E V A L U A T I N G T E X T U A L M A T E R I A L

f O I D E V E L O P M E N T A L T A S K S

APPROVED:

Major P ro fe s so r

J^L C- i3zi <a>^x£r%.t. Minor P ro fes so r

-si.

Be a s of the School of Education

E V A L U A T I N G T E X T U A L M A T E R I A L

F O R D E V E L O P M E N T A L T A S K S

T H E S I S

Presented to the Graduate Council of the

North Texas State College in Par t i a l

Fulfillment of the Requirements

F o r the Degree of

MASTER OF SCIENCE

By

223520

L e n a M a s e r a n g - B o n z e » B . S .

For t Worth, Texas

August, 1953

223520

T A B L E OF C O N T E N T S

Page

LIST OF TABLES v

Chapter

I. INTRODUCTION 1

Statement of Problem • Definitions

. Pre-adolescent® Developmental tasks

Sources of Data Related Studies Organisation of the Study

II. THE INITIAL VALIDATION OF A CHECK SHEET FOR LOCATING APPROPRIATE MATERIALS . 14

The Proposed Check Lis t The Story Analyzed by Thirty Teachers

Task A Task S Task C Task D Task E Task F Task Cr

III. AN ANALYSIS OF THE STATE-ADOPTED SIXTH-GRADE READERS 28

Developmental Task A: Achieving an Appro-pr ia te Dependence -Independence Pa t te rn

Developmental Task B: Achieving an Appro-pr ia te Giving-Receiving Pa t te rn of Affection

iii

Chapter Page

Developmental Task C: Relating to Changing 'Social Groups

Developmental Task D: Developing a Conscience Developmental Task E: Learning One's Psycho-

Socio-Biological Sex Role Developmental Task Wi Learning to Understand

and Control the Physical World Developmental Task G: Developing an Appropriate

Symbol System and Conceptual Abilities A l i s t of Stories Ranking Highest in Situations

Appropriate to the Developmental Tasks A Comparison of the Five Readers in Relation to

the Developmental Tasks

IV. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 75

Summary Conclusions Recommendations

APPENDIX 80

BIBLIOGRAPHY 81

iv

L I S T OF T A B L E S

Tabid

1. Frequency and Distribution of Situations Appropriate to Task A la Five Sixth-grade Readers . , . 33

2. Frequency and Distribution of Situations Appropriate to Task B in Five Sixth-grade Readers . . . 39

3. Frequency and Distribution of Situations Appropriate to Task C in Five Sixth-grade Readers . . . . 45

4. Frequency and Distribution of Situations Appropriate to Task B in Five Sixth-grade Readers . . . 51

5. Frequency and Distribution of Situations Appropriate to Task E in Five Sixth-grade Readers . . . 57

6. Frequency and Distribution of Situations Appropriate to Task F in Five Sixth-grade Readers . . . 62

7. Frequency and Distribution of Situations Appropriate to Task G in Five Sixth-grade Readers . . . 68

8. An Analysis of Five State-adopted Basal Sixth-grade Readers 72

C H A P T E R . I

I N T R O 0 U C T I O N

S t f t t e m c a t of P r o b l e m

The problem of this study i t to demonstrate a method of evaluat-

ing situations in textual materials that may assist pre-adolescent chil-

dren in achieving certain developmental tasks. The problem involves

the analysis of fifty stories taken from five state-adopted readers

on the sixth-grade level, as well as the development of criteria for

making such an analysis.

d e f i n i t i o n s

P r e - a d o l e s c e n t s . —Pre-adolescent children are recognized

by educators in child study as generally belonging to that group of chil-

dren from age nine to age twelve or thereabout. However, the social

attitudes and the behavior patterns of this group, rather than their

ages, are the things that warrant them a place in the "sua, " or in the

cycle of human development.

Redl, a leader in child study, aptly characterises the pre-

adolescent period as a time "when the nicest children often begin to

1

behave in the most awful way.1 ,1 The parents are genuinely annoyed

with the children and the teachers say they are "fi l ls . " These chil-

dren argue, they are "sassy, " and at times they "explode" or "Mow

up. " They bolt their food, they slam doors, tad they often leave

tasks unfinished as they flit from one thing to another. They show I r -

ritability, d is t rust , or suspicion with little or no apparent reason.

They a r e " f r e s h , " often brutally f rank and openly defiant. The p r e -

adolescent does not understand himself or why he acts the way he

does.

Why does he act this way? He did not act like this before.

Blair and Burton say that the very clue to the understanding of the p re -

2

adolescent l ies in the answer to this question. The authors explain

that authentic information on the causes of their behavior will give

much aid in guiding and establishing a satisfactory human relat ion-

ship. These children are maturing socially and emotionally. They

are trying their "wings, H so to speak. They want to be independent,

but they do not know how. They are learning their sex ro les , and

this brings about the apparent antagonism between the sexes. To

compensate for the loss of securi ty with adults which comes f rom their

1 Fritz Redl, "Preadolescents , What Makes Them T ick?" Child Study, Winter, 1944, pp. 44-48. Also available as pamphlet No. 1206, f rom Association for Family Living, 28 £ . Jackson Street, Chicago 4, Illinois.

^Arthur Witt Blair and William H. Burton, Growth and Devel-opment of the Preadolescent , pp. 1-17.

own cutting of the "apron s t r ings , 1 1 they form groups of their own.

In no other age do children show such a deep need fo r clique or gang

format ions .

Redl explains that during preadolesceace the well-knit pa t te rn

of a chi ld 's personal i ty i s broken up or loosened. 3 It i s being made

ready fo r the rapid growth which comes during adolescence. He says

i t i s comparable to "soaking the beans before you cook them. " Dur-

ing this per iod of "loosening up" of personality texture , we should ex-

pect the whole individual to be full of conflict, worry, and tension.

"To know all i s to understand a l l " may seem an overs ta tement , but

it certainly does apply to the study of th# preadolescent child.

D e v e l o p m e n t a l t a s k s .—Since research in education and

child development emphasises a c lose relationship between human de-

velopment and education, certain quest ions arise . How does the

child grow ? Through what s teps or s tages does the child go on Ms

way to healthy adulthood? Recent studies in child development a r e

pointing to cer ta in guldeposts which are helpful in gaining an o v e r -

all picture of growth and development. These guldeposts a r e called

"developmental tasks. " In this particular field of educational re -

search, the Committee on Human Development at the University of

^Redl, og. c i t . , pp. 44-48.

Chicago has given us a mast worthy contribution. Havighurst, chair-

man of the committee, gives us this concept of developmental tasks:

A developmental task i s a task which ar i ses aft or about a certain period in the life of the individual, suc-cessful achievement of which leads to Ms happiness and to success with later tasks, whereas failure leads to un-happiness in the individual, disapproval by society, and difficulty with later tasks.

The developmental task concept occupies middle ground between opposed theories of education: the theory of freedom—that the child will develop best if left as free a s possible; and the theory of constraint— that the child must learn to become a worthy responsible adult through restraints imposed by his society. A de-velopmental task i s midway between an individual need and a societal demand. It partakes of the nature of both. 4

Developmental tasks are those tasks that the individual must

learn if he i s to be a happy and worthy member of our society. In

early childhood the individual learns to walk, to talk, and to control

elimination of body wastes. Later he learns to read and to get along

with others. In early adulthood the individual may find himself ad-

justing to a marriage partner, and later in l i fe he must adjust to old

age. Thus the concept applies to all stages of l ife, but this study

i s confined to those tasks peculiar to the preadolescent.

It i s believed that the origin of the developmental task has i ts

very beginning in the biological formation of organs in the embryo.

^Robert 3. Havighurst e t a l . , Developmental Tasks and Edu-cation, Preface, pp. §-6; Chapter 1, p. 2. '

There i s a t ime and a place for each organ to develop, If an organ

does not develop at It# proper t ime of ascendancy or at i ts proper

place, the individual produced i s an abnormal or defective person.

These purely biological developmental tasks of the body i l lustrate

the essentials of the bio- socio-psychological tasks with which we are

concerned.

Some developmental tasks may ar ise a s a result of maturation,

such as learning to walk, and learning to behave acceptably to the

opposite.sex in adolescence. Other tasks may ar i se as the result

of the cultural pressure of our society, such as learning to read and

learning to participate a s a socially responsible citizen in society.

Still other developmental task# may ar i se from the personal motives

and values of the individual, such as choosing a profession and achiev-

ing a philosophy of l ife. In some c a s e s , developmental tasks may

ar ise from a combination of all of these factors working together.

The concept of developmental tasks provides a framework

within which one can organise knowledge about human behavior and

learn to apply the information in dealing with children in schools.

It helps in discovering and stating the purpose of education and in

the timing of educational effort. "When the body i s ripe, and society

requires, and the self i s ready to achieve a certain task, the teach-

able moment has come.

5Ibid. , p. 5.

S o u r c e * of D a t a

A, A. Daniel, a member of the teaching staff in Human Devel-

opment a t North Texas State College, working with the w r i t e r i n

the i n t e r e s t of preadolescent children and their developmental tasks,

h a s devised a check sheet for u se in locating typical s i tuat ions, in

children* s reading materials , which may help children in achieving

certain developmental tasks. A detailed account of the development

of this sheet i s given in the following chapter of this thesis . The

present study will take this check l ist , give it a trial run to indicate

some validity for i t s use, and then apply i t carefully to a sampling

of s tories from five basal reading books adopted in Texas for the

sixth grade, the purpose being to demonstrate the use of the check

sheet for finding typical "developmental" situations and to determine

the extent or number of such situations in the adopted sixth-grade

r e a d e r s .

The background fo r th is study came from books, magaz ines ,

pamphlets, and other printed materials relating to education, child

psychology, and human development. Recent books on growth and

development of the preadolescent were used. Individuals experienced

in the preadolescent f ield were consulted. State-adopted sixth-grade

books were used.

R e l a t e d S t u d i e s

In regard to related studies, very li t t le scientific r e sea rch

has been done in the field of the analysis of textual mater ia ls which

may ass i s t children in achieving their developmental tasks.

In August, 1947, an institute, for the f i r s t time completely de-

voted to l ibrary work with children and young people, was held by the

Graduate School of the University of Chicago. People f r o m twenty-

six s tates and Canada attended the institute. The proceedings of the

institute hinged on three main topics: "Youth and the Communication

of Ideas, " "Materials of Communication for Youth, " and "Librar ies

for Youth as Agencies of Communication. " The present study i s con-

cerned with only the second topic for which Alice Brooks prepared a

paper, "Developmental Values in Books.

In this paper Brooks records a study made by the Materials

Center of the University of Chicago, ©f which she i s a member . She

tel ls of their attempt to study book-reader relations in the light of

current research methods of child study. In this study a l is t ©f one

hundred books was f i r s t selected which seemed to ref lect the every-

day experiences and problems of childhood and youth. In order to

be sure that the books were popular with this part icular group of

young people, l ibrar ians throughout the country were asked to

^Alice R, Brooks, "Developmental Values in Books,11 Youth, Communication, and Librar ies , pp. 49-61.

8

indicate which of the t i t les were in constant circulation. On the bas is

of their repl ies the fifty most popular books of fiction (twenty-five

written for the la te r childhood age group and twenty-five for ear ly

adolescence) were selected for study.

The next step was to write the authors of the books to ask them

what, if any, ideas or values they had wished to t ransmi t to the

r eader of the books in question. Classes of chi ldren 's l i te ra ture s tu-

dents at the Universit ies of Wisconsin and Chicago were asked to

read the books and Indicate what they, reading independently, thought

were the developmental values of each book. It i s noted that a fair

agreement resul ted in the enumeration of developmental values by

the university students, the staff at the Mater ia ls Center, and the

authors.

As a result of the study, an evolving l i s t of developmental values

in books was constructed, and at the present time the University of

Chicago, Center for Children 's Books, publishes an HIndex to Devel-

opmental Values *n Books. " It also publishes a monthly bulletin

devoted to current literature for children. In this bulletin a shor t

description of books and their grade levels i s given, and develop-

mental values, if any* a r e indicated.

