiving stolen goods and must make reparation. • But the reparation did not extend further than the original value of the property stolen. Hence these answers received no credit. To solve the problem correctly evidently requires a fine appreciation of one’s duty to repair a damage done, even when one is not himself responsible for it. This test may be considered a suit¬ able one with which to test superior adult concepts of reparation for stolen goods. 9. If you met a friend on the street, and she had on a new dress which you considered most unbecoming, and she asked you how you liked it what should your answer be? . The principle involved in this story, the sacredness of truth, is one which most persons are tempted to violate many times a day under modern living conditions. The situation is purposely deceptive, there being an apparent conflict between the duty to be truthful and an obligation of charity toward our neighbor. We have the thought of the problem in the old adage, “It is never permitted to tell a lie, but it is often unlawful to tell the truth.” © © 0 © t- © © iD Tt< ao rH Ad. © © 00 00 CO M rH © rH CD Cl rH © 00 ID 0 © ID r- ID ID ID rH ID CM 00 © rH eo rH iD 00 CO © 0 00 rH t» ID O0 CD rH © o CM CM rH 0 rH o r- © ID t- ID id ID Til iD ID 00 b- • t- r- © 00 iD M TjH © rH © 00 CM CD CO iD o 00 © r~ 00 0 o • rH CO CM © t- CO rH CD b- m 00 ID S b* 16 oo o ID ID OO rH ID M © rH CM © H< ID © © rH rH ID ID CD l- © © CO © 0 o • CO © CM © oo © CM CO rH CD ID rH t- CO r- ID 00 ID co © CM ID © rH eo « o co cm rH f- CM 00 © © Cl CO t~ Hf< CM t- eo © 00 CO rH © 0 o • 3 8 CM t- eo’ © ©' CO w ID CO o co CM rH 8 in © co 1> © rH CO m o 12 20 24 14 54 ID CO 90 CO © 00 rH © © 0 o • rH ©’ rH lO ID ©' eo’ rH CM CM CO Tt< CO b- eo © CO t- uo CO 00 © rH CM M o o CM eo 00 00 09 I CM CM CM CO CM Cl oo CO © 0 CO © eo © 8 © t- ID* rH CM rH CO Cl ID CM iM ID rH rH CM in CM m O in • • • • CM n CM CD HO © rH 8 co rH rH rH rH CO CM It* CM i> 00 rti rH rh • • Cl CM CM rH © OO b» eo rH CO rH rH rH eo CM © rH © rH Cl © © © 8 « rH *H Tt< © CM © CM 8 CM CO CM rH Cl eo CO CO OO © ID 0 © © CM CO ci © © © rH CO CO rH rH o rH eo rH © © t- © CM « HJ« O0 CO © rH CM 00 co rH CO CD rH Cl o O CO 0 rH ID © * rH Cl rH l* © Cl © o © CD* rH • • • • 0 CO CM © © eo rH © o 0 © © • 00 © © © © M © © © © © 0 rH © © rH © o o o l- rH *H rH i o o © • • rH PQ © © © © © 0 • • © © CO o o © o M o © co CO o Age Sex 1 ■a £ •*—« 3 £ 3 a •H 3 3 Ch o **H o ,d 4-> cd M . I. W. £ rH c3 4-» O 8 o CO o rH Ci o M 0) CO rCj +-> o 02 Oh" 0 0 0 o H Eh 3 THE MORAL DEVELOPMENT OF CHILDREN 41 The solution lies in avoiding the situation. This may be done in the case in question in various ways, e.g., by admiring some part of the dress which can be honestly admired. It was found that so small a percentage of the cases studied solved this problem satisfactorily, that the results are worthless from this standpoint. The situation presented to most of the subjects the two alternatives—tell a lie for the sake of charity or tell the truth and wound charity. The numbers and percentages offering these two solutions have been tabulated with the follow¬ ing results: Age 9 10 11 12 13 14 15 16 17 18 Ad. 1 27 57 74 228 142 152 71 62 15 14 Tell Truth 5.0 18.9 22.7 26.3 49.0 28.1 34.2 26.2 46.5 33.3 58.4 16 81 162 210 243 295 228 161 55 27 10 Be Charitable 80.0 56.7 64.6 74.8 52.2 58.4 51.3 59.4 41.3 60.0 41.7 The ideal of kindness to another is much more important to the younger child than is the obligation to tell the truth. Truth becomes more sacred as the child matures, and in this case the relative importance of charity is lowered. At 17 the percentages are about equal but in the adult age truth predominates. 10. Suppose a boy in 1917, was certain that his father was pro-German and was going to inform the captain of a submarine the date of departure of a convoy. How should he actf . The recent war with Germany, the cause as it was of many tragedies and conflicts in homes throughout our country, sug¬ gested this problem. The case given is an extreme one, yet the principle adhered to here should also be adhered to were the con¬ sequences less important. In time of war our country has a higher claim upon us than our parents in any such dilemma as that presented in the test. The boy in this case must do his duty to his country, without sacrificing his father if that is possible, but if not, by sacrificing him. The realization of this duty does not come to the average child until his eighteenth year (Table No. 12). This is, of course, the &ge at which the child is first called into service by his country in TABLE NO. 12 43 MARIE CECELIA MCGRATH © « rH 0 o © rH rH 0 rH © t- 00 CO d © © • CO si CO d *6 xO xO XO xo rH d iO < rH ◄ © o o b* © © © © PQ X O o © © © © t- © © CQ © © © *- § rH H rH rH o o © 0 r- © oo o 0 © • © d 20 d rH • w © • d © d oo © t- !> © © 00 rH © b- rH © O rH 00 © © oo r- o © © n t- d © © © 05 PQ rH xo © © CO 05 o rH OO rH 00 rH © © © •& © « 03 0 rH © © 00 © o 40 OO XO 48 CM CO XO M 0 xO rH rH 23 29. 48 62 . t- rH • b- rH 00 © rH xO © XO © © © tO pq to ©* © d t- CM PQ « xo © b- CO b- © © © i- « r- rH eo b- © © © © © © o © o © XO rH 00 © d a rH © d © 0 00 xO © • oo rH © 05 «o CO rH XO t- © rH xO « © ■<* CO »H tO rH • rH 00 © rH o t- xO 03 © rH CO © t- rH co PQ © xo © £ 03 d © oo PQ t- © © rH rH 00 eo oo © © to t- CO © rH t" © 05 © © CO © XO rH © 0 t- OO © © d o ©’ © © 0 © © rH © d 3 S oo © © xO 00 rH © xO © rH rH rH 15 o © rH CO © 250 53.5 15 03 eo CD PQ eo XO rH rH i 27 05 CO 89 CM* CO © © PQ rH rH d rH © s oo CM © d eo >5 rH rH 0 © © © © © 0 © u< 03 eo 00 • • • • • • 00 1C5 CO $3 00 rH © t- t- © t- © rH © XO CO b- d 00 rH CO © « 03 « 3 t- eo XO © W Tt< • rH rH rH 05 o XO © t- © O © 00 © PQ © ©’ © © © CO © © © rH PQ rH d XO rH © CO M d rH © rH © © © XO rH C5 eo CO to rH e i-i rH o CO r- CO rH XO 0 CO o © to rH CO © o rH © 05 © rH PQ 03 d o 00 s' 63 31. eo CO CM Cl © CM © CO 00 rH © © • Lu rH IH © rH © © o 00 oo rH © © CO eo pq rH © rH h d © © xo CO PQ to © © 03 i to d xO © © xO © rH rH rH 03 a * 05 CO © t- xO © eo 0 CO XO CO XO T* ■<* £ 0 t- © rH © © o s si © rH Cl rH © rH rH T}< © eo rH • rH rH © rH © © tO © rH CO © o © CQ 25 oo’ 18 00 24 d © G7 00 CO PQ 03 xO © 95 XO 67 38. 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SOT i © CD d rH ci 00 00 to b* tH CO to d eo O d 10 rH rH tO si 98 ci rH 5 3 0 to to CO b- fH rH 3 si HI !• 00 0> TJ ■g 5 a S .9 "3 03 .2 fcl ?J © M 2 a y © M 5 g -S © i< s a p o © -3 OSO.QpcHCQ&OQ THE MORAL DEVELOPMENT OF CHILDREN 47 port mob-rule is surprisingly large—indeed, one would hardly expect to have the adherents of this principle increase in number with age and yet that is what happens. They increase at about the same rate as belief in the exclusive right of the State to judge such a case, although the percentages, are somewhat lower. The results of this problem point to the need of further train¬ ing in Civics in our schools. Furthermore, this training should not be theoretical and therefore lacking in interest to the normal boy or girl, but rather it should be of a practical nature, teaching them to solve concrete problems similar to the one presented here. Thorough training of this nature would go far towards settling, in the course of a generation, many of the problems which are fast becoming acute, and which will prove a serious menace to our civilization unless solved. 13. Imagine the following situation : A man and his young lady friend of city A went to a show in another city B, which is situated across the hay from city A. They spent the evening pleasantly hut missed the last boat for B. The only way of getting home from B to A is by automobile, a journey of six hours. If they went by automobile from B to A they would not arrive home any sooner than if they waited for the first boat in the morning. They do not know anyone in B. The young man has plenty of money with him, and there is a telephone connection. What should be done? . This problem has been taken with some slight modification from Webb, 1 “Character and Intelligence.” The purpose of pre¬ senting such a situation is to find out at what age children begin to appreciate the presence of a definite sexual element in a situa¬ tion. Any realization that it is necessary for the young couple to separate for the night, discloses the presence of this apprecia¬ tion, and is given credit. A solution pointing out the obligation that the young people forsee and counteract all suspicions that might arise later, thus protecting the girl from any reasonable criticism of her conduct, shows a highly developed appreciation of the conventionalities society has created to govern sex. Such an answer as “Telephone and do what mother says,” was not 1 Webb, E. “Character and Intelligence/’ 1915, p. 21. 43 MARIE CECELIA MCGRATH credited because it did not offer any solution to the vital part of the problem. Table No. 16 seems to show that only a small percentage of average adults appreciate the situation in hand. In solving the problem, which it was evident from their answers they understood, no mention was made of the advisability of separating for the night. Possibly this is implied in such an answer as “Go to a good hotel,” or “Take a room for the night.” It is quite certain, how¬ ever, that the sexual appreciation is not dominant in the mind of such an indivivdual, otherwise so vital a part of the plans as the safeguarding of the young lady’s reputation could be hardly ig¬ nored. A record was made of the number of cases of sexual appreciation where the solution was inadequate, of the inadequate solutions as a whole, and of the number not comprehending the situation at the various ages. This data is presented in Table No. l 7 - 14. Many people hold this theory for their philosophy of life ; “I shall live my life in whatever way I may obtain the greatest possible happiness” Do you agree with this theory? . Why? . There is a young lady who married a man not for love but for material reasons. After she has been married a few years, there comes into her life a man who seemed destined to make her happy. As love for her “soul's mate” increases, life with her husband becomes more and more unbearable. Has this woman a right to rectify her earlier mistake and attain her life's happiness ? Why? . A fully correct answer to the first part of this question involves the perception of a distinction between pleasure and happiness made only at the zenith of Greek Philosophy by Aristotle. As a matter of fact, however, the actual distinction brought out in the minds of the children was the distinction between egoism and altruism. The age at which altruism makes its appearance in the child’s mind—whether by natural development or by in¬ struction—can be determined from these answers. Any answer was regarded as correct that expressed in some way that the con¬ cept of happiness must be limited, e.g., that the welfare of others should be considered. Agreement or disagreement with this theory was regarded as a matter of indifference. The second part of this question will bring out various answers TABLE NO. 16 THE MORAL DEVELOPMENT OF CHILDREN 49 o © <1 w o QO PQ PQ O co PQ to « 0 PQ co pq CM PQ O PQ O PQ O 05 PQ th to CM CM O CM CM © o CM CM 00 CO o to 05 CO 05 co cj CO a co CO Ttl uo OJ GO © o t- CD !> £ S rfi t- CM to tO CM CM CO co CD CM rlt rH O to CO oo co Ttl co CO to t" CO CM o co CM CM CM CO Hf CM to CD CO CM CM 00 CO CO t- o CM CM t~ CO rH CO co co CM rH to to CO rH CO O tO CO rH 05 CM CO CM Hf 00 05 00 05 co co co CM CM co o CM rH 05 CO CM rH CO 00 05 CM CO 05 CO to CM CM to o CO CM rH »—l 05 tH 00 to © CM rH oo t- CO rH CM tO f- CM »o’ 00 CO rH CO CM co rH 00 © rH 8 8 | h) [0 o GO 33 3 PQ Tfl 33 a PQ 33 3 PQ d o 3S H-> cj U to © CM CO co co oo to oo co © CM tO TH © to to CM to rH © CO rH CO rH CO 00 co GO CM © rH © 02 rH N • rH CO © r~ CO © t- CO t' co 0 IN CO 00 00 © CO 0 © o © © © 02 co TO © CO oo tH CO rH © rH © rH CM o 00 oo CO © © i> rH 0 N 1ft CO © © 0 N 02 02 CO © 1ft © T}l t- © CM T}l CO ift © ift © rH 02 t- © oo b- r—1 00 • rH CO !> CO CM CO 02 © • • CO • • • • • 0 05 CO CO t* 1ft 0 « 05 l.c © © © CM oo t- © 1ft © © rH t- o © 02 rH © © rH rH rH ift • rH © © 00 t- rH t- rH I- CO co 0 © Ift ift © pq to Til CO 02 l- © t~ t- 1ft rH Ift © ift 1ft 00 b- © 1ft rH rH rH rH © b- © 1ft i> © CM © 02 CM 0 O • rH CO T}l co N o b- CO 0 t- 2 rH CO © co CO CO* rH © rH CM rH CO rH 1ft rH © © Ci 1ft © CO 02 rH rH rH rH rH ift ift © ift rH CO CO 02 © o CM rH rH 02 I- © rH 1ft 0 rH © © 00 t- CO 00 co pq © ft! rH rH © r- © © rH rH rH CM t- 1ft 00 rH 02 rH rH rH b- 05 Til Til CM 02 rH 0 1ft CO Til 0 © o Til 02 2~ IN 05 05 CM © rH 02 rH © 1ft © tH* © CO © 1ft ift CO ift CM rH © © rH b* r- t- CO © Til eo rH "H © • rH rH © rH rH o rH I- oo CO rH CO • © r~ © rH o o n o 05 rH © rH © © 05 oo £ pq 02 © © rH 00 r~ 02 rH rH CM Ift CO CO CO 02 rH rtf © 00 co ift CM TO CM rH 0 0 0 o CO OJ t- CO rH © CO t- o o * 02 CO CO 00 Til 0 02 © © © 02 rH © CO rH © CM t- < © rH rH 1ft © co t- CO 02 rH fO 00 • © rH rH rH OO Eh CO 1ft © 00 rH CM CM U5 © 1ft 02 « CO rH © CM © 1ft © CM pq rH © © CO © CO © 05 05 © rH rH H5 Til b- 00 th CM CM © t- CO © CM CO rH rH © 1ft r- CM © co CM 0 05 05 CO © IN © ift 0 © b* CM ift rH 63 t' 02 CO cm CM CO rH © CM CO ift CO CM CO 02 rH 12 ia 3 © 12 © CO oo CM ift © rH CO IN 0 00 © N ift N © rH 0 OO rH ift © rH 02 rH rH N CO CO CM 02 rH © tH -O CO © CM co 02 CO CO TH CO 2> co © r- Til 0 rH ill rH CO © CO rH © 0 N CM to © rH rH 02 02 02 rH rH rH 02 CM 02 02 02 CM 02 rH rH rH CO rH rH IN • tH © t* t- 1ft 02 © © © 02 • • • • rH • • • • • 0 rH -H © © o © CM pq © *- tH CO © CO m © 02 CM rH rH rH CM © •m 02 CM rH CM rH rH o o © rH rH CM CM ift © co 0 rH o © • rH 1ft rH co 05 CO 0 © © © © Tjl © t- Til © CM ift CM rH rH rH rH O rH © © • o o CO IN rH 02 Tfi 02 r- 02 • • • • rH • • 0 05 © 05 1ft (N CO GO CO 0 02 © © CO CO © CM 00 OO 00 I- rH rH CM CM rH rH CM rH © CO © © © © © © 0 © • rH CO 1ft 0 © • © • © • © • o * CO CM © rH rH © © © © rH © © o © o • • • rH • • 0 © © © 0 © rH © CM © CO © © © m 72 *—< o t> • < V U $ U O M ci O +j o H rH rH (ft HH o H O 35 0 HH hH HH III IV > THE MORAL DEVELOPMENT OF CHILDREN 53 friends.” 2 Could there be any grosser misinterpretation of a scriptural passage than this? It is fulfillment by means of a living lie. By some such sentimental appeal as this one to the emotion of gratitude, the public is led to believe that a lie, even perjury, is justifiable and oftentimes noble. There is only one possible answer to this question and it is “No.” The Why, if the sub¬ ject is to be credited, must disclose a realization of the principle involved and not a mere emotional reaction. Table No. 20 discloses the fact that even in adult years only a very small percentage of cases see through the mass of emotional reactions stirred up by the situation presented, and recognize the lie involved. The wrong answers were analyzed according to the follow¬ ing schema with the results presented in Table No. 21. The answers were divided into two groups and each of these groups was sub-divided. Group I. Action is justifiable. 1. For love of his foster-mother. 2. Other emotional reaction, e.g., gratitude to the son, to save the family name, etc. Group II. The action is not justifiable. 1. Justice requires that the murderer suffer for his crime. 2. Emotional reasons, e.g., the son is unworthy of such a sacrifice, he would be a better protector of his foster-mother than her son, the son may kill someone else later, etc. No account was taken in this analysis of those whose reply showed that they did not understand the problem. 16. In most of our large cities there are theatres knozm as “ Burlesque ShowsT The main performances are open to men only. What is your opinion of this restrictionf . The last problem presented in the series brings out (1) what attitude the subject takes toward the present-day double standard of morality, and (2) the method he would suggest of coping with 2 St. John, xv. 13. TABLE NO. 54 MARIE CECELIA MCGRATH © rH rH 0 © • rH *-H rH rH Ad. rH rH 05 CO CO o © t- rH n rH 40 © rH CD CM rH o rH rH o © © eo 05 ® S3 © © 00 rH 05 eo 05 © 05 pq rH eo 05 05 eo © rH 05 CM © CD © 40 0 © 05 OO 00 rH © eo (55 rH rH rH 05 rH rH rH © CO rH • • • CQ rH 05 eo r- CO © © 05 rH 0 rH CO rH © © * 23 18. © © m CO 40 CO rH C D 05 • rH O) CO 05 © © r~ rH rH pq © © eo rH 05 hH 05 Ol rH I' © © © 00 40 0 © © CO 05 25 13. 28 12. m t- CM rH © rH © eo rH eo © pq © rH 05 rH 05 o* m © »o 0 © © © co © rH CD 05 CO © 05 05 O rH rH 05 rH 05 14 © rH rH © 55 00 pq © eo eo rH 05 00 CO 05 CO rH rH 05 t- t- © 0 rH 00 © CD rH © rH rH rH rH rH 05 rH 40 00 t- rH CO H* © o eo © pq ^ 05 eo CO © 00 16 8. 1 05 rH t- 0 05 05 CO t- eo eo rH rH 40 12 o 00 o 05 00 pq Ht< *n' © © © CO rH CM rH o o CO eo 0 • © © • 05 eo 05 05 rH © t- • © © CO 05 • • pq © © © «5 © © © rH 0 © © • 05 CD 05 © © eo 00 • o o t- 40 eo pq © © rH 00 rH 05 O © 0 rH © rH © 40 40 © rH eo o © © • • • rH pq © © © GO w Age Sex (School) S. Public P. Public G. Public Catholic Total for all school Total for both sexe THE MORAL DEVELOPMENT OF CHILDREN 55 the existing situation. The realization that such a double stand¬ ard of morality exists again throws light on the subject’s appre¬ ciation of sex problems. His attitude toward existing conditions will show whether his standard of morals is higher or lower than that of society which tolerates such theatres. No attempt was made to score the answers to this question as correct or incorrect. Principles disclosed were, however, of particular interest. In Table No. 22 are presented the number of cases and percent¬ ages giving answers which were classified under these four forms. The restriction proves that: I. They demoralize men. II. They should be abolished, and, III. The restriction is a good one in that it protects the moral¬ ity of women and children. IV. If they are not fit for women they are not fit for men. As no other principles except the four mentioned above pre¬ sented themselves in the answers to this question the sum of the cases giving each of these replies is the number answering cor¬ rectly. We find that the average child of 13 disapproves of these theatres and for some logical reason. In all the papers considered only two persons—boys of 14—approved of these performances. A number of replies were non-committal or showed lack of com¬ prehension of the problem. No record was made of these. An interesting fact was gleaned from the answers of several boys, ranging from 15-18 in one of the school groups. These boys condemned burlesque shows in very decided terms and gave as their reason that managers did not adhere strictly to regulations and frequently boys under 16 gained admittance and this was the beginning of their moral downfall. The very fact, it would seem, that such shows are recognized by growing children as morally undesirable should argue strong¬ ly for their abolition. All the problems embodied in the above stories represent pos¬ sible experiences although they are, in most cases, exaggerated considerably. As individual members of society, our solution of the problems indicates society’s general tone of morality, today. MARIE CECELIA MCGRATH 56 © © t- M G 1 6. © © 0 rH CD 10 co Ad 1 lD rH 00 0 0 O © © B 1 25. rH lO rH in rH lD Tfl O 02 02 02 O rH 0 O O © O O W 02 OO rH rH © CO ID ID 00 rH CO 0 © ID © rH © © 00 o 05 © o O o ID CO © CO • • • • O © 00 rH IN © CO iN o © rH © © N ©* © © rH 00 © •tfl 00 m © rH © rH IN © ID © 0- eo rH ID rH 02 o © iD CO rH ID ID © CO « rH iD M CO id rH !> © r- CO rH P3 CO t- 3 r- N 2 © © t» 02 CD TP ID CD CO t- TJH © ID CO 05 CO 05 o rH CO iD r>5 • N • © • N • O • • rH CO 02 CD iO rtf ID rH © co © © N O (X) rH 02 CM CD © CO CO CO rH ID 00 ID © © rH Cl 00 CO © © © co N o ID rH CO OO o rH © © rH 3 CQ 00 CD CD rH © « iD ID ■ei © © rH rH CO © o CO IN ci 00 rH © & o 00 00 © © ID r-3 CM iD N 02 rH m rH 02 ID 02 CO rH rH CO rH rH ID co rH 00 rH rH O • rH b- • CO © ID b* rH r- © © 02 CO © • • • • 02 • • • 02 CQ CO CO ID 00 © LO 3 M CO 02 00 © ID Tt< © «*i Cl 02 rH CD rH 02 LO in 02 rH 02 IN r- CO CO CO CO © 02 © <3S CO 00 CD © ID CO © 0 ITS ID © rH 02 rH © rH CD rH Cl rH 02 rH o CO t- © ID m m • © CO • CO iD 05 rH 02 CO • • • • © CO CD m OO 0 N rH rH ID © CO rH CM rH rH 02 rH © HI ID © ID © © © © rH © CO © • • • rH • • • rH o o o tt rH © © rH © 05 05 05 05 Age Sex School) Public Public o r— « o & -w u o V *3 4-» school u o H~> 0) M o> cc ,d Age Sex School) Public Public JO o A 4H U O O C CJ . 05 u O Vi H Cj H-> 05 M 05 05 • c3 o rH o o • • c t o o o H, © o H c3 H £> Ph O o Cj H a 62 MARIE CECELIA MCGRATH Picture No. 2 shows a pickpocket in the act of thieving on a crowded street. This typifies wholly unjustifiable appropriation of another’s property. No contrast between the two pictures was called for. In this picture also it was sufficient to mention the act of steal¬ ing to receive credit. In practically all cases children recognizing the act termed it “pickpocketing” which proved that in their mind there was no question as to the moral guilt of the thief. The average subject does not interpret this picture correctly before adult age. The results of this test are given in Table No. 24. No. 3 is made up of two pictures. The first shows two men quarreling at cards; the second shows shooting as a result of the quarrel. It represents unjustifiable taking of the life of another The record of this test is given in Table No. 25. Children at 12 in¬ terpret this picture without any difficulty. In order to be counted as correct it was required that the subject not merely recognize that gambling was represented in the one picture and murder in the other, but he must interpret the cause and effect relation be¬ tween the two. In No. 4 a pioneer has just shot an Indian who attempted to enter his cabin. It is evident the killing of the Indian is an act of self-defense and therefore justifiable. On the whole, subjects up to the age of 18 had considerable difficulty in interpreting this picture correctly (Table No. 26). Any explanation which gave murder as an act of defense was considered correct. Var¬ ious subordinate interpretations were received for this picture and have been recorded in Table No. 27. These interpretations were classified as follows: I. Housecleaning, moving, and other interpretations involv¬ ing no moral concept. II. Fire, when mother sacrifices self to save her child. III. A son threatening to shoot his mother; a cruel husband under the influence of drink. IV. Eviction because they cannot pay their rent. V. Men breaking into the house, woman begging robbers to spare the baby; insanity. None of these answers were credited. CO Picture No. 64 MARIE CECELIA MCGRATH The picture is undoubtedly open to severe criticism from an artistic standpoint. It was desired to portray self-defense and hence all items in the picture should help us to see this central theme. In reality, however, the attention of a great number of persons examined, was distracted by the cradle in the fore¬ ground and their interpretation centered around the baby they imagined to be in it. Possibly the dramatic pose of the mother saving her child so often portrayed in the “movie” was sug¬ gested by the scene and called forth a rather exaggerated, emo¬ tional reaction. A possible insight into home conditions of some of the children may be suggested by the responses under inter¬ pretation III. Had it been possible by making an investigation of home-conditions in these cases to prove a relationship between the two, the test would have an additional value. However, this was not possible, and we can only conjecture that through free association this relationship may exist. The theme of No. 5 is presented in three pictures. The first shows the interior of a church, indicating that it is Sunday; the second portrays two boys seriously discussing some project, the church being in the background; the third shows the two boys fishing. Taken as a whole the three pictures tell us that the boys instead of going to church have gone fishing and it must be given this interpretation if the child is to receive credit. The growth in moral concepts necessary to interpret these pictures is a gradual one through 16. At 17 there is a sudden increase in the number of those who interpret this series of pictures (Table No. 28). This awakening takes place earlier with Catholic than with public school children. This is undoubt¬ edly due to the training the former receive in which a severe moral penalty is threatened if one neglects this duty. They are, therefore, more keenly alive to situations which would lead to a violation of this important duty. Another group of three pictures is presented in No. 6. A girl is waiting for a boy who has apparently signalled her in seme way. The next picture shows the two young people walking together. It is evident from their books that they are on their THE MORAL DEVELOPMENT OF CHILDREN 65 Picture No. 4 TABLE NO. 25 66 MARIE CECELIA MCGRATH © © © • © t- © O 03 © eo O id © O rH O C3 © eo © © T3 o o o 13 © 'd Ad CD CD ◄ rH rH rH © <5 rH CD © © O o o o Ad IH • • • CD • • • PQ CO o C3 O 00 o PQ o rH © t- t- © © O o Ad 00 rH rH rH rH © t- o © CM O O rH © 03 eo CM O rH o C5 © o o 00 O C3 © C3 05 r- 00 o rH t— CM OO id rH 00 rH • rH CO CM rH CO Ad © 05 00 05 © OO 00 PQ o 00 OO 3A CO PQ CD Ad © © id CO o OO rH 05 OO © rH 05 rH rH CM Ad Ad Ad CD O o 3 00 CM •**< rH C5 id rH CO rH 00 CO Id 05 CD 05 eo Ad CO Ad CM t- CO t- rH • rH rH © rH 00 I- »d 03 rH 05 i- t- co CD PQ 00 CM rH 05 © 05 PQ 00 CM id rH CO 00 t> Tt< 00 CO 00 t- O 05 T* o o CM 00 O eo o 00 rH 03 CD CO co O id o 00 CD o 3 eo rH CO CD rH OO CM © © 03 CD o CO co C5 CD 05 © rH •H • rH id Ad rH Ad o © CM 05 o 00 oo © rH CD PQ 00 O 00 © © O © r- CQ o rH t- CD rH 03 o 03 05 00 © rH 05 Ad 03 CD id i- 00 r- rH rH rH o 03 rH 03 co rH CO 03 O 03 Ad rH CD 05 CO 03 rH o id rH id TjJ rH !