A proposed course of study for personal development of the senior high school girl

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Content A PROPOSED COURSE OF STUDY FOR
PERSONAL DEVELOPMENT OF THE SENIOR HIGH SCHOOL GIRL
A P r o j e c t
P r e s e n t e d to
th e F a c u l t y o f th e D epartm ent o f E d u c a tio n
U n i v e r s i t y o f S o u th e rn C a l i f o r n i a
In P a r t i a l F u l f i l l m e n t
of t h e R eq u irem en ts f o r the. D egree
M aster of Science i n E d u c a tio n
H elen W lrW arren
19^8
UMI Number: EP45299
All rights reserved
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C J . H/2 $ $ P r y *
This project report, written under the direction
of the candidate's adviser and approved by him,
has been presented to and accepted by the Faculty
of the School of Education in partial fulfillment of
the requirements for the degree of Master of
Science in Education.
Adviser
Dean
TABES OF CONTENTS
CHAPTER PAGE
I . INTRODUCTION ......................................................................... 1
SECTION T - The Outward LooE l
IX. C L O T H E S .................................... 4
S p e c if i c o b j e c t i v e s . 4
S u g g ested a p p ro a c h e s .......................................................... 4
O u tlin e o f stu d y . . . . . ............................................... 5
S ug g ested a c t i v i t i e s .......................................................... 8
I I I . HAIR, HANDS AND NAILS, AND COSMETIC'S 10 •
S p e c if i c o b j e c t i v e s .......................................................... 10
S ug g ested a p p ro a c h e s . . . . . ........................................ 10
O u tlin e o f s t u d y .............................. 10
S uggested a c t i v i t i e s . . . ............................................ 15
SECTION XI - Inw ard f e l l B eing
I T . HEALTH .............................................. 18
S p e c if ic o b j e c t i v e s . . . . . . . ...................... . 18
S u g g e ste d a p p ro a c h e s . . . . . . . . . . . . . 19
O u tlin e o f s t u d y ........................................................................ 19
S u g g e ste d a c t i v i t i e s .............................................................. £2,
SECTION I I I - I n n e r Growth
T. MANNERS'.................................................•............................................... 26
S p e c if i c o b j e c t i v e s ............................. 27
i l l
CHAPTER PAGE
Suggested a p p ro a c h e s .................................................... 27
O u tlin e of stu d y .............................................................. 28
S uggested a c t i v i t i e s ......................................................... 33
71* GETTI1G ALOEG WITH OTHER P E O P H E ................................ 37
S p e c if ic o b j e c t i v e s . . . . 38
S ug gested a p p r o a c h e s .......................... . . . . . . 38
O u tlin e o f s tu d y . . ................................................... 39
S u g g ested a c t i v i t i e s .................................................... 42
CHIPTER I
IRTBODUCIIOM
I t h a s b een the e x p e rie n c e of th e p re s e n t, i n v e s t i
g a t o r t h a t i n th e p a s t , h ig h s c h o o l e d u c a ti o n i n th e non
academ ic c o u rs e h a s b e e n g e a r e d s o l e l y to meet th e demands
of b u s in e s s ', t h a t i s , p r o f i c i e n c y i n a s h i l l or a combi
n a t i o n o f s h i l l s .
B ro a d ly sp e ak in g * t h i s p l a n c a r r i e s m e r i t up to a
e e r t a i n p o i n t , inasm uch a s i t is- m ost im p o rta n t t h a t each
s t u d e n t , upon co m pletion, o f h i s h ig h s c h o o l c o u r s e , sh o u ld
be a b l e , i f he so d e s i r e s , to: e n t e r b u s i n e s s and to p ro d u ce
e f f i c i e n t l y and s a t i s f a c t o r i l y *
In the d e s i r e to t r a i n th e s tu d e n t i n t e n s i v e l y i n
one f i e l d , we have f o r g o t t e n th e w hole c h i l d which h a s r e
s u l t e d many tim e s i n m a la d ju s tm e n t i n l a t e r y e a r s b o th
s o c i a l l y and p r o f e s s i o n a l l y * T his f a c t i s f o r c i b l y b r o u g h t
to our a t t e n t i o n w i t h t h e s ta te m e n t i s s u e d by a b u s i n e s s
su rv e y w hich shows t h a t from 65 p e r c e n t t o 85 p e r c e n t o f
a l l employee d i s m i s s a l s r e s u l t from p e r s o n a l i t y d i f f i c u l t i e s .