The members of the Materials Center , in using cer ta in indirect

techniques now employed in r e sea rch on child development and behavior.

conclude that developmental value* la books do contribute to an over-

all pa t te rn of force# influencing growth. Moreover , constant request#

l o r reading material# that depict des i rab le socia l situation# and re-

lationships, o r fo r ma te r i a l s that p re sen t behavior pa t te rns conducive

to the development of favorable cha rac te r and personal i ty t r a i t s and

att i tudes call fo r a new "heading" in the cataloguing of children's

books. This most f i t t ing and desirable heading i s "developmental

Values in Books. M

As an implicat ion of the study, this writer cons t rues a c lose r e -

lationship between the t e rm "developmental value*' and the t e rm "de-

velopmental task, *' The former i s an attribute of the book, and the

latter i s an attribute of the reader. In this thesis the writer shall at-

tempt to demonstrate a method for pin-pointing situations or devel-

opmental values in textual ma te r i a l s that may a s s i s t children in

achieving their developmental tasks. In being concerned, with textual

materials r a the r than with l i b r a r y ma te r i a l s , this wr i t e r hopes to

conf i rm and add to tMs new field approach in child study and devel-

opment.

Blair and Burton in their book, Growth and Development of the

Preadolescent, note that during preadolescent years the majority of

pupils make rapid gains in reading. At the same t ime they emphas ise

the fac t that the l a rges t number of remedial c a ses a p p e a r s during this

10

t ime. The authors r a i se the question, Is the success or failure in the

use of reading related to the effor ts of these children to achieve p e r -

sonal or social integration ? They use documented evidence to show

that reading disabili t ies a r e related to emotional difficulties. Blair

and Burton then go a step fur ther and point out that the emotional fac-

tors that investigators have pointed out as in terfer ing with p rog res s

in reading a r e highly related to the social attitudes, behavior, and

conflicts which plague the preadolescent. As an added impetus for

solving her problem, this writer gleans the following information

from their study; through intensive reading the preadole scent may

gain some independence f rom adults; it i s a lso believed that a cer-

tain amount of f reedom i s experienced vicariously in the reading of

adventure s tor ies ; and the res is tance of poor r eade r s toward reading

p rog re s s may stem from their res is tance to adult s tandards.

Virginia Bryson Blair made a study entitled, "Directed Read-

ing Through the Library for Improving the Social Adjustment of Older

Children. n She used the section on "Social Development" from the

Blair and Burton book, Growth and Development of the Preadolescent ,

and determined a l i s t of problem a r e a s and developmental opportuni-

t ies common to older children. This list, plus other suitable factors,

? Virginia Bryson Blair, "Directed Reading Through the Library for Improving the Social Adjustment of Older Children, " Unpublished Master's Thesis, Department of Library Science, Texas State Col-lege fo r Women, Denton, Texas, 1951.

I I

she used in developing a cr i ter ion for the selecting of books suitable

fo r older children in solving their everyday problems. Using the

cr i te r ion a s a basis for he r selections* she suggested a bibliography

containing an annotated l is t of books which a r e believed to deal ade-

quately with the older chi ld 's problems of socialisation. Her study

dealt with l ibrary mater ia l s only and not with textbooks. However,

the study concerned older children, and she stated that the te rm

"older children" was comparable to the term "preadolescen ts , "

used by some wr i t e r s . She found that many wr i t e r s have shown un~

usual insight into the nature and needs of older children, and children

themselves enjoy reading about the way in which other children have

exciting adventures o r solve their everyday problems. More books

seemed to be available in t h e f ields of "acceptance of age -ma tes"

and "gains in independence" than in any of the other f ields. Books

most difficult to find were those dealing with "hostility toward oppo-

site sex" and the "completion of sexual identification. "

May Hill Arbuthnot in her book. Children and Books, took the

basic needs that a r e common to most people and most t imes, such a s

these: a need to belong, a need to love and be loved, the need to

achieve, the need to know, the need to play, and the need for aesthetic

satisfaction; and on these bases she made her selections of books fo r

ch i ld ren . 8 Her l i s t covers the reading in te res t s of children f rom two

8May Hill Arbuthnot, Children and Books, P re face , p . iii; pp. 2 - 1 0 .

12

years old to fifteen and considers every type of reading the child en-

joys except Ms textbooks. She explains that to satisfy one's needs i s

a difficult task for any Individual, hut happiness in l i fe depends upon

how one meets his needs. She points to reading as one rich source

of insight, and she says reading the right books can actually strengthen

a child for the difficult tasks in growing up.

O r g a n i s a t i o n of t h e S t u d y

This study i s divided into four chapters. The f i r s t i s the intro-

duction which gives the statement and scope of the problem, defini-

tions with illustrations, four related studies, and the plan of organi-

sation of the study as herein given.

The second chapter presents a check sheet for determining the

presence or absence of situations in textual materials which may a s -

s ist children in achieving certain developmental tasks. The check

sheet i s given a trial run, and a basis i s thus established for further

use of the check sheet in the analysis of fifty stories taken from

readers adopted by the State of Texas on the sixth-grade level .

Chapter ZZ1 uses the check sheet to demonstrate a method for

evaluating situations in textual materials that may ass i s t children in

achieving certain developmental tasks. A table i s set up for each

developmental task, and situations appropriate to each task are

u

enumerated. Space i s provided l o r checking the p r e s e n c e of situa~

tions in re la t ion to boy, g i r l , o r both, o r the absence of such situa-

tions. The results of the analysis are tabulated as to individual books,

according to developmental t ask , with reference to boys or g i r l s o r

both, to indicate the absence of appropriate situations.

The l a s t chapter provides a s u m m a r y and d raws conclusions

based on the use of the checklist for analysing textual materials .

Specific re coram enda tions are made for further study and for the re -

consideration of professional workers with preadolescent children.

C H A P T E R II

THE I N I T I A L V A L I D A T I O N O F A 'CHECK S H E E T

F O R L O C A T I N G A P P R O P R I A T E M A T E R I A L S

A. A. Daniel of the Education Department of North Texas State

College has devised an instrument to be used in this study. Using

a s resource mater ia l s , the Blair and Burton book, Growth and Devel-

opment of the P r eadolescent, the Havighurst book, Human Develop-

ment and Education, and the 1950 yearbook of the Association for

Supervision and Curriculum Development* Fostering Mental Health

in Our Schools, Daniel has developed a check sheet fo r evaluating the

presence or absence of situations which may a s s i s t children "up the

s ta i rs ' 1 in this par t icular phase of human development.

Daniel designates seven of the most important developmental

tasks of the preadolescent, and under each task he gives types of

situations appropriate to the particular task. These situations may

be checked, as they are found in textual mater ia l s , as they apply to

boys, girls, or both.

' To tes t the functional soundness of the check sheet, this wr i ter

used it in a "trial run" on a s tory, "Coast Guard to the Rescue, '* by

14

IS

Henry B. Lent, The story was taken f rom a sixth-grade basal r eader ,

People and .Progress, the I f51 edition, Curriculum Foundation Ser ies ,

Scott, Foresman and Company, publishers.

Thirty copies of the s tory were made. These copies with thirty

check sheets were given to thirty teachers in an education class study-

ing human development on the campus of North Texas State College#

Denton, Texas. . These teachers, working independently, were' asked

to read the story and use the check sheet a s a means o l locating s i tua-

tions which may help children in achieving the described developmental

tasks . The story and the check sheet a s administered a r e given in

the following sections.

T h e P r o p o s e d C h e c k . L i s t '

T y p i c a l W a y s C h i l d r e n A c h i e v e " ' e P e v e l o p m e n t a l T a s k . s

Directions: Please place "b" by the word yes if the situation exis ts la relat ion to boys; place "g" by yes if the situation ex-i s t s in relation to girls; place "x" by yes if the situation ex-ists in relation to both boys and girls; place "B" by yes if the situation i s non-existent.

Developmental tasks: A. Achieving an appropriate depe nd~ ence-independence pattern in preadolescence.

1. A child s e e s that adults a r e wrong in what they know or how they do things. Yes_

2. A child builds a strong friendship or identification with age m a t e s within the family. Yes

16

3. An actual rift develops between adult* and children. Yes

4. The opinioiis and ideas of children a r e used a s guides to action. Tea

5. A child does not give complete obedience to adults. Yes

6. Children have or develop thei r own secrets or know things that grown-ups don't know. Yes

7. Children exercise the right to make choices of l ines of action and a s sume responsibi l i ty fo r outcomes. Yes

8. A child demands the right to make choices of l ines of ac-tion. Yes

9. A child ge ts information about a l te r ing old habits and taking on new ones. Yes

10. A child s e e s himself with the abi l i t ies and l imitat ions of children. Yes

11. A child s e e s adults with the abilities and limitations adults have. Yes

12. A child uses information or opinions from age-mate chi ldren as a guide to action. Yes

13. Children locate a problem somewhat common to the group and work through to an acceptable solution themselves . Yes •

14. A child looks fo r a l ternat ive ways of doing things. Yes

Developmental t asks : B. Achieving an appropr ia te giving-receiving pattern of affection.

1. A child shows affection for animals or rece ives affection f rom them. Yes

1?

2. A child shows affection fox age-mate». Yes

3. A child shows affection for adults outside the family. Yes_

4. A child gives affection to other children in the family or receives affection from them. Yes

5. A child forms strong friendships or identification with age-mate# outside the family. Yes

6. A child demands affection from others, either by word or action. Yes

7. A child receives lave or affection from adults outside the • ; family. Yes ^

8. Children work or play with those they choose or with those ^ by whom they are chesen. Yes

9. A child builds strong loyalties toward individuals in a small

group or gang. Yes " : f

10. A child gives affection to parents. Yes

11. Parents give affection to a child. Yes 12. A child learns things to do in order to receive more affec-

tion. Yes

13. The affection a child receives i s somewhat upon the basis of affection shown. Yes

14. A child thinks through and finds appropriate ways of getting love and affection from others. Yes

Developmental tasks: C. Relating to changing social groups.

1. A child develops strong ties with groups of peers. Yes

2. A child forms strong friendships or identifications with age-mates outside the family. Yes

IS

3„ A child tries to meet peer standards of behavior. Tea

4. A child idealities with Ms peer* by taking on their manner of dress, speech, or action. Yes '

5. A group or gang i s formed which supports. the feelings and actions of, i ts members. Yes _

6. A child shows resentment toward the authority of parents, teachers,, or other adults. .• Yes

?. Children organise and manage their own games. Yes

8. Children, compete on a group versus group or a gang versus gang basis. Yes

9. A child chooses to associate himself with age-mates in preference to adults. Yes

10. A child learns about the qualities of groups* purposes of groups* ©r acceptable group membership. Yes '

Developmental tasks: D. Developing a conscience.

1. Children organise their own work or play and make their own rules. Yes

2. A child or children decide what i s right and wrong without adult assistance. Yes

3. Children make or use rules which involve a consideration for the feelings and privileges of others. Yes

4. A child accepts obligations toward others. Yes

I. Children openly discuss and evaluate the behavior of other children according to peer standards. Yes .

6. Children are rewarded or punished for their behavior by their peers. Yes

7. A child applies rules of behavior to himself. Yes

19

8, Children learn the ru l e s to games and apply them. Ye*_

9. A child shows the p r e s e n c e of guilt f ee l ings for disobedi-ence, Yes

10. Children apply the abstract rules of fairness . Yes

II* A child decide# what i s r ight and wrong, fast with adult help. -Yea

12. A child l ea rna what i s r ight to do in social ac t iv i t ies and

contacts . Yes

13. A child i s obedient in the absence of author i ty . Yes_

14. A child shows considerat ion fo r the fee l ings of others. Yes

15. Chi ldren develop r u l e s of conduct f o r themse lves . Yes - -

Developmental t a sks : E . Learning one's psycho-socio-biological s e x ro l e .

1. A child i s daring, brave, o r courageous . Yes_

2. Children of the s ame sex work o r play together. Yes

3. Chi ldren imitate o r a c t l ike a s a m e - s e x adult . Yes

4. A child learna how he may become more like a s a m e - s e x adult. Yes

5. A child ge ts informat ion about kinds of p lay and work that a r e acceptable f o r boys and girls* Yes -

6* A child ge ts in format ion about how to become good or an accepted pe r son . Yes

7. Chi ldren f o r m a gang o r club of the same age aad sex. Yes

20

8. A child col lects things which represent an ideal person or hero. Y t i

Developmental tasks; T. arning to understand aad control the physical world*

1. A child learns why he cannot touch certain things. Yes

2. A child handles objects experim entaily and gains some un-derstanding of them. Yes

3. A child makes a collection ol specimens. Yes

4. A child explores by climbing, probing, going into, or upon. Yes

5. A child manages or operates machines—mechanical, elec-trical, steam, wind, etc. Yes

6. A child finds out how it works. Yes

7. A child rece ives instructions for controlling an aspect of the physical world. Yes

8. A child makes a model of some aspect of the physical world. Yes •

9. A child c lass i f i e s objects. Yes

16. A child gets information about the relationship between people'and the world of things. Yes •

II , A child creates new objects by combining things. Yes

Developmental tasks: C. Developing an appropriate symbol system and conceptual abilities.