> rH © rH CO OO t- © 03 05 co rH © rH Tj< rH 03 rH id id © © • © H- • -r O rH 05 © 18 © 98 CD © 03 03 3 PQ §5 § 31 05 t- co CO i CM 05 rH 05 PQ 13 CM Ad 00 CD o CD rH rH rH Cs 03 CD 05 r- O CD co CM CM • • • • • • • CD eo 05 © 00 t- © 20 O Ad id CD © CD id CD TP 00 -V 3> CM CM O © 03 00 Ad CM rt* eo Ad rH 03 •«r rH l> • rH id rH rH 05 2 a> CD CD CD 05 o' CM CM 03 PQ 03 05 CM CO id CM & PQ 00 eo co rH 05 03 rH id 00 TP 05 Tf< 05 -r 05 eo CD CO CD © Ad CD CD rH 03 PQ rH CM rH 00 CM i> 05 G id 05 id O CD w CQ O eo CO © 05 C5 CD CM CO id id 05 © 00 © 00 CD CM CO Cl CO CO CO 00 CO 03 ■>* H eo 00 rH id r- H rH CD 00 co co 00 00 •»* oo © 00 03 PQ id 03 03 00 eo © 00 PQ rH co © T* © Ad 00 05 00 00 id 05 rH oo Id 00 id Ad 03 Ad 00 CD CD Ad rH -i CO CO O CO oo ^ o PQ o CO 2 03 ^ 05 CO 03 03 03 © 00 O CO >H 03 CO CO rH rH CM 05 r-i CO co o> CQ 00 CM vH H 00 co r- CM CO CO CO o CO aO CO o CM & s I < to O m JD 3 a. -0 £ d o ja 4-> Cj u o o H o o A o 02 CO t- CO id id CO CM r- i- © cc 0) M OJ aj § 5 THE MORAL DEVELOPMENT OF CHILDREN 67 TABLE NO. 27 Principle I n III IV V Sex B G B G B G B G B G 3 10 0 0 0 1 0 0 5 4 9 20.0 50.0 .0 .0 .0 5.0 .0 .0 33.3 20.0 40 42 4 2 15 8 0 0 15 11 10 36.0 38.2 3.2 1.8 11.9 7.3 .0 .0 11.9 10.0 20 34 1 1 19 15 0 0 17 26 11 14.0 16.7 0.5 0.5 10.3 7.4 .0 .0 9.2 12.8 44 58 5 12 22 37 22 1 28 24 12 19.3 25.1 2.2 5.2 9.6 16.0 9.6 0.4 12.3 10.4 22 34 0 8 32 45 0 1 20 27 13 7.9 14.5 .0 3.4 11.5 19.2 .0 0.4 7.2 11.5 • 22 34 2 5 28 31 0 5 11 35 14 8.3 11.7 0.8 1.7 10.6 10.6 .0 1.7 4.2 12.0 16 29 1 8 34 26 0 3 15 51 15 7.5 12.1 0.5 3.3 16.0 10.8 .0 1.3 7.1 21.3 3 10 0 4 17 22 0 0 10 16 16 2.7 6.5 .0 2.6 15.3 14.3 .0 .0 9.0 10.4 1 5 0 3 7 10 0 2 6 9 17 OO 7.1 .0 4.2 12.7 14.1 .0 2.8 10.9 12.7 0 1 0 1 1 2 0 1 0 3 18 .0 4.0 .0 4.0 6.3 8.0 .0 4.0 .0 12.0 1 0 0 0 1 2 0 0 0 0 Ad. 12.5 .0 .0 .0 12.5 40.0 .0 .0 .0 .0 way to or from school. The third picture of the group portrays the boy kissing the girl. As a whole the theme should be con¬ sidered immature and improper love. Over 75 percent of the children interpret this picture correctly at the comparative early age of 12. This indicates, no doubt, that the situation is recognized as a possible one by school children entering upon adolescence. It was not required that the child designate the impropriety of such conduct to receive credit: it was considered sufficient that he was able to interpret the situa¬ tion as a whole as a ‘‘love affair.” The percentages interpreting the picture in accordance with this standard are given in Table No. 29. The types of answers are recorded for the various ages in Table No. 30 as follows: I. Wrong love; flirting; pick-up-acquaintance; immature love (condemned). II. School children’s love (not condemned) III. Love at first sight; courtship. TABLE NO . 68 MARIE CECELIA MCGRATH O © © 0 © © © 0 rH © 40 eo © © o OO © 05 © © eo g 5T0 © eo O rH rH rH • H rH rH s CO © 5© © © © © • • • rH PQ 5© CO IN © PQ © © 05 © oo © oo © co © © o rH rH rH rH o © 0 © © 0 © © © rH rH © © eo *H H« oo o 05 GO 05 co © © © 05 co 05 co CO 00 © rH • rH eO r- rH eo b- o © CO © b* © CO CO pq t- © 00 CO 40 CO PQ © s © © 50 eo © 00 rH © © rH Ci rH rH 40 40 © © © 05 0 50 rH 40 09 05 0 b © ■h © rH b^ o co © 40 © © 40 © CO co © eo t- b- rH • rH © 40 rH © CO o rH CO rH © © rH t- rH CO PQ 05 © © © 1A CO PQ b- rH CO 48 90. 1 © co © HI co b- H © O 40 © CO 0 © © © r- 0 CO o o 40 40 © 00 rH ■'ll © rH © s i rH rH CO CD © r- © i> 8 © © © 05 © Hi © 40 rH rH © • rH rH rH Hi © 05 b- © CO rH t- © © b* rH 05 © PQ HI t' CO rH 05 © 05 rH PQ b- © 40 © b- CO 06 66 40 © © 00 00 r- © 05 © CO © rH 00 05 40 © © 40 CD 05 0 3 rH Ml CO 40 rH 0 05 40 05 rH eo ©’ b- iH HI 40 I~ t- b* rH b* eo © no r~ © 00 rH rH rH rH k» CO 05 s rH 15 © §8 CO 50 05 CO © fc- rH © © eo 3 PQ o 20 rH 5© © 40 00 PQ 0) © 40 05 H 00 CO CO 05 CD 40 © mi © © eo © 05 oo oo oo rH rH rH rH 0 00 © 0 05 © 40 o 00 • • • • 3 40 eo CM 00 © 40 © 05 00 rH rH CO eo hi 05 CD eo © © © © w 3 HI Tjl © eo r- Hi © 50 CO © HI rH rH © rH 05 • rH © CM rH 40 05 40 © © © © b- CD rH eo H< CO PQ HI t- eo H< rH rH 00 PQ © t- 05 © c© © CO © eo 40 eo © © 40 © £ b- © rH O b- rH rH 05 00 © 40 © © © © 0 io 40 h< 40 b- rH © CO W PQ 0 40 © 05 © 00 rH 40 rH eo 40 eo 40 © © eo 40 © ◄ M no © 40 © CO CO © 00 40 eo rH © rH © • rH 3 © H rH rH © -n CO © 05 40 © r»< Hi 40 Hi CO PQ t- © rH © 40 05 eo PQ H< © h rH © 00 a 3 50 CD IN © © © 40 b- TJH © © I- rH rH 05 40 CD rH 40 © 40 © t- 0 o s 26 © © 40 H< rH 0 © © © © 81 77. no b*" 00 b* 40 © h< M< 05 40 © © © co © r- 05 rH 5© 05 rH 8 rH rH rH £: ia 05 eo hi 05 40 © © 05 CO eo PQ an •J © rH eo o' rH CM PQ t- rH 05 rH r-l © o 40 (N 40 m< 40 05 40 00 © co © CO l'- rH rH rH CO 40 m< i> co 50 0 eo -«** CO © ■m 05 eo o 0 M rH © 05 eo rH 50 b- h< HI 05 eo GO oo t- rH © Tti 40 eo co rH b- rH rH lO oo © • M • © O o co rH CO t- © 40 co Xq rH • • • • • • • © PQ 05 00 (N o CO r- $ © PQ © © CO 40 oo © O 40 HI HI rH © 05 © © © rH CD rH 05 O 40 rH © © 40 © 05 40 CD rH 0 05 oi eo 40 t> © h* 0 b- b^ no rH CO CO 00 b- 05 CO rH © CO © Ml © b* 05 CO t- CD o rH © CO 05 © • 40 • 40 CO © b- r- © 40 40 CO • • • • 00 • • • • 40 PQ 40 05 50 40 rH © rH PQ eo © 00 CD t'- CO 00 Hi eo HI hi rH 05 40 m< 5© t- CD rH r* O 5 © © Ml o 05 0 b- 00 N S © rH 0 rH CO 05 © eo ©’ CO m< rH CO 40 rH *£> 05 C5 12 © 20 o © © © 40 © HI • • • © • • 40 PQ 05 00 © eo b* PQ 40 40 05 © t- CD rH 05 rH Ml 40 HI CO ro CD CD Age Sex [School) Public Public •fH rH o •a JH o *H rH c* H-> school Sh O «H *3 H~> OJ M 0) 02 •a Age Sex School) o •pH rH £ Public o •rH o •a H-> tal for school *3 4-> <12 M 02 02 •O PQ G. o O Eh all o EH PQ G. cj o To all o fH 1 70 MARIE CECELIA MCGRATH IV. Stages of love from childhood to adult life. V. Description but no interpretation. At the age of 12 and after children are, on the whole, keenly aware of the impropriety of the act portrayed. As they near maturity the consciousness that such actions are wrong is de¬ veloped more and more. The answers of boys and girls in this situation were filled with the popular tendency to hold the girl responsible. Boys admit freely that the boy was the aggressor— e.g., “He is taking advan¬ tage of that girl”—but they add some further remark as “She should not allow it,” or, “She should be more careful about where she goes and with whom.” Even those interpretations, which considered the girl as being attacked, asserted that she should not have walked in the woods alone. These answers show that the child entering upon adolescence is conscious of the dangers lurking behind such an apparently innocent escapade as the love of school children. In No. 7 three pictures again are used to represent the theme. The first portrays an apparently happy family at the breakfast table. The husband is then shown leaving for work, his wife and daughter waving goodby to him from the porch. The last drawing shows the man in a cabaret with another woman—de¬ cidedly a woman of the underworld. Answers were not regarded as correct unless they expressed in some way the existence of marital infidelity, although it was not required that the infidelity be attributed to the husband. This is found to be a test for adult years. The percentages interpreting this picture correctly are recorded in Table No. 31. A record of the person charged with infidelity is given below. The tendency is for more persons at all ages except at 9 and adult age, to consider the wife false rather than the husband. This is an interesting phenomenon when we consider that the picture por¬ trays very clearly that it is the man who is unfaithful. We may assume that children are reading into this picture ideas already formed in their minds. In how far may we attribute this atti¬ tude of mind to the impressions children receive in the “movie”? ICTURE Picture No. THE MORAL DEVELOPMENT OF CHILDREN 73 To have 55 percent of the children at 13 years interpret this pic¬ ture correctly, demonstrating beyond doubt that they understand what marital infidelity is, points to a precocious development along these lines which is probably due to information imparted by moving picture shows. Age 9 10 11 12 13 14 15 16 17 18 Ad. 4 21 42 90 88 127 126 58 42 15 7 Man False 11.1 8.9 10.0 19.4 17.2 24.1 33.0 24.4 33.6 37.5 50.0 5 27 67 116 166 171 179 103 61 16 2 Woman False 13.9 11.4 16.0 24.9 32.4 32.5 46.9 43.3 48.8 40.0 14.3 TABLE NO. 30 (Principle) I | II 111 1 IV V Sex B G B G B G B G B G Age 2 5 3 3 5 5 1 0 3 6 9 13.3 22.8 20.0 13.7 33.4 22.8 6.7 .0 20.0 27.3 29 51 21 7 34 20 0 2 31 25 10 16.5 43.9 12.0 6.0 19.4 17.2 .0 1.7 17.7 21.5 27 52 16 18 43 40 8 7 44 41 11 15.0 26.0 8.9 9.0 23.9 20.0 4.4 3.5 22.8 20 5 66 94 23 25 79 63 13 10 36 25 12 I 28.5 39.5 9.9 10.5 34.1 26.5 5.6 4.2 15.6 10.5 91 106 33 17 86 66 7 9 31 20 13 I 32.3 44.5 11.7 7.1 3 t .5 27.7 2.5 3.8 11.0 8.4 103 119 32 45 99 60 9 11 26 20 14 | 39.7 39.5 12.3 14.9 38.1 19.9 3.4 3.6 10.0 6.6 106 99 23 50 51 42 4 15 20 17 15 I 50.7 40.8 11.0 20.6 24.4 17.3 1.9 6.2 9.6 7.0 56 72 17 23 21 24 5 13 3 6 16 | 51.0 46.8 15.5 15.6 19.1 16.3 4.6 9.1 2.7 3.9 24 38 5 8 18 10 2 8 2 3 17 | 45.4 54.3 9.5 11.4 34.0 14.3 3.8 11.4 3.8 4.3 10 5 2 7 5 6 0 4 0 1 18 I 62.5 20.0 12.5 28.0 31.3 24.0 .0 16.0 .0 4.0 3 2 1 1 4 3 0 0 0 0 Ad. | 37.5 40.0 12.5 20.0 50.0 60.0 1 *° .0 .0 .0 No. 8 was intended to represent gossip. Two girls are busily engaged discussing something “terrible,” without being aware that the subject of their conversation is listening though hidden from their view by a palm. This picture may also be interpreted as “eavesdropping” or “jealousy.” Credit was given for any of these answers. The average child of 15 is able to interpret this picture accord¬ ing to the data presented in Table No. 32. In all, seven different MARIE CECELIA MCGRATH Picture No. 8 TABLE NO. 31 THE MORAL DEVELOPMENT OF CHILDREN 75 © © © 0 © © 0 0 CM © CM ©‘ 00 © CM O © g 0 § 'd © o © © o "d © © <1 rH rH • H rH • rH © rH © o © © © rH © © O • • • rH • • rH PQ CO o o CM © © OO © © PQ to © OO CM © © *- § rH rH rH rH rH 0 o © © 0 © © O • • • © s § 1A © © rH rH CM ob 00 rH CO © 00 CM OO 0 b- rH rH CM to rH CO © © © © t- OO © OO PQ CO iO © © CM id PQ © U0 b- b © rH O0 © rH b- oo t' rH CO rH © © CM rH O0 0 * i b* CO rH rH 0 CM © © t- rH b* to i> © to to © IO 0 b- © • b- g rH 05 CM rH rH O0 eo 2> © to CM rH © pq t- CM CO 05 CO PQ © o © © © i> CO © CO I- t' © 00 rH OD o i- © b- © CM © © 0 CM © © rt< b- © oo eo 05 © 0 eo to b- © CM rH rH © CM co CO n< CO oo b- CO © rH b © © © CM • rH CM rH © rH 8 © CM to to rH © Tt< © © © b- PQ to 00 to rH rH rH PQ to © a i © © 00 © O rH rH to b- b- © CO to b- b- © CO i- to © © rH © CM 0 to rH rH rH © to CM CM 0 CO © •t! 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Cl V- 01 t - <-* CO 05 CO o © © rH o o CM 05 rH rH rH rH O o o o © o O • rf O CM O CO o 05 © rH O o o rH © 00 © © rH rH rH rH . Hfl © © o o © © © • • • • • rH eq rH © © © in o © © © © o CM O o o CM © rH rH rH rH rH © o © o © © © © in © rH O O Cl © © 00 rH rH rH e> • O O © § • • • rH eq 05 O O C0 © 15 00 rH rH rH o O © © 20 00. CO o CO © rH O CO © CM rH rH rH in • in 00 m o m © eq t- rH rH 05 in o o 22 95. rH © O © ® O o o © © o o rH © © © rH rH rH 21 © O o © © • • • rH eq oo © © © rH © © o rH © rH rH rH «2 G fl Age Sex (School) o a © £ . Public . Public o 2 +-» d HH . I. W. u o o o M © co cd ,a 4-> -*-> £ 5 82 MARIE CECELIA MCGRATH less our data show that children who have no conscience on this point are abnormal in their moral development. The answer “Yes” is scored plus up through the 18 year-old group—the average adult may answer either “Yes” or “No.” Is it a sin not to say “grace” before meals? (Table No. 36.) This third question also concerns religious duty, yet a duty of much less importance than either of the others considered. It is found that little children do not show much power of discrimi¬ nation in regard to the duty mentioned, but that from 9 years where the percentage of affirmative answers drops below eighty for the first time, there is a regular decrease in the percentages until the 16 year-old level, when they fall below 50.0 percent, and remain below this limit through the adult age group. The normal child up to the age of 11, it may be said, will answer “Yes” to this question, but beyond that age the answer will be doubtful, depending presumably on the training received. The child who answers “No” before the age of 11 is more developed, for some reason, than the average child of his age. Is it a sin to talk about someone you do not like? (Table No. 37 -) In this question the principle involved changes from one of religious duty to that of charity to our neighbor. The question was given in its present form rather than simply “to talk about someone” because it was felt that often the individual allows his performance of a moral duty to be influenced by his emotions. Thus, if one recognizes a duty of charity to those who are naturally repugnant to him, we may conclude he will recognize this duty generally. The data given in Table No. 37 shows that all public school chil¬ dren whether they are from the city or from the suburban dis¬ tricts, have about the same sense of responsibility in regard to the character of their neighbor. Catholic school children show a slightly greater awareness of this obligation than do the public school children and in all cases girls seem to feel the responsibility more than boys do. A consideration of the final summation between the ages of 10 and 16, at each of which years we have Is it a sin not to say “grace” before meals? t- 00 k© 0 01 £ H © © t-I CO co 05 kO T3 <1 00 o © b CO pq cm n H © © © co kO CO CO rH CM 0 rH CO © CO t- H 00 CO CM CM CO © rH rH CM k© CO © « M © H CO CO 05 m k© CO H © © CO oo 0 © H © rH © h kO © H © H © b» © rH k© co ©» k© pq k© k© © © rH 00 rH CO CM W O © i> © 0 CO © rH © iO oo rt< co CO !> kO rH b- k© ^ © H 16 rH §5 CO rH a> rH pq CM © co b- O kO co in t» © CO rH CO © H in tj< kO o CO 00 cm 0 kO o © © © io r- rH t>* h kO CM © o ko © © rH k© rH rH 00 • k© © © © cm o n © pq © © © k© i§ 26 68 90 61 t- CM CM © rH rH © CM o © 00 0 11 00. 05 05 CM r}< 94 63. © © CO H © k© co H rH rH kO • CO rH kO CM rH M CO pq rfi b- k© rH oo oo CM f’ 05 ©' r-l © rH cm in © © © i" rH rH | © o CM CO © 0 o © 20 a oo t~ i' rH CO kO t- co © TJ1 k© rH © CO CO rH CM • rH CO 00 00 a CM b- CM g w *• s 9 k© CO 34 73. 97 68 rH 0> CO co rH © k© CM CM CO 0 N § 22 oo 34 77. § 8 121 66. cm CM CO »H a © CO >n rH 3 kO pq 00 00 00 24 20 55. 69 63. i 121 64. 1 © 0 o © CO © © •f CO © © k© 00 00 SS « ^ g 05 t~- CM tr o rH © rH 00 i> cm kO rH rH rH rH rH © t- 00 © rH © rH CM tr pq CM © © CM kO k© 00 rH CM © © CM CO rH l- rH © © o O b- rH rH © k© CO CM © © h 0 CM © rH 00 © co t- © H © © ©’ 87 84. o rH I'- rH OO k© 1> © O oo 10 rH CO © o rH O rH o CO 190 n pq CM CM co © t- © CO © co ©' © w rH Oi O © t' rH O kO © tr rH rH rH © o © © O Tt< O CM © M © © © rH O © © rH © rH a rH rH rH rH t- • OO r- © © © © rH t- pq © rH kO o CO © co CM rH kO O0 © rH CO rH Hf CO © 0 b- 05 IA 3 CM OO rH 00 CM oo © co 3 kO Oi t- © 00 pq CO oo H}< © CM © oo © rH 00 © © © 0 b- kO © © © © rH oo © CO a rH b* rH CM • kO CO © © t- Oi pq 00 o © CM kO rH © 00 CM Oi rH © © © 0 o © © © © o © rH © © © rH rH rH 21 © © © © © • • • rH pq 00 © M © rH © O © rH © rH rH rH o bl) <1 M 0) m © o •a © VI © •rH rH & 3 P-t xA o •pH pH Si 3 Pl< PU V • iH rH & £ d +-> 03 Q O IH QQ rH o (H 05 cj Hi ^ . 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(Percent answering YES.) © © © o © © © oo 'd rH • ◄ © © ID PQ © rH © rH CM 1© rH CO CD Xf O rH CO CO rH Xf © oo CO rH rH © t- rH Xf CM rH o rH PQ IN oo rH rH eo jo rH rH rH © ID CO 00 O N © t - r-' CO xf © CM © OO rH rH I> b- rH CJ tH © iD ID rH © pq o N xf cm xf t- © rH ID t- o CM CO O rH rH oo to rH t** CD rH t- 16 CO CO eo 00 20 PQ H s§ rH CO CO rH CO CO © t- ID © to t- ID O CD xf it © N xf I- CO If ID iD rH CO rH CO rH t- ID © rH © rH t- 00 © ID a PQ M § rH »H H 13 8. 26 12. © rH 00 ID C5 ID »ft o co xf eo «5 Tf ID Tf rH CO rH CO rH to • rH CD ID CO © iD r- rH PQ CD f- co xti rH OJ N xf CM CO rH rH OJ CM rH rH xf © co xf Xf O -f xf O t" 23 40. rH CO oo r- xf rH CO rH rH CM eo ID rH © co © oo CO CO CM PQ ^ o © © rH eo co t- © rH OJ rH CM CM «-h ^ CM © CO OJ rH O CM © rH © N £* © Xf rH 00 Xf rH CO rH CM CM OJ ID CM CM ID t- rH xf o CO rH 00 a £ PQ ■’f CD CO 13 42 CO CO CM CM CM i 82 ** 1 O o o rH CD © to o ID “5 oo © N to rH O to eo rH CM CO OJ © JD CO 86 rH IT CD rH CM CO © © © Xf CO PQ iH eo Cl xf ID U5 23 23 i rH © N © CO rH *D OJ ID xf CM o r- © rH o o © 0 rH © »o » eo io rH CO ^ i M £ Xf © ID CO CM CO rti Hf If CM to © rH • tH CO ID CM to o ID © s PQ t- eo ID CM CM Hi rH T* w s 00 CD ID CD CM CM rH 00 ^ CO to © r- rH 0 xf 00 CM © CM to oo cm" CM CD Hf t- 05 rH 8 Xf' O © © © If PQ rH © id id O CO © eo © O CM o © rH ^ r—< rH rH _ o oo oo $ ^ CD CD 8 00 00 CM © © PQ 00 © 00 00 CM 33.3 10 66.7 oo © CO t- 0 ID CM CM © CO rH rH © CM © 00 oo —* Hf 00 00 w ® © rH 05 CO © © 05 CM iH OO o PQ S. M i S £ 60 so S> ja $ £> £ £5 £ 02 o J 3 « o o © CO ID CD © rH ID o t- 00 eo § rH HH $ M d d 05 © © © s £ a> © M oj § o H I f* " 1a 3 S JS TABLE NO. 40 Is it a sin to throw snowballs when forbidden to do so? © © © © § eo © o rH rH © 24 © r6 rH rH rH ID H CO © ID © M id CO N © t- r- oo O OO rH t- © © ® * 00 04 © rH IN © © rH « © 03 IN 00 © © rH © © to rH © 03 t£5 © © 05 05 © O © © © 03 t- eo N © © Tjl © © o © M M © tf3 rH © © © © eo ° s © © © 03 © tfS © ©" © © rH © tO t- *t« rH © © © rH © IA © rH CO © © (N to iN © * in r- © CO © . in © ® © M HJH © © © © © © © © M © O © © rH © IN o o to t—» O O o U r*\ m rH * . cc D Sex 8 03 CJ te »H 3 s Hi rH .0 P H rH © P H o •rH rH o .P ■«-> HH I. W. w «H rH cj 4-» O o GQ rH o «w rH cj -M M •rH CO M o co M r- ao U5 a* 10 3 CO 00 40 CO 00 a o * CO rH t ° -2 .8 CO OP M O) CO £ tf | 5 £ 5 TABLE NO. 42 sin to look at pictures that are not nice? t- CO 40 0 N © N (N ^#1 t» CO tH © tH 00 rH 00 H CO o o rH 40 b- PQ N CO N © © co o 40 rH CO © Cl 0 rH CO CO © t- oo 00 CO (N O N © . CO rH © . rH ■tr eo © © © © pq tH © 00 oo © © tH © oo rH 05 rH © © 00 © 0 N g 00 © b- 40 iO co © © © t- © CO 17 rH rH £ © r- © CO rH 05 PQ oo oi •tJH ©' N tt* ^ o W © rH O © 40 OO CO 0 tH © rH CO o Cl o N © tH © o © © . «> rH H rH rH rH rH Cl rH t- 05 © 40 o t- 8 s PQ N co 00 rH 00 © rH CO (N © rH rH CO rH 00 rH 05 © © © eo © rH rH © © CO o o o O 0 rH © eo ci rH rH N © rH O « § rH b 40 rH 05 rH 05 b- o O © © o o rH rH rH rH CO rH CO 40 40 © © Cl 40 Cl 05 PQ rH tH i- LO CO eo © CO © N N rH 00 OO co © rH O © Cl © rH rH rH © © O 0 13 00. N © 00 ST w © rH rH rH 40 5. © O © © 40 05 PQ tH © oo © lO o tH © io oi o rH 05 o o N © rH rH rH o © © 0 oo ©' © * s © © © CO 00 rH I IT O © © © PQ § * § IN © O O PQ o us t- © iO t- © 0 © PQ Tt< CO © •tf* CO CO CO CO 0) M to 2 A o m JP £ 02 43 p Ch .C s PQ d £ O H-> cj O CG S 1 ^ 43 ■3 « © S Eh gJ +5 5 o Eh i « w 50. 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CO CM 4ft o rH CO © © © cm' CO CD rH CD CO <5 CO o © rH CD PQ d CO rH O CO CM CO 4ft r- 40 to 0 d to t- ID a id oo to rH CD r © o 4ft rH d rH CM rH © 4ft PQ d 00 rH rH © © rH rH CO o 4ft CM 4ft 0 rH O ID CM © © 4ft CD rt< »o 4ft 4ft b- © . rH b- CO »D CO rH 4ft PQ tD rH b- rH CO © 4ft d © CO © o o r» t- rH 0 d © d © d co rH CO CO CM CD o o rH CD © i- © b- rH rH rH rH © rH t- CD © CO b- © rH © PQ Cl CD d © ID CO 00 05 t- 00 CO CD rH ift rf 40 © »o t» o 05 co 00 0 CD CD rH O CO U5 © © £ £ CO 4ft d r- rH 00 4ft rH rH rH rH © 00 o rH © © rH CO b- PQ CO © t- r- tO rH d © 00 co CM © © I’ rH O CD rH rH I- CO CO O O 00 CM d CM rH 4ft 40 t0 ID rH 05 rf 00 d © CO © © r*i rH rH CO • rH CO © 40 ID to © CO 00 PQ 05 CD* CO rH © CM 1ft CM CM oo b- rH 40 rH CD CO CD b- b- rH rH © © © © 0 05 © d rH ■<*< t> b- CO d © o CM 00 rr z> b- 05 ID 00 • T-t © rH O CO 03 © t- rH 53 4. oo © © PQ 16 88 K5 © 21 91 rH © © © 0 * i CO g © © rH © © CD rH rH rH 21 0. © © © © • • • rH PQ GO © o CO o © 2 § rH rH rH CO GC Age Sex School) Public Public Public •rH rH O •a H-> HH I. W. *H ft? ® § ^ .