c 2.R3 AN ETHICAL CLASSIFICATION OF STUDENTS G. L. BOWMAN AN ETHICAL CLASSIFICATION OF STUDENTS FOR THE USE OF PARENTS, TEACHERS, STUDENTS AND OTHERS INTERESTED IN STUDENT DEVELOPMENT k- • BY or L. BOWMAN Principal of the Dunn County Training School for Teachers MENOMONIE, WISCONSIN Single Copies 5 cents. In lots of 25 or more 4 cents per copy. ■3 6 Copyrighted 1 9 1 7 by G. L. Bowman ©CU460887 h AN ETHICAL CLASSIFICATION OF STUDENTS BY G. L. BOWMAN In all schools or institutions of learning and training, pupils and students are passing upward to higher altitudes of constructive truth or they are lapsing to lower levels. Individuals are never at a real standstill in anj^ process of growth and development. The following classification presents typical stages be- ginning with the highest type of student devel^ment. It is far from perfect. It is submitted, however, for the fol- lowing practical purposes: 1. It will materially assist the student in estimating his rate of movement up or down. 2. It forms a more or less intelligent basis upon which a teacher or other supervisor of student growth may communicate to others impressions of the stage of develop- ment of individual learners. 3. By a careful study of the relative descriptive characteristics of each class, many ways and means are suggested to both teacher and learner, by which the upward progress may be materially stimulated. 4. It must be remembered that individual students are at different levels in different lines of thought and ac- tion. To bring all worthful constructive powers approxi- Page three mately to the same and highest level possible should be the chief concern of both the teacher and the pupil. 5. The lowest two classes in this outline are submit- ted to make the classification complete. The two classes are so dangerous socially as to make it a questionable pol- icy to allow either of them to remain in ordinary schools. The following are the several classes: A. The Master Student. Potential liCader. 1. Control and action are inspired by true con- structive purpose and high ideals. 2. Subsumes individuals under species and genera (classes) readily; and, places, cor- rectly, facts under their respective laws and principles. 3. Sees truth continually from higher altitudes and hence advances in culture, refinement and dependability. 4. Preparation and recitation increasingly of- fered through voluntary initiative. 5. Strong in co-operative effort to the ends of upbuilding. 6. Make good presiding officers, heads of com- mittees and other executive and administra- tive functionaries. 7. Tempers initiative by constant reference to the authority of masters and the needs of the occasion. 8. Can find concrete duty by reference to law and principle. 9. Secures opportunity for best personal ad- vancement through constructive service to others. 10. Plays the game of life in harmony with the constructive laws and principles of truth. B. The Disciple Student. Potential Master Stulent. 1. Control and action inspired by another — the master. 2. Classifies under the guidance of the master Page four teacher and explains under principles of his sanction. 3. Strives to see truth from the altitude of the master and emulates his control and vision. 4. Preparation and recitation given freely un- der the guidance of the master teacher. 5. Co-operates freely when directed by a mas- ter spirit exterior to themselves. 6. Good at following directions, at the same time supplementing them with their loyalty and intelligence. 7. Tempers initiative in the light of the mas- ter's wishes. 8. Seeks an appreciation of concrete duty through the instruction and guidance of the controlling master. 9. Expects to find occasions to be turned into opportunities for advancement by intelli- gent loyalty to the master. 10. Plays the game of life in emulation of the master character who inspires it. C. Tlie Conscript Student. Potential Disciple Stu- dent. 1. Control and action dictated by another — the boss or commander. 2. Classification and explanation accepted upon the authority of the one in control. 3. Sees truth mainly as authority coming from the monarch to whom he is subject. 4. Preparation and recitation given to suit the boss, the commander or the monarch. 5. Co-operation only so far as the dictation of the commander provides. 6. Needs the presence of the boss, the foreman or the driver to secure adherence to the prescribed purpose. 7. Restrains initiative until released by the dictation of the leader. 8. Duty in the concrete extends but little be- Pase fire yond the blind obedience to the commands of the boss. 9. Expects to find occasions for personal ad- vancement largely through the personal fa- vor of the boss. 10. Plays the game of life as a menial if not as a complete slave. D. The Deceptive Student. Potential Traitor. 1. Usually immature, sometimes defective, very frequently of very narrow vision, or may be all of these. 2. Control and action must be under compe- tent guardianship. 3. Moves along lines of least immediate resist- ance. 4. Preparation and recitation always done un- der protest if there be immediate difficulty. 5. Co-operation usually for immediate selfish ends, which are as a rule destructive to up- building aims. 6. Needs the constant presence of the guardian to restrain evil choices and control tenden- cies to bad actions. 7. Tempers initiative almost constantly in the light of least immediate resistance. 8. The sense of concrete duty is very weak with no appreciation of the principle of duty. 9. Expects to secure personal advancement by deceiving the guardian. 10. Accepts the game of life with selfish emo- tions and under the compelling force of guardianship. E. The Traitor Student. Potential Dynamic Traitor. 1. Inclined strongly to aims, purposes and ideals of destruction. 2. Control and action needs to be under the dictation of the armed guard — the warden. Pasd six This type really has no place in the ordin- ary schools. 3. Has a strong desire to follow lines of de- structive action. Seems to have lost all pow- er of vision for constructive aims and ideals. 4. Preparation and recitation have no place in their scheme of living. Rehearsals may have. 5. Individuals of this type readily offer them- selves for organized destruction. 6. This type chafes under restraints of the guard and yet it is unsafe unless restraintd. 7. Tempers and gauges initiative almost en- tirely on the possibility of gaining a selfish advantage over others. 8. Appreciation of duty extends no farther than emphatic self-centered satisfaction. 9. Expects to secure personal advancement by taking dishonest and unjust advantage of others. * 10. Accepts no part in the game of constructive life by choice, but prefers to play out en- ergies in support of the destructive princi- ple. F. The Dynamic Traitor. The Potential Tyrant. 1. Control and action governed by demoniacal vision to the end of managing and uniting forces of destruction. 2. This type needs the prison, the armed guard to restrain it. 3. Here are the viciously insane, the criminally insane, the murderer and all seriously de- fective. 4. This type, of course, has no place in the ordinary school or institution of construc- tive study. 5. No loyalty is ever given to any scheme of uplifting effort. Page 8ev*n 6. These train in the schools of vice and crime and are therefore skilled in a high de- gree in dissembling, cheating, lying, betray- ing and stealing. 7. Tempers and gauges initiative solely upon the possibility of successful exploitation of friend or foe in the interests of selfish evil ends. 8. Stubbornly maintains the only duty to be to serve self, and self only, no matter at whose expense. 9. Intends to gain personal power and person- al advancement solely by the destruction of others and their dearest interests. 10. Plays the game of life with fiendish enthusi- asm in harmony with the principles of de- ception, destruction and death. The constructive reformer, be he parent, teacher or statesman, keeps ever alive the hope that some means will be found by which individuals of the lowest class may be induced to move upward to the highest. No matter how discouraging the outlook the true teacher will endeavor to urge upward the lowest type with- out at the same time impeding the progress of others to- wards constructive leadership. Page eiflrht llBRARY OF .jjOjJiSII 020 775 599^0