1. A child differentiates between reality and imagination. Yes

2, Bules are.developed. Yes

3. A child takes the viewpoint of others into account. Yes

21

4, A child manifests interest in other people's problems. Ye#

5. A child uses a scientific or logical approach to the solution of a problem, Yes

6* A child links up cause and effect i s the observable changes in objects. Yes

7. A child links up cause and effect in social behavior (either observed or anticipated). Yes

8. A child understands that social behavior may have complex motivation* Yes

9. A child uses true mechanical relations to explain physical phenomena. Yes

10. An impersonal or objective view i s taken toward people or things. Yes ":,il

11. A child differentiates between the absolute and the relative. Yes

12. Concept* of right and wrong are applied to behavior. Yes

1$. A general principle i s applied so a s to guide a decision. Yes

14. Objects of the environment are c lass i f ied. Yes

15. A child learns about animal or human reproduction. Yes

22

T h e S t o r y A n a l y s e d b y T h i r t y T e a c h e r s

C o a s t G u a r d t o t h e R e s c u e

By Henry B. Lent

Jim Brewster fe l t a sharp thri l l r ace along his spine. Here he was droning aloft 1900 feet over the world 's busiest harbor , co-pilot of a Coast Guard patrol planet He looked down at the vast reach of the Atlantic f a r below. On the s tarboard side, on the water , he could see the perfect ly outlined shadow of Ms plane racing along slightly ahead of the plane i tself . He sighed contentedly.

The pilot* Lieutenant Curt Sprong, c i rcled over docks where ships were taking on cargoes. Then, heading north* he flew up the Hudson River above the towering skyline of New York. Here there were many things to observe: f e r -r i e s shuttling back and forth, toy-like tugboats chugging im-portantly about their business, fuel barges and other smal l harbor c raf t—al l weaving in and out in a complex t raff ic pat tern. Not a single ship nor a single small power boat escaped the sharp eyes of the two off icers in the Coast Guard plane. They were carrying only a skeleton crew—a mechanic and a radioman—for this was an ordinary patrol flight.

Jus t a s the pilot was about to ask the radioman to re-* por t that they were coming in, a radio message came f rom the Coast Guard station on Long Island.

"Two boys in a catboat somewhere off Draper Cove* " the message said. "We a r e requested to find out if they need a s s i s t a n c e . "

While the radioman acknowledged the repor t , Curt wheeled the PH-3 around toward the Cove, which he readily found on the map. Climbing to five hundred feet , he swung the ship onto a course over the south shore of Long Island.

"Looks plenty rough down there, " J im said to his f e l -low flight off icer .

23

"About three fee t f rom c r e s t to c r e s t , I'd s a y , " the pilot judged. "Keep your eye peeled for the boy*. Wonder how they happened to get t o f a r out on a day like this?"

Both men kept a c lose watch on the hays and inlets that unfolded below them a s they sped oa.

"See anything?" Cur t asked.

"No—not yet. Wait—now I do!" Jim exclaimed. "Looks like a small sailboat turned bottom up. "

Curt brought the plan# down to within a hundred f ee t of the water and circled around the capsized boat to come into the wind. Now he could c lear ly see the two boys clinging desperately to the boat. They seemed completely exhausted.

"JLook! There's a boat trying to reach them, M Jim said.

Two me!a in a surfboat were doing thei r best to work the i r way out to the boys* who were about a hundred f ee t of f -shore . But each time the rescuers headed into the breakers, the waves would catch their boat and hurl it back toward the beach, where an anxious crowd had gathered. As Jim watched, the r e scue boat, too, almost capsized.

Ordering the crew to p r e p a r e for a rough-water landing. Curt put the plane into a glide. With the st ick ha rd back and the flaps down, he le t the ship down onto the rough sea. The plane smacked the f irs t ware hard, and then bounced to the next one. But the s eve re shock of the second contact was l e s -sened by the way the pilot worked the throttles during the split second that the plane was in the a i r between waves.

As Curt carefully worked the seaplane toward the ove r -turned boat, Jim climbed onto the hull. In his hand he held a coiled l ine and a l i fe preserver ready to toss to the boys.

"Hang on, boys !" Curt called out.

The victims were apparently too f r ightened o r too weak to reply. Each wave that lashed over the boat threatened to break their hold.

24

"Grab this line when I throw i t , " Jim shouted above the sound of the wind and waves.

Am soar as he was certain that the older boy had under-stood his order . Mm heaved the life preserver through the a i r toward Mm. It shot over the boat, which was now broad-side to the plane, and the line slapped down lightly beside the larger boy. The youngster relaxed his grip just long enough to grab the life preserver and slip Ms companion's a rms through it.

Jim pulled in the slack. "All right, now, " he shouted. "Make a t ry for it. 1*11 help you. M

The smaller boy slipped into the water, clinging to the life preserver with his last ounce of strength. Half swimming, he was pulled steadily toward the plane and was soon alongside. Jim reached down, grabbed Mm under the a rms , and pulled Mm aboard. The youngster was limp as Jim lifted Mm up to the mechanic.

Once more Jim coiled the line. By tMs time the plane had drifted far ther from the capsized boat.

"TMnk you can make i t ? " Curt called down from the pilot 's compartment a s Jim tossed the life preserver again. The line whistled through the a i r , but missed the boat by inches. To make matters worse, the boy stretched Ms arm to grasp it and lost Ms hold on the boat. For a mo-ment Jim thought he would have to go in for Mm. But the plucky lad swam to the life preserver , hooked Ms arm through it, and Jim soon had Mm alongside.

Both boys lost consciousness when they reached the safety of the plane's cabin, but they soon came around with the application of f i rs t-aid measures. Jim helped make them as comfortable and secure as possible for the take-off. "How do you feel, o ld- t imer?" he asked the smaller boy.

The youngster smiled weakly.

"I—I—guess I'm all right now, " he answered.

Jim turned to the other boy.

25

"You saved your chum's l i f e , " he said.

"Aw, shacks, " the boy replied. "He's l i t t ler than roe. He couldii't'v hung on much longer. 1 couldn't ei ther, I gues t , " he added. "Thanks, s i r , for what you did. "

J im, himself a lmost a s wet a s the two hoys who had been in the water, went forward for the take-off. Curt gunned the engines and lifted the ship into the a i r for the r e -tarn flight. Calling the radioman, he directed him to notify the station to tell the boys1 famil ies that both boys were safe and making for port . Then he put the big ship on the home course, the morning 's work finished.

After the teachers in the human development c lass finished

checking the story, the check sheets were collected and the answers

tabulated. As a resu l t of the tabulation of the thirty checked sheets ,

the following summary is pertinent to this study.

T a s k A.—In checking Task A, the major i ty of the teachers

agreed on the presence o r absence of situations and their relation to

boys, g i r l s , o r both, with one exception. This one exception was s i t -

uation number twelve. In r e c h e e k i n g the story, i t does seem poss i -

ble, in this par t icular story, that this situation could be checked ei ther

one of two ways. Possibly this accounts for the great difference of

opinion on this par t icular situation. On situation one, all thir ty pa-

p e r s were checked exactly alike.

T a s k B . —A general agreement was reached by all t eachers

on the fourteen situations under Task S .

26

Ts .sk C. —Under Task C, major agreement was reached ©a all

situations, and on situation eight all thirty papers checked exactly

alike.

X a i k 0 . —Under Task D, these was wide agreement on all

situations with the exception of situation six* On this particular situa-

tion, fifteen people believed the situation existed in relation to hoys

and fifteen people believed the situation was non-existent. In a re-

check of the story and the statement, this writer i s led to believe

that this difference on the part of the checkers may have come about

as a result of their differences in opinions concerning what constitutes

an award as applied to this particular story.

T a s k £ .—In checking Task £*, all thirty people checked situa-

tions one, - seven, and eight exactly alike. There was a great differ-

ence of opinion on situations three and six. A fair agreement was

reached on all other situations.

T a s k F . —A fair agreement was reached on all situations under

Task F.

T a s k Q, —Under Task G, the majority of people agreed that

very few of the situations were present in this particular story.

In summarising the tabulations, there were eighty-seven situa-

tions relating to the seven developmental tasks. Five of the situations

were checked exactly alike on all thirty papers. There was a great

2?

difference of opinion on, four of the situations. A fair agreement was

recorded an ail other situations. Thus, the test check indicates that

developmental situations can he located in certain textual materials,

and the Daniel check sheet may he used with validity in locating situa-

tions which may ass i s t preadolescent children in achieving certain de-

velopmental task®.

C H A P T E R III

A M - A N A L Y S I S OF THE S T A T E - A D O P T E D :

S I X T H - G R A D E R E A D E R S

Thl» part ®f the study concerns the analysis of five of the state-

adopted basal sixth-grade readers. Fifty stories, tea from each book,

are analysed. These stories are chosen on an impartial basis. U the

book contains thirty stories or thereabout, the first story and every

third story thereafter are chosen. If the book contains forty stories,

the f irst story and every fourth story thereafter are chosen. All

stories are chosen on similar bases. The stories and books are an-

alysed according to appropriateness to each of the seven developmental

tasks as given in the following sections.

D e v e l o p m e n t a l T a s k A: A c h i e v i n g an A p p r o p r i a t e D e p e n d e n c e -

I n d e p e n d e n c e P a t t e r n

A s t h e child grows in accomplishing an appropriate dependence -

independence pattern, he learns to "step out" of his situation and go

"on Ms own." ha accomplishing this task he strives to be independent,

hut he does not yet know how. He questions the opinions of adults,

and he sometimes values the opinions of other children more than he

28

29

does those of grownups. For the f i r s t time in Ms life he finds out that

adults can be wrong, arid at this part icular period in his l ife he appar-

ently r e s i s t s authority. He has secrets, and he knows things that

adults do not know.

As the child continues to grow in the accomplishment of this pa r -

ticular task, he demands the right to make choices* and he often de-

mands the "why" for this or that. He has lived a number of years in

submission and obedience, hat now he a s se r t s Ms freedom. He

tries Ids "wings, " and in so doing he may fall f rom the "nest11 a num-

ber of times before he gains the independence for wMch he is striving.

It is believed that no other developmental task requi res a s much

understanding and patience on the part of parents and teachers as this

one does. It seems best for the cMld1 s development to try to accept

Mm as he i s and allow Mm to work out Ms own problems.

In the ten s tor ies taken f rom the basal sixth-grade reader. Ad-

ventures Nowr and Then, twenty-eight developmental situations in rela-

tion to boys were found, and eight situations existed in relation to g i r ls .

In relation to boys: the story, "It's Weight That Counts, " contained

eight developmental situations; three other stories, "The Skin Belt, n

"Bucephalus—A King's Morse, n and "The Locked Gate, " each.contained

five situations; "Son of the Valley" contained four situations; and "Ap-

prentice to the Blrdmaa" contained one situation. In relation to gir ls ;

so

"Twelve Bright Trumpets" contained s ix situations and "The Pocket

Champion" contained two, la this group of tea .stories, " I t ' s Weight •

That Counts" appears to be the best s tory in re la t ion to Task A.

In analyzing the ten s to r i e s f r o m the r eade r , .411 Around Me, in

re la t ion to Task Atwenty-six s i tuat ions relat ing to hoys and two s i tua-

tions re la t ing to hoys and g i r l s were found. In re la t ion to hoys: "Whitey" s

F i r s t Round Hp" contained seven situations; "That Grassy Stinson Kid"

and "The Fami ly Who Never Had a Clock" each contained lour . "Sad-

dles Up! Eide 'era High, " "William Tell, " and "A Story about Ancestors"

each contained three situations, and "The White Dogs of Arran" con-

tained two. In relat ion t© boys and g i r l s : the s to ry "Circus on Dew-

b e r r y Lane" contained two si tuations. The bes t s tory in this group r e -

lating to Task A i s "Whitey1 s First Round Up."