£3 ■3 S +-» u g ^ to rH GO P. G. Cj a d d H 3 O o H .5 94 MARIE CECELIA MCGRATH act of disobedience and as is shown elsewhere, to obey is the first moral law which the child knows. The answer “Yes” is counted correct through the age of 14 after which age, the response can¬ not be scored as either correct or incorrect. Is it a sin to cheat? (Table No. 45.) “To cheat” is universally considered a wrong thing to do, if we may judge from the large percentages answering this ques¬ tion in the affirmative. “Yes” is, therefore, the correct answer to this question at all ages. Is it a sin to flirt? (Table No. 46.) The answer of a large group of adults on this question would be enlightening considering the prevalency of the habit. While we may say definitely that it is not a sin in the sense in which the word “flirting” is usually understood, that is, as the attempt to merely attract the attention of a person of the opposite sex, never¬ theless it is admittedly vulgar. The results at 6 and 7 in our Table may be thrown out because the child when asked to explain his answer either could not do so or had a false concept of what “to flirt” meant. A false moral concept of this action is certainly prevalent among children—more so among girls at all ages than among boys—but it tends to correct itself as the child grows older. However, the number persisting in this concept even at adult age is surprising. In scoring the answers to this question “Yes” is counted the correct answer for the average child through the age of 11, after which age the answer cannot be scored as either right or wrong. Group II presents a series of simple situations which the child is asked to solve. Each of these situations involves some moral concept. The first problem, What should you do if you saw a lady in front of you drop a five dollar bill?, proves by the almost unani¬ mous reply “Pick it up and give it to her,” that honesty as a fun¬ damental principle, is grasped by the child at a very early age. Only an answer which brings out this principle of honesty is credited (Table No. 47). 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O © H o 5 02 « ° SJ s rH r- CO © i> iO o o 3 75.0 © © 3 75.0 © o © © VC CD OO Cl t -1 5 02 0 ) H a> 02 5 5 h .8 What should you do if you saw a lady in front of you drop a five-dollar bill? © © © o CQ © eo © 00 91 © t-l © © Ad rH © rH © rH kO 23 95. PQ CO ©’ rH © © iO oo rH © CM © O to © L0 © 00 © 00 © CM © OJ © © rH x . r-H ^ © © © © © PQ rH O © © © © © rH rH CM • tH © © © CO © rH © © © ^ © TJH © 53 tH © -t © LO © rH rH rH o O o © © O to o L0 © rH © rH © o o CM © X O rH © rH rH rH rH o © © © © O CO o o © O CO © CO © eo ©' x © ^ © © ©' rH i rH © © CM © L0 © GO © © CO rH rH rH rH rH X • rH © © © © © © X PQ GO CO LO © co © © © L0 t-' CO CO © Tt< © co © CM <3> rH rH rH © © r~ co O © © X © lo TjH r- CO CO © CM © © © © GO © rH rH rH rH CM X X rH © o co OO © co PQ © © rH © X 2> kC © © © © X © CO © © © 00 © rH rH rH rH O © o rH © • • • © © co © 00 © rH © CM © CM © © rH © © © © © rH rH rH rH rH X rH © © r- © oo 3 © © PQ CM © © kO CO CM © © © rH © © © © co © rH rH rH - © © © © © © O © CM © X co rH © CO © 00 05 rH © rH © © © © kO 05 © © r-H rH S3 rH © © CO © © CM © PQ X © GO © Tt< CO CO © X § SI CO rH © © 00 © rH © CM © rH rH rH rH © © © © © O © • CM © CM © eo © © rH © © © rH © © © rH rH rH rH no • r- © © © r- © © PQ © © © lo © CM CD GO © © CM © © X CM © rH r-H rH © © © O © © X © L0 © rH © © CM © o X rH rH rH © • © © © © © • • • rH PQ © © X © LO © © © rH © r-H rH rH © o © O © § CO ©' X © CM rH © CO © © t- rH rH rH 56 © © © © • • • rH QQ X © LO © X © rH © © CO r—H oi HH • • cd O »—H O m Ph O O a o EH 13 Eh m O M 0) cc X3 4 - 5 98 MARIE CECELIA MCGRATH A more personal question is asked when the subject is re¬ quested to tell what he should do if his playmate broke his checker¬ board. Contrary to expectation a feeling of resentment or of anger does not overcome the principle of charity involved. One of the most uncharitable answers met was “If he did it on pur¬ pose, make him pay for it—if not, forgive him.” The practical child occasionally revealed himself in the answer, “Fix it"—but in general the response was “Keep quiet" or “Forgive him.” These answers all of which show that the child possesses some concept of his duty to be kind to his playmate, were credited as correct. Answers which showed no such appreciation were counted as wrong (Table No. 48). A problem of politeness in a rather embarrassing situation is suggested in the question, How should you act if your teacher scolded you for not having your lessonsf To have his answer considered correct the child must feel it his obligation to do more than “Keep quiet.” The “Flave them next time" answer showed the general seriousness with which a reprimand from the teacher is taken by the majority of children. Small children, however, consider their feelings very often and answer “Cry.” Percen¬ tages here would seem to show that the authority of the teacher is not often called into question, especially after the age of 14 (Table No. 49). A little information on the subject of authority in the home may be gleaned from the question, How should you act if your mother told you to come home to go to the store and the boys wanted you to play ballf Obedience is universal or practically so with children. All the children at 6 to whom the test was given would “Go home.” There are a few indocile individuals between 8 and 13, but the number is very small. At 13 there is a re-awakening of the duty of fulfilling this obligation which persists into the adult age. Children universally recognize the necessity of com¬ plying with an express command from their parents. Knowing the right thing to do does not necessarily mean doing the right thing; and yet the child reasons according to experience, not ac¬ cording to abstract principles of right or wrong. Therefore, What should you do if your playmate broke‘your checker-board? o © kO o eo © rH rt< rH OO r-l CO © Ad rH 21 7. CO © kO © w i£S eo CM © t- 2> © © © rH © © a CO o eo oo © 05 00 © Cl co Cl © rH eo rH HP © © © kO © W C0 00 © © Ih r}i © © rH © rH " kO UO © O -f rH rH © © © © t> © kO t> Cl rH CO rH CO CM rH rH © W © c*5 rH CO rH rH rH © 05 IT. © © © kO © C3 IN O CM O 12 83. CO rH 05 © CO © © rH © Cl 05 kO rH rH rH rH © rH © o © © © CM © CM © tt CM © © CO ©* © 23 88 cm S 8 8 rH rH rH © © © © © 03 • • • • no co CM © © t'- Cl £ b- CM LO oo © 01 co © <55 kO rH Cl 10 rH 00 © © © © rH © eo 03 P5 eo © © © © © 13G 91. 00 03 r~ © rH CO t- © rH © © © kO O rH © CO © © rH CO CM § 8 rH © rH © Tfl © eo « kO Tf rH rH CM © rH CM © © j> © © Tf © M CM rH © lO ©

O © © © 00 ■ o © rH © h- iO rH CO rH O kO lO o o’ o CO CO CM CO CO 00 CO lO CO CM 00 s i CO co CO CO w S CO o o 00 cm ih r- CM o iH 00 © © © © I- © © • CO kO o © © rH *0 © kO rH kO kO lO 00 CO CO © © no kO rH ^ © CO © rH iO 00 CM © kO M kO CM © kO rH © rH © CO © CM © CM © © tr- CO © X rH O O 0 O 3 3 0 a: £ £ 9 rH GO £ d o -a 4-> c3 © o o Vh c 3 o o o -a £ CM 72 02 H 02 CO C3 > _• T3 O Vi P O a P O P o P 3 cc ► o 5 s I <1 K o r Jl V •rH f—H — OT pO P 0< P> P a< d o P 3 -M P a o o V o o o o -P o CG 02 0) X a; 03 2 5 H £ How should you act if your mother told you to come home to go to the store and the boys wanted you to play ball? 102 MARIE CECELIA MCGRATH when children unanimously agree here that they should go home that is probably the thing experience has taught them it is right and good to do. Credit is given to the answer only when it shows the child’s realization that he must obey (Table No. 50). What should you do if you had a bag of pop-corn and were eating it when a little child looked up at you hungrily? The good-fellowship and generosity of children at all ages is true in theory, at least, if we may judge from the answers to this question. The girls seem to be more generous than the boys in practically all cases. In general the results from all the schools tested show no differences which we might attribute to environment or training. The “big-sister” or “big-brother” in¬ stinct is probably a fundamental one. Unless the child is gen¬ erous and will “Give him some” he receives no credit for his answer (Table No. 51). Group III. This group is of particular interest as one which makes the child think and express his opinion on problems of a serious nature. Yet they are not problems outside the youngest child’s range of information. He must reach some conclusion on each of them at a very early age, but naturally this conclusion is modified or completely changed as he grows older. Thus, in the first question such a response as “I would not be¬ lieve him” was considered a correct answer to, What would you think if you heard a boy say “There is no God"? In fact, any answer which would disprove the suggestion and show that the child believed that there is a God was considered as valid. The percentage of negative answers, small as it is, it may be pointed out, is not due in more than one or two cases to agreement with the statement. They are due to the fact that the child either did not understand the question or that for some reason known only to himself he ignored it. These percentages are most interesting and quite significant in showing that children universally believe in the existence of God in spite of the widely heralded atheism and apparent neglect of religious training (Table No. 52). The second question follows up the idea of a Supreme Being TABLE NO. 51 How should you act if you had a bag of pop-corn and were eating it when a little child looked up at you hungrily? What would you think if you heard a boy say “There is no God? 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Their answer “God 1 ' does not cause much reflection, therefore, because it is almost automatic. The majority of the public school children give the same answer with more or less difficulty. 1 A number of children answer “My parents, or “My father,' 1 —others apparently not able to overcome a sense of modesty leave the question unanswered. Either the mention of the Creator or of their pro-creator was considered a correct re¬ sponse to this question. (Table No. 56). The next question, From where do you think you came?, in¬ hibited the answers of many more children than did No. 5. The younger children answered “Heaven 11 or perhaps gave some false concept of their origin without questioning its authenticity. This is as we would expect. At 16 and above, the question was either answered frankly or left blank. A few attempts to evade the question by such answers as “Dust 11 or “Adam and Eve” were found. It is, however, in the adolescent period that the answers to this question are especially interesting. On this account Table No. 57, giving the absolute number and the percent of children for each answer, has been compiled. TABLE NO. 57 From where do you think you came? Age 10 11 12 13 14 Sex ! B G B G B G B G B G (Principle) 30 22 16 43 36 54 55 53 56 76 No answer 10.1 22.7 10.7 25.1 21.2 27.0 24.1 29.2 24.2 34.0 - I 9 7 13 14 16 19 30 13 30 13 I don’t know 7.0 7.2 8.6 4.0 9.5 9.5 13.1 7.2 10. S 9.9 Heaven or 75 59 88 117 76 92 SO 79 80 80 God 58.5 60.8 58.1 34.0 44.8 46.0 35.0 43.5 34.6 35.8 | 1 0 3 4 9 4 25 13 27 10 Tarents 0.8 .0 2.0 1.2 5.3 2.0 11.0 7.2 11.7 4.5 Any other 1 12 10 34 14 24 29 36 40 44 36 concept 9.4 10.3 22.4 4.0 14.2 14.5 15.8 22.0 19.0 16.1 A detailed consideration of the remaining questions given in 1 The effort was apparent to the examiner as she watched various subjects puzzling over the question. THE MORAL DEVELOPMENT OF CHILDREN hi this group in the questionnaire will be considered in Chapter VII, “The Moral Problems of Childhood.” Group IV. The problems of this group resemble those of Group II in their general character but they are more difficult to solve. The first three questions deal with the duty of the individual to do right even when the only censor of his act is his conscience. The children were not asked to answer “Why” to these questions and hence, no principles for their answers could be formulated. The questions read: 1. Would it be wrong to say a swear word when no one is around? 2. Would it be wrong to take a nickel out of your mother's pocketbook without asking her? 3. Would a lie be a lie if no one ever found out you told it? The percentages of affirmative answers are given in the Tables No. 58, 59, and 60 below. Only affirmative answers to these questions were credited. The power one has to influence the conduct of another by sug¬ gestion is a psychological fact, and the tendency to neglect a duty in the face of possible ridicule is a temptation most people feel at some time during life. An endeavor was made to combine these two points in the problem, What should you do if a little boy or girl who never said any night prayers came to stay at your house for two or three nights, and got into bed before you have said your prayers? As to power of suggestion the answers show that the question has practically none. And whatever may be the temptation in an actual situation, the presentation of the problem on paper offers none. The large percentage of children are agreed that they would say their prayers. This satisfies the obligation with the older children. At the lower ages, that is, up to about 12, the individual feels the further obligation of making his guest get out of bed and say his prayers. The recognition of the obligation to say his own prayers was considered a correct answer without concern as to what he felt his duty to be regarding his companion (Table No. 61). •o ◄ M © o CO o o 05 co • N 05 « ID 8 IN O o t- t*- 00 rH O O o 0 05 o ID o CO o o N o N o 00 rH rH rH in • © © 05 m 00 © © © t- © CO O rH 00 rH o © CM CM 0 N © rH © 8 N o o 05 l- 05 CM rH rH © • rH iD © © CM h rH 05 M t- i> TjH © rH r- oo 'll O ID © rH o O o 00 CD 0 05 o N © CD © rH CD IN CD o © rH o N 05 Ttl 05 o CD rH rH rH rH rH ID rH o © o CO © Tf OO N 05 W 05 o 05 © CM o ID ID co OO o o O 0 o IN © CO © rH i> oc 00 05 o 05 o GO 05 CM 05 © ID rH rH rH N ID rH >cH o ID CM ID rH ID rft 05 PQ ID 00 © o ID t> 00 ID l> CO CO o CO 00 CO 05 CO 05 rH rH rH o 00 rH CM rH 0 © ID CM CM (N CO © ID CO CD rH 05 ID 05 05 rH 05 05 rH CM © • rH © t- CD CO t- Tji ID TJH 05 PQ t- © 00 ID CM CD 05 © CD rH o rH rH 00 ID 3> TtH rH 05 8 05 © O iD © rH 0 00 co t- o CO CD ID GO ■ni oo (M o ID 05 t- 05 CD 05 CO 05 rH rH ID rH o ID © O ID oo 3 ! CO 05 pq © o IN rH ID o N ID CO rH © 05 © 05 05 05 rH 05 rH N © o o r- ID 0 CD © 00 o ID © N ID rH o iN o o CD 05 05 rH rH rH rH N N rH © 05 CO CM co H • © m pq © o © CD CM tH © rH CM © rH 05 05 05 05 05 © 05 c- 05 rH 0 o O O O © ID • • 05 • • • 05 o 05 ID o © ID rH O TJH CD o rH 05 CM o 05 © O tjh 05 _ »n rH rH rH rH r-i © €*-• 'G G G O U G a> r~| o o G a O' pG £ Ut o £ I G G a? £ H “ oo in O £ iJ « H H cj a 02 a o u (S 05 £5 3 I PQ CM CO CO CO iH iO CM 05 TJ< t- 05 y —I <50 00 t- 00 05 o CM © co id iM 05 in m CM 05 0 00 w o O CO © 0 1 20 rH 05 o O © © © © o O o O rH © CM rH rH o • CM ID ID © 05 © r-" CO © o o 00 o rH © CS © P5 V © V 0 ) Sex © G2 »rH rH fcfl < o G © m pO G Ch 3 P © a pq m (u 0 DO £ o pG 4-> o3 o § * pG -I o G » O h o H GG a? x a> 02 .G 4-J 5 TABLE NO. 59 Would it be wrong to take a nickel out of your mother’s pocket-book without asking her? 0 'O <5 pq o o o CO o' CO © CO © o rH o 1—1 o H H r-4 o o o CD © CM o 00 © T»< CM © © © 0 05 © ID © 00 © 00 © CM © CM © © rH rH rH t> t-H Tt< © © © © © • • • rH w 10 © © © © © 19 § rH rH rH © CM CM 0 Tt< © CO CM © CD © l- © 00 b- rH rH • iH CM CD o CO © rH © pq t~ © CM 05 d © © © rH o © oO CM ID 0 rH o CM © ID CO © in t- CD o © rH © rH © 05 © CO rH rH rH rH CM • rH © © © o © CM © PQ rH o 05 © CM © © © m © o © CM © tH © © © rH rH rH rH rH rH © © © ID 0 • • • • ID CO CM © CD © 05 © CD CO 00 © 05 © GO © CM © CM ID rH rH rH CM CM • rH CM © o © © © o © pq o © © 00 ID ID © CD CO 00 © CO © tH © 05 © rH rH rH rH o CO © © 0 in © (N CM tJH CD ID © CD o i-l © ID © rf © rH © oo rH rH CM in • rH in rH © © © CM T}H © pq CD i-l © ID © b- © 05 © rH © CM © ID © © CO © rH rH rH CM © CM © rH 02 0 CO O CD CD rH © GO © Tfi © o CM © CD © © t- © © 05 rH rH rH • 05 *T5 © © © © pq © O CM »-* GO © CD r- CD rH 05 05 © © 05 © 00 CD © rH © 05 o 05 © © © t- © rH rH rH 0 © © © © o © • © 1C • • • CO © 05 © rH r- § r*» © 1-1 © CM © © © ■«* © © rH rH rH rH rH © rH ID t- © cm r- © ID CM © pq CO © CO © CD © CM 00 i-l © 00 tH © rH © © rH © rH rH rH rH rH ~ © © © © 0 co © 05 © 05 © CM § © © © rH © os rH rH rH rH 00 05 © © © © O © © • • • • • rH pq rH O b- © ID © CO © CO © © rH © © © CM © rH rH rH rH rH © t» t~ 0 18 OO. 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X of) (D H m rH o o CJ •pH r-H .Q « i—i 40 o •pH 3 O •pH £ Jh o CO rH § ,d *H O rP & 3 pq p £ 3 Pq o •d M HH rH Ctf CJ CO rH cd W # # 5 # # o rH o x/x pq 0 o o o "5 Eh .d % o •o ◄ P3 05 © o o © © 05 § CM © © © 00 o o CM 0 00 m o « © n o to M 05 © © i-l © -t* CO CM 05 t* t" © CM © 05 © © © cm © © 05 © © b- © © © O b- © o © to © b- © to © o 05 © © o CM © © CM © © O f*l © 05 © O to to 1-1 © a © © iH to CM © © © t- o © Cl © T* © 50 © © © © © iH © lO 03 © CM © 05 tO £• 05 05 00 © 05 05 05 © 00 © © © © T}< © © 00 £ * CM © © Tj< 00 © © © Cl © !—I © CM -ti © Cl © a t* © 2 © © >» © a 9 o «H t- © > © © 9 O © a 0 ) c3 £ 0 ) c3 "d r—H d o M o o o in 00 rH 00 00 CM CM rH 05 CM O ‘O CM 05 CM 05 05 00 kO CO 2 IO <55 05 kO 05 CO CM CO rt« 05 CM rH CM CM CO 3 u> © Cl Tf © Tb © s o £ K d M 0 05 © © © b* Cl © © “5 © © t* © b- £- t- © © CO Cl to b* a a 05 • © © 05 © « © CO rH oo © © CM f— 4 3 rH o 03 © -t< © Cl 05 Cl rH rH CM 0 o o OO o CO o © © Cl O0 o CM © T to © 05 t- © rH r-H rH Cl rH rH • o t- © CM 05 05 3 PQ rH o 05 00 © © o 8 rH rH o Cl 05 © © © 05 © rH * rH © o r- CM o t- O • • • • • CO o © kO Cl U3 3 O rH o © rH o rH © Cl © 05 © co o» § r 11 rH rH rH CO O o © O O © CM © P3 CO o Cl o © © 00 CM CM © T* 05 © Cl o rH O t- © o CM a> rH rH rH rH rH O o © 05 o CM 0 rH o o CM © 05 i 1-1 © t* CO kO iO rH o -H © IO o CO GO 05 kO o rH rH rH m rH © 1 > o © CO o o rH 05 M 05 © 00 § © b- © ©' o © © 05 rH © t- © rH O © rH 05 rH rH rH H rH ~ o o © © 0 © © Cl © 05 o rH o © o o o rH © Til r-H rH rH rH x< CM CM © CM o © M 05 rH s in oo © © 05 o CO kT5 Ph rH oo o © © rH rH rH 0 © T* 05 00 o © co CO kO CO rH O OO CM 05 37 r~ rH 05 o xi 3 M CO © © ©' CO 00 o rH rH 05 o o o 0 © © 05 © CM o th o rH o 05 o rH t> rH rH rH 05 • lO 00 o o CO © CQ oo ©' CO kO kO rH O t- CM 05 rH o o o 0 TH © © © o © © o o o Til f-H rH rH © rH o kO 2 > OO 05 W Cl CO © rH oo CO 00 W a Age Sex (School) . Public . Public . Public o o 4-» d hH . I. w. u z c3 4-» O 11 school lx o *H d 4-i o 0 ) M 0 ) cc 4-» 02 Pm 0 o d 0 fH aS H JO TABLE NO. 61 What should you do if a little boy or girl who never said any night prayers came to stay at your house for two or three nights, and got into bed before you have said your prayers? r~ © !> O 05 CD CO O iD CO CD rH O rH © 05 1—1 rH ◄ © © © 05 s « CO © 05 © t- © iD o rH © © o CO s \o O 00 o 00 05 o 05 o © rH rH rH ID rH Hi iD o 05 05 © o 00 00 b« © rH 05 oo rH 00 © © © 0 § o o © o © t- rH rH rH © rH CM iD O rH rH § rH iD ID © PQ o 05 Hi 05 © © CD CM 00 0 rH o CM © 05 © © iD eo rH CD © O rH rH 05 eo 05 © rH rH rH rH rH • rH © r- © CO rH % 05 © tt rH © c5 CD © rH ID © 00 CO o CD 05 05 t— © © 05 rH o o 00 CD 0 cd ©" 05 © 00 t- £ eo Hi o o 05 t- t- rH 05 so O rH rH rH CM • rH © © iD 05 CM eg o 05 PQ © 00 oo 8 CM © iD eo 00 00 00 CD M 05 00 rH rH © © 05 © 0 ID © © CO SO CO 00 iD © CD rH © rH yr 00 co 05 a © Hi rH rH iD • 05 rH © © CD Hi 05 C3 05 *d 05 © lO rH © CD CD © rH rH © Hi oo H 1 05 rH © rH 05 05 o 05 00 00 0 00 oo t'- © eo CD 05 iD © CM iD oo 05 o ID OO 05 CD 05 13 oo rH rH 05 CO rH 365 i PC 05 rH 00 © © co 00 8 ID OO 00 05 00 y* 00 CM rH 8 oo o Hi CD OO 0 CO o CD 00 ■<*’ © CO rH rH o 05 05 CO oo © 05 CD 05 rH rH 05 CO so o • o C5 © CO eo t- 00 M 11 i 27 t- 00 28 ID 86 Hi OO CM H< rH rH 0 © © r~ 05 o o © • • • rH § *d 05 iD ID rH © 8 rH 05 CM © oo OO o oo oo 05 rH rH rH rH • rH eo CD o 05 rH o t- 05 00 PQ eo © 00 rH 00 CM 05 © O Hi o rH OO rH © CD OO o rH 00 rH rH rH o oo © rH © t- iD 0 © CO CM 05 iD 00 Hi rH © Hi CD ID 00 rH 05 r- 05 O CD t- OO 05 O rH t- • rH t— o CO o CM O © 00 rH 05 PQ 05 CM © iD ■ti O CO © CD © 05 rH rH © I- CD 05 rH © o o © rH rH rH © © © © 0 © © o 05 o o eo § 12 § 00 © 05 rH rH rH r—i • O o © o © eo § • • • • rH PQ § t- o ID © eo o CD © rH o o o 05 o O oo M 00 © © o SO © © © CD © © 05 50 © sc s CM CD CM 0 so Hi rH f—i £ rH OO rH 05 00 t- iD © iD PQ Tt< 05 © © CD rH 05 iD rH 00 © T* © 0 s ID co oo © § so rH rH © o O PQ 00 § eo § rH rH o o rH rH rH OQ Age Sex School) Public Public Public O o x: 4-> HH I. W. *H O r* a +-> o o o 02 '—' . 0 c3 . . 9 m Ph 0 0 0 H C3 05 co Hi CO 00 CM o • CM *5 05 o o H 5 © o CO o 00 rH rH PQ rH o rH CO © rH © rH N f- o rH CO N 03 io © t- © © © rH CO o 0 CO o o CM © © 27 75. \Q © © © Jr t-* © oo © kO rH rH rH b- • rH © 00 o t- rH CO © CO t" PQ ■Hi o b- b- oo in rH I- © rH QO r~ rH rfi rH 0- b- rH rH o © 03 rH r- O CO o o co rH rH 00 rH no d CO rH t - * CO co rH CO © © rH rH rH • rH co 00 © CO k© N © CO tr PQ IO rH 03 oo oi rH d CO IN CO N »D t>- co CO b- rH IN 00 00 rH kO Oi CO CO CM IfD CM Cl PQ kO o t- t- © CM IN rH a i b- rH * u 0 ) k 53 O 'd o rH o a XJl u Q) M & Cl 4-> CO o o a s « a Eh o © 3 o 3 o 33 X 3 33 0 O © © CO © kC • • • © eo © © b» © © rH © r~ rH © N co 00 CO © rH kO rH rH rH b- • rH © rH © © © © tr rH r~ PQ N © OO CM oi CO o CO kO PQ CO oi CO kO © Oi rH rH © © © C5 CO kC eo d © © kO © © CD © • 1^ kO CO rH rH PQ CO b- CO © CO CO co ^ V o a Age Sex O ® -Q is •hH f-H 33 P PQ •rH *—H © 3 Ph CJ o 33 -L-J w • oj cu o o £ *H o H o o pO O cc o H CO Z THE MORAL DEVELOPMENT OF CHILDREN 117 What should you do if your mother scolded you very hard? shows an interesting development in emotional control. The very young child will “Cry,” later on he will “Pout” or “Get mad,” still later he will “Go out” or “Forget it,” at about 14 a number will “Forgive her,” while at 15 a larger percent will “Take it as I deserve” or “Promise to do better.” The number who take this rational view of the correction increases gradually throughout all the ages. Failure to appreciate the obligation to improve when corrected possibly indicates a lack of home training in this matter. Only an expressed appreciation of this obligation was credited as correct (Table No. 62). What should you do if a playmate hit you without meaning to do so ? This next question as stated previously, is taken from the Stanford Revision of the Binet-Simon Test, Year VIII. It illus¬ trates our duty of charity and of forgiveness toward our neighbor when he accidentally causes us some inconvenience or suffering. An appreciation of this duty is given credit. This obligation is not appreciated by a large enough majority of the children at 6, 7 and 8 years to be considered a principle prevalent at these ages. At 9, however, it is, and the increase in those answering “Forgive him” or “Do nothing about it” after this age discloses an increased realization as one matures of his duty to his neighbor (Table No. 63). The right of private property and the obligation of the indi¬ vidual to make reparation for damage done are involved in the question: What should you do if your ball went through a neighbor's window? At 9 there is a sudden awakening of the duty one has to fulfill this obligation to an injured party. Only the answer “To pay for the window” was considered correct for this question. The awakening of this duty as shown in story No. 7, 2 was also at 9 years (Table No. 64). The child becomes aware of the fact that he is responsible for his misdemeanors and must not let others suffer for them at an early age. The question reads: What should you do if while playing in the parlor you broke one of your mother's best chairs? 2 See p. 35. TABLE NO. s c*- o GO O be c cC o> p c p o OJ •M S 'E o 'O o o PI GO c3 P3 £ © o © 0 CO o o 13 00. 16 00. 