chapter  18
30 Pages

Discussion

In this study we have identified the two clearest expositions of philosophy found in OERI-funded proposals and provided profiles of these distinct conceptions of character and character education. The other states whose materials we analyzed provided more hybrid conceptions of character and character education. Our goal has not been to report the frequency of various positions but to establish that these perspectives exist, to outline each in detail, and to

I do not so much object to the name, or word, but I should certainly insist, for the purposes of these States, on a radical change of category, in the distribution of precedence. I should demand a program of culture, drawn out, not for a single class alone, or for the parlors or lecture rooms, but with an eye to practical life, the west, the workingmen, the facts of farms and jackplanes and engineers, and of the broad range of the women also of the middle and working strata, and with reference to the perfect equality of women, and of a grand and powerful motherhood. I should demand of this program or theory a scope generous enough to include the widest human area. It must have for its spinal meaning the formation of a typical personality of character, eligible to the uses of the high average of men-and not restricted by conditions ineligible to the masses. The best culture will always be that of the manly and courageous instincts, and loving perceptions, and of self-respect -aiming to form, over this continent, an idiocrasy of universalism, which, true child of America, will bring joy to its mother, returning to her in her own spirit, recruiting myriads of offspring, able, natural, perceptive, tolerant, devout believers in her, America, and with some definite instinct why and for what she has arisen, most vast, most formidable of historic births, and is, now and here, with wonderfol step, journeying through Time.