The ten stories taken ixjxa the reader. People and. P r o g r e s s , con-

tained twenty-five developmental si tuations in re la t ion to boys and four

in relation to boys and g i r l s . In re la t ion to boys; "The Junior T e a m ' s

Bargain" contained nine situations, "Can't a Machine Do I t?" contained

seven, "The King of the Golden River" contained six, and "A Day to

Remember" contained three. In re la t ion to boys and g i r l s : "Ronnie

and the Mystery Horse" contained three si tuat ions, .and "A Bay to-Re-

m e m b e r " contained one situation. F ive s tor ies , "Smoke Jumper , "

"The Caliph's Coat." "The Wild Goat's Kid," "Adventures of Chut," and

31

" F i r s t JLady of China" contained ao developmental situations to r e l a -

tion to boys or g i r l s . The best s tory in this group in relation to Task A

i s "The Junior Team's Barga in . "

The tea s tor ies f rom the reader , Stor ies to Remember , contained

fourteen developmental situations in relation to boys and one situation

in relation to boys and gi r l s . In relation to boys: the s tory, "Verdi,

Little Music Master , " contained five situations, "Boy of Odense" con-

tained four, "Belgian Boat Tr ip" and*Independence Day" contained two

each, and "Chinese New Tear Bay" contained one. In relation to boys

and gi r ls : "French Fun Day" contained one situation. Four s tor ies in

this group, "Snow-shoe Thompson, " "Adventures of the Whalers, "

"Wealths of the Depths, " and "The Adventures of He rcu l e s , " contained

no developmental situations in relation to Task A. The best s tory in

this group in relation to Task A is "Verdi, l i t t l e Music Master . "

The ten s tor ies f rom the r eade r . Wings to Adventure, contained

sixteen developmental situations in relation to boys, seven in relation

to g i r l s , and one in relat ion to both boys and g i r l s . & relation to boys:

the story, "So rce r e r ' s Apprentice, " contained six situations, " l i v e r s

fo r Washington" contained five, "The Lime Kiln" contained four , and

"Wild Horse iioundup" contained one. Xn relation to g i r l s : "The Wolf

P i t " contained five situations and "Spilled B e r r i e s " contained two. In

relat ion to both boys and g i r l s : "The JLime Kiln" contained one situation.

32

Four s tor ies , "Four Brays of a Donkey," "Tembo—In the Moss-

draped F o r e s t , " "Water and the Land, " and "The Trojan H o r s e , " con-

tained no developmental situations relating to Task A. The heat s tory

in this group relating t© Task A i s "The S o r c e r e r ' s Apprentice. "

In summarizing the f if ty s tor ies in relation to Task A, the one

s tory having the most developmental situations i s "The Junior Team's

Bargain, " f rom 'the' r eader . People and P r o g r e s s . Seventeen of the

f i f ty s tor ies contained no developmental tasks in relation to Task A.

It was noted that s to r ies containing no developmental tasks relating to

boys or g i r l s could be classif ied in most cases under one of the follow-

ing headings: animal, nature, whimsical, or s to r ies dealing solely

with adults.

Table 1 shows the frequency and distribution of situations appro-

pr ia te to Task A in five sixth-grade r e a d e r s . It a lso shows the number

of t imes the situations were non-existent in these s tor ies .

An examination of Table 1 shows that, in the fifty s to r ies analysed

in relation to Task A, situation four i s the most prevalent. This s i t -

uation i s : An activity in which opinions and ideas of children are. used

a s guides to action. Situation two appears to be the one situation

most often absent in al l of the s tor ies . This situation is : Work or play

activit ies in which a child builds a strong fr iendship o r identification

with age-mates within the family.

33

TABLE 1

FREQUENCY AND DISTRIBUTION OF SITUATIONS APPROPRIATE TO TASK A IN FIVE

SIXTH-GRADE READERS

Types of Situations

Adventures Mow and Then -

All Around Me . •

People and Progress

Types of Situations

B . a X N B a . X M a O X N

1 4 . I 0 5 3 0 0 7 3 . G . 0 , .7 . 7

2 0 0 0- 10 ® 0 1 9 0 a 0 .10 ;

3 0 § : 9. 0 . 0 . 0 10 3 o. 1 6

4 4 i 0 5 7 0 1 , • 2 4 . 0 0 t - j 6

5 o i 0 9 3 0 . • 0 . 7 1 0 0 9

6 • 2 i 0 7 0 0 0 10 2 0 1 7

7 4 l 0 § 7 0 0 3 • 4 0 0 6

% 3 l 0 6 2 0 0 8 1 0 0 9

9 2 i 0 7 1 0 0 § 0 • o • 0 10

10 1 o 0 9 1 0 0 9 1 0 0 9

11 2. 0 0 8 0 0 0 10 0 0 1 9

12 1 6 0 9 0 0 0 10 1 0 1 8

13 3. 0 0 7 0 0 0. 10 2 0 0 8

14 2 0 0 8 2 0 0 s 3 0 0 7

Total 2a S 0 104 26 0 2 112 25 0 4 111

B—boys; G—girli} X—both boy* and girls; M—non-existent.

34

TABLE I — Continued

Stor ies to Remember

Wing# to Adventure

Total of Situations

3 G X M B . a X N B <3 X N

I 0 0 9 I 0 0 9 12 1 0 3?

0 0' 0 10 0 0 0 10 0 0 1 49

1 0 0 9 1 0 0 9 5 1 I 43

3 0 1 6 3 1 0 6 21 2 2 25

2 0 a 8 2 0 0 8 8 1 0 41

0 0 0 10 1 0 1 8 § 1 .2 42

1 0 0 9 3 1 0 6 19 2 0 29

i 0 0 9 1 0 0 9 8 1 0 41

1 0 0 9 0 0 0 10 4 1 0 45

2 0 0 8 2 2 0 4 7 2 0 41

I 0 0 9 1 1 0 8 4 1 1 44

1 0 0 9 0 1 0 9 3 1 1 45

0 0 0 10 0 0 0 10 5 0 0 45

0 0 0 10 1 1 0 8 8 1 0 41

14 § 1 125 16 ? 1 114 109 IS 8 568

35

Many more situations relating to boy# than to gir ls a r c noted.

Few situations relating to both boys and gir ls a r e found. The one book

having the most developmental situations in relation to Task A i s Ad-

ventures How and Then. As a whole, many more situations in relation

to Task A a re absent than present in the fifty s tor ies .

D e v e l o p m e n t a l T a s k B: A c h i e v i n g a n A p p r o p r i a t e G i v i n g - R e c e i v i n g

P a t t e r n of A f f e c t i o n

In progressing successfully through the task of an appropriate

giving-r ecei vmg pattern of affection, the child learns to give as well

a s to receive. Heretofore, he has been mostly the recipient, but now

his affectional relationships a r e broadening, to include, on his par t ,

fr iendships with age-mates, peers , teachers , and other outside adults,

as well a s members of his family. Successful work in this task i s

noted by the child's ability to form fr iends with age-mates . If the

child has had sufficient love and security in infancy, he should have

no trouble with this task. On the other hand, if the child has never

been loved, has never been realty wanted, has never had a deep feel-

ing of security, he will find it hard to give love to anyone else.

In the s tor ies f rom Adventures Now and Then, twenty-seven

situations in relation to boys were found and nine situations relating

to g i r l s were noted. In relation to boys: " I t ' s Weight That Counts"

had seven situations, "Apprentice to a Birdman" and "The Skin Belt"

36

each had live, "Bucephalus—a King's Horse" and "The Locked Gate"

each had four, and "Son of the Valley" had two. In relation to gi r ls ;

"The Pocket Champion" had seven situations and "Twelve Bright

Trumpets" had Iwo, in this growp of s tor ies , " I t ' s Weight That Counts"

and "The Pocket Champion" a r e the best s tor ies in relation to Task B.

The ten s to r ies f rom All Around Me contained twenty-three s i t -

uations in relation to hoys and eleven situations in relation to boys and

g i r l s , in relation to boys: "Whitey's F i r s t Roundup" contained eight

situations, "Saddles Up! Ride ' em High" contained six, "William Tell"

and "The White Dogs of Arran" each contained four , and "Circus on

Dewberry JLaae" contained one. In relation to boys and gi r ls : "Circus

on Dewberry i«ane" contained ten situations* and " l i q u e t with Tuft"

contained one situation. Four s tor ies , "That Crazy Stinson Kid, "

"The Family Who Never Had a Clock, " "A Story about Ances to r s , "

and "A Long Bow Story, " contained no developmental situations in r e -

lation to Task B. The bes t s tory in this group relating to Task B i s

"Circus on Dewberry Lane. "

The tea s to r i e s f r om People and P r o g r e s s contained twenty s i t -

uations in relation to boys and nine in relat ion to boys and g i r l s . In

relation to boys: "The Junior Team's Bargain" had ten situations,

"A Day to Remember" had four, "The King of the Golden River" each

had three. In relation to boys and g i r l s : "Ronnie and the Mystery

Horse" had seven, and "A Day to Remember" had two. Five s to r ies .

37

"Smoke Jumper, " "The Caliph'. Cloak,» "Adventures of Chut. " "The

Wild Goat's KM," and "First Jbady of China," contained no develop-

mental situations in relation to Task B. The best story in this group

relating to Task S i s "Tiie Junior Teaas's Bargain."

The'tea stories from Stories t® Remember .contained twenty-

s ix situations in relation to boys, two in relation to girls, and seven in

relation to boys and girls* la relation to boys: "Belgian Boat Trip"

contained eight situations, "Boy of Gdense" contained five, and "Verdi,

l i t t l e Music Master, " "Chinese New Tear's Day," and "Wealth of

the Depths" each contained three. "French Fun Day" contained seven

situations applicable to boys and girls and two situations applicable

solely to girls. Three stories, "Snowshoe Thompson, " "Adventures

of Hercules, " and "Independence Day, " contained no developmental

situations relating to Task B. The best story in this group applicable

to Task B i s "French Fun Day. "

From Wings to Adventure, the ten stories analysed contained

twelve situations in relation to boys, thirteen in relation to girls, and

one in relation to boys and girls. In relation to boys* "Rivers for

Washington" contained seven situations, "Wild Horse Roundup" contained

three, and "The Lime Kiln" contained two. la relation to girls: "The

Wolf Pit" contained eight situations, "Spilled Berries" contained four,

and "The lAme Kiln" contained one situation. The last named story

38

also contained one situation in relation to both boys and girls. Five

stories, "Fear Brays of a Donkey, " "Tembo In the Moss-draped

Forest,M "Water and the Land," "The Trojan Horse, ** and "The Sor-

cerer's Apprentice, '* contained r*o developmental situations applicable

to Task B. The best story in this group relating to Task B i s "The

Wolf Fit.*'

In summarizing the fifty stories in relation to Task B, the one

story having the most developmental tasks i s "The Junior Team's

Bargain. " This story was also the top story in relation to Task A.

Nineteen of the fifty stories examined contained no developmental sit-

uations applicable to Task B.

Table 2 shows the frequency and distribution of situations ap-

propriate to Task B in the f ive sixth-grade readers. It also shows

the number of times the situation was non-existent in these stories.

Table 2 shows that, in the fifty stories analysed in relation to

Task B, situation seven is the most prevalent. Situation seven is:

Social contacts or activities in which a child receives love or affec-

tion from adults outside the family. Situation fourteen appears to be

the one situation most absent in all of the stories. This situation is:

An activity in which a child thinks through and finds appropriate ways

of getting love and affection from others.

Many more situations relating to boys than to girls are found,

and more situations relating to boys and girls than to girls alone are

39

TABLE 2

FREQUENCY AND DISTRIBUTION OF SITUATIONS APPROPRIATE TO TASK B IN FIVE

SIXTH-GRADE READERS '' :

Types of Situations

Adventures Now and Than

All Around Me

People and 'f*ogr«««

Types of Situations

B G , *

M » G X N . B G X . N

1 1 1 0 8 3 0 1 6 1 0 1 8

I 2 0 0 8 0 0 1 9 I 0 2 7

3 - 3 1 0 6 % 0 1 4 2 0 0 8 '

4 0 1 0 9 0 0 I 9 1 0 0 9

5 2 0 0 8 § 0 0 10 1 0 2 7

6 3 1 0 6 3 0 I 6 2 0 0 8

7 5 1 0 4 4 0 I 5 4 0 0 6

8 4 1 0 5 3 0 1 6 1 0 1 8

9 2 0 0 8 ' 2 0 2 6 1 0 1 8

10 1 0 0 9 | 1 9 1 8 1 0 1 8

11 2 0 0 8 1 0 1 8 3 0 0 7

12 1 1 © & 2 0 0 8 § 0 0 10

13 1 1 0 8 1 0 0 9 2 0 I 7

14 0 1 0 9 0 0 0 10 0 0 0 10

Total 2? 9 0 104 23 0 11 106 20 0 9 , 111

B—boys; G—girls; X~-both boys and gtrla; N—non-existent.

40

TABLE 2 ~ Continued

Stories, to Remember

Wings to Adventure

Total of Situations

B G X N B Q X N Wk m a . X M

0 o 0 1© 1 1 § $ 6 2 2 40

3 i 0 6 1 2 0 7 3 -3 ' 3?

3 0 1 6 1 2 0 7 12 3 2 33

0 i 0 9 0 o 1 9 I 2 2 45

3 0 1 6 1 1 0 8 7 1 • 3 39

2 0 0 3 0 1 0 9 10 2 1 3?