00 co T3 C2 lO <1 rtf o 05 PQ IO CO Cl © t'- oo o CO rH * o rtf 0 02 CO LO O t- CO CO Cl © 02 05 CO GO rH CO f ^ rH o o 02 © PQ © © © CD tP t- o rH O0 rH 0 © 02 CO 0) © oo i'* o t- o CD 05 t- 05 .. © t- rH CD rH r- OO Cl rH ^ rH 05 PQ © no © © CD © OO T)i © ^P 05 O o © 02 oo 0 rH O Cl o CO © *-P rH co *-« O © rH O rH 05 co © rH o rH rH rH rH rH rH • rH © o © Cl rH CO CO 02 05 PQ rH o M o 01 © ci ci GO hP © o Cl © t- 05 C5 05 rH rH rH 0 © 2> Cl r- CO Cl o CO rH CO IO s s CO o co © t- 05 © ID rH Cl GO rH o © o n< 00 CO GO oo T-f c- co 02 05 ID 00 ID 00 CO CO rH 00 • rH 00 rH rH co Tp <© CO 00 05 rH CO O 02 00 © p- lO Ph oo Ol CO tP 00 r- 00 O 00 rH rH © r- io CO 0 o o rH io r- rH r- oo ns o 02 OO CO I> GO CO -P OO rH rH Cl ID 02 rH © © CO rH 05 05 02 O • • • • • CO PQ o o o CO C5 © GO CO P- O rH 05 CO © Cl I'. -if oo 0 CO O 05 © © • • • rH CO 00 © rH rH t- r- rH o 00 co rH © Cl 05 CC co o C2 OO co rH rH rH rH I- CO 05 © o 02 Cl Cl Cl OO PQ Cl © ID> CO ID OO ID CO Cl o © CO rH CO rH I- © I- o Cl rH o io CO z> o l> CO 0 • • • • rH o rH CO O CO rf co rH o tP CO rH p- o rH I- rH CO TH 05 o co t- oo CO O rH rH © rH CO o CO CO o 2> ID tP rH W PQ rH ri< o ID CO Cl 02 © o 00 02 rH CO iO ID CO rH 05 o 00 00 rH 0 o O o o eo © rH o CO o o co o o z> rt< © rH 30 3. © 02 o o CO 00 PQ rH o ID OO •>* o eO o eo 00 o rH CO 00 o 02 00 rH rH l- o © Cl 02 © CC © ID 02 rH © o rH CO 00 28 1. CO © t~ t- PQ t- CD o CO CO r- o rH oo rH rH co 0 Cl co t- 00 © rH rr co o CO ID t- 32 0. 02 © 02 co PQ rH rH Cl o CO 05 rH CO iO rH iD o o O 0 • • • Cl o eo o ID © »o iO oo © © 13 5. t- r- o CO PQ © ID Cl co 00 o OO co oo rjl CC Age Sex ( School ) . Public . Public . Public V o ip H-J cd HH . I. w. otal for 11 school o * ^ CC 02 Oh 0 u d o Eh C H £ TABLE NO. 64 What should you do if your ball went through a neighbor’s window? t- © © o CM © CO ©’ U0 CO ✓ © rH O rH © rH CM ◄ rH © kD CM rH © w lO CO CM © t- © © © rH © © © o rH © io © CD cm CO CO Cl © 01 © © rH rH ♦ rH ■o< © © © ■Ol © W b- © CO © io co 2> © rH © © O CM © C5 00 rH © © CD © tH © CO b- rH co • rH •o< © © rH CD rH © m 40 90. 45 91. i © o © © CM o rH © CM § N © CD IO CO © >H !> Cl © co © t- CD rH rH rH rH © rH © t- © cm Cl CO Ol CM © M rH © © iN © © 20 91. i CM 02 t- © 95 91. rH © © 02 o CO O CD © N § i-l CO © © CO CD © CO © IH © © © © 15 rH rH rH Ol © CO © © © © © eo © CQ TH © 00 §g © kO GO © CD © 00 CM © CO © 0- 00 rH rH © CO kO *o © O lO © N CM © ^ CM © ©' © rH © Tt^ © co © © © r- rH rH rH rH r—i CO © t- rH rH rH ■o< © M lO CO rH © 51 94. o © r- cm rH © M co I 5 H & TABLE NO. 65 What should you do if while playing in the parlor you broke one of your mother’s best chairs? (No one saw you break it and your brother was blamed for doing it.) <3 CO © co © CD © © rH © rH © 24 © *6 rH rH rH © <5 © © © © • • • rH w © © ci o S-l CO o * o <4H O A P-H cj HH cj CO d •M o H all o Eh co CD O CO CD 40 rH CO b- 05 00 rH 05 T* 40 b- rH CO CO 00 T* rH b- 00 b- Ol b- 00 40 O rH CD 00 CD Ol rH 4C 05 b- 05 Ol 40 CO 05 rH rH 40 01 o b- O0 05 rH 40 00 00 rf rH rH b- 05 CD •-* rH b- 00 § rH <£> 00 00 rH b- CQ © CM © eo 40 00 o OO © © r~ rH rH © Z> © O 40 CM a O CD 40 05 © CM oo cm 05 N © CM © CO rH CM © © 00 © rP • rH TP 40 rH © © o © © © © © CQ CO © © © IN © CQ eo © 05 © CM 40 CD © rH © © © rH OO rH rH 40 CM 40 © © O 40 cm rH co © TP © 05 tP 89 © CD CD 00 © © © 40 U5 OO OO oo b- CM • t- rH • rH rH TP rH o 40 © CM t- rH © © CM rH DQ 05 40 CD* © CO CQ 40 rH eo © 00 © 05 00 TP oo eo t~ eo © o o © © © © CM © O rH © (N d rH rH tP 40 © CM © 00 © 05 rH § 40 40 rH CD rH © CM © © © © 05 CO t- © © rH rH 3 • rH rH © • rH © rH GO rH o CO CM © © tP in TP rH M o GO d N 05 © d CQ © CM tP 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0) M 0 ) CQ A Age Sex School) Public Public o rH o •a -M Sh O rH Cj school U o «w M 0 > H 0 ) CQ •d CQ d c3 o O Eh all O H o © CQ d a O O Eh all © H 3 TABLE NO. 70 Line No. 5 THE MORAL DEVELOPMENT OF CHILDREN 125 O CO © © © Hi O O • N ©i CM 0 O rH 0 CO © CO Ad rH © rH 00 CD rH CO 05 Ad 40 rH O rH rH © 20 © fG O O 0 CO r~ © © O0 M 03 O rH © hi © M •h CO CO 40 rH t" O r*4 CO CO t- CM CO 3 Hi r* • rH CO CM rH Hi 0 !> CM © CO 40 © M 03 40 O CO © 05 M rH 40 t- 00 rH 2> CO CO CM I- © O 00 © 0 00 © O HI O CO *o O rfi O H* © 0 40 64 rH rJH CO IO CO © 40 © 00 00 00 t- CM • t- rH • rH © 05 rH © © 0 © HI CO 0 CM CO rH r- m CD © © CO IN CO M © 0 CM r~ 40 03 00 rH r- 40 CO t- CO CO 0 © CO CO O 0 CM 40 0 cm O rH 10 © 40 CO O N O IN 0 05 rH © 00 © O rH 40 GO CO C5 CO 00 © O CO © 00 rH r~ 00 H< rH • rH rH 40 CM rH CO rH 0 CO CM rH CO O rtf • rH rH rH 40 O CO 40 rH 40 rH © I- rH 40 CM CM H< rH © CM CM rH 3 ©i w N 40 03 rH IN CO 40 M IN 40 rH 40 eo © © CM CM rH t- 40 05 Tf CM N 40 rH CO © r- rH rH 0 CO CM 40 O © 00 CO 40 • • • 40 rH rf O CO O 40 CM © O 01 r- 05 0 t- CO h< rH CO GO CO O 40 GO rH 40 © rtf © CM CO CO © rH • Hi rH • rH © 00 © rH £ h< © CM rH CM 40 CO 05 «ii hi © « O CO T* 00 03 Hi CO H« d d M © 40 0 CM N 00 GO 0 CO ©i CO 00 0 • GO • • W fl O • • rH CM O §8 OO t> rH ffl H a 00 © 05 IN CM PQ rH © 00 OO CM CO d (M rH CO CO 40 CO rH CO rH H< 40 CO GO 40 t- 00 rH I> © © 05 00 O 03 CO 10 rH © CO 00 O H< © rH r- 40 © © 00 CM rH CM N CO 03 CM © 40 rH © CO 40 CO CO • rH © • t- 05 O CM rH 00 HI CO CM 00 40 CO rH rH W 00 3 40 03 05 00 rH P3 t> CO 00 rtf 00 00 CO © CM Cl CM 03 CO CO CO T»l 40 iii rH CO 2> 00 CO O CM O 03 03 00 10 40 © 40 C5 40 40 HI CO GO 40 b- i Cl rH rH CO CO CO CM rH O 0 CO • © t- • rH CO H< Hi © rH © 05 rH rH CM 05 CO CO M 05 IN 00 HI 00 t- rH M Hi CO rtf CM 05 O 00 CM rH CO 40 CM CO ■^1 0 © O © O 0 O O © • © • CM CM CO rH 05 40 CO © 00 s CO CO CM rH rH M HI 00 Tf 00 M © iG 00 r- CM CM 40 40 VI xn OQ cn Age Sex School) Public Public •rH rH O A H-> U O «w rH Gj +-> school Sh O <4H rH cd H-h 0> X u 0 VH a H-» school lH a pH c3 4-> 0) H CM CO CM CO © © rH co rH rH © 0 © b- © © © © tt © 00 00 CO CO 12 40 CO CQ © CO © § 13 CM © rH O 40 © t- 40 rH © 40 rH CM © rH O b- t' co © © © rH © IO b» 40 r- eo CO CO © b- © CM b- © rH © © rH rH © © © CO © © © © rH o> PQ b- 00 © © b- CQ © 40 rH © © © 40 CO © CO © eo © Tt< © CJ 0 © © 40 © © co rH 0 ■ CO 19 rH 40 85 © 40 b- © $ 40 CQ IO CM © 28 40 b* © rH rH co © © © rH rH rH CO © rH 0 O © CO 0 © O • • • • 40 b- b- CD © © 0 © © 00 © © © © CM rH CO b- 40 © 40 S3 © CM © CM © 40 b- b» rf< rH rH rH rH rH CM s 00 rH CM b- CD 0 40 rH CM O CM CM rH © eo l> CQ 0 40 b* 8 © CM 00 fc 6 CQ rH rH b- ©' b- © 40 eo rH iO CM 40 40 CM 40 £ rH © CO © rH CO CO b* rH K rH rH b- © © rH hQ 0) © © CO © O 05 b- 40 CM 40 00 05 CQ H G 2 O ■f 3 © 63 co eo © co CO CM ■<±i 40 b- T* rH © rH 40 © CO © © r- 40 • H rH s rH © CM rH r- 0 CM CM CO rH 40 © rH CO © CM CQ b- 0 O rH © CO b- CQ 00 CM © eo CO b- © rH 40 co <0 b- 40 rH 40 CM © CM 40 © v- 40 rH rH rH 0 40 © rH © r- © O 0 i 40 40 CO © 00 © O co CM © b- © © CD rH CM 40 b- ■<* rH 40 CM 40 © b* © © b- CM © • CM rH rH 40 © rH © o> l- CO © rH 40 © © CM © CQ eo cm 40 rH CO b- rH rH CQ rH s 40 rH CM b* © rH rH ■>* rH 0 40 00 40 CM rH © © CD © Cl © CO CM © rH t- O cm CO © CM © © CO O © © ©' CM b* CM rH © eo CO CO © rH © 40 © b- 40 03 rH b- rH CO • rH © rH © © © CM © 40 rH rH © © t- rH iA CQ rH b- Tji §3 CO 40 00 © CQ CM © © © eo 40 40 rH 0 40 lO 40 rH © 40 40 eo 40 rH © co CM © © © O 00 CO 40 rH CM b- O © © b- OO 40 rH H* CM rH CO CM eo © © 40 rH • • b- rH CM © CO © CQ 40 40 40 CQ © CM © CM CO © 72 72 72 Age Sex (School) P. rublie G. Public Catholic Total for all school Total for both sexei Age Sex (School) P. Tublic O. Public Catholic Total for all school Total for both sexe TABLE NO. 74 Line No. 9 128 MARIE CECELIA MCGRATH O -*1 CO O © © O 0 # N 40 IN CO O N © © co in © Ad. rH rH © 00 d © ◄ O rH rH rH 00 19 t- ei CO © O co 40 © 40 00 PQ \o CO rH O © 40 PQ IS CM N 0 t- 00 40 r- co 0 00 rH 0 rH 00 0 © 0 O lO CM 0 CO 40 40 O © © rH © O d CO N 00 IN I- N CO 00 © Ol O © O CO 00 rH rH rH w • rH CO rH rH r- 0 00 05 t- © © © C5 PQ rH 0 t- r- QO 00 PQ © a © w CM 40 OO OO O rH © rH 0 05 rH © © rH CO © 40 rH rH N 05 PQ 0 05 1> CD © © ci PQ rH O N CO © co © 41*5 rH CO Tp CO CO CO 40 IN r- © 05 00 0 0 rH 40 O 40 40 © O 0 • CO CO 00 CM rH O rH O 40 CO t- CO © © rH rH CO CO CO 40 N 1- O © 05 00 rH rH rH rH >f0 t> 0 © © rH 0 CM 40 CO 40 o* rH rH 0 © © © 40 co 00 PQ d 40 26 0 r- 95 CO CO 40 CM £ © PQ rH O 00 29 00 r- © N 05 00 rH co CO* 00 00 rH rH rH O CO CO 40 © O co CM T* 0 •>* CO rH 40 rH I- CO' 0 t— 00 29 05 CO CM N CM CO IN 'Pt* CO 40 O 40 05 r- Kt 40 40 rH 00 40 r- « TH rH • L- rH rH rH © rH O © © rH © CO © rH CM CM rH • rH r- © rH © © PQ 00 '•f rH 40 N rH H l-Q eo rH CO CO z> © 00 rH rH © 00 rH 05 CO H rH rH 00 £ C5 O a> rH 40 0 Cl © N PQ 00 CM O O 0 40 CO PQ CO co © 0 © 40 40 CO rH 40 co CO © 40 rH 40 N r- rH CO © r- © rH rH 0 (N O rtn © CO O © O O 0 05 3 eo 05 CM 40 O © © rH £ 09 05 CO 40 rH rJH rH t- © 00 rH CM CO © CO 00 M • Ol CD rH CO CO CM © rH 05 05 ci © © rH CO © © © rH © PQ CM © 05 rH eo CO rH eo 40 GO 00 rH 00 40 0 rH CO CM CO CO 40 CO rH CM 2> rH rH 40 40 © CO 00 CM rH 05 co © 40 CO O 40 si rH 40 40 40 t- 40 CO rH • rH N rH 00 CO CO rH 0 40 CO CO rH 40 00 t- rH 40 PQ -h rH 00 -H © © rH PQ CO OO © rH 40 CO 00 CM Tji N CO © CO rH CO rH © 40 rH CO 00 © 40 t- N © O CO CO TtH CO CO 00 © 00 O 00 © CO r>- CO 00 rH CO r-H rH CM r- CO CO rH 40 fj V Age Sex O O •a 0 CO •rH rH Oi 3 PQ •rH 3 s PQ a 0 .a O r-H ctf H-J O •a a 02 f-t O «w *3 H-J M a> c« •a Age Sex 0 0 nd 0 m © 3 PQ Publii V •hH 0 X3 u u 0 rH 09 4-> 0 1 O m Ih a d H 0) 02 A -M • d cj O O 0 cd O rH O O Ph 0 H c3 H Qu 0 H *3 H 3 THE MORAL DEVELOPMENT OF CHILDREN 129 Group VII. The first four tests in this group treat of the similarity of two moral concepts which are in general dissimilar. The question reads: In what way are these things alike: (a) Disobedience (e) Stealing Angel Baby (b) Swearing Praying ( d ) God Your soul An examination of Table No. 76 below shows that (a) is not passed by 75 percent of the 16-year-olds but is passed by this percentage of 17-year-olds. In Table No. 77, (b) 75 percent is reached by the 18-year-old group. In Table No. 78, (c) this percentage is reached by the 16-year-old group. In Table No. 79, (d) 75 percent is again reached by the 17-year-old group. The second division of this Group asks the subject to tell “In what way are these things different” : ( e ) Saint Sinner (/) God M an (t) Selfishness Gratitude (g) Lying Cheating (h) Love Hate Table No. 80 which gives the results for question (e) shows this test is passed by the 15-year-old group with a percentage considerably over 75. Table No. 81 which gives the results for question (f) shows that this test also belongs to the 15-year group. Question (g) is doubtful even as a fair test at 18 years, because it does not quite reach the 75 percent limit. However, were there enough cases at adult age it would undoubtedly be found that the test would belong to that period, and it has on this account been placed in the adult age group. These results are given in Table No. 82. Table No. 83 which gives the result from question (h) reaches 75 percent at the age of 17 and is considered a fair test for that age. In Table No. 84 which gives the results for question (i) 75 percent is again reached at 17. TABLE NO. 76 130 MARIE CECELIA MCGRATH 9) a a 05 pq 0 © 00 O 0 05 o' © rH Ad 05 OO 12 O VO CO © © b- PQ iH CO O © rH OO rH rH 02 N rH 00 CO co O CO CO 00 vO rH rH rH rH CO ►Q a PQ 3 H © © VO O © © © 40 3 Ad co © c d © 0 © VO PQ © © g © © T»» rH 0 © 00 O © © © «o © 18 rH CO rH t- 29 CO 00 Tt< 03 b- tr PQ 00 00 00 13 86 . 1 © CO vO O N © © OO © b^ VO •■f © in co O b- rH « 00 CO CO CO PQ N © * © 03 © © t- iO l- © © 00 rH rH © 03 b- © rH VO PQ b- 00 © © CO © Tt< © 02 02 vO © rH OO © © O 00 rH © rri b- CO in « © rH 03 02 O rH PQ CO © N © 33 25. 1 CO O 02 O rH in vo rH b- CO in rH 62 39. 00 0 'T rH 00 00 03 © £ PQ © lf5 © 00 © b-’ rH 02 rH Ol rH CO 02 © O © t~ 02 OO IO rH rH rH rH rH © t- • rH © vO O b* © 00 rH PQ rH O 10 © © 125 N © © rH rH rH N rH rH 02 02 © O © © in r^ © 03 rH rH © 02 rH rH N b- • rH 03 © 00 rH © rH PQ rH CO © b- b^ rH ^3 rH rH © VO CO O © © © © 00 rH rH N rH 0 O b- rH 03 PQ © © O O rH © 03 00 O © 0 O O © © — O rH O CO b- vO PQ O Hf 03 Hf 00 vO © O O © O — 03 © O rH © CQ rH ©’ rH O 00 rH rH 03 '—' O h 0 9) bo ◄ Sex O p—< O ~ P 0 £u © 9 Ph O 0 -M a | « a HJ O %H a 4-* sexes s ' . a 0 01 c Pu d pp H oj H 3=> o © TABLE NO. 78 THE MORAL DEVELOPMENT OF CHILDREN 131 a 0 0 0 CO 0 O © 0 t- © t- co 0 GO © CO d ri co O no 00 r- CO 12 5. H 11 8. 0 O 0 !> CO © © CO CO © CM O O 0 0 0 PQ rH CO CO d © © co © CO rH rH rH rH O O O 0 © 4O O • co 0 • • rH O t— £» " 2 00 © © to GO O rH 00 rH I> vo r- © b- rH WO © rH Tf 0 co rH 00 rH © 00 © O CO rH 00 PQ 'f CO 00 d cm t- CQ if © 39 92. CO rH CO CO 05 rr< 00 00 if © 0 co CM 40 O co © d d 00 Tt< O t- d 0 r- eo eo © O 00 0 00 t- co if 00 t> © i- t- rH rH 05 • © • rH VO 40 rH © © © CO d rH © 00 rH rH © W t- co ^ 00 rH CM CQ b* oo a © CO CO © © co TtH CO 10 co co if © rH 05 © d © O 00 CD Tf 00 d eo O CO in rH CM ^ 40 co d i- co t~ rH rH J> rH © H r —1 rH rH 1ft d 05 VO d © cc 0 0 Ol <50 © rH if CQ 00 0 1 •£9 ZL 80 62. 1 CO PQ 10 50. 1 1 58 55. 1 68 54. 1 CO 0 CM CO co 0 40 CO © co d • CO 00 t> rH rH 10 8 2 © d rH t- CO 00 40 _ CO tH rH CO co © a Tf< rH • rH VO CO • rH if 00 40 00 0 rH iO O -—s co © co CQ in oi 1-1 05 O rH £ no CQ © c a 51 50. rH CO rH CO CO 10 l> 40 H 0 £ 0 _j O W 5 -a Age Sex School) Public Public 0 0 H-> '-i ^3 _ 00 r-t CM CO CD I> CJ CO 0 CM CD CD 61 87. 63 86. CD t- 03 rH o fa o o 00 rH 00 fa Cl © ao to © oo 03 © ■ © rH • rH -f 00 CO 00 © rH CD fa 10 52. I 40 54. i 50 61. o CO © 0 rH lO © oi © 00 rH O © © rH CD rH IO 00 rH t- « © 03 tO rH S fa rH ir> rH iO £ s § s 0 CJ CD • • CD iO © CO 40 40 rH 40 tH CD © © © O • rH t- CM lO CO C3 rH CD fa 23 60. 1 52 59. i 40 05 t- 40 00 rH 40 0 • • 14 35 27 49 41 43 to M a» CO ctf h 4 -> 73 c Eh © © T 34 MARIE CECELIA MCGRATH 00 I s ^ 9 Eh © © © © © © Ad CT> 10 3.3 © © CO M rH © rH © 40 o co T* O i-i © •Hi CO 40 rH 00 40 rH t- rH b» © *9 rH 0i CO © 40 © fr w eo o © © CO 00 rH 1^ I- rH Cl oi d ift 00 t- 00 co no r~ 40 r- _ 40 t- o tH © © o o CO t- M co d © d eo co CO eo eo i" © t- CO o CO © 70 65. © d © IH CO CM rH . iH © r» tH ^4 rH 40 M eo oo Oi © 1ft Oi rH CO CO © © © 00 Cl © b- G> rH b- OI 40 CO © eo »o N © rH © CO © Oi • rH CO • • • M rf O t- © rH OI Oi 40 40 © S O 00 Oi CO ift f 00 © t- rH t- © 00 40 Gi eo • rH © Ht< TH CM rH 40 M CM rH rH CO 48 54. 1 60 47. i 00 co O • • lO Oi GO Oi 13 rH rH CO 00 o CO oo CO 8 3 M § co r- 28 32. 37 32. rH T»< o © o © >a< GO rH 28 28. r-l Oi rH CO co a N • rH ^ rH rH © rH CM C3 O rH 40 00 40 co rH rH co 40 © o rH CO 05 8 il 01 40 rH 40 • rH rH Oi o © 00 t- rH CQ o © d © b- © © tr O rH *0 o rH d Oi © o 40 rH CO tr OO tt ^ d CO f- H}1 CO r-l o o o © o © © o o © • M © © U1 Age Sex School) Public Public V rH o © H-> tal for school - OJ o M <2 OJ ^ CC a h +■> ij Cu d oj O To all o o H © THE MORAL DEVELOPMENT OF CHILDREN 135 The value of this test lies in the fact that it displays the ability of the individual to analyze common acts into their constituent parts for purposes of comparison with other acts similarly ana¬ lyzed. Inability to analyze the qualities under consideration pre¬ cludes inability to compare them with other qualities essentially dissimilar. Intensified study of the answers received would, if it were undertaken, show to what extent the subject comprehended the terms involved, and recognized their common factors. This recognition gives evidence of an appreciation of their moral value. For our purposes it was considered sufficient that the subject give a real likeness or a real difference to be credited. Group VIII. Vocabulary. The vocabulary as it is to be used in the standardized form consists of forty-six words. These words were used in the reprinted blank given to the Catholic school children. 3 The Table below records the results on these words only, starting with age 9 and proceeding through adult age. The number of cases at adult age is so small, however, that it was decided not to use this age in constructing a standard for the different age groups. It was found necessary also in formulating this standard to consider the Public and Parochial schools separately, owing to the dif¬ ference in the extent of the respective moral vocabularies. This difference which shows that the Catholic school children have the wider vocabulary is due undoubtedly to the constant training these children receive in the catechism where most of the words contained in our list appear. The difference is interesting from the pedagogical standpoint especially, because it shows what ac¬ celeration can be brought about by systematic training along the lines of vocabulary. The absolute number and the percentage answering each word correctly is given in Table No. 85. Each age group is considered separately and is divided further into C (Catholic) and P (public). 3 See p. 19 for method of compiling this vocabulary test. MARIE CECELIA MCGRATH 136 The list of words used for this test are as follows: I God 13 pity 24 pride 35 murder 2 bad 14 lust 25 mercy 36 counsel 3 sin i 5 hope 26 death 37 patience 4 sad 16 soul 27 Satan 38 suicide 5 lie 17 charity 28 anger 39 blasphemy 6 hell 18 abhor 29 virtue 40 effeminate 7 love 19 gratitude 30 heaven 4 i infanticide 8 flirt 20 snob 31 justice 42 veneration 9 obey 21 cruel 32 courage 43 Patricide 10 kind 22 steal 33 worship 44 degradation 11 devil 23 gentle 34 obstinate 45 Sadism 12 holy 46 manslaughter A definition was considered correct if it gave a logical mean- ing for the word and if it also involved a moral concept. By a logical definition we understand one which gives a meaning of the word commonly accepted as correct. Occasionally a word may be given a logical definition and yet be marked minus in the rec¬ ord because it contains no moral concept. Our purpose is pri¬ marily not to get definitions for the words but rather to see at what age the moral concept becomes evident. The number of words passed at the various ages for the two groups of children follow: Age 9 10 11 12 13 14 15 16 17 18 Catholic 9 15 17 19 21 22 21 28 30 40 Public 8 11 9 15 12 12 22 13 20 The results have been used as they stand for purposes of stand¬ ardization, yet it is felt that the lack of progressive growth in the public schools is due largely to the comparatively small num¬ ber of cases considered. These cases number less than 75 at the 10, 11, 16, 17 and 18-year-age-groups, while at 12, 13, 14 and 15 they number between 75 and 100. CHAPTER VII The Moral Problems of Childhood Four items of our questionnaire have enabled us to get a par¬ ticularly good insight into the moral development of the child. They are: Name three things it is good to do, Name three things it is wrong to do, What one action do you consider the best a person can do during life and What one action do you con¬ sider the worst a person can do during life. They bring out in strong relief the relative value of various faults and virtues in the mind of the child as these show themselves in the process of his development. The things mentioned by the children were classified under the general heading of “Duty.” Considered in this way, the good actions mentioned are in accordance with one’s duty, and the wrong actions are violations of the same. Duty was subdivided into the groups “To God,” “To social groups,” “To the family,” “To superiors and friends,” “To any human being,” “To maintain personal integrity,” “To animals,” 1 “Com¬ bination of obligations” and “False concepts.” As is shown in the Tables which follow, each of these groups is further divided into quite concrete and definite classes of right or wrong actions. The same general form has been used for all the Tables giving results on these questions. The classification of right or of wrong actions explained above, is given in the first column of each Table. There is a separate column for each age group, the age being given at the top. Each column has also been divided giving results separately for boys (B) and girls (G). The upper figure in each space represents the number of cases mentioning that particular act as right or wrong. The lower figure (in heavy print) represents the percentage this number is of the total number taking the test. Immediately below the line giving the ages, is a 1 Strictly speaking, man has no duties to animals. This division was made to take care of acts which were mentioned by the subjects, and could not be classified elsewhere. *37 138 MARIE CECELIA MCGRATH series of figures which represents the total number of cases at each age to whom the question was presented. To the right of the last age column, is a column with the heading, “Age of io%.” In this, there is given for each action named and separately for boys and girls, the first age at which more than io percent of the subjects name this act. The last column in each Table which has the head¬ ing, “Age of Max.” (maximum) gives the age at which the maxi¬ mum percentage is reached for each good or bad act. The results to be considered are from five groups of schools in which tests were given. Each of these groups is from a dif¬ ferent city and therefore that a comparison of environmental dif¬ ferences would be possible, results for each school have been tabulated separately. It is to be regretted that the number of cases presented at the upper and lower ages, particularly 17, 18 and “Ad.,” and 6, 7 and 8 are not larger. While the number of cases from 9 through 16 may be considered large enough to give fairly representative results, those above and below these limits are too few to be considered anything but suggestive. Tables No. 86 and No. 87 below, give the number of answers and percentages for each good action mentioned in the Catholic Individual and Group test, at all ages tested. Tables No. 88 and No. 89 present for the same school groups the number of answers and percentages for the action considered the “best a person can do daring life A Tables No. 90 through 93 present the results compiled from the answers to this question in the P. Public and G. Public schools, respectively. An attempt was made to classify the answers of the children. The moral acts mentioned by the children were designated by a number of captions and these brief designations appear in the Tables. That an idea may be given of the various moral acts included under each caption, the following list has been prepared. It consists of the captions found in the tables, followed by a num¬ ber of samples from the children’s papers that will give the reader a fairly comprehensive idea of what each caption includes. Religious acts: to pray, to go to church, to attend Mass, to THE MORAL DEVELOPMENT OF CHILDREN 139 go to Sunday School, to receive the Sacraments (go to Confession, to Holy Communion), to say “Grace.” Personal piety: to be holy, to renounce temptation, to reform, to read the Bible, to avoid sin, to convert souls, to love holy things, to be pious, to give good example, to be devout, to go with good companions. Worship: to adore God, to love God, to serve God. To follow one’s vocation: to be a Religious, to be a Priest, to be a Sister, to get married. Duties to church: to help support the church. Duties to school: to obey the regulations, to know your lessons, to behave in school. Duty to respect authority: (in the family) obedience to par¬ ents, specific act of obedience (not to smoke, to go to school, etc.). Duty to render assistance (at home) : to help your mother, go to the store, to work, to give your mother your money, etc. Courtesy: reverence. Charity: to love, to be charitable, to help others, almsgiving, pity, works of mercy, to be merciful, to forgive. Optimism: to hope, to be cheerful, to be happy. Negative virtue: not to steal, not to swear, not to kill, not to fight, etc. (These acts are too indefinite to be considered outside of the tables.) To be gentle: to be kind, to be thoughtful, to be patient, to be humble, to be docile. Purity: to be pure, to be modest, to have clean thoughts, to have clean amusements. To be honorable: to be truthful, to have honor, to be true, to be reliable. Honesty: sincerity, to be honest. Mortification: penance, self-sacrifice, to fast. Industry: to be industrious, to be ambitious. 140 MARIE CECELIA MCGRATH Tables No. 94 through No. 97 present for the tests from the Catholic schools and Individual tests, respectively, the number and percentage of children naming certain actions in answer to the questions: Name three things it is wrong to do, and What one action do yon consider the worst a person can do during life? Tables No. 98 through No. 101 present corresponding results on these same questions for the P. Public and G. Public schools respectively. The terms used in these tables are generalizations of the terms used in the papers of the subjects and include the following: Blasphemy: to swear, to curse, to take the Lord’s name in vain, to blaspheme, sins against the Second Commandment. Unbelief : to lack faith, not to believe in God, idolatry, atheism. Violation of religious duties: to miss Mass, to omit prayers, not to love God, to work on Sundays. Contrary to authority (in the family) : disobedience, specific acts of disobedience (smoking, playing truant, etc.), to be bad, to be stubborn, to run away. Discourtesy: to talk back, to be rude, to be saucy, to be snippy, to strike a priest, to strike a teacher. Against charity: to be angry, to be unkind, to tattle, to scan¬ dalize others, to gossip, to talk of others, to be jealous, to wish evil, to be mean, to hurt others, to hate. Against purity: to look at bad pictures, to tell bad jokes or stories, to read bad books. Impurity: to think bad, to be immodest, to be immoral, to think or do evil. Sloth: to be lazy, not to work. Unconventional acts: to flirt, to go with bad companions, to be vulgar, to go riding with fellows. Deceptiveness: to gamble, to be false, not to play fair. Pride: to be vain, to be haughty, to be proud. False Combination of To periors, Concepts Obligations Animals ^o maintain Personal Integrity To Any Human Being Friends To Family To Social Groups TABLE NO. 100 Table No. 100 presents the results from the P. Public School group tests, which were given in answer to the question. What one action do you consider the worst a person can do during life. Age Sex No. of Cases Blasphemy Unbelieving | Violation of Rel. Duties Sin Country Church School Clubs and [ Gangs Contrary to Authority Divorce Adultery I } Discourtesy f I Vs. Charity i | Vs. Purity Vs. Honesty^ Stealing Lying Murder i . Fighting | I f Impurity j Sloth Unconven- | tional Deceptive- | ness | Selfishness I Pride [ Cheating Cruelty | i f In temper- I | ance Neglect Health Religions Non¬ religious 10 11 12 13 14 15 1 16 B G B G B G B G B G B G I B G B G B G Age of Age of 13 14 22 20 31 28 34 27 21 13 9 2 3 2 10% Max. 2 2 1 2 1 2 3 1 3 1 1 1 (15) 15.4 14.3 4.6 10.0 | 3.2 7.1 | 8.8 3.6 14.3 7.7 11.1 50.0 10 10 10 10 1 4 2 4 1 3 3 1 i 7.1 18.2 10.0 12.9 3.6 8.8 10.7 7.7 11 11 11 13 1 1 1 3.2 2.9 4.8 14 1 1 1 4.6 2.9 | 4.8 14 I 1 1 | 4.8 1 7.7 14 14 2 5 2 1 1 2 1 1 1 1 2 1 14.3 22.8 10.0 3.2 3.6 7.1 4.8 15.3 n.i 11 10 11 14 i 1 10 13 7.7 3.6 1 12 3.6 i 1 1 1 1 1 2 1 1 2 (16) 7.7 4.6 5.0 3.2 3.6 2.9 7.1 4.8 7.7 100.0 10 14 5 2 2 4 5 3 12 4 3 38.5 14.3 9.1 12.9 17.9 8.8 42.8 19.0 23.1 10 10 10 13 3 3 4 2 10 1 1 21.4 15.0 12.9 7.1 29.4 11.1 12 10 13 10 2 2 9 10 8 9 6 4 4 1 1 15.4 14.3 41.0 50.0 25.8 32.1 21.4 19.0 30.8 11.1 33.3 10 10 11 11 1 2 5.0 22.2 15 15 11 1 1 1 (16) (16) 3.2 4.8 33.3 14 1 1 3 5.0 3.2 8.8 13 11 2 5.9 13 1 1 1 4.6 3.2 2.9 11 1 1 1 I 4.6 3.2 3.6 11 2 2 1 3 1 6.5 7.1] 2.9 33.3 15 15 12 1 T 4.6 11 i 1 i i 12 3.6 TABLE NO. 101 Table No. 101 presents the results from the G. Public School group tests which were given in answer to the question, What one action do you consider the worst a person can do during life. Age 10 11 12 13 14 15 16 17 18 Ad. B B G Sex | B G B G B G B G B G B G B G B G B B B G G Age of Age of No. of Cases j 8 12 19 23 38 43 50 58 55 5G 42 37 25 13 0 3 3 10 4 3 10% Max. 0 2 4 3 5 1 5 4 1 0 4 0 3 0 11 10 11 10 Blasphemy 16.7 21.0 13.1 13.2 2.3 10.0 6.9 1.8 9.5 12.0 2 1 6 9 1 2 0 1 2 0 (18) (17) Unbelieving 1 21.0 8.7 2.6 9.31 2.0 10.3 3.6 1.8 14.3 24.3 4.0 15.4 33.3 66.7 11 13 11 15 o O ' Violation of | 0 2 12 H Rel. Duties | 4.7 1 2 4 1 5 4 5 3 6 3 0 1 1 0 0 1 Sin 5.3 8.7 10.5 2.3 10.0 6.9 9.1 5.4 14.3 8.1 7.7 16.7 10.0 12 18 17 18 1 | 3 1 3 2 6 2 2 0 1 0 10 10 Country i i 37.5 8.3 6.0 3.4 10.9 3.6 4.8 4.0 10 >* 1 Church 1 ■ oj Ec< School r< Clubs and Gangs Contrary to 1 1 0 3 1 2 2 3 0 1 Authority 12.5 8.3 13.1 2.6 4.7 4.0 5.2 1.8 10 11 10 11 2 n 961 Divorce 00 * o a 0 1 0 2 0 H e3 Adultery 1.7 1.8 4.8 15 13 Vs. Charity 1 2.6 1 2.3 0 1 1.7 0 1 1.8 4 9.5 2 5.4 3 75.0 0 Ad. Ad. 15 Vs. Purity be 0 2 1 0 •3 15.4 33.3 18 16 18 16 iS Vs. Honesty p 3 1 2 6 5 9 9 7 5 4 2 0 2 0 10 11 10 11 a P Stealing 37.5 8.3 10.5 26.1 13.2 21.0 18.0 12.0 9.1 7.2 4.8 8.0 w 1 1 3 6.0 i 3 3 4 1 0 1 0 (18) >» p a Lying 12.5 16.7 3.4 1.8 5.4 7.1 10.8 33.3 25.0 10 10 10 10 o H 3 0 7 6 17 18 13 22 28 21 20 9 10 2 1 1 2 0 10 11 (18) 12 Murder 37.5 36.8 26.1 | 44.7 41.9 26.0 37.8 51.0 37.6 47.6 24.3 40.0 15.4 16.7 33.3 66.7 14 0 1 1 1 Fighting r 7.7 1 25.0 33.3 Ad. Af Ad. Ad. 3 0 1 1 Impurity 12.0 16.7 33.3 1 16 (17) 17 (17) >y 1 0 1 0 i 2 0 1 1 (17) H to Sloth 1 2.6 2.0 1.8 3.6 33.3 (17) 12 14 Unconven- 1 1 1 i 1 tional 1 2.6 2.3 1.8 1.8 12 12 P o Deceptive- 1 2 0 1 2 1 1 (18) t-i ness 5.3 1.8 3.6 33.3 10.0 12 18 P i i 1 3 0 03 fl Selfishness l l 1 2.0 1.7 12.0 j 16 16 13 Oj 2 Pride i 1 i 1 S i i ! 1 i 1 I 2 1 1 2 m Cheating i 5.3 I 4.41 3.6 1.8 2.4 5.4 11 15 Oj © a f i 1 \ Cruelty | 1 t «N < ° « Intemper- | 1 I 1 0 1 0 3 2 3 1 • 1 0 17 §2 ance I i 1 2.6 2.0 5.5 3.6 7.1 2.7 lb.7 17 14 43 ‘-m | i i a to Neglect i i i I | a o j j I o i 1 1 1 i 4) » a? Religious i i 16.7 33.3 17 17 | 17 17 oj © b* o Non- ] i 0 i O religious 1 i 2.7 J 15 THE MORAL DEVELOPMENT OF CHILDREN Mi The question we will next consider approaches a limited num¬ ber of the problems of childhood from a different point of view. The child is asked to Write down the following list of faults in the order in zvhich you think you commit them most frequently. Selfishness, lying, cheating, stubborness, stealing, swearing, disobedience, insolence. The question above was conceived as a possible method of getting an insight into the child’s faults as the teacher sees them, and of comparing them with his faults as he himself sees them. With this end in view a request was sent to several teachers per¬ sonally interested in the problem, asking them to keep a record of the faults committed in their classroom for one month, noting the frequency with which these faults occurred. High School teachers found the undertaking almost impossible because of the constant changing of classes and because, also, children of this age succeed in hiding, while in the classroom, practically all faults beyond an occasional offense against discipline. Results were received from ten teachers—three from the fifth grade, four from the sixth, one from the seventh, one from the eighth, and one from High School. The faults mentioned rank as follows: (1) disobedience (2) cheating (3) selfishness (3a) inattention (4) lying (5) stubborness (5a) pouting (6) insolence (7) stealing (8) swearing It w^as considered that “inattention" and “pouting" were not sufficiently important, morally, to seek results on them in our tests. Therefore, the list as presented, included the remaining eight given in an order different from that in which the teachers ranked them. Table No. 102 presents for the boys and girls of four school systems at each age, the number and percentage ranking the re¬ spective faults first. Thus if we consider lying at the age of 13, we find that of the subjects from G. Public schools, 6 boys and 5 girls, 14.6 and 10 percent respectively, consider this the fault they commit most frequently; of the P. Public school subjects 142 MARIE CECELIA MCGRATH 2 boys and 4 girls or, 5.9 and 14.8 percent, consider it so; of the Catholic school subjects 22 boys and 10 girls or, 16.7 and 12.8 percent respectively accuse themselves of this as their greatest fault. If we compare the predominant fault for each age in these Tables with the list of faults as observed by the teachers, the following points may be noted. Disobedience is named first by the teachers and predominates as the first fault in 28 of the 51 groups recorded. Boys and girls are equally disobedient if we may judge from their parallel rec¬ ords. Teachers name cheating as the fault second in importance, but neither boys nor girls of any age group except at adult age where one person mentions it, admit that cheating is their pre¬ dominant fault. Selfishness is ranked third by the teachers and also holds third place in the ranking of the children as a pre¬ dominant fault, being mentioned at eight ages, six of which were girls. Lying is ranked fourth by teachers and also fourth by the pupils. The boys are more conscious of the tendency to lie than are girls. Stubbornness holds fifth place in the estimation of the teachers, but it is second as the child sees himself. With this fault, also, boys and girls have parallel records. Teachers rank insolence next, and it occupies sixth place also in the pupil’s record being mentioned by one age group. Stealing ranks sev¬ enth in the estimation of the teachers but is not mentioned by any age group of subjects as a predominant fault. Swearing is placed last in rank by the teachers; it ranks fifth with pupils. It is named at five age groups but by boys only—girls evidently are not so prone to this fault. The list of faults was then taken and the number of times a fault was mentioned calculated, without reference to how the child ranked it. This total served as the basis of re-ranking the faults for each age. Tables No. 103 and 104 give the fault (or faults) which after this sum had been calculated, ranked first at each age together with the number of cases mentioning it and the percen¬ tage this number is of the whole group. TABLE NO. 102 The faults as ranked first by the children. Stubborn- ! Bis- Fault Selfishness Lying Cheating ness Stealing Swearing obedience Insolence Age School B G B G B G B G B G B G B G B G 3 3 0 2 0 1 1 3 0 0 0 0 2 0 0 0 10 | G. Public | 50.0 30.0 .0 20.0 .0 10.0 16.7 30.0 .0 .0 .0 0 33.3 .0 .0 .0 1 1 5 2 0 0 0 0 3 0 0 0 0 0 2 3 1 0 P. Public 38.2 14.3 .0 .0 .0 .0 23.1 .0 .0 .0 .0 .0 15.4 21.4 7.7 .0 13 3 17 12 2 0 5 7 1 1 2 0 5 10 0 0 Catholic 18.3 5.0 24.0 20.0 2.8 .0 7.1 11.7 1.4 1.7 2.8 .0 7.1 16.7 .0 .0 4 6 0 1 0 1 4 6 0 0 0 0 2 3 0 2 11 G. Public 30.8 30.0 .0 5.0 .0 5.0 30.8 30.0 .0 .0 .0 .0 15.4 15.0 .0 10.0 5 7 2 1 0 0 5 6 1 0 1 0 6 2 2 1 P. Public 22.8 35.0 9.1 5.0 .0 .0 22.8 30.0 4.6 .0 4.6 .0 27.3 10.0 9.1 5.0 12 14 20 28 3 0 4 10 3 1 2 2 11 16 2 1 Catholic 13.8 12.5 23.0 24.9 3.5 .0 4.6 8.9 3.5 0.9 2.3 1.8 12.7 14.2 2.3 0.9 10 14 1 0 3 2 8 10 0 1 2 0 5 5 1 1 12 G. Public 32.3 32.3 3.2 .0 9.7 5.9 23.8 29.4 .0 2.9 6.5 .0 16.2 14.7 3.2 2.9 6 5 4 2 0 0 8 5 0 1 2 1 4 5 0 1 P. Public 19.4 17.9 12.9 7.1 .0 .0 25.8 17.9 .0 3.6 6.5 3.6 12.9 17.9 .0 3.6 17 18 25 16 12 1 8 12 21 2 6 1 10 27 0 0 Catholic 18.4 18.0 27.0 16.0 13.0 1.0 8.6 12.0 22.7 2.0 6.5 1.0 10.8 27.0 .0 .0 8 16 6 5 1 1 12 14 1 0 3 1 7 6 0 0 13 G. Public 19.5 32.0 14.6 10.0 2.4 2.0 29.3 28.0 2.4 .0 7.3 2.0 17.1 12.0 .0 .0 3 3 2 4 0 0 11 7 0 0 3 0 5 8 3 0 P. Public 8.8 11.1 5.9 14.8 .0 .0 32.3 25.9 .0 .0 8.8 .0 14.7 29.6 8.8 .0 21 12 22 10 4 0 13 15 0 0 11 0 26 26 2 0 Catholic 16.0 15.4 16.7 12.8 3.0 .0 9.9 19.2 .0 .0 8.4 .0 19.8 33.3 1.5 .0 10 11 5 2 0 1 6 10 1 1 4 0 10 4 2 2 14 G. Public 21.3 30.6 10.7 5.7 •o 2.8 12.8 27.8 2.1 2.8 8.5 .0 21.3 11.1 4.3 5.6 0 3 2 2 0 0 3 5 0 0 4 0 5 0 0 0 P. Public .0 23.1 9.5 15.4 .0 .0 14.3 38.5 .0 .0 19.0 .0 23.8 .0 .0 .0 17 23 28 16 1 1 22 19 4 3 1 12 1 23 46 2 1 Catholic 11.6 15.6 19.0 10.9 0.7 0.7 15.0 12.9 2.0 0.7 8.2 0.7 15.6 31.3 1.4 0.7 9 9 4 1 0 0 11 11 0 0 2 0 10 6 1 0 15 G. Public 23.0 32.1 10.2 3.6 .0 .0 28.2 39.3 .0 .0 5.1 .0 25.6 21.4 2.6 .0 1 0 1 0 0 0 1 1 0 0 1 1 3 0 1 0 P. Public 11.1 .0 11.1 .0 .0 .0 11.1 50.0 .0 .0 11.1 50.0 33.3 .0 11.1 .0 15 32 23 14 i 2 1 16 35 1 2 25 3 25 68 2 o Catholic 10.5 17.6 16.1 7.7 1.4 0.6 11.2 19.3 0.7 1.1 17.5 1.7 17.5 37.4 1.4 1.1 1 1 4 1 0 0 6 3 0 0 2 1 3 2 1 0 16 G. Public 5.9 12.5 23.5 12.5 .0 .0 35.3 37.5 .0 .0 11.8 12.5 17.6 25.0 5.9 .0 9 18 16 5 1 1 9 26 0 2 13 0 11 44 0 2 Catholic 13.7 14.9 24.3 4.2 1.5 0.8 13.7 21.6 .0 1.7 19.8 .0 16.7 36.5 .0 1.7 1 1 1 0 17 G. Public 14.3 33.3 14.3 .0 3 17 10 4 0 0 4 12 0 1 4 1 7 24 1 2 Catholic 7.0 24.3 23.3 5.7 .0 .0 9.3 17.2 .0 1.4 9.3 1.4 16.3 34.3 2.3 2.9 4 0 0 1 0 1 2 1 0 0 1 0 0 0 0 0 18 G. Public 50.0 .0 .0 33.3 .0 33.3 25.0 33.3 .0 .0 12.5 .0 .0 .0 .0 .0 3 2 0 5 0 0 7 1 Catholic 12.5 8.3 .0 20.9 .0 .0 29.2 4.2 1 1 2 0 1 0 0 0 1 0 0 1 0 1 1 0 0 Ad. G. Public 25.0 33.3 50.0 .0 .0 1 .0 .0 33.3 .0 .0 25.0 .0 25.0 33.3 .0 .0 8 0 1 I 0 2 0 0 2 0 Catholic 61.5 | .0 1 .0 15.4 .0 .0 15.4 .0 144 MARIE CECELIA MCGRATH TABLE NO. 103 (BOYS) The fault named by the greatest number of children at each age. G. Public P. Public Catholic Age Name No. % Name No. % Name No. °Io 10 Selfish, Disobey 4 66.7 Disobey 9 69.2 Lie 37 52.2 11 Stubborn 9 69.2 Disobey 20 91.0 Disobey 46 52.9 12 Stubborn 24 77.5 Disobey 20 64.6 Lie 56 54.3 13 Stubborn, Disobey 32 78.1 Stubborn 19 55.9 Disobey 87 66.1 14 Stubborn 36 76.7 Disobey 13 61.9 Disobey 88 59.8 15 Disobey 34 87.0 Swear 8 88.9 Disobey 95 66.5 16 Stubborn, Swear 15 88.2 Disobey 55 83.6 17 Lie, Stubborn, Disobey 5 71.5 Swear 28 65.2 18 Swear, Selfish 7 87.5 Ad. Lie, Cheat, Swear, Disobey 4 100.0 TABLE NO. 104 (GIRLS) Age G. Public P. Public Catholic Name No. % Name No. % Name No. % 10 Stubborn 8 80.0 Disobey 5 35.7 | Disobey 27 45.1 11 Selfish, Stubborn, Disobey 18 90.0 Stubborn 14 70.0 i 1 Disobey 64 57.0 12 Stubborn 29 85.3 Disobey 17 60.7 i i i Disobey 67 67.0 13 Selfish 36 87.8 Disobey 19 70.3 i i Disobey 56 71.7 14 Disobey 30 83.4 Stubborn 9 68.6 i i Disobey 104 70.7 15 Selfish 28 100.0 Disobey 2 100.0 i i i Disobey 147 80.9 16 Stubborn 8 100.0 Selfish, Lie, Stubborn 1 50.0. i Disobey 91 75.5 17 Selfish, Insolent 2 66.7 i i i Disobey 57 81.5 18 Insolent 3 100.0 i i i Disobey 30 15.5 Ad. Selfish, Lie, Stubborn 3 100.0 i l Disobey 12 92.3 THE MORAL DEVELOPMENT OF CHILDREN 145 This data may be made more clear by the following schema: Disobe- Stubborn- Selfish- Inso- Fault dience ness ness Lying Swearing lence Cheating Stealing Rank by Pupil . 1 2 3 4 5 6 7 7 Rank by Teacher ....1 5 3 4 8 6 2 7 The results attained through this subjective and objective method of ranking have a rough agreement, giving a correlation of 48. We may note, however, that while very often we con¬ sider “cheating” and “stealing” as great failings with the childj and although he expresses a dislike for them as things bad-to-do, 2 yet he does not accuse himself of them. Certainly they are im¬ portant and condemned qualities in his moral code. Cheating seems to be the only fault which differs in rank to any extent, as arranged by pupils and teacher. As cheating is a fault which we assume belongs to the class-room chiefly, the teachers’ observation must be worth much. In the tables giving things which the child considered bad-to-do, cheating, as was mentioned above, holds an important place. Therefore the child knows it is wrong, yet he ranks it seventh in the list of faults given; that is, he cheats but rarely. On the contrary, the teacher ranks it second; that is, it is one of the great faults of the school¬ room. In order to ascertain if possible, the cause of this discrep¬ ancy, several Grammar Grade teachers were asked to define by examples what they understood by cheating. A few children from the classes of these teachers were asked to write a compo¬ sition on “What I think cheating means.” No further sugges¬ tions were given the child. The answers show an enlightening point of difference in the concept of teacher and child in regard to cheating. The teacher looks upon cheating as any petty un¬ fairness in or about the class-room. She, therefore, includes under it a large number of acts. The child regards cheating as a serious offense and therefore, attributes it only to big acts, i.e., copying during examination, or doing something cowardly to keep out of trouble. This difference of opinion concerning the seriousness of cheating explains very well why, considered objec- 2 See inserts, Tables 94 through 101. 146 MARIE CECELIA MCGRATH jectively, the child cheats a great deal, while considered subjec¬ tively, he commits this fault but rarely. No opposition was offered by the public school children to the request for self-analysis in these questions, but such was not the case in the Catholic schools. The children in general, but espe¬ cially the boys, objected to writing out “their confession” for someone to read. In order to gain any response at all to the question, it was necessary to promise that their teachers would not examine the papers and to point out that their answer would be only one in thousands when the papers came to be corrected. With these assurances they went seriously about what they evi¬ dently regarded as a very disagreeable task. The experience in introspection which their religious practices of examination of conscience and of confession give them, should insure more exact results from these children than from the public school sub¬ jects. The value of the results must be discounted, however, be¬ cause of their dislike for the task and in many cases the refusal to carry it beyond the first or second fault. Probably, because of the novelty of the task, the public school children did not regard the problem as so personal a one. We may summarize the results of this test thus: (1) disobe¬ dience is the predominant fault of most children; (2) both chil¬ dren and teachers are equally cognizant of the role selfishness, lying, and insolence play in the child’s life; (3) teachers are too severe in their judgments of children with regard to cheating; (4) teachers are not wholly conscious of the importance of stub¬ bornness and swearing in the life of their pupils; (5) stealing is rather an infrequent fault of children. CHAPTER VIII The Stages of the Moral Development of Children Let us assume as a working basis for the consideration of the problems presented in the last chapter that most children are not alive to moral problems before the age at which the problems first appear in our tests. This assumption is justified by the fact that the children taking the tests were unselected groups of all ages and of all social conditions. We may then deduce the pedagogical corollary that it is vain to give moral instruction in these prob¬ lems before the age at which children in general commence to be aware of them. Let us assume a further principle: most children have for some reason ceased to be keenly alive to moral problems after the age at which the problems last appear in our tests. This does not mean that the children have ceased to be able to judge cor¬ rectly on these questions but merely that the problems in ques¬ tion are not seriously troubling their mind. We may then deduce a second corollary: that it is useless to give moral instruction on these problems after the age at which children in general have lost interest in them. Obviously, then, the time for instruction in any moral problem is at that period when the child is interested therein, and it should be graded to follow this natural interest of the child. These tests ask for spontaneous statements of things that are morally right or wrong. If a moral problem does not come up in the mind of any child of a given age taking the tests it is be¬ cause children of this age are in general ignorant of it entirely; or because it is so far in the background of their mental activity at that age that it does not occur to them. Moral problems about which children think are likely to be mentioned—unless the men¬ tioning of them on paper is inhibited, e.g., by a sense of shame. For this reason sex problems are mentioned less frequently than others. The questions naming the best and the worst actions 147 148 MARIE CECELIA MCGRATH one can do during life are not, however, so likely to lead to the mentioning of the actual living moral problems. Thus a con¬ siderable percentage of children, mention “murder” as the worst action a person can do during life. It is evident that this is not due to any actual moral conflict about murder in the mind of these children. The question, however, asking the child to name three things it is good-to-do, is likely to lead to moral problems about which the child himself has had some experience. Moral problems make their first appearance as follows: Age 6-7. Religious acts ; personal piety; divine worship ; respect for author¬ ity (in the family); charity; gentleness; honesty; physical exercise; duty to school; to be honorable (girls) ; to be unselfish (girls) ; self-denial (boys). Age 8-10. Render assistance at home; follow vocation; politeness; purity; courtesy (boys) ; unselfishness (boys) ; courage (boys) ; cheerfulness (girls) ; self-denial (girls). Age 11-12. Preservation of health; courtesy (girls); duty to country (boys) ; duty to church (boys) ; cheerfulness (boys) ; industry (girls). Age 13-14. Duty to country (girls) ; gratitude (girls). Age 15-16. Industry (boys). Age 17-18. Gratitude (boys). The above schema was drawn from the answers on the Catholic school papers to the questions Name three things it is good-to-do, and What one action do you consider the best a person can do during life? It will be noted that after 12 years very few new moral prob¬ lems are mentioned. This does not mean that at 12 all children are aware of practically all the problems, but that in a large, rep¬ resentative group of children a few are aware of most of the moral problems. Our points of appearance give the age at which the most precocious child in the group becomes aware of any prob¬ lem. The age at which the average child becomes aware of it will, of course, be later, and may be found by tracing the growth of this problem in the tables. The points of disappearance, like¬ wise, do not represent the time at which this problem ceases to be vital in the life of the average child, but rather the age at which the most retarded child fails to mention it. Thus we in¬ clude in our points of appearance and of disappearance all the THE MORAL DEVELOPMENT OF CHILDREN 149 ages at which a problem appears and continues to be active in the mind of any child in the group. The schema outlined above indicates a central tendency for three stages of moral development worthy of consideration. In the first stage, it is duty to God; in the second stage, it is duty to one’s neighbor and the duty of the individual to maintain his per¬ sonal integrity; in the third stage, it is the relationship of the in¬ dividual to the larger social groups, his vocation in life, his duty to the church and to his country. It is very likely that these three stages are not accidental in the moral relationship of the individual to his environment. An analysis of the points of disappearance of the moral prob¬ lems as revealed in the answers of these children is presented in the following schema: The minimum age of disappearance is 10—after which courage and physical exercise are not mentioned. 