5 0 1 4 2 2 0 4 20 3 2 25

4 0 1 5 2 2 0 6 14 3 3 30

1 0 1 8 1 1 0 S If 1 4 38

1 0 1 8 1 0 0 9 5 0 3 ' 42

4 0 I 5 I 0 0 f 11 0 2 • 37

0 0 0 10 0 0 0 10 3 1 0 46

0 0 Q 10 0 1 „ 0 9 4 2 ' • 1 '43

& 0 0 10 1 0 0 9 1 1 0 48

24 2 7 105 12 13 1 114 lot 24 28 540

41

noted. Adventures Now and Then lias more developmental situations

In relation to Task B than any of the other books. More developmental

situations in relat ion to Task B a r e absent than present in the s to r i e s .

D e v e l o p m e n t a l T a s k C : R e l a t i n g t o

C h a n g i n g S o c i a l G r o u p s

la accomplishing the developmental task relating to changing

social groups* the child begins to identify with age-mates . He lea rns

to meet peer standards, and he fee l s that he must talk and d r e s s like

his f r iends . As he continues to build t ies with his pee r s , he seve r s

his strong ties with admits. To make amends fo r tee securi ty he has

had and now loses a s he cuts the "apron s t r i n g s , " he joins gangs o r

cliques. In this manner he gains the needed secur i ty vital to his de-

velopment.

Children at this stage in development a r e capable of organising

their own games. Few adults seem to rea l i se this, and often do not

provide fo r this opportunity. In the organisation of their own games,

children improve their co-operative abil i t ies, and if games a r e organ-

ized on gang-versus-gang basis , their feeling of belongiagness i s

solidified.

F rom the book. Adventures Now and Then, the ten s to r ies analysed

were found to contain nineteen situations relating to boys and three r e -

lating to g i r l s . In relation to boys: " I t ' s Weight That Counts" contained

42

eight situations, "The Locked Gale" contained six, "The Skin Belt"

contained three# and "Son of the Valley" contained two. In relation to

girls: "The Pocket Champion" contained th ree situations. The s tor ies ,

"Apprentice to the Birdmaa, " ''Bucephalus—a King's Horse, " "Twelve

Bright Trumpets," "Power Dive,11 and "A Fiddle and the Law, " con-

tained no situations relating to Task C. "It 's Weight That Counts"

appears to be the best s tory in this group in relation to Task € ,

The t e a s to r ies from the book. All Around Me, contained eleven

situations relating to boys and one situation relating to boys and g i r l s .

In relat ion to boys: "Whi ley's F i r s t Roundup" and "Saddles Up I Ride

'em High" each contained four situations, and "Circus on Dewberry

Lane" contained three. The last named story also contained s i t -

uation in relation to both boys and girls. The stories, "William Tell, "

"Biquet with Tuft," "That Crasy Stinson Kid," "The Family Who

Never Had a Clock, " "A Story about Ancestors," "A Long Bow Story,"

and "The White Dogs of A r r a n , " contained no developmental situations

in relation to Task C. Two of the best stories ia this group in rela-

tion to Task C are "Whitey's First Roundup" and "Saddles tfpt Ride

'em High."

The ten stories from People and Progress contained eight situa-

tions in relat ion to boys and two in relation to boys and g i r l s . In re -

lation to boys: "The Junior Team's Bargain" contained eight situations.

43

In relation to both boys and g i r l s : "Ronnie and the Mystery Morse"

and "A Bay to Remember" each contained one situation. The other

seven s tor ies , "Smoke Jumper, " "Can't a Machine Do I t? , M "The

Caliph's Coa t , " "Adventures of Chut. " "The Wild Goat's Kid ," " F i r s t

JLady of China, " and "The King of the Golden River, " contained no de-

velopmental situations relating to Task C. The best s tory f rom this

group in relation to Task C i s "The Junior Team's Bargain. " It

s co res f i r s t also in the other tasks, A and B.

•The ten s tor ies f rom Stories to Remember contained eleven s i t -

uations in relation to boys and two in relation to both boys and gi r l s .

In relation to boys: "Boy of Odense" contained five situations, "Inde-

pendence Day" contained three, "Verdi, l i t t l e Music Master , H "Chi-

nese New Year ' s Day, " and "Belgian Boat Tr ip" each contained one.

In relation to boys and g i r l s : "French Fun Day" and "Belgian Boat

Tr ip" each contained one situation. The s tor ies , "Snowshoe Thomp-

son, " "Adventures of the Whale r s , " "Wealth of the Depths, " and "The

Adventures of Hercu les , " contained no developmental situations in r e -

lation to Task C. The best story f rom this group in relation to develop-

mental task i s "Boy of Odense. "

In the ten s tor ies taken f rom Wings to Adventure, three situations

were noted in relation to boys and one in relation to g i r l s . In relation

to boys: "The JLime Ki ln ," "Rivers for Washington, " "The So rce r e r ' s

44

Apprent ice" each contained one situation* "The Wolf P i t " contained

one si tuation in re la t ion to g i r l s . The s t o r i e s , " F o u r Brays of a

Donkey," "Wild Horse Roundup, M "Tembo in the M o s s - d r a p e d F o r e s t , "

"Water and the Land, H "Spilled B e r r i e s , " and "The Tro jan Horse , M

contained no developmental s i tuat ions in re la t ion to Task C. As a

whole, this group at s t o r i e s contained v e r y few developmental s i tua-

t ions in re la t ion to Task € .

In summarising the f i f ty s t o r i e s in re la t ion to Task C, two

s to r i e s ranked high with an equal number of t a sks . These s t o r i e s

a r e , "It 's Weight That Counts" and "The Junior T e a m ' s B a r g a i n . "

Table 3 shows the frequency and distribution of situations appro-

priate to Task 0 in the f ive sixth-grade readers. It a l so shows the

number of t imes the situation was non-existent in these stories .

Table 3 reveals that in the f i fty stories analysed in relation to

Task C, si tuation two i s m o s t common. This situation i s ; Work or

play ac t iv i t ies in which a child f o r m s s t rong f r i endsh ips o r ident i f i -

cat ions with a g e - m a t e s outside the family. Situation nine i s completely

miss ing in all f ifty s tories . This situation is: An activity or social

contact in which a child chooses to associate himself with age-mates

in preference to adults.

Many more s i tuat ions in relation to boys than to g ir l s are re -

corded, Little difference i s noted in situations in relation to g ir ls

45

TABLE 3

FREQUENCY A3?® DISTRIBUTION OF SITUATIONS APPROPRIATE TO TASK C IN FIVE

SIXTH-GRADE READERS

Types of Situation*

Adventures Now and Then

All Around Me

People and Progress Types of

Situation*

B Q X N B G X N B G , % J f -Jm

• N

I 3 0 0 7 2 - 0 1 7 1 0 2 7

2 2 0 0 8 0 0 0 to 1 0 0 9

3 3 0 0 7 3 0 0 7 1 0 0 9

4 3 I 0 4 3 0 1

0 7 1 0 0 r 9

5 2 o 0 § i I 0 0 0 ;

10 1 0 0 t

6 I 0 0 9 0 o 0 )

10 | * 1 0 0 t

? Z 9 0 8 0 0 I 0 10 !

i 0 0 9

8 I I 0 8 0 0 ,

0 19 0 0 0 10

f 0 0 § 10 0 0 0 10 0 0 0 10

10 z I 0 7 3 0 0 7 1 0 ,Q 9

Total 19 3 0 78 11 0 1 88 8 0 2 90

B—-boys. G—girl*. X—both boys and gir ls . N—noa-existent.

46

TABLE 3—Continued

Storiea to Remember

B G X N B

1 0 0 f

4 0 1 5

1 0 0 9 0

2 0 0 8 0

0 0 0 10 0

2 o o a i

0 0 1 9 0

0 0 0 1© 0

0 0 0 10 0

1 0 0 9 0

Wings to Advcatare

G

1

0

0

0

0

0

0

0

0

X

0

0

0

0

0

0

0

10 ?

10

10

10

9

10

10

10

10

Total of Situations

?

9

8

9

3

5

3

1

0

1

0

1

0

0

0

1

0

1

X'

1

0

0

0

0

1

0

0

0

M

40

39

42

40

4?

45

46

48

50

42

11 8? 0 n 439

47

alone and to g i r l s and boys. Fa r more situations a r e absent than

present . Adventures Mow and Then has more developmental situa-

tions in relation to Task C than any of the other books.

D e v e l o p m e n t a l T a s k ' D: D e v e l o p i n g

a C o n s c i e n c e

In the particular task of developing a conscience the preadoles-

cent child learns to apply the abs t rac t principles of f a i rness and un-

fa i rness , or right and wrong. At this age the child is a cr i t ical judge,

and in association with Ms peers he i s quick to punish those who t r ans -

g r e s s the ru les . At this phase of development he more or l e s s lives

in a peer world, and the peer world i s a world of rules. The rules

somet imes imply not only consideration for the feelings and r ights

of others , but they may also imply obligations toward others. As more

and more rules are mastered, the child's morality pattern becomes

set . Many authorities in child study believe this stage in human de-

velopment i s the "golden age" fo r developing t rue moral i ty.

The ten stories taken from Adventures Now and Then contained

nineteen situations in relation to boys and ten in relation to g i r l s . In

relation to boys: "It's Weight That Counts'* contained nine situations,

"The Locked Gate" contained five, "The Skin Belt" contained two, and

"Son of the Valley, " MApprentice to the Birdman," and "Bucephalus—

a King's Horse" each contained one situation. In relat ion to gir ls ;

48

"The Pocket Champion" contained six situations, and "Twelve Bright

Trumpets" contained four. "Power Dive" and "A Fiddle and the

Law" contained no developmental situations in relation to Task O.

The best story in this group in relation to Task X> is "It's Weight That

Counts." TMs story has ranked highest in all the other tasks an*

alysed this far.

The ten stories from All Around Me contained twenty-one situa-

tions in relation to boys and two situations in relation to both boys and

girls. In relation to boys; "Saddles Up I Ride 'mm High" and "The

White Dogs of Arran" contained six situations each. In other stories

of this group in relation to boys: "Whitey's First Roundup" contained

four situations and "Circus on Dewberry Lane" and'William Tell" each

contained two situations and "The Family Who Never Had a Clock"

contained one situation. "Circus on Dewberry Lane" contained two

situations in relation to both boys and girls. "Riquet with the Tuft, "

"That Crasy Stiason Kid," "A Story about Ancestors, " and "A Long

Bow Story" contained no situations in relation to Task D. The best

stories in this group in relation to Task D are "The White Dogs of

Arran" and "Saddles Up! Ride 'mm High."

The ten stories from People and Progress contained twenty-two

situations in relation to boys and ten in relation to both boys and girls.

Xa relation to boys: "The Junior Team's Bargain" had thirteen situa-

tions, "The King of the Golden River" had seven, and "Can't a Machine

49

Do It?" had two. In relation to boys and g i r t s : "Ronnie and the Mys-

te ry Horse" and "A Day to Remember" each contained five situations.

"Smoke Jumper, » "The Caliph's Cloak, " "Adventures of Chut, " "The

Wild Goat's Kid, '* and " F i r s t Lady of China" contained no situations

relating to Task XX The best story in this group relat ing to Task D

i s the s tory, "The Junior Team's Barga in . " In the ten s tor ies taken

from People and .Progress , the las t named story continues to rank *

highest thus f a r in each of the developmental tasks .

The ten s tor ies taken from Stories to Remember .contained th i r -

teen situations relating to hoys and three relating to both boys and

girls, in relation to boys: "Belgian Boat Trip" and "Independency

Say" each contained four situations, "Chinese Mew Year's Day" and

"Verdi, Utt le Music Master" each contained two, and "Boy of Odense"

contained one* Xn relation to boys and girls: "Chinese New Year's

Day" contained two situations and "French Fun Day" contained one

situation. "Snowshoe Thompson, " "Adventures of the Whalers,"

"Wealth of the Depths, " and "Adventures of Hercules" contained no

developmental situations relating to Task D. This group of s to r ies

as a whole contained few developmental situations.

The ten stories taken from Wings to Adventure contained ten

situations in relation to boys and ten in relation to girls, la relation

to boys: "Rivers for Washington" contained five situations, "Wild

Horse Roundup" and "The Sorcerer's Apprentice" each contained two.

50

and "The Lime Kiln* contained one. In re la t ion to 'girls: "The Lime

Kiln" contained five situations, •'The Wolf Pit" contained four* and

"Spilled B e r r i e s " contained one. M-Four Bray* of a Donkey," "Ternbo

in the Moss-draped Forest , " "Water and the Land, " and "The Trojan

Horse" contained no situations re lat ing to Task D. "Rivers l o r Wash-

ington" and "The Lime Kiln" were the two best s t o r i e s of this group

in re la t ion to Task D.

la summarizing the fifty stories in relation to Task D„ the one

s tory having the most developmental re la t ions i s "The Junior Team ' s

Bargain. M Nineteen of the fifty stories analyzed contained no devel-

opmental situations in relat ion to Task D.

Table 4 shows the f requency and distribution of s i tuat ions ap -

propriate to Task D in the f ive sbtth-grade readers. It also shows •

the number of times the situation was non-existent in these stories.

Table 4 shows that in the s to r i e s analysed in relation to Task D,

situation four i s found most often. This situation is: An activity in

which a child o r a group of children accept obligations toward o thers .

Situation five i s missing most frequently in this group of stories.

This situation i s : Activi t ies in which chi ldren openly discuss and

evaluate the behavior of other children according to pee r s tandards .

Many more situations in re la t ion to boys than to g i r l s a r e found.

More si tuations in relations to g i r l s than to boys and g i r l s a r e noted.

51

TABLE 4

FREQUENCY AMD DISTRIBUTION OF SITUATIONS APPROPRIATE TO TASK D IN FIVE

SIXTH-GRADE READERS

Types of Situations

Adventures Now and Then

All Around Me

People and P r o g r e s s

Types of Situations

a G X N B G X If B ' G X N

1 i 0 0 9 0 0 0 10 1 0 0 . 9

2 2 1 0 7 4 0 0 6 3 0 2 5

3 3 1 0 6 3 0 0 7 1 0 2 7

4 2 1 o 7 5 0 0 5 3 0 2 5

5 I 0 0 9 0 0 0 10 1 § 0 9

6 3 1 0 6 2 0 1 7 2 0 0 8

7 1 0 0 9 1 0 0 9 1 0 0 9

8 0 1 0 9 0 0 0 10 1 0 0 9

9 0 1 0 9 0 0 u 10 0 0 0 10

10 1 1 0 a 2 0 0 8 2 0 2 6

11 1 I 0 8 1 0 0 9 2 0 0 8

12 0 1 0 9 1 0 0 9 0 0 0 10

13 1 0 0 9 0 0 0 10 2 0 0 8

14 1 1 0 8 2 0 I 7 2 0 2 6

15 z 0 0 8 0 0 0 10 1 0 0 9

Total 19 10 0 121 21 0 2 127 22 0 10 118

B—boys; G—girls; X—both boys and gir ls ; N ~ non-existent.

52

TABLE 4—Continued

Stories to Remember

Wings to Adventure

Total of Situations

B a X N B a X N B Q .X N

2 0 0 s 0 0 0 10 4 0 0 46

1 0 0 9 4 l 0 5 14 2 2 32

2 0 0 8 1 2 0 7 10 3 2 35

2 0 0 S 2 3 0 5 14 4 2 30

0 0 0 10 0 0 0 10 2 0 0 48

1 0 0 9 0 0 0 10 8 1 1 40

1 0 0 9 0 1 0 9 4 1 0 45

1 0 2 7 0 0 0 10 2 1 2 45

1 0 0 9 0 0 0 10 1 1 0 43

1 0 0 9 0 1 0 9 6 2 2 40

I 0 0 9 0 0 0 10 § 1 0 44

0 0 1 9 0 0 0 10 1 1 1 47

0 0 0 10 1 0 0 9 4 0 0 46

0 0 0 10 2 2 0 6 7 3 3 37

0 0 0 10 0 0 0 10 3 0 0 47

13 0 3 134 10 10 0 130 85 20 15 630

7 /

53

People and Progress hag mare developmental situations in relation to

Task D than any of the other books, Many more situations relating to

Task D are absent than present in the stories.

D e v e l o p m e n t a l T a s k £ : L e a r n i n g O n e ' s F s y c h o - S o c i o - B i o l o g i c a l S e x R o l e

In the psycho-socio -biological sex role stage of development, the

girl i s usually a full year ahead of the average boy of the same chrono-

logical age. At this time in development there i s a drawing apart of

the sexes? boys play with boys* and girls generally play with girls .

Children learn to understand and be like sex mates. Boys ex-

press their affection for their pals by pushing, "rassling, H poking,

and practical joking. Girls express their affection by putting their

arms around each other.

The al l -wise teacher will make provisions for this difference in

the sexes at this stage of development. Contests in games on the

playground as well as in classroom work between boys and girls as

separate teams often work well at this time.

The ten stories from Adventures Mow and Then contained twenty-

seven situations in relation to boys and five in relation to girls . In

relation to boys: "The Locked date" contained s ix situations, "It's

Weight That Counts,» "Son of the Valley, " and "The Skin Belt" each

contained five, "Apprentice to the Birdman" and "Bucephalus—a King's

54

Horse" each contained three. Is relation to girls: "The Pocket

Champion" contained four situation* and "Twelve Bright Trumpets"

contained one situation. "A Fiddle and the Law" and "Power Dive"

contained no developmental situations in relation to Task E. The best

story in this group in relation to Task £ appears to be "The Locked

Gate. "

The ten stories from All Around Me contained twenty situations

in relation to boys and two in relation to boys and girls. In relation to

boys: "Whitey's First Roundup" and "Saddles Up! Ride 'em High." each

contained five situations, "Circus on Dewberry JLane" contained four,

"That Crazy Stinson Kid" contained two, "William Tell, " "The Family

Who Never Had a Clock, " and "A Story About Ancestors" and the

"White Dogs of Arran" each contained one situation. "Circus on Dew-

berry Lane" contained two situations in relation to both boys and girls .

"Riquet with the Tuft" and MA Long Bow Story" contained ao develop-

mental situations in relation to Task £-. The two best s tories in this

group in relation to Task £ appear to be "Whitey's First Roundup" and

"Saddles Up! Ride 'em High."

The ten stories from People and Progress contained nine situa-

tions in relation to boys and three in relation to both boys and girls,

la relation to boys: "The Junior Team's Bargain" contained five s i tua-

tions; "A Day to Remember" contained two, "Can't a Machine Do l t?w

55

and "King of the Golden KAver" each contained one situation. In dela-

tion to both boys and g i r l s : "Ronnie and the Mystery Horse" contained

two s i tuations. "Smoke Jumper," "The Caliph's Cloak, " "Adventures

of Chut," "The Wild Goat ' s Kid, " and " F i r s t Lady ©£ China" contained

no developmental si tuations in re la t ion to Task £ . The best story in

this group in re la t ion to Task £ i s "The Junior Team's Bargain. "

The ten s to r i e s from S tor ies to Remember contained eight s i tua-

tions in relation to boys and one situation in relation to both boys and

girls . In relation to boys: "Independence Day" contained three situa-

tions, "Belgian Boat Trip" contained two situations, "Verdi, Lit t le

Music M a s t e r , " "Boy of Odense , " and " C h i n e s e New Yea r ' s Day"

each contained one situation, in relation to girls and boys: "French

Fun Day" contained one situation. "Snowshoe Thompson," "Adven-

tures of the Whalers , " "Wealth of the Depths, " and "The Adventures

of Hercu les" contained no developmental si tuations in re la t ion to Task

E. As a whole, this group of stories had very few situations relating

to Task E.

The ten s to r i e s from Wings to Adventure contained f ive s i tuations

in re la t ion to boys and th ree in relat ion to g i r l s . In re la t ion to boys:

"Rivers fo r Washington" contained two situations, "The Lime Kiln,"

"Wild Horse Roundup," and "The Sorcerer's Apprentice" each con-

tained one situation. In relation t© g i r l s : "The Wolf Pit" contained

§6

three situations. "Four Brays of a Donkey," MTembo in the Mou>

draped Fores t , " "Water and the Land, " "Spilled B e r r i e s , " and "The

Trojan Horse1* contained no developmental situations in relation to

Task E. As a whole, this group of s tor ies had very few situations r e -

lating to Task JS.

In summaris ing the f if ty s to r ies in relation to Task E, the one

s tory having the roost developmental situations i s "The Locked Gate"

from the book, Adventures Mow and Then. Eighteen of the fifty s tor ies

contained no developmental situations applicable to Task £ .

Table § shows the frequency and distribution of situations appro-

priate to Task E. It a lso shows the number of times the situation was

non-existent in these stories.

An examination of Table 5 shows that in the stories analyzed

in relation to Task E, situation one i s xnost common. This situation

is : An activity in which a child is daring, brave* o r courageous. Sit-

uation eight i s completely missing. This situation is: A child col-

lects things which represent an ideal person or hero.

Many more situations in relation to boys than to girls are noted.

A few more situations in relation to girls than to both boys and girls

a r e found. Adventures Mow and Then has more developmental si tua-

tions in relation to Task E than any of the other books. Many more

situations relating to Task E are absent than present.

57

TABIX i

FREQUENCY AND DISTRIBUTION OF SITUATIONS APPROPRIATE TO TASK E IN FIVE

SIXTH-GRADE READERS

Type# of

Advaaturcs Now and Then

All Arotrnd Me Prog: r e s s

cxiiuauuiis

B G X N B . G • X N B G ar / - N

1 6 2 0 2 8 0 0 2 3 0 2 5

2 2 I 0 7 0 0 1 9 1 0. |v: 8

3 3 0 0 7 4 0 0 6 0 0 . o . 10

4 4 0 0 4 3 0 0 7 0 0 0 10

S 5 1 0 4 3 0 0 7 2 0 0 . 8

$ 5 I 0 4 2 0 1 7 2 0 o a

7 2 0 e 8 0 0 0 10 1 0 0 9

§ 0 0 0 16 0 0 0 10 0 0 0 10

Total 27 5 0 48 20 0 2 5$ 9 0 3 • 68'

B—boys. G— gi r l s . X—both boy* and g i r l s . N—non-existent.

58

TABUS 5—Continued

Stories, to Remember

Wings to Adventure

. Total of Situations

. 3 . G' X N B G X N ' B a X ' N

3 0 0 7 4 1 0 § 24 3 2 21

2 0 1 7 1 1 0 8 6 2 3 39

1 0 0 9 0 0 0 10 8 0 0 42

2 0 0 a 0 1 0 9 9 1 0 40

0 0 0 10 0 0 0 10 10 1 0 39

0 •: 0 0 10 0 0 0 10 9 1 1 39

0 u 9 10 0 0 0 10 3 0 0 47

0 0 0 10 0 0 0 10 0 0 0 50

i 0 I 71 s 3 0 72 69 8 6 317

59

D e v e l o p m e n t a l T a s k F ; L e a r n i n g t o U n d e r s t a n d a n d C o n t r o l

t h e P h y s i c a l W o r l d ;

As the child l e a r n s to understand and control the physical world,

he becomes ready to take on the job ol rea l i s t i c exper imente r . The

child who works hard at this task i s a keen observer and a grea t co l -

lec tor of objec ts . M s pockets a r e usually fu l l of objects which he

s tudies and t r i e s to understand. He tear# things apa r t and rebui lds

them. ' He s ee s h o # they work. •

By means of experimentation the child i s able to f r e e himself

f r o m his re l iance on fantasy and questioning which was common to

his early childhood. As he advances in this developmental task, his

abilities are perfected to perceive weight, space, and time.