11-12. Duty to country (girls). 13-14. Courtesy (boys). 15-16. Duty to school (girls) ; politeness (girls) ; preserve health (girls) ; unselfishness (girls). 17-18. Worship (boys); follow vocation; duty to country (boys); go to school (boys); render assistance (boys); courtesy (girls); gratitude; charity (boys); politeness (boys); cheerfulness; purity; preserve health (boys); to be honorable (boys); honesty; self-denial (boys); unselfishness; industry. Religious acts; personal piety; worship (girls); respect for authority; ren¬ der assistance at home (girls); charity (girls); gentleness; to be honorable (girls) ; and self-denial (girls), persist in the adult period 1 The points of disappearance of these problems do not give the Same grouping as do the points of appearance. This is due, per¬ haps, to the difference in the length of time that these problems remain active in the moral consciousness of our subjects. The religious problems once having been awakened, remain active throughout adolescence and even into adult years. Let us now consider the appearance of moral problems (as indicated by the answers to the question asking for three things good-to-do, and for the best thing we can perform daring life) for the public school children. 1 That purity is not mentioned at this age may mean either sensitiveness on this point, or that it is so basic a virtue that it is taken for granted. 150 MARIE CECELIA MCGRATH P. Public G. Public Appearance at: io, or before: Religious acts Religious acts Personal piety (boys) Personal piety (boys) Divine worship Divine worship Respect for authority Respect for authority Render assistance (boys) Charity Courtesy (boys) Politeness (girls) Charity Cheerfulness Gentleness Gentleness Purity (boys) To be honorable To be honorable Honesty Industry (boys) 11-12: Personal piety (girls) Personal piety (girls) Follow vocation Follow vocation To go to school To country (boys) Courtesy (girls) To go to school Preserve health (boys) Render assistance To be unselfish (boys) Preserve health (boys) Recreation (girls) Honesty Unselfishness (boys) Industry (girls) Recreation (boys) 13-14: To country Follow vocation (girls) To render assistance (girls) To country (girls) Gratitude (boys) Recreation (girls) Politeness Have a trade Cheerfulness Courtesy Purity (girls) Politeness (boys) Mortification (boys) Purity Recreation (boys) Preserve health (girls) Unselfishness (girls) Industry (boys) Mortification (boys) 15-16: Physical exercise It is impossible for us to investigate at this time, the moral problems of public school children from 6 to 10 years of age. Children do not read well enough until they reach 10 years to take the group test and the opportunity of giving the tests individually, did not present itself. THE MORAL DEVELOPMENT OF CHILDREN 151 If, however, the moral problems of 6-10 are religious problems in the public schools, it is likely that they will be mentioned in the answers of the io-year-olds at which age our investigation commences. This, as a matter of fact, we find to be true. All the problems occurring in the public school papers at 10 and so present at 10 or before, are mentioned before this age in the papers from the Catholic schools. However, not all problems which make their appearance at 10 or before in the Catholic school papers are found in the io-year-old groups of public school children, al¬ though they appear at later ages. A sufficiently large number of problems appear in the public school outline at the identical age at which they appear in that of the Catholic schools, however, to let us assume that the differences between the groups are not very great. The problems appear also at practically parallel ages for the two Public School systems. The first stage of moral development found in the child, from the Catholic school namely, that of the recognition of duty to God, is evidently among the first, if not the first, to appear with these children. Problems belonging to the second stage, duty to one’s fellowman and to maintain one’s personal integrity occur at all the ages, but the majority of these make their appearance earlier than do the majority of those belonging to the third stage —namely, duties to various social groups. Thus, we may say that these problems fall roughly into the three stages of develop¬ ment found in the Catholic school papers. The points of disappearance of the various problems in the public school systems as shown in the outline below, exemplify the tendency of religious duties to persist all through the adoles¬ cent period, while duties to social groups, to mankind, and to self disappear more or less, irregularly. 152 MARIE CECELIA MCGRATH Points of Disappearance P. Public io, or before: Courtesy (boys) G. Public 11-12: Follow vocation (girls) Courtesy (girls) Gratitude (girls) Preserve health (boys) Courage (boys) 13-14: Personal piety Divine worship (girls) Purity (girls) Self-denial (boys) Unselfishness (boys) Industry (boys) Follow vocation (boys) To country To go to school To render assistance Gratitude (boys) Politeness (boys) Cheerfulness Recreation To country (girls) To go to school (girls) Cheerfulness (girls) Industry 15-16: Religious acts (16) 2 Personal piety (girls) Divine worship (boys) Have a trade Respect for authority (16) Follow vocation (girls) Charity (girls 16), (boys 15) To go to school (boys) Politeness (girls) Render assistance (girls) Gentleness (16) Courtesy (girls) Purity (boys 16) Preserve health (girls) To be honorable (girls 16), (boys 15) To be honorable (girls) Honesty Self-denial (boys) Unselfishness (girls) Physical exercise Recreation 2 The number following the action in this group indicates the year at which it was last mentioned. No subjects above the age of 16 were tested in this school. THE MORAL DEVELOPMENT OF CHILDREN 153 G. Public 17-18 Religious acts (boys) Follow vocation (boys) Respect authority (girls) Render assistance (boys) Politeness Cheerfulness (boys) Purity Preserve health (boys) To be honorable (boys) Unselfishness (boys) Persisting in Adult Age : Religious acts (girls) Personal piety (boys) To country (boys) Respect for authority (boys) Courtesy (boys) Gentleness Charity, honesty In answer to the questions, Name three things it is bad-to-do, and, What one action do you consider the worst a person can do during life, the Catholic school papers show that the moral prob¬ lems present themselves for the first time at the various ages as follows: 6-7. Blasphemy; unbelief; violation of religious duties; against school; con¬ trary to home authority; against charity; stealing; lying; murder; fighting; selfishness (girls) ; discourtesy (girls) ; against country (boys) ; pride (boys) ; and laziness (boys). 8-10. Against purity; cruelty; impurity; against country (girls); pride ( girls); against conventions (girls); against honesty (girls); intemperance (girls) ; deceptiveness (girls) ; cheating (boys) ; discourtesy (boys) ; selfish¬ ness (boys). 11-12. Divorce (girls) ; laziness (girls) ; intemperance (boys). 13-14. Adultery (girls) ; deceptiveness (boys) ; neglect vocation (boys). 15-16. Neglect vocation (girls); adultery (boys). As was the case with the problems in the table dealing with the acts it is good-to-do , it is found that practically all problems are mentioned by the end of the twelfth year. Only the two ex¬ ceptions, “neglect of vocation” and “adultery” present themselves after this age. 154 MARIE CECELIA MCGRATH The problems classify themselves also into the three stages of moral development noted above. In the first stage, are in¬ cluded violation of duties to God,—blasphemy, unbelief, and vio¬ lation of religious duties. Only the percentage of children men¬ tioning them at the youngest age tested, offers any indication of which concept appears first. Exception may be taken to this outline of the three stages of moral development because the presence of “violation of duties to school 1 ’ and of “actions contrary to home authority” appear at an early age in our Table, but if we analyze the nature of these acts as mentioned by the 6-year-olds we find that they are really directed against an individual who does not represent a social group to the child. The third stage of development is rather poorly defined here. If we consider divorce and adultery, crimes against the family as a social institution, and intemperance and neglect of vocation as detrimental to the welfare of society the problems as they appear, fit into the classification very well. However, it is doubtful whether the child had anyone more than the individual in mind when he mentioned these actions. Indeed, it is not strange, that actions contrary to a social group, e.g., against country, or church, or school, should not present themselves in this third stage because in actual life children do not have an opportunity of doing anything contrary to these duties. The following outline presents the ages at which these same problems appear in the papers of the public school children. The problems appear for the two Public School systems at prac¬ tically the same ages, but these ages are later in many cases than those found in the Catholic schools. We find, also, that the third stage development in the public school is practically non-existent and its absence may be accounted for, as in the pre¬ vious case, by the fact that children do not commit offenses against society or against their country. Moreover, we find relatively the same order of appearance here as in the Catholic schools. THE MORAL DEVELOPMENT OF CHILDREN 155 P. Public 10, or before: Blasphemy Lying Murder Fighting (boys) Cheating Stealing Against charity Adultery (boys) Against conventions (boys) Contrary to authority Unbelief (girls) Violation of religious duties 11-12: Unbelief (boys) Discourtesy (girls) Fighting (girls) Impurity Laziness Against conventions (girls) Deceptiveness (boys) Selfishness Pride (boys) Cruelty Intemperance 13-14: Neglect vocation Adultery (girls) Against honesty (girls) G. Public Blasphemy Violation of religious duties Against country Contrary to authority Discourtesy (girls) Against charity (girls) Stealing Lying Murder Fighting (girls) Deceptiveness (boys) Cheating Unbelief Against charity (boys) Against honesty (girls) Fighting (boys) Laziness (boys) Against conventions Selfishness (boys) Cruelty Intemperance Adultery Discourtesy (boys) Against charity (boys) Laziness (girls) Selfishness (girls) Pride (girls) 15-16: Impurity 17-18: Against honesty (boys) Let us now consider the ages at which the various problems tend to disappear in the answers of the parochial school children: 11-12. Divorce (girls). 13-14. Pride (girls) ; cruelty (girls) ; against school (boys). 15-16. Neglect vocation (boys) ; against school (girls) ; adultery (girls) ; discourtesy (girls) ; laziness (girls). 17-18. Fighting; impurity; aganst conventions; against purity; selfishness; intemperance; neglect vocation (girls); against honesty (girls); laziness MARIE CECELIA MCGRATH 156 (girls) ; cheating (girls) ; against country (boys) ; deceptiveness (boys) ; cruelty (boys) ; unbelief (boys). The moral problems persisting in adult years are: blasphemy; violation of religious duties; contrary to authority (girls); unbelief (girls); against charity; stealing; lying; murder; pride (girls); cheating (boys); adultery (boys). A comparison of the points of appearance and the points of disappearance bring out a tendency which is also present in the things it is good-to-do, namely that the problems disappear in the reverse order to that in which they appear. As was noted pre¬ viously in the case of the good and best actions, the small number of boys taking the test at the adult age probably causes more problems to disappear at 17-18 for the boys than would other¬ wise be the case. The problems tend to disappear in the answers of the public school children as outlined below. The large number of problems which disappear from the P. Public schools in the 15-16-year-old group is very marked. This is due to the fact that in this school system the tests were car¬ ried through the Eighth Grade only. The small number of cases at 15-16 therefore, are hardly representative. There are several interesting points of comparison between this outline of the public school children which gives the ages at which certain moral problems cease to be active in their minds, and the corresponding outline for the parochial school children. The awareness of problems concerning the violation of the duty one has to maintain his personal integrity, disappears for both groups at the 17-18-year-old period. Whereas, in the Catholic school answers, the consciousness of a duty one has not to vio¬ late his obligations to God persists into the adult age, this con¬ cept disappears earlier from the minds of the public school children. They retain, however, in the adult period a greater consciousness of those things which would violate a duty to one’s neighbor, than do the parochial school children. It may be assumed, that as environment offers these public school subjects their moral training in most cases, the ideal of one’s duty to his neighbor has superseded that of one’s duty to God. THE MORAL DEVELOPMENT OF CHILDREN 157 P. Public 10: Adultery (boys) 11-12: Laziness (girls) Selfishness (girls) ■ Pride (boys) Cruelty Intemperance (girls) 13-14: Unbelief Violation of religious duties Neglect vocation Adultery (girls) Discourtesy (girls) Murder (girls) Fighting (girls) Impurity (girls) Against conventions (girls) Deceptiveness (boys) Selfishness (boys) Intemperance (boys) 15-16: Blasphemy (boys 16) Contrary to authority (girls 16) Against charity (girls 16) Stealing (16) Lying (16) Murder (boys 16) Fighting (boys 16) Impurity (boys 16) Laziness (boys) Against conventions (boys 16) Cheating (girls 16) G. Public Against country (girls) Adultery (girls) Discourtesy (boys) Pride (girls) Violation of religious duties (boys) Against country Against charity Against honesty (girls) Impurity (boys) Laziness (boys) Against conventions Intemperance Selfishness Cruelty (girls) 17-18: Blasphemy (girls) Unbelief Violation of religious duties (girls) Adultery (boys) Discourtesy (girls) Against honesty (boys) Murder (girls) Impurity (girls) Laziness (girls) Deceptiveness (boys) Cheating (girls) Cruelty (boys) 158 MARIE CECELIA MCGRATH No attempt has been made in the above analysis to consider the separate actions from the standpoint of their importance as sug¬ gested in the percentages at the various ages. This can be worked out readily from the Tables, in Chapter VII, if so desired. Nor has any definite attempt been made to find what difference in meaning a term may have at various ages, e.g., how the religious act at 6 differs from that of 16, or what objects are stolen at 8 as compared with those stolen at 12. Such a study were it attempted, would undoubtedly yield valuable results. CHAPTER IX The Moral Principles of Children A number of moral principles were considered in detail when we discussed the results of the pictures and stories. These prin¬ ciples while interesting in this detailed form, do not enable us to form a general survey of children’s ideals. It has been consid¬ ered worth while, therefore, to attempt a generalization of these moral principles based on the schema explained and used in Chapter VII, on the Moral problems of childhood. 1 The problems presented in these stories differ from those in the questions, Name three things it is good-to-do, etc., in that we suggest a situation in the stories and ask for a solution. The child then draws on his store of principles for one that will solve the problem. In the other case, the question gave no suggestion but demanded rather the spontaneous reaction of the child, and in his reply we were justified in expecting to find the statement of those ideals which were uppermost in his mind. Many other principles and ideals undoubtedly were present also, and it was to give him an opportunity of expressing these that he was pre¬ sented with definite problems to solve. The following classification will be used in discussing the points of appearance and of disappearance of these principles. After each specific principle will be given the story or picture in which it is mentioned. Duty to God. Concept of worship (Story No. 6). Aim of life—happiness versus pleasure (Story No. 14). Obligation to go to church (Picture No. 6). Belief in the supernatural, appearance of Guardian Angel, etc. (Picture No. 8). Obligation to respect man as a work of God (Story No. 2). 1 See p. 137. 159 MARIE CECELIA MCGRATH 160 Duty to Social Groups. To the State. Duty in time of war (Story No. io). Necessity of justice (Story No. 15). Right of property (Stories No. 7 and 8 and Pictures No. 1 and 2). Eviction—a legal tragedy (Picture No. 4). Mob rule (Story No. 12). Capital punishment, a right of the State (Story No. 12). Obligation of the State to censor amusements (Story No. 16). Duty to the Family. Obedience (Story No. 1). Duty to help mother (Story No. 4). Love of mother (Story No. 4). Relative importance of duty to father and to State in a crisis (Story No. 10). Obligations of an adopted child (Story No. 15). Son harming his mother (Picture No. 4). Parental love. Mother instinct and love for her child (Picture No. 4). Cruel husband and father—due to drink (Picture No. 4). Permanency of the family unit. Sacredness of marriage (Story No. 4). Marital infidelity (Picture No. 7). Divorce (Story No. 14). Duty to superiors and friends. Respect for elders (Story No. 5). To be polite (Stories No. 3 and 5). THE MORAL DEVELOPMENT OF CHILDREN 161 Duty to any human being. Charity (Stories No. 2 and 5). Gossip (Picture No. 8). Eavesdropping (Picture No. 8). Jealousy (Picture No. 8). Snobbery (Picture No. 8). Make fun of a person (Stories No. 2, 4, and 5). Hurt another’s feelings (Stories No. 2, 4, and 5). Charity. Tactless frankness (Story No. 9). Telling the truth and injuring another’s reputation (Story No. ii). Purity. Demoralizing shows (Story No. 16). Obligation of society to protect women from immoral condi¬ tions (Story No. 16). Obligation of the individual to observe conventions guarding sex (Story No. 13). Moral indignation aroused in white men at assault on a member of their race by a negro (Story No. 12). Double standard of morality for men and women (Story No. 16). Stealing (Stories No. 7 and 8; Picture No. 1 and 2). Murder (Pictures No. 3 and 4). Obligation to maintain one’s personal integrity. To be moral. Modesty (Picture No. 8). Immature love (Picture No. 6). Flirting (Picture No. 6). To be honorable. Truthfulness (Stories No. 9 and 15). Obligation to keep a promise (Story No. 11). 162 MARIE CECELIA MCGRATH Courtship. Selfishness (Story No. 3). Gambling. Playing cards (Picture No. 3). Playing dice (Picture No. 4). In considering the points of appearances of these principles we will classify them according to that group of duties to God, self, or some social group under which they have been placed in the above outline. The principles exemplified in the stories and pictures presented to the children, were first perceived by them at the following ages: Points of Appearance. 6-7: Respect for authority Charity Unselfishness Duty to help mother Respect for elders To be polite Worship Stealing 10: Duty in time of war Sovereign power belongs to State alone Indissolubility of marriage (boys) Divorce (boys) Necessity of justice (girls) Purity Stealing (shoplifting) (boys) 11-12: Regard for conventions guarding sex Appreciation of sex differences The recognition of principles that have to do with duty to God appears early. The simpler social duties as charity, politeness, honesty, respect for authority, etc., also appear at an early age. A second stage is perceived in the awareness of the subject to the 8-9: Religious obligations To be moral Courtship Marital infidelity Love of mother Obligation to restore stolen goods To be honorable Right of mob rule Aim of life—true happiness Indissolubility of marriage (girls) Divorce (girls) Necessity of justice (boys) Stealing (shoplifting) (girls) Stealing (pickpocketing) Gambling Murder Parental love THE MORAL DEVELOPMENT OF CHILDREN 163 more complex social duties, as problems of marriage and family relations, purity as it concerns society, and realization of different kinds of murder. In this stage also may be placed the appearance of the duty the individual feels to maintain his personal integrity. This is exemplified in his desire to be honorable and to be moral. A third stage is shown in his realization of the rights and powers of the State and the obligations he has toward the State. A fourth stage which appears for the first time in our study of the moral development of the individual, is his ability to recognize and solve problems involving a sexual element. The factors which have appeared before this time have not contained any defin¬ ite appreciation of sex relations or of the regulation of society to guard such relations. Purity, morality, clean thoughts, etc., as they have appeared from time to time have been classified under one’s duty “to maintain his personal integrity.” To look at bad pictures, tell obscene stories, go to bad plays and the like have been classified under “actions against purity” in the category of one’s duties to any human being, while adultery has been placed under one’s duty “to the family.” Though in all these cases we do get a more or less definite sexual element it has always been up to this time subjective and has represented very little appreciation of the social aspect of sex problems. In the fourth stage which has been revealed by the child’s solution of problems involving sex elements, we find that he not only appreciates the problems of sex, but that he is aware that they are problems which concern society as a whole and to control which society has built up a mass of conventions which cannot be broken down nor vio¬ lated with impunity . Considering the stages of development outlined above, we find that they coincide roughly with those found to exist when the child answered spontaneously what actions he considered good- to-do and what actions bad-to-do. When we consider the free¬ dom of the child’s choice in the one case and limitation of this choice to a single theme in the other, we may conclude that these stages of development are representative and fundamental in the progress of the individual from infancy to maturity. 