The ten s to r i e s f r o m Adventures Now and Then contained ten sit-

uations in re lat ion to boys and one situation in re la t ion to g i r l s , In re-

lation to boys: "It's Weight That Counts" contained four s i tuations,

"Apprentice to the Bi rdman" contained th ree , "Son of the Valley" con-

tained two, and "The Skin Belt" contained one. in relation to g i r l s :

"The Pocket Champion" contained one situation. "Twelve Bright

Trumpets," "Power Dive, " "A Fiddle and the JLaw, " and "The Locked

Gate" contained no developmental si tuations relat ing to Task F . The

bes t s to ry in this group in re la t ion to Task F i s " I t ' s Weight That

Counts . "

60

The ten s tor ies f r o m 411 Around Me contained nine situations in

relation to boys and one in relation to boys and gi r l s . In relation to

boys: "That Crazy Stinson Kidu contained six situations. "Whitey's

F i r s t Roundup, , f "Saddles Up! Ride 'em High," and "The White Dogs of

A r r a s " each contained one. "Circus on Dewberry Lane" contained one

situation in relation to both boys and gi r l s . "William Tell, " "Riquet

with the Tuf t , " "The Family Who Never Had a Clock, *• "A Story about

Ancestors , " and "The Long Bow Story" contained no situations in r e l a -

tion to Task F . The best story in this group in relation to Task F i s

"That Grassy Stinson Kid. " i

The ten s to r ies f rom People and P r o g r e s s contained thir teen s i t -

uations in relat ion to boys* no situations in relation to g i r l s , and no

situation# in relation to both gi r ls and boys. In relation to boys;

"Can' t a Machine Do I t ? " contained six situations, "The Junior Team's

Bargain" contained five and the story, "The King of the Golden. R i v e r , "

contained two. "Ronnie and the Mystery Horse, " "Smoke Jumper, "

"The Caliph's Cloak* " "A Day to Remember, " "Adventures of C but, u

"The Wild Goat's Kid," and " F i r s t Lady of China" contained ^ devel-

opmental situations in relation to Task F . The best s tory in this

group in relat ion to Task F i s "Can't a Machine Do I t ? "

The ten s tor ies taken f rom Stories to Remember contained four-

teen situations in relation to boys and four situations in relation to

both boys and g i r l s . In relat ion to boys: "Boy ©f Odense" and "Wealth

61

of the Depth#" each contained four situations, "Belgian Boat Trip" con-

tained three, "Verdi, Little Music Master" contained two. In relation

to both hoys and girls: "French Fun Day" and "Chinese Mew Tear's

Day" each contained two situations. "Snowshoe Thompson, H "Adven-

tures of the Whalers," and "The Adventures of Hercules" contained no

developmental situations in relation to Task F. The best two stories

in this group in relation t© Task F scored four situations each. These

stories are "Boy of Odense" and "Wealth of the Depths. "

The tea stories f rom Wings to Adventure contained eleven situations

in relation to boys, and four in relation to gir ls . In relation to boys:

"The Sorce re r ' s Apprentice" contained six situations, "Rivers for

Washington" contained five. In relation to gi r ls : "The l i m e Kiln"

contained three situations and "The Wolf Pi t" one situation. "Four

Brays of a Donkey, " "Wild Horse Roundup, " "Tembo in the Moss-

draped Forest ," "Water and the Land, " and "The Trojan Horse" con-

tained no developmental situations in relation to Task F. The best

story in this group relating to Task F is "The Sorcerer*s Apprentice. "

In summarising the fifty s tor ies in relation to Task F , three

stories ranked high with six situations each. These three s tories

are "That Craxy Stiason Kid" f rom the reader , AUt Around Me; "Can't

a Machine Do I t ?" f rom People and Progress ; and "The Sorce re r ' s Ap-

prentice" f rom Wings to Adventure.

62

TABLE 4

FREQUENCY AND DISTRIBUTION OF SITUATIONS APPROPRIATE TO TASK F IN FIVE

SIXTH-GRADE READERS

Types of Situations

Adventures Now and Then

All Around Me

People' and P r o g r e s s

Types of Situations

> B . G X N S G X N . B G < ."X . N

1 0 0 0 10 0 Q 0 10 0 0 0 10

2 1 0 0 9 3 0 0 7 1 0 0 9

3 I 0 0 9 0 0 0 10 1 0 0 9

4 0 0 0 10 0 0 1 9 3 0 0 7

5 1 0 0 9 0 0 0 10 2 0 0 8

6 2 0 0 S 1 0 a 9 2 0 0 8

7 1 0 0 9 2 0 0 8 1 0 0 9

8 I 0 © 9 1 0 0 9 1 0 0 9

9 0 0 0 10 0 0 0 10 0 0 0 10

10 2 I 0 7 1 0 0 9 1 0 0 9

n 1 0 0 9 1 Q 0 9 1 0 0 9

Total 10 i 0 99 9 0 1 100 13 0 0 97

B—boy«. G—girls. X—both boys mod gi r l s , N—non-existent.

63

TABLE 6—Continued

Stories t© Remember

Wing# to Adventure

Total of Situations

B a X M B G X M B • G • X - N

0 0 0 10 i 0 § 9 1 0 0 49

2 0 1 7 2 0 0 8 9 0 1 40

1 0 0 9 0 0 0 10 3 0 § 47

1 0 i 8 2 I 0 7 6 1 2 41

a a 0 8 1 0 0 9 £ 0 0 44

2 0 0 8 2 i 0 9 1 0 40

2 0 0 8 2 1 0 7 8 1 0 41

1 0 0 9 0 0 8 10 4 0 0 46

0 0 0 10 0 0 0 10 0 0 0 50

3 0 2 5 1 0 0 9 8 1 2 39

0 0 0 10 0 1 0 9 3 1 0 46

14 0 4 92 I I 4 0 95 57 5 5 483

64

Table 4 shows the frequency and distribution of situations appro-

priate for Task F. It also shows the cumber of times the situation was

non-existent in these stories.

Table 6 shows that in the stories analysed in relation to Task F,

situation tea is the most prevalent. This situation is; A child gets

information about the relationship between people and the world of

things. Situation nine i s completely missing in this group of stories.

This situation is; A child classif ies objects.

Many more situations in relation to boys than to girls are noted.

Situations are equal in relation to girls alone and to both boys and

girls. Stories to Remember has more developmental situations in re-

lation to Task F than any of the other books. More situations in rela-

tion to Task F are absent than present.

D e v e l o p m e n t a l T a s k G; D e v e l o p i n g a n A p p r o p r i a t e S y m b o l S y s t e m a n d

C o n c e p t u a l A b i l i t i e s

As the child grows in the task of developing an appropriate sym-

bol system and conceptual abilities, he learns to converse with others

and to consider their points of view. He becomes interested in other

people's problems, especially if they are similar to problems he has

experienced. He learns to manipulate written symbols, and he im-

proves his sentence structure in spoken language.

65

la the accomplishment of this par t icular task the child asks

questions thai involve causal relationships. He i s now understanding

that "effect" involves more than can be observed directly. Gradually

the child will begin to use scientific and logical deductions* and he will

use symbols for things he has never experienced. He learn# to sepa-

ra te the personal f rom the impersonal , and he discovers that the be-

havior of his f r iends may have complex motivation. At this stage of

development he i s also applying concepts of right and wrong.

1b analysing the ten s tor ies f r o m Adventures Now and Then in

relat ion to Task G, twenty developmental situations, applicable to

boys, were foun<$ and eight situations relating to girls were noted. Jn

relation to boys: "It's Weight That Counts'1 contained six situations;

"Son of the Valley* " "The Skin Belt, " and Bucephalus—a King's

Horse" each contained three; the story, "The Locked Gate, " contained

four, and "Apprentice to the Birdman" contained one. la relation to

girls: "Twelve Bright Trumpets" contained six situations, and "The

Pocket Champion" contained tw©. "Power Dive" and "A Fiddle and the

Law" contained no developmental situations in relation to Task G. The

best two stories in this group in relation to Task G are: "It's Weight

That Counts" and "Twelve Bright Trumpets . "

The ten stories from All Around Me contained fifteen situations

in relation to boys and no situations in r e l a t ion to gi r ls . In relation to

66

boys: "Saddles Up! Ride 'em High." contained four situations, " White y's

F i r s t Roundup" and "Circus ©a Dewberry Lane" each contained three#

"A Story about Ancestors" contained two, and "The Family Who Never

Had a Clock,M "The White Dog® of Arran, " and "William Tell" each

contained one situation. "Riquet with the Tuft* " "That Crasy Stinson

Kid, " and "A JLong Bow Story" contained no developmental situations

in relation to Task G. The best story in this group in relation to

Task G i s "Saddles Up! Eide 'em High. "

The ten s to r ies f rom People and P r o g r e s s contained seventeen

situations in relation to boys, three in relation to girls, and four in

relation to both boys and girls. In relation to boys; "The Junior Team's

Bargain" contained eight situations, "Can' t a Machine Do I t ? " and

"The King of the Golden River" each contained four, "Ronnie and the

Mystery Horse" contained one situation. This las t named story also

contained three situations in relation to both boys and girls and one

situation in relation to g i r l s alone. "A Day to Remember" contained

three situations in relation to girls. "Smoke Jumper," "The Caliph's

Cloak, " "Adventures of Chut, " "The Wild Goat's Kid," and "First

JLady of China" contained no developmental s i tuat ions in relation to

Task G. The best story in this group in relation to Task G i s "The

Junior Team's Barga in . "

The ten stories from Stories to Remember contained ten situa-

tions in relat ion to boys and five situations in relat ion to both boys and

67

gir ls , la relation to boys: "Independence Day" contained three situa-

tions, "Wealth of the Depths" and "Verdi, Little Music Master" each

contained two, aad "Boy of Odense, " "Belgian Boat Trip, " and "Chi-

nese New Year ' s Day" each contained one. fist relat ion to both boys

and g i r l s : "French Fua Day" contained four situations and "Chinese

New Year ' s Day" contained one situation. "Snowshoe Thompson, "

"Adventures of the Whalers, " and "Adventures of Hercules" contained

no developmental situations in relation to Task G. The best s tory in

this group in relation to Task G appears to be "French Fun Day. "

The tea stories from Wings to Adventure contained nine situations

in relation to boys and six in relation to girls, la relation to boys:

"Rivers for Washington" contained three situations; "The Lime Kiln,"

"Wild Horse Roundup, " and "The Sorcerer's Apprentice" each eon- 7

tained two. la relation to gir ls : "The Wolf P i t " contained three si tua-

tions, "Spilled B e r r i e s " contained two, and "The Lime Kiln" con-

tained one situation. "Four Brays of a Donkey, " "Tenabo in the Moss-

draped Forest ," "Water and the Land ," and "The Trojan Horse" con-

tained no developmental situations in relation to Task G. The two best

s to r ies in this group in relation to Task G appear to be " iUvers for

Washington" and "The Wolf Pit. "

In summarizing the fifty s tor ies in relation to Task G, the one

s tory having the most developmental situations i s "The Junior Team's

Bargain. " Seventeen of the fifty stories analysed contained no develop-

mental situations relating to developmental task G.

68

TABLE 7

FREQUENCY AND DISTRIBUTION OF SITUATIONS APPROPRIATE TO TASK G IN FIVE

• ' • ' SIXTH-GRADE READERS'

Adventures Now All Around People and

Types of mnd Then Me Pro tgresi i Situations

B G X N B G X N B G X. N .

1 . -o 0 •0 10 1 0 0 9 0 0 0 . ' 10

a 0 0 0 10 0 0 0 10 1 0 0 9

3 5 0 0 5 4 0 0 6 3 0 2 5.

4 6 I 0 3 3 0 0 7 3 1 1 5

5 5 1 0 4 5 0 0 5 3 1 1 5

6 0 0 0 10 1 0 0 9 2 1 0 7

7 1 z 0 7 0 0 0 10 1 0 0 9

3 0 1 0 9 0 0 0 10 0 0 0 10

9 0 0 0 10 0 0 0 10 0 0 0 10

10 0 0 0 10 0 0 0 10 0 0 0 10

11 1 I* 0 8 1 0 0 9 1 0 0 9

12 1 2 0 7 0 0 0 10 2 0 0 ®

13 1 0 0 9 0 0 0 10 1 0 0 9

14 0 0 0 10 0 0 0 10 0 § 0 10

15 0 0 0 10 • 0 0 10 0 0 0 10

Total 20 a 0 122 IS 0 0 135 17 3 4 124

B—boys; G—girls; X—both boys aad gi r ls ; N—-non-existent.

69

TABUS 7 Continued

S t o r i e s to Remember

Wings to Advea tu re

Total of S i tua t ions

-a G X N B a X N • • B G X . N

2 0 I - B 0 0 0 10 2 0 1 4 ?

0 0 I 9 0 0 0 10 1 0 1 48

• 3 0 I 6 3 2 0 5 18 2 3 27

4 0 i 5 4 2 0 4 20 4 2 24

2 0 i 1 1 1 0 8 16 3 2 29

a 0 0 10 0 0 0 10 3 1 0 46

0 0 0 10 0 1 • 0 9 2 3 0 45

0 0 0 10 1 0 0 9 1 1 0 48

0 0 0 10 0 0 0 10 0 0 0 50

0 0 0 10 0 0 0 10 0 0 0 50

0 0 0 10 0 0 0 10 3 1 0 46

0 0 0 10 0 ,

0 0 10 3 2 0 45

0 0 0 10 o 0 0 10 2 0 0 48

0 0 © 10 0 0 0 10 0 0 0 50

0 0 0 10 0 0 0 10 0 0 0 §0

10 0 s 135 9 6 0 135 71 17 9 653

70

Table 7 shows the frequency and distribution of situations appro-

priate to Task G. It also shows the number of times the situation was

non-existent i s these stories.

Table 7 shows that in the stories analyzed in relation to Task G,

situation four i s most common. This situation is: A child manifests

interest in other people's problems. Situations nine, ten, fourteen,

and fifteen are missing in the stories. Situation nine is: A child uses

true mechanical relations to explain physical phenomena. Situation ten

is: An impersonal or objective view i s taken toward people or things.

Situation fourteen is: Objects of the environment are classified.

Situation fifteen is: A child learns about animal or human reproduc-

tion.

More situations are present in relation to boys than to girls,

and more situations are present in relation to girls than to both boys

and girls. More situations relating to Task G are absent than present

in the stories.

A JLi s t o f S t o r i e s R a n k i n g H i g h e s t i n S i t u a t i o n s A p p r o p r i a t e to t h e

D e v e l o p m e n t a l T a s k s

The following stories, accompanied by the names of the books in

which they are found, are the ten highest of the fifty stories analyzed

in relation to developmental tasks. These stories are ranked in their

descending order.

71

1. "The Junior Team's Bargain"—People and P rog re s s ,

2. "It1® Weight That Counts " —Adventures Mow and Then,

3. "Whitey's F i r s t Roundup"—All Around Me.

4. "Circus on Dewberry Lane"—-Ail Around Me.

5. "The Locked Gate"--Adventures Wow and Then.

6. "Saddles Up! Hide 'em High"—All Around Me.

7. "Rivers for Washington"— Wings to Adventure.

8. "The Pocket Champion"— Adventures Mow mad Then.

9. "The Wolf Pit"— Wings to Adventure.

10. "The Skta Belt"—Adventures Now awl Then.

In the analysis of the f if ty s tor ies i t was noted that if a s tory

ranked high in developmental situations in relation to one task, it usually

ranked high in situations relating to al l other tasks . It was also noted

that if a story contained no situations relating to one developmental

task, it usually contained no situations relating to any of the other

tasks .

A C o m p a r i s o n of t h e F i v e R e a d e r s i n R e l a t i o n to t h e D e v e l o p m e n t a l T a s k s

Table 8 shows an analysis of the five state-adopted books as to

their appropriateness to the seven developmental tasks . The number

of situations found in each book relating to boys, to g i r l s , o r to both i s

shown for each task, and a grand total of developmental situations ap-

propria te to each book i s given.

72

TABLE 8

AM ANALYSIS OF FIVE STATE-ADOPTED BASAL SIXTH-GRADE READERS

Situations Appropriate to Developmental Tasks in Relation to Boys, Girls, o r Both

Books

Task A. Achieving a

Dependence-Independence

Pa t t e rn

Task B. Achieving a

Giving -Receiving .

P a t t e r n

Task C. :/ Relating to

Changing .Social , Groups

Task D. Developing

a Conscience

Boys Girls Both Boys Girls Both Boys Girls Both Boys Girls Both

A 28 8 0 27 9 © 19 3 ' 0 3w<- '' ' 0

B 26 0 2 23 0 11 11 0 1 " • i i " " - 2

C 25 4 20 0 9 8 0 2 22 " ' c ' 1 10

D 14 0 1 26 2 7 11 0 2 13 3

E 16 7 1 12 13 1 3 ' 1 0 10 10 0

Total 109 IS 8 108 24 28 §2 4 § 85 20 15

Identification of books:

A--Adventure s Mow and Then. B—All Around Me. C —People and P r o g r e s s . D—Stories to Remember. E—Wings to Adventure.

73

TABLE 8—Continued

Situation* Appropriate to Developmental Tasks l a Relation to Boys, Gir ls , or Both

; Task £ . Learning One's Psycho-Socio-Biological Sex

^olc •

Task F . Understanding

and Control -ling Hie

Physical World

Task G. -V Developing a

Symbol System and Concep-tual Abilities

:VV';:' . . Total

. Boys Gir ls Both Boys Girls Both Boys Gir ls Both Boys Girl# Bo tii Total

27 ' 5

'• 0 10 1 .0 20 0 150 44:•=• 194

20 0 ' "2, 9 0 1 15 ' 0 0 125 . o •• . f t ; 'f-M '

9 0 " 3 13 0 0 17 3 4 114 3 ' 32'" 149

S 0 1 14 0 4 10 0 5 96 2 2 i - 121

5 3 " 0 11 4 0 9 6 0 44 2 112

69 8 6 57 5 5 71 17 f 551 93 76 720

74

An examination of Table § r e v e a l s that the book. Adventures

Mow and Them, takes the lead in a l l of the developmental t a sks except

in Task F . Stories to Remember and People and P r o g r e s s step ahead

h e r e ,

1st s i tuat ions relat ing to boy#, Adventures Now and Then r a n k s

highest , la situations relating to gir ls . Adventures Now and Then and

Wings to Adventure jointly occupy top place. In situations relating to

both boys aad g ir ls , People and P r o g r e s s t akes the lead* la the tea

stories analysed from Adventures Mow and Then, no situations relat-

ing to both boys and g i r l s were found, and i n All Around Me no s i tua -

t ions re la t ing solely to g i r l s were found. The table shows that many

more developmental situations in relation to boys than to g i r l s a r e

present in the readers. More situations are present in relation to

boys or g ir l s alone than are present in relation to boys and g ir l s to-

gether.

According to the total number of developmental situations r e -\ *<>

corded for each book, the books fall into the following order:

** How and Then.

2. People and P r o g r e s s .

3. All Around Me.

4. Stories to R e m e m b e r .

5. Wings to Adventure. m m T i t i t i i n n W j i i K & i i -

C H A P T E R IV

S U M M A R Y , C O N C L U S I O N S , A N D

R E C O M M E N D A T I O N S '

S u m m a r y

The problem of this study was to determine a method of evaluat-

ing situations ia textual mater ia l s that may a s s i s t children in achieving

cer ta in developmental tasks. The problem involved the analysis ol

f i f ty s tor ies taken f rom five state-adopted reader# on Use sixth-grade

level, a s well a s the development of criteria for making the analysis .

A check sheet devised by A. A. Daniel, a member of the teaching

staff in Unman Development at North Texas State College, for de te r -

mining the presence o r absence of developmental situations in textual

materials was given a " t r ia l r u n , " and criteria were developed for

the analysis of the fifty stories taken from five sixth-grade basal

readers. Each story was analyzed in relation to seven possible de-

velopmental tasks and pin-pointed for situations appropriate to each

task. A written analysis was made of each s tory applicable to each of

the tasks, and a l ist of the ten s tor ies ranking highest in developmental

situations was made. Tables were set up showing the frequency and

75

76

distribution of each of the situations appropriate to the seven develop-

mental tasks. A table was also set up showing the analysis and evalua-

tion of each ol the live reader# in relat ion to the seven developmental

tasks .

C o n c l u s i o n s

The Daniel check sheet appears to be a very useful instrument

in the location of textual mater ia l s that can he used by teachers in

helping children face developmental tasks.

In this study, through the use of the check sheet;

1. A total of 720 situations were found in the books analysed.

2. The frequency and distribution of situations appropriate to

each developmental task were noted.

3. The best s tory i l lustrating a cer ta in developmental task was

found.

4. The best book for a par t icular task was located.

5. The five books analysed were ranked in o rde r according to

the grea tes t number of tasks.

6. A l i s t of the ten s tor ies ranking highest in developmental

situations was made.

7. The presence and absence of situations relating to each task

were noted, and it was revealed that the basal r eade r s

a s a whole had few developmental situations appropriate

to developmental tasks.

7?

8. Situations were classified according to their relationship

to boys, to g i r l s , o r to both, and i t was revealed that

many m o r e situations existed In textual materials in

re la t ion to boys than to gir l#, o r to both boys and g i r l s .

9. An in teres t ing d iscovery was made. The two top ranking

s t o r i e s in developmental situations came from two d i f f e r -

ent hooks, but they both were wri t ten by the same author .

Any teacher who can locate si tuations in textual m a t e r i a l s that

may assist chi ldren in achieving cer ta in developmental t a sks can

grea t ly aid chi ldren in "growing up. M The Daniel check sheet thus

provides the technique for the selection of the right story or book at

the r ight t ime.

Recommendat ions

In view of the r e s e a r c h made in s tudies concerning the growth

and development of the preadolescent child and in respect to the an-

alyses made of textual materials, the following recommendat ions

seem to be warranted:

1. More study and r e s e a r c h a r e needed in the preadolescent

f ie ld of human development.

2. The use of the Daniel check sheet is recommended for pro-

fessional workers who a r e in te res ted in locating si tuations

in textual m a t e r i a l s applicable to developmental tasks for

p r eadole sc ents .

?E

3. Writers and publishers need to lie "primed" in the develop-

mental task concept.

4. A closer scrutiny- of available materials, according to develop-

mental values, i s needed in the selection e l textbooks for

children.

5. Parents and teachers need to develop an awareness for ma-

terials that may ass i s t the child in seeing Ms own person-

ality and problems objectively. Thus the child may be

aided in understanding himself and his problems.

6. More l ibraries need to add the new heading, "Developmental

Values* " in cataloging their books.

7. More textual materials depicting situations relating to girls

alone and to boys and girls together are needed.

8. More stories of the family as a unit# co-operating, working,

playing, and solving l i fe ' s problems together might help

children understand awl improve their immediate family

relationships.

9. More situations in textual materials, especially in basal

readers, dealing with brotherly love, tolerance, and under-

standing of other races might help eliminate prejudice which

children at this age begin to show.

10. More situations, in textual materials, carrying the child into

the out-of-doors and into i ts storehouse of wonders would

19

be welcomed by the preadole scent child because of Ms in-

terest in reality and Ms desire for freedom to explore the

environment.

11. Situations are needed in textual materials in which children

begin to use widely accepted religious or philosopMcal

values to help solve their problems. In tMs way pre-

adole scent children may begin to accept and use the ideals

of adults.

12. More developmental situations for preadole scents are needed*

in textual materials , in wMch boys or girls form separate

teams, groups, or gangs to solve a common problem.

A P P E N D I X

READERS ANALYZED

Betts , E m m t t t A , , Adventures Now and Then, New f o r k , Amer ican Book Company, 1950.

Bond, Guy h., and Cuddy, Marie C . , S tor ies to Remember , Chicago, Lyons and Carn&han, 1951.

Gates* Arthur I,» and Bar t le t t , Mary M , , All Around Me, New York, Macxnillan Company, 1951.

Gray, William S . , Monroe, Marion, and Arbuthnot, May Hill, People and P r o g r e s s , Chicago, Scott, F o r e s m a n and Company, 1951.

Russe l l , David H . , Gates, Dor is , and Snedaker, Mabel, Wings to Adventure, Boston, Ginn and Company, 1949.

80

B I B L I O G R A P H Y

B o o k s

Arbuthnot, May Mil , Children and Books, Chicago, Scott* Foresman and Company, 194?.

Association for Supervision and Curriculum Development, Foster ing Mental Health in Oar Schools, 1950 Yearbook, Washington, D. C.» National Education Association, 1950.

Blair , Arthur Witt, and Burton, William H . , Growth and Development of the Preadolescent , New York, Appleton-Centur y-Crof ts , Inc. , 1951.

Davis, W. Allison, and Havighurst, Robert J . , ga ther of the Man, Boston, Houghton Mifflin Company, 1947.

Gesell, Arnold, Studies in Child Development, New York, Harper and Brothers , 1948.

Havighurst, Robert J . , Human Development and Education, New York, Longmans* Green and Company, 1953. "

Henne, F rances , Brooks, Alice, and Ers ted , Ruth, Youth, Communica-tion, and L ibra r ies , Chicago, American Library Association, 1949.

Jenkins, Gladys G. , Shacter, Helen, and Bauer, William W. , These Are Your Children, New York, Scott, Fo resman and Company^

Prescot t , Daniel A . , Helping Teachers Understand Children, Washing* ton, D. C . , American Council on Education, 1945.

Shacter, Helen, and Bauer, William W., You and Others, Book 6 of Health and Personal Development Ser ies , Chicago, 6cott, F o r e s -man and Company* 1949.

SI

§2

A r t i c l e s

Recti, F r i t z , "Preadolescents, What Makes Them T i c k ? " Child Study, Winter* I f 4 4 , pp. 44-48.

Zachry, Caroline B . , "Understanding the Child During the Latency Per iod , " Educational Method, XVtt (January, 162-165.

U n p u b l i s h e d M a t e r i a l , • /

Blair, Virginia Bryson, "Directed Heading through the L ibra ry l o r Improving the Social Adjustment of Older Children, H Unpub-lished Master* s Thesis, Department of L ib ra ry Science, Texas State College for Women, Denton, Texas, I f 51.