164 MARIE CECELIA MCGRATH The knowledge of the moral principles involved in the stories and the ability to apply them in the situation presented is shown to increase as we approach the adult age. A study of the points of disappearance in this case shows practically nothing. It was found that from 17-18, respect for man as God’s handiwork (boys), duty to help mother (boys), to be polite (boys), and di¬ vorce (girls), disappeared. The small number of boys taking the test in the adult age render these results practically worthless, however. We may assume that had we a sufficient number of boys, as we have in the case of the girls, these qualities would persist for them also. We do have evidence of a modification and development of moral principles in the child—for instance, stealing (a boy’s prank) is condemned at 6-7, stealing (pick¬ pocketing) at 8-9, stealing (an obligation to return stolen goods) at 8-9, stealing (shoplifting) at 8-9 for girls and at 10 for boys. As his experiences become greater, the development of the child is apparent, but we have no evidence that he forgets or loses a moral principle once instilled in his mind. The mechanism of the child’s mind, having been attuned to a moral principle, is thrown into action at once with the presence of circumstances involving this principle. The principles which have appeared in the child’s solution of the problems involved in these stories and pictures, and the prob¬ lems extemporaneously expressed by the child and considered in the previous chapter, have formed the basis of the following out¬ line for a course in moral instruction: Age 6-7. Grades 1 and 2. Man has a moral duty to pray and to reverence the name of God. “ “ “ “ “ “ obey. “ respect the person of others (not to steal, not to fight). Age 8-10. Grades 3 and 4. Man has a moral duty to worship God and to perform acts of religion. “ “ “ “ “ “ be generous. “ show consideration for others (to be polite, gentle, courteous, truthful). “ “ “ “ “ “ be pure of heart. THE MORAL DEVELOPMENT OF CHILDREN 165 Age 11-12. Grades 5 and 6. Man has a moral duty to worship God. “ “ “ “ “ “ perform acts of self-sacrifice. “ “ “ “ “ his country and to his school. tt u u it “ “ be pure in thought and action. tt a a tt “ “ preserve his health. it tt t( tt “ of charity. Age 13-14. Grades 7 and 8. Man has a moral duty to worship God. “ “ “ “ “ “ perform acts of self-sacrifice. a u u a “ “ his country. u it a a “ his home (to uphold its authority whenever neces¬ sary). a a a a “ of charity (to love his neighbor). Age 15-16. High School (1st and 2nd years). Man has a moral duty to follow his vocation (to take up a life-work to which he feels called). a a a a “ “ society (social, civil, and industrial). a u a u “ “ be pure in all his social relationships. Age 17-18. High School (3rd and 4th years). Man has a moral duty to apply his religious principles in all his relations with his fellow-men. ti (i (i (( of charity (a combination of his duty to individuals and to social groups). a a u a “ to maintain his personal integrity in his private and public life. CHAPTER X A List of Moral Tests for Children Standardized by Age. Year VI (and below). 1 i. a. Is it a sin to keep the change if the clerk gives you too much ? . Is it a sin to cheat?. What should you do if you saw a lady in front of you drop a five-dollar bill?. How would you act if your mother told you to come home to go to the store and the boys wanted you to play ball? What happens to a good little boy when he dies? Whom do- you love best in all the world?. Why? . Would it be wrong to take a nickel out of your mother’s pocketbook without asking her ?. Would a lie be a lie if no one ever found out you told it? .. 5. What should you do if while playing in the parlor you broke one of your mother’s best chairs? (No one saw you break it and your brother was blamed for doing it.) ... . 6. What should you do if you had a bag of pop-corn and were eating it when a little child looked up at you hun- grily? . Alternative Test. 1. a. Is it a sin to stay away from church on Sunday?. b. Is it a sin to go bed without saying your prayers?. c. Is it a sin not to say “grace” before meals?. 1 The small number of cases below year IX and above year XVII renders the standardization inadequate for these years. However further tests are being given for these ages and the results obtained will be used to aid in formulating more accurate norms. These results will be published in the near future. b. 2. a. b. 0 3. a. b. 4. a. b. THE MORAL DEVELOPMENT OF CHILDREN 167 Years VII and VIII. 1. What should you do if your playmate broke your checker¬ board? . 2. Why were you made?. 3. a. Is it a sin to talk about someone you do not like?. b. Is it a sin to throw snowballs when forbidden to do so?.. 4. a. What would you think if you heard a little boy say, “There is no God”?.". b. Who made you?. 5. What should you do if a little boy or girl who never said any night prayers came to stay at your house for two or three nights, and got into bed before you have said your prayers ? . 6. A very poorly dressed woman, carrying a basket of apples was walking along the street. She looked as tho she were so tired she could hardly walk. Two pretty girls dressed up in their nicest dresses watched the woman as she passed them. “Isn't she ugly—and, oh, what an awful dress to wear,” the one little girl said to the other, loud enough for the old lady to hear. Do you like these little girls?. Why? . Alternative Tests. 1; a. Would it be wrong to say a swear-word when no one is around?. b. Is it a sin to fight?. 2. Robert is fourteen years old. His father died when he was only ten years old and his mother has been sick and not able to walk for a long time. After school Robert never stays out to play with the boys but hurries home to read to his mother and try to make her happy. The boys call him “big sissy.” Is it wrong or right for the boys to call him a “sissy” ?. Why? . i68 MARIE CECELIA MCGRATH Years IX and X. 1. Vocabulary (Catholic 12 words; Public 8 words). 2. How should you act if your teacher scolded you for not having your lessons? . . . .. 3. What should you do if a playmate hit you without meaning to do so ?. 4. What should you do if your ball went through a neighbor’s window ?. 5. The four boys had been playing hard all evening and were very hungry by nine o’clock, yet they did not care to go home. Jim proposed that they have a “lark.” He was game, if the others would back him up to sneak around the corner of old Domico’s fruit stand and roll out a watermelon. If they once got it they could run faster than the old Italian, so there was no danger of being caught. Do you think this was a good thing for the little boys to do?.. . Why? . 6. Characteristic traits (8 correct). Years XI and XII. 1. Mamma and papa have told Mary who is eight years old that she must not lift baby John who is three, as he is too heavy, and she will hurt herself by doing it. One day while Mary and John were playing on the street in front of their house an automobile came along very fast. John ran out almost in front of it when Mary caught him in her arms and carried him to the sidewalk. Was Mary disobedient? Answer YES or NO. Why? . 2. Is it a sin to throw snowballs?. 3. Interpretation of Picture No. 3. 4. Characteristic traits (12 correct) . 5. When Columbus came to America the Indians treated him very kindly. One little boy in the tribe who had, of course, never seen a white man before, or any man THE MORAL DEVELOPMENT OF CHILDREN 169 dressed like Columbus was, loved him very much. When¬ ever Columbus passed near where he was the little boy would fall on his knees and cover his face, and pray to Columbus that it would not rain the next day for he wanted to go hunting. Who did the boy think Colum¬ bus was?. 6. Vocabulary (Catholic 18 words; Public 10 words). Alternative Test. 1. Interpretation of Picture No. 6. Years XIII and XIV. 1. Vocabulary (Catholic 21 words; Public 13 words). 2. In our school is “silly Willie” Whom the kids tease all the time “Billy, Willie, you’re so silly That to love you'd be a crime.” Is it wrong or right for the boys to sing a song like this?. Why? . 3. Cross-out test (3 lines correct) . 4. In most of our large cities there are theatres known as “Bur¬ lesque Shows.” The main performances are open to men only. What is your opinion of this restriction?. . . . Years XV and XVI. 1. Vocabulary (Catholic 24 words; Public 22) . 2. What should you do if your mother scolded you very hard?. 3. Likeness and difference test (3 correct). 4. Interpretation of Picture No. 8. Alternative Test. 1. Cross-out test (6 lines correct) 170 MARIE CECELIA MCGRATH Years XVII and XVIII. 1. Vocabulary (Catholic 35 words). 2. Likeness and difference test (8 correct) . 3. Cross-out test (7 lines correct) .. 4. Suppose a boy in 1917, was certain that his father was pro- German and was going to inform the captain of a sub¬ marine the date of departure of a convoy. How should he act ?. 5. Is it a sin to talk in school ?. 6. Characteristics traits (16 correct) . Alternative Test. 1. Interpretation of Picture No. 5.. Adult Age. 1. Many people hold this theory for their philosophy of life: “I shall live my life in whatever way I may obtain the greatest possible happiness.” Do you agree with this theory? .. Why? . There is a young lady who married a man not for love but for material reasons. After she has been married a few years, there comes into her life a man who seemed de¬ stined to make her happy. As love for her “soul’s mate” increases, life with her husband becomes more and more unbearable. Has this woman a right to rectify her earlier mistake and attain her life’s happiness?. Why? . 2. Likeness and difference test (9 correct) . 3. Interpretation of Picture No. 7. 4. Cross-out test (9 lines correct) . Alternative Test. 1. Interpretation of Picture No. 2. THE MORAL DEVELOPMENT OF CHILDREN 171 Super-Adult Age. 1. Vocabulary (45 words) . 2. Daddy had just come home with a nice big bundle under his arm. Ruth and Dick could hardly wait till he hung up his coat and hat, and opened the bundle. But at last the wait was over and kneeling beside daddy’s chair they watched him break the string and take off the paper. Two new books were there. One had a beautiful elephant on the cover and the other was just plain. Ruth was older than Dick so daddy said she could pick which one she wanted. If you were Ruth which one do you think you should pick?.. . . Why? . 3. A gentleman through a very clever bit of business practice succeeded in legally swindling another man out of a con¬ siderable piece of property. It happens that the town grows around this property, and it becomes very valu¬ able. After ten years have elapsed, the gentleman dies bequeathing the property to his grandson. In going- over his grandfather’s diary the young man discovers the entire record of the transaction. In the diary the grandfather stated that he knew he was really stealing the property. The heirs of the real owner are still living. Is the young man morally bound to restore all the prop¬ erty or its original value, or nothing at all ?. Why? . 4. A boy was adopted into a fairly wealthy family which con¬ sisted of a doctor, his wife, and their son. When the adopted son, who was somewhat older than the son, fin¬ ished high school he desired to enter college. The doc¬ tor, through some reverses, had not sufficient funds to send him to college and also to provide for his own boy’s education. Thus the adopted son, who was very noble- minded, insisted that the younger boy should have the preference. When this boy was sent to college he proved himself dissipated and a spendthrift. One day he de¬ manded money from his father, and, on being refused, 172 MARIE CECELIA MCGRATH flew into a passion and struck him. The blow caused him to reel backwards, and falling he struck his head against the sharp corner of a bookcase. Death was instantan¬ eous. The adopted son who was just entering the room saw all that happened. The son realizing what he had done, and foreseeing the effect the news would have on his mother, begged his adopted brother to assume the guilt. In gratitude for the care and affection that he had received from his foster parents, and hoping to spare his foster mother the knowledge that her son was a murderer, he assumed the guilt. Is he justified in his action?. Why? . 5. Imagine the following situation: A man and his young lady friend of city A went to a show in another city B, which is situated across the bay from city A. They spent the evening pleasantly but missed the last boat for B. The only way of getting home from B to A is by automobile a journey of six hours. If they went by automobile from B to A they would not arrive home any sooner than if they waited for the first boat in the morning. They do not know anyone in B. The young man has plenty of money with him, and there is a telephone connection. What should be done?. 6. Interpretation of Picture No. 1. Alternative Test. 1. In recent years it has frequently happened that white women have been attacked by negroes and greatly injured. The negro, on being arrested, has many times been seized by a mob and put to death. What moral right has the mob in such a case? Explain your answer fully. 2. Characteristic traits (20 correct). Vocabulary (see p. 136) THE MORAL DEVELOPMENT OF CHILDREN 173 Characteristic Traits Draw a line under each word in the list below which indicates a trait of character you would like to possess. gloomy obedient conceited frank humble foolish deceitful flirt aggressive simple lazy patriotic careless thief sincere insulting loving polite charitable generous shrewd affected vain loyal dissipated neatness liar proud friendly insolent extravagant quarrelsome modest wicked dishonest patient immoral self-respecting stubborn cautious sullen pliable peaceful indecent cheerful impudent sneak honest Cross-out Test In each of the following lines cross out the word that is worst. Example (i) begging, lying, smoking, murder, cheating Example (2) dullness, foolishness, laziness, slowness, pity. 1. fighting borrowing charity killing dislike 2. dancing flirting obedience idolatry smoking 3. holiness cruelty kindness haste slang 4. frankness disloyalty shrewdness vanity bigamy 5. rudeness meekness gossip slander hesitancy 6. bullying insult black-mail tattling scolding 7. flattery lying fibbing frank insincere 8. love hate fondness dislike liking 9. courtesy pleasantness friendliness gentleness timidity to. stinginess carefulness generosity charity economy 174 MARIE CECELIA MCGRATH Likeness and Difference Test In what way are these things alike: (a) disobedience . stealing . (b) swearing. praying . (c) angel . baby .. (d) God . your soul. In what way are these things different: (e) saint . sinner . tf) God . man . (g) tying . cheating. (h) love . hate . (i) selfishness . gratitude . Procedure for Giving Individual Tests Year VI (and below') I. Procedure. Ask the child each of the following questions: a. Is it a sin to keep the change if the clerk gives you too much? b. Is it a sin to cheat? Give the child ample time to answer one question before going on with the next. If the child answers any one of the questions automatically, ask: “Are you sure?” and record this answer as the correct one. The questions may be repeated but no other form used. Scoring: The answer “Yes” is the only one which is given credit in these questions. No attention is paid to the exceptions the child may give to his general answer. 2. a. Procedure. Ask the child the question: What should you do if you saw a lady in front of you drop a five-dollar bill? The question may be repeated but no supplementary questions may be asked. Scoring: Any answer which shows that the child is aware of the moral obligation to help the woman find her money is considered correct. The most frequent form of answer given is “Pick it up and give it to her.” b. Procedure. Ask: What should you do if your mother told you to come THE MORAL DEVELOPMENT OF CHILDREN 1/5 home to go to the store, and the boys wanted you to play ball (if a girl— if the girls wanted you to jump rope) ? This question may be repeated but no other form may be used. Scoring: Any answer which shows that the child appreciates his obligation to obey is correct. Examples are “I would go to the store,” “I would go home first and play ball afterwards.” Such an answer as “I would not like it,” or “I would be mad,” are of course, not credited. 3. a. Procedure. Ask: What happens to a good little boy when he dies? Scoring: The response: “He goes to heaven,” “He goes to purgatory,” are the only ones credited here. b. Procedure. Ask: Whom do you love best in all the world? Why? This question may be repeated and if the child does not answer the “Why” he may be urged gently to do so. Scoring: The answer “God” or “parents” (or those who stand in the place of parents as guardians), are accepted as correct for the first part of this question. In answering “Why” the child must give a reason for his love. Gratitude is most frequently given as the reason of this love. Duty is also a common reason. The child expresses this obligation to God in some such form as “He made me,” “He loves me most,” “He is my Savior,” and to parents in “They keep me,” “They do most for me,” “I owe all I have to them.” Both parts of this question must be answered correctly in order that credit be given. 4. a. Procedure. Ask: Would it be wrong to take a nickel out of your mother’s pocket-book without asking her? Scoring: “Yes” is the only answer accepted with credit for this question. If the child suggests an exception such as “Not if you told her about it,” it may be suggested “But you did not tell her” and the question repeated. b. Procedure. Ask: Would a lie be a lie if no one ever found out you told it? The question may be repeated. Scoring: “Yes” is the only answer that receives credit in this question. 5. Procedure. Ask: What should you do if while playing in the parlor you broke one of your mother’s best chairs? (No one saw you break it, and your brother was blamed for doing it.) No leading questions may be asked although the question may be repeated. Scoring: Any answer which shows that the child recognizes the necessity of owning up to his own misdemeanor and saving his brother from being punished is counted correct. A few correct answers are: “I would tell my mother I did it,” “I would not let my brother get the blame,” “I would tell the truth about it.” The answer “My brother would tell on me,” or “I would let my brother get the licking” are, of course, wrong. 6. Procedure. Ask: What should you do if you had a bag of pop-corn and were eating it when a little child looked up at you hungrily (very hungry) ? “Very hungry” may be used in case the child has difficulty in understanding “hungrily.” No other suggestions are allowed. 176 MARIE CECELIA MCGRATH Scoring: Any response in which the subject expresses a feeling of sympathy for the hungry child and offers to share the pop-corn with him is credited. The most common response met to this question is, “I would give him some.” “I would buy him some” was also given credit. Alternative Tests. I. Procedure. Ask each of the following questions: a. Is it a sin to stay away from church on Sunday ? b. Is it a sin to go to bed without saying your prayers? c. Is it a sin not to say “grace” before meals? Scoring: Same as for Test i. If the subject in answer to the question (a) answers “Not if you are sick,” thus giving an exception instead of the general answer a reply on the part of the examiner such as “But we are not sick” will usually suffice to make the child answer in general terms. Years VII and VIII 1. Procedure. Ask: What should you do if your playmate broke your checker-board, (if a girl— if your playmate broke your doll) ? Occasionally it is found that a child does not know what a checker-board is. In such a case the word “game” may be substituted. The question may be repeated if the child does not understand it on the first reading. Scoring: Any answer which will make it known that the child feels obligated to forget himself and his displeasure and be kind to his companion is given credit. The answer “Buy another” was interpreted to mean this. “Forgive him if an accident, make him pay for it if on purpose” was credited, but merely “Make him pay for it” was counted wrong. The forms “Forgive him,” “Forget it,” Say nothing,” and “Nothing” were all scored plus. 2. Procedure. Ask: Why were you made? No explanation of the question is allowed, if the child does not understand. Scoring: To be scored plus the subject must give a reason for his existence which will show he is conscious that he must be of service to his Maker or to his fellowmen. The ideal answer expresses a supernatural motive as, “To serve God,” “To do God’s holy will,” or “To earn heaven.” The altruistic sentiments “To help others,” “To make the world better,” “To lead a good life,” and “To help my parents” are all counted correct. “Because my parents wanted me,” or “Because my mother loves children” were given no credit. The question was intended to bring out what the child hoped to do during life but its meaning, it will be seen from the answers quoted, was sometimes misunderstood. 3. Procedure. Ask the child each of the following questions: a. Is it a sin to talk about someone you do not like? b. Is it a sin to throw snowballs when forbidden to do so? Scoring: “Yes” is the only correct answer which receives credit. The questions may be repeated. 4. a. Procedure. Ask: What would you think if you heard a boy say “There is no God”? The question may be repeated in case the child does not understand. THE MORAL DEVELOPMENT OF CHILDREN 177 Scoring: Any response which proves that the child does not agree with the principle suggested is given credit. Some forms of replies frequently given are: “I would think he did not know what he was talking about,” “I would think he never went to Sunday-school,” etc. b. Procedure. Ask: Who made youf If the child does not understand the question it may be repeated. Scoring: Two forms of correct answers have been accepted to this question. The child may name his creator, God, or his procreators, his parents. No other answer is given any credit. 5. Procedure. Ask: What should you do if a little boy or girl who never said any night prayers came to stay at your house for two or three nights, and got into bed before you have said your prayers? If the child does not understand the question at the first reading it may be repeated. Scoring: An answer which shows that the child will say his prayers and not heed the suggestion given in the conduct of his companion is sufficient that the answer may be credited. It is not necessary that the child assume any responsibility for his companion’s act, although, of course, the assumption of such responsibility would not be counted wrong. Answers such as “I would say my prayers,” or “I would pretend I did not notice and say mine,” are typical. Such an answer as “I would ask him to say his,” or “I would make him get out and say them” is also given full credit. 6. Procedure. Read aloud the story A very poorly dressed woman, etc. (Only one reading allowed.) Scoring: The answer to the first question must be “No.” The answer to the “Why” must show that the child has a knowledge of the duty of charity to his neighbor, or of respect for his elders, or an appreciation of the undesir¬ able qualities which the little girls have shown themselves to possess by their speech. “They made fun of the lady,” “She was poor and could not help her looks,” “They did not help carry the basket,” “They show no respect for older people because they said that,” “They are rude, unkind, proud, etc.” are examples of answers scored plus. Such an answer as “One, because she did not say any¬ thing,” or “Yes, they are dressed nice” are examples of incorrect answers. Alternative Tests. 1. a. Procedure. Ask: Would it be wrong to say a swear-word when no one is around? This question may be repeated. Scoring: The answer “Yes” is the only acceptable one to this question, b. Procedure. Ask: Is it a sin to fight? Scoring: At this age more than 75 per cent of the children consider that it is a sin to fight. The answer “Yes” is the one scored plus. 2. Procedure. Read story Robert and his mother, etc. (Only one reading allowed.) Scoring: The child must answer that it is “wrong” to call Robert a “sissy.” If the child merely answers “Yes” to the question, it, the question, 178 MARIE CECELIA MCGRATH may be repeated. In answering the “Why.” the reason must bring out the concept that “It is uncharitable,” or “That the boy is doing this for love of his mother,” “He is making his mother happy,” “His mother is sick and needs him,” “They may make Robert quit helping his mother,” “It is not fair, he is not a ‘sissy’” are scored as correct. An answer “Wrong because it is not nice” or “not right” was given no credit. Procedure for Giving the Group Tests The tests as standardized for Years 9, 10, and 11 are based on both Individual and Group Tests. The results in the two cases were found to differ so little that the combination was made possible. Exactly the same wording was used in the Individual Tests for these years as was used in the printed blank. The instructions also were the same. The only difference was that in the one case the subject read the tests for himself and wrote his answer; in the other the tests were read to him and he gave the answer orally. All the tests beyond the age of 11 are standardized as Group Tests only. Each child is given a blank which he is asked not to open until the signal is given. The following explanation of the tests is then made. “You have on the desk before you, boys and girls, a blank which when you open and read, you will find contains a number of questions and stories. I know you will find them interesting. In order to answer these questions you must think seriously. Unless you answer the questions frankly and honest¬ ly your paper is worthless and it would be better for you not to waste time writing it. You will find in the blank some questions you cannot answer and some that are very easy. You are not supposed to be able to answer all the questions so as soon as you have read a question over and are sure you cannot answer it, simply put down ‘I do not know,’ and do not waste time on it. “You will find that a number of questions ask, ‘What should you do ?’ in cer¬ tain cases. Notice the word ‘should’ and answer what you think you should do to these questions. “You will take pencils, please. We will fill out the first page of the blank together.” The examiner then goes over the details of the face sheet, telling the class just what to put down. “Now open to the next page. Begin with the first question and answer each question as quickly and as carefully as possible.” The class is then permitted to go on with the questions until they reach the Cross-out Test where they are asked to do the examples at the 1 beginning of the test in common. Special instructions are given again when they come to the pictures. At that point it is necessary to point out that even though there may be two or three pictures on it, each card represents a single theme. It is also necessary to emphasize what is desired, i.e., they are to explain what the picture means, what story the picture tells, or what the picture is about. The scoring of the tests included in this standardization may be found in detail in Chapters IV, V, and VI. CHAPTER XI Correlation of the Results with those of other Observers A study such as the one we have just reviewed investigates the moral sense of the child in so far as he is able and willing to reveal it through direct and suggestive questioning. The ser¬ iousness with which the children went about their task justifies the conclusion that the child has revealed his real moral convic¬ tions and ideals. Sometimes his standards are wrong when we judge of them by adult values; more often they are merely im¬ mature. The standards one has do not, of course, insure his living up to them on all occasions but they do presuppose that he will do so in the majority of cases or, in spite of himself, he will experience a lowering of them. Moral ideas, considered objectively, are those ideas which are made necessary by the conventions regulating the relationship of man to man in adult society. In the course of his intellectual development the child gradually becomes aware through the medium of experience of what these ideas are. We have attempted to study definitely through the most direct means at our command, the time and order with which the child appreciates these moral concepts. In the “History of the Problem” a brief review was attempted of the works related to our subject. We shall attempt now a comparison of the moral concepts and ideals appearing in these studies and the same concepts and ideals appearing in the present study. G. Stanley Hall 1 points out that “the normal child feels the heroism of the unaccountable instinct of self-sacrifice far earlier and more keenly than it can appreciate the sublimity of truth.” This is exemplified in Story No. 15 (p. 51) where even at the age 1 Hall, G. Stanley, “Children’s Lies,” American Journal of Psychology, p. 61. 179 i8o MARIE CECELIA MCGRATH of 18 the percentage approving the sacrifice of the foster-son is larger than the percentage recognizing the lie. A sense of justice, however, appears earlier than either self-sacrifice or the appreciation of truth. Dr. Hall 2 found evidence further, that 'dies are justified in the minds of children as means to noble ends.” Saving the foster- mother's life is the noble end which justifies this action in the minds of most children in Story No. 15. A better example of this principle is given in Story No. 11 (p. 43). The child has in this case, as he sees it, a choice between telling the truth, and keep¬ ing a promise. To keep the promise is considered the better thing to do at the younger ages. Another instance of agreement with Dr. Hall’s tests is found in Story No. 9. In answer to a friend’s question if some thing or act they did not particularly admire, was not very nice or pretty, Dr. Hall's subjects found it hard to say "No” and compromised on "Kind of nice.” 3 Girls were more prone to this than boys. A question of personal interest with girls is how far etiquette may stretch truth to avoid rudeness or "hurting others’ feelings.” Most children admitted in Story No. 9 that their response would be de¬ pendent to some extent on how well they knew the person. An or¬ dinary acquaintance would be flattered, while frankness would be the attitude assumed toward a friend. We find that when the child is given a very specific and definite situation involving truth he recognizes his obligation at an early age. The only exception to this in the question, What should you do if while playing in the parlor you broke one of your mother’s best chairs? (No one saw you break it and your brother was blamed for doing it.), was found where the children showed signs of fear. Judge Lindsey says 4 "the most demoralizing agency in childhood is fear, and it may be found at the bottom of the most of the immorality among children.” It is also pointed out in this arti¬ cle that the child’s idea of "why” an act is wrong is malformed. 2 G. Stanley Hall, “Children's Lies,” American Journal of Psychology, p. 60. 3 Ibid., p. 62. 4 (Lindsey, Ben B. “Childhood and Morality,” Jour, of Proc. N. E. A. 1909. p. 148. THE MORAL DEVELOPMENT OF CHILDREN 181 Often it is not because an act is contrary to some law, but be¬ cause “He will get caught” that the delinquent decides to reform. It hardly seems possible that this is the case with the ordinary child. In fact, in Story No. 7, (p. 35), only a small number of cases consider the act of stealing wrong, because “They may get caught,” or because, “The cops will take them.” The great ma¬ jority of children point out definitely the fact that the boys are stealing, as the percentages in the Table for this story show. Judge Lindsey outlines the most common offenses against morality among school children as follows: “Disobedience, swear¬ ing, use of tobacco, lying, stealing, and personal impurity in thought and action.” A comparative schema of these faults is given below. This has been compiled from Tables recording the results to the question, Name three things it is bad-to-do for the Individual Tests, 5 the Catholic School Tests, 6 the G. Public School Tests, 7 and the P. Public School Tests. 8 The order used in the schema was obtained for each school separately by rank¬ ing the faults according to the highest percentage attained at any of the years tested. There is recorded in the schema also the rank these faults have been given by teachers after one month’s observation in their classroom, and the rank they have been given by children when a list of faults was presented to them to be arranged in the order in which they thought they committed them most frequently. 9 Use of Personal Disobedience Swearing Tobacco Lying Stealing Impurity Judge Lindsey . 1 2 3 4 5 6 Bad-to-do Individual Tests. 1 4 5 2 3 6 Catholic . 4 3 6 2 1 5 G. Public . 4 2 6 3 1 5 P. Public . 4 2 6 3 1 5 Rank by Children . 1 3 .. 2 3 Rank by Teachers . 1 4 .. 2 3 The list of juvenile offenses given by Judge Lindsey has been 5 See Table 94. 6 See Table 95. 7 See Table 99. 8 See Table 98. 9 See p. 141. MARIE CECELIA MCGRATH 182 found to correlate with the list as ranked in the schema above for the different schools as follows: Judge Lindsey’s list of faults with that of the teachers. 40 “ “ “ “ “ “ Catholic Schools .—14 “ “ “ “ “ “ Individual Tests . 54 “ “ “ “ “ “ P. Public and G. Public Schools ,...—03 The records of class-room observation submitted by the teach¬ ers do not mention either impurity or smoking as faults of their children. Neither of these faults were in the list presented to the children to rank, and therefore, no comparison of their value as related to that of Judge Lindsey is possible. The faults men¬ tioned in common by the Judge, the teachers, and the pupils, namely: disobedience, swearing, lying, and stealing have been found to correlate as follows: Judge Lindsey’s list of faults with that of the teachers. 40 “ “ “ “ “ “ “ “ “ pupils . 70 F. W. Osborne 10 states that “the two virtues most frequently mentioned as essential to the good boy or the good girl are obedi¬ ence and truthfulness; the former, however, seems to be more im¬ portant that the latter.” That obedience is the virtue par ex¬ cellence of children even during the period of adolescence, is verified by several tests reviewed in this study. Truthfulness as a general trait of character does not appear until much later, and in our Tables for acts good-to-do 11 is surpassed by other char¬ acter traits. Irving King holds from the results of his study which is a summary and criticism of empirical works on Child Study, that boys’ moral ideals at ten are negative rather than positive; i.e., the fragments of adult morality that they have imbibed are of this sort. For instance, they wish to avoid bad habits—a prob- 10 Osborne, F. W., “The Ethical Contents of Children’s Minds,” Educational Review, VIII, 1894, p. 145. 11 See Tables 86-93. THE MORAL DEVELOPMENT OF CHILDREN 183 able reflection of much of their moral teachings. Girls, on the other hand, express as their highest desire that of being good to others. 12 We may assume, surely, that one’s highest desire and his idea of the best action one can do during life should corre¬ late high. Our Tables show, however, that boys at 10 have posi¬ tive ideals on religion, obedience, charity, and honor; and in practically all cases for the different School Systems considered, they give larger percentages for these best actions than do the girls. In fact, negative virtues receive practically no mention at this age for boys either in answer to this question, or in answer to the question, Name three things it is good to do. Mr. King notes also in his work 13 that “in studies of children’s aspirations altruistic feelings definitely appear at 12, and naturally first with the parents,” We do not find so definite an appearance of these feelings. In Story No. 14, 14 we find that boys show a great increase in altruistic feelings at 11, girls at 12. The answers to the question Why were you made? show that children (unless they misunderstand the question altogether) have an altruistic concept of their purpose in life at an age much younger than 12. We find no evidence, moreover, in the regular increase and decrease of percentages at 12 in our Tables, that pre-ado¬ lescence is a marked time of susceptibility to influence of others, an indication of the coming to consciousness of social relation¬ ships; or that the age of 12 has been found to be of greatest sus¬ ceptibility to evil influence—an evidence of the beginning of that imperious attitude toward restraint that is so prominent in the next few years. 15 We do find that by the age of 12 children have developed considerable moral consciousness—but there is no evidence of a “sudden awakening” of moral qualities. Growth is accelerated a little before 12 and continues after this age but it is not so rapid as to be remarkable. 12 King, Irving, “The Psychology of Child Development,” p. 207. 13 Ibid., p. 202. 14 See p. 52, Table No. 19, II. 15 King, Irving, “The Psychology of Child Development,” p. 193. 184 MARIE CECELIA MCGRATH Dr. Kline 16 in his study of Juvenile Ethics found as we do, that “the higher percentages of altruism are not confined to ado¬ lescent years. ’’ He states also that “children from 8-18 are altruistic rather than selfish.’' 17 Our results show that this second statement holds true in certain situations, but not in others. Children are in general kind, polite, charitable, and honest in their dealings with others but they are selfish as to personal gain and in satisfying their own wants first. Children become conscious just before the onset of adolescence that “the ethical ideal of life is not to be found in pleasure but in duty,’’ 18 but long before this time they are conscious that certain specific altruistic traits are desirable. The morality of the young child assumes the concrete form of habits; abstract principles are still beyond its grasp. This principle expresses a concept which should be basic in all educa¬ tional work, especially i“n moral educaton. We are no less crea¬ tures of habit morally than we are physically. We learn a com¬ plex physical feat by continual practice of the separate acts of which it is composed until they have become habitual; we grasp complex moral principles through familiarity and practice of concrete moral acts, until they have become habitual and are amal¬ gamated into a composite whole. We desire our children to be developed morally. The only way to accomplish this end is to train the child from infancy in the performance of specific moral acts. This training must go on at all times and at all places to be effective. Very few things we do, viewed subjectively, are unmoral because they tend to character formation. We should, therefore, train children to see the moral significance of their acts and to perform them always from the highest possible mo¬ tives. In order to carry out this indirect method of teaching morals effectively, the direct method should also be used. Sug¬ gestion will prove the secret that will arouse the child’s interest 16 Kline, L. W., “A Study in Juvenile Ethics,” Pedagogical Seminary, 1^03, p. 246. 17 Ibid., p. 265. 18 Moore, T. V., “A Historical Introduction to Ethics,” p. 149. THE MORAL DEVELOPMENT OF CHILDREN 185 and make him desire knowledge of this nature. If the periods of his natural interest in problems, as they have shown themselves to appear and disappear in this study, are followed, and if the course of study is made concrete and practical, the maximum of interest must be aroused. The earnestness displayed by the chil¬ dren in writing the paper which formed the basis of this study, reveals the interest they have in the vital things of life and to what extent they will exert their minds to solve real problems if only they are given the opportunity. While we agree un¬ reservedly with Miss Harrison 19 when she says “the inalienable right of every child is the right to be corrected for unsocial con¬ duct,” we would follow the idea a step further and say that it is the inalienable right of every child to be trained to social conduct before he has the chance to err. Moral education should be pri¬ marily formative, not corrective. 19 Harrison, E., “When Children Err,” p. 29. BIBLIOGRAPHY Abbott, J. 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Century Magazine, 1911, LXXXIII, 173-178. Ellis, F. H. Character Forming in School. London, New York, etc., 1907. Pp- 235. Ferrero, W. Work and Morality. Forum, 1896-97, XXII, 358-366. Flack, A. G. Moral Education. New York, 1910. Pp. 61. Foerster, F. W. (Trans, by Ethel Peck). The Art of Living: Sources and Illustrations for Moral Lessons. New York, 1910. Pp. 217. Folsom, J. K. Social Psychology of Morality and its bearing on Moral Edu¬ cation. American Jour, of Sociology, 1918, 433-490. Forbush, W. B. The Boy Problem. Boston, 1907. Pp. 219. Goddard, H. H. Ideals of a Group of German Children. Pedagogical Semi¬ nary, 1906, XIII, 208-220. Gould, F. J. Conduct Stories. New York, 1910. Pp. 340. Gould, F. J. Life and Manners. London, 1906. Pp. 340. Gould, F. J. Moral Instruction: its Theory and Practice. London, New York, etc., 1913. Pp. xii-f 196. Griggs, E. H. Moral Education. New York, 1913. Pp. 352. Hall, G. S. Adolescence. New York, 1907. 2 v. Pp. 589; 784. Hall, G. S. Children’s Lies. American Jour, of Psychology, 1890, III, 59-70. Hall, G. S. Educational Problems. New York, 1911. v. 1. Pp. xiii+710. Hall, G. S. What Children do Read and what they Ought to Read. Jour, of Pedagogy, 1905, XVIII, 46-51. Hall, G. S. and Browne, C. E. Children’s Ideas of Fire, Heat, Frost, and Cold. Pedagogical Seminary, 1903, X, 27-85. Harris, W. T. Psychological Foundations of Education. New York, 1899. Pp. 400. Harrison, E. When Children Err: a Book for Young Mothers. Chicago, 1915. Pp. 1 77 - Hart, J. K. A Critical Study of Current Theories of Moral Education. Chicago, 1910. Pp. 48. Healy, W. A. Honesty. Indianapolis, 1915- Pp. 220. Healy, W. A. Pathological Lying, etc. Boston, 1915. Pp. 286. Henderson, E. N. Moral Education. Cyclopedia of Education, New York, 1893, IV, 306-314. MARIE CECELIA MCGRATH 188 Holmes, A. Principles of Character Making. Philadelphia and London, 1913. Pp. 336 . Hyde, W. D. The Quest of the Best: Insight into Ethics for Parents, Teach¬ ers, and Leaders of Boys. New York, 1913. Pp. 267. Ingram, J. K. Practical Morals: a Treatise on Universal Education. Lon¬ don, 1904. Pp. 167. International Moral Educational Congress, (1st), London, 1908. Pp. xxx-j-404. International Moral Educational Congress, (2nd), Papers contributed by American writers and a Review of recent American Literature on Moral Education. Brooklyn, 1912. Pp. 195. Johnson, F. W. Moral Education through School Activities. Religious Edu¬ cation, 1912, VI, 493-502. Johnston, C. H. Moral Mission of the Public School. International Jour, of Ethics, 1910, XX, 454-470. Kerby, W. J. The Social Mission of Charity. New York, 1921. Pp. 196. King, I. The Psychology of Child Development. Chicago, 1904. Pp. 263. Kirkpatrick, E. A. Fundamentals of Child Study. New York, 1920 Pp. 380. Kline, L. W. A Study in Juvenile Ethics. Pedagogical Seminary, 1903, X, 239-266. Krause, F. (Helm). Manual of Moral and Humane Education. Chicago, 1910. Pp. 271. Larson, C. D. The Scientific Training of Children. Los Angeles, 1912. Pp. 65. Leonard, M. H. Moral Training in Public Schools. Monograph of Educa¬ tion, Boston, 1908. Pp. 32. Libby, W. Contents of the Child’s Mind. Pedagogical Seminary, 1910, XVII, 242-272. Lindsey, B. B. Childhood and Morality. Journal of Proc., N. E. A., 1909, 146-157. Lotham, H. L. A Study of Falsehood. Pedagogical Seminary, 1914, XXI, 504-522. Lowden, T. S. A Study in Personal Hygiene. Pedagogical Seminary, 1906, XIII, 1-60. Lutes, D. T. Child, Home and School. Cooperstown, N. Y., 1911. Pp. 307. MacCunn, J. The Making of Character. New York, 1913. Pp. 262. McCrady, L. L. Children and the Imaginative Life. Atlantic Monthly, 1907, C, 48o _ 4-88. McKeever, W. A. Training the Boy. New York, 1913. Pp. xviii+368. MacKenzie, J. S .and M. Moral Education: the Task of the Teacher, etc. London, 1909. Pp. 30. Mangold, D. B. Child Problems. New York, 1910. Pp. 381. Mark, H. T. Individuality and the Moral Aim in American Education. The Gilchrist Report presented to the Victoria University. London, New York, etc., 1901. Pp. 298. Mark, H. T. Moral Education in American Schools. Special Reports on Educational Subjects. London, 1902, X, 11-254. BIBLIOGRAPHY 189 Marriman, J. J. The Child and Religion. Pedagogical Seminary, 1913, XX, 229-235. Martin, G. H. School Activities for Moral Development. Religious Educa¬ tion, 1912, VI, 503-510. Mateer, F. Vocabulary of a four-year-old Boy. Pedagogical Seminary, 1908, XV, 63-74. Monroe, W. S. Rights of Children: A Study in Juvenile Altruism. Peda- gog'ical Seminary, 1900, VII, 132-137. Moodie, W. Tools for Teachers. London, 1912. Pp. 488. Moore, T. V. A Historical Introduction to Ethics. New York, Cincinnati, etc., 1915. Pp. xii-f-163. -. Moral Training in the Public Schools. The California Prize Es¬ says, by C. E. Rugh, T. P. Stevenson, E. D. Starbuck, F. Cramer, G. E. Myers. Boston, New York, etc., 1907. 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Moral Instruction and Training in the Schools. Lon¬ don, New York, etc., 1908. 2 v. Pp. 525; 378. Sharp, F. C. Education for Character. Indianapolis, 1917. Pp. 453. Sharp, F. C. A Study of the Influence of Custom on Moral Judgment. Bulletin of the University of Wisconsin, 1908. Pp. 144. Shroeder, H. H. The Psychology of Conduct. Chicago, 1911. Pp. 287. Sisson, E. O. Can Virtue be Taught? Educational Review, 1911, XLI, 261-279. Sisson, E. O. The Essentials of Character. New York, 1910. Pp. 214. Smith, T. L. Child Study at Clarke University. Pedagogical Seminary, 1905, XII, 93-96. Smith, W. W. Religious Education. Milwaukee, 1909. Pp. 416. Sneath, E. H. and Hodges, G. Moral Training in the School and Home. New York, 1913. Pp. vii-f-221. Sneath, E. H. and Hodges, G., and Tweedy, H. H. Religious Training in the School and Home. New York, 1917. Pp. 341. Stoops, J. D. The Moral Individual. Journal of Philosophy, Psychology, etc., 1906, III, 141-149. Street, J. R. A Study in Moral Education. 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Boston, 1915. Pp. vii-f-108. Wilbur, M. A. A Child’s Religion. Boston, New York, etc., 1917. Pp. 141. Wood, I. F. The Survey of Progress in Religious and Moral Education. Re¬ ligious Education, 1915, X, 114-123. J . . BF21 .P96V.32 Memory defects in the organic Princeton Theological Seminary-Speer Libi •ary | 1 1012 00008 5383 < 4