R e c e n tly e d u c a to r s have come to b e l i e v e t h a t t h e i r
m ost im p o r ta n t job i s to d e v e lo p a ro u n d ed p e r s o n a l i t y w hich
^ L o c k h a r t, E a r l G*, Im proving y o u r P e r s o n a l i t y ,
(C h ic a g o , W alton P u b l i s h i n g Company, 1939
a
c an sta n d up a g a i n s t th e stress* and s t r a i n o f a d u l t life :
I n a l l o f I t s p h a s e s , to produce a s o c i a l l y w e l l - a d j u s t e d
p e r s o n , a p e rs o n who n o t only u n d e r s t a n d s h i m s e l f , and h i s
r e l a t i o n s h i p to s o c i e t y , but who u n d e r s ta n d s and i s v i t a l l y
i n t e r e s t e d i n h e lp in g o t h e r p e o p le *
H igh sc h o o l g i r l s a r e e x tre m e ly s e l f - c e n t e r e d and
s e l f - c o n s c i o u s . They a re j u s t em erging In to m a t u r i t y and
a re c o n f r o n te d w i t h th e many p e r p l e x i n g pro blem s o f how t o
d r e s s m ost b e c o m in g ly , how to a c t c o r r e c t l y , how to a c h ie v e
p o p u l a r i t y and s u c c e s s . These a r e v i t a l problem s to th e
t e e n - a g e r and a m a jo r m ista k e may make h e r f e e l t h a t she i s
th e la u g h in g s to c k o f h e r p a r t i c u l a r g r o u p . Many o f t h e s e
y o u t h f u l f r u s t r a t i o n s d e v e lo p i n t o s e r i o u s m a la d ju s tm e n ts
I n l a t e r l i f e .
T h is e o u rs e i s d e s ig n e d to h e lp th e h ig h s c h o o l g i r l
th ro u g h t h i s p e r i o d ; to g iv e h e r c o n fid e n c e and p o i s e ; to
d e v elo p w i t h i n h e r a s i n c e r e i n t e r e s t and d e s i r e i n h e lp i n g
o t h e r p e o p le ; to l e s s e n s i t u a t i o n s which w ould en cou rage a
se n se o f i n f e r i o r i t y and d e f e a t ; t o a id h e r I n s o l v i n g h e r
problem s and t o u n d e rs ta n d and c o n t r o l h e r e m o tio n s ; to, en
c o u ra g e h e r i n h e lp i n g o th e r p e o p le m eet t h e i r p ro b le m s .
I n t h i s c o u rs e of s t u d y , p e r s o n a l i t y w i l l be b ro k e n
down i n t o th e f o llo w in g s p e c i f i c f a c t o r s :
3
SECTION I
The Outward Look.
C h a p te r I I C lo th e s
C h ap ter I I I H a i r , H a i l s , & C o sm etics
H e lp in g s t u d e n t s a p p r e c i a t e th e im p o rtan ce o f
good groo m ing, and t e a c h i n g them the methods:
of a c h i e v i n g th e fu n d a m e n ta ls o f good groom in g.
SECTION I I
Inw ard W ell B eing
C h a p te r IT H e a lth
T r a in in g g i r l s to d e v e lo p and u n d e rs ta n d t h e
p r i n c i p l e s o f m a in t a i n in g good h e a l t h an d
t e a c h i n g them t h a t t h e s e p r i n c i p l e s a re r e
l a t e d to th e b u i l d i n g o f a b a la n c e d p e r s o n a l i t y .
SECTION I I I
Inw ard Growth
C h a p te r T _ Manners
T eaching t h e s t u d e n ts to r e a l i z e th e im p o rtan c e
o f s o c i a l e t i q u e t t e a s a p a r t of m e n ta l h y g ie n e .
C h ap ter T I G e t t i n g Along w ith O ther P e o p le
G iv in g th e u n d e r s t a n d i n g t h a t s u c c e s s i n any
f i e l d i s d e te rm in e d by th e a b i l i t y t o g e t a lo n g
w i t h o t h e r p e o p le — to make f r i e n d s .
SECTION I
THE OUT WAR D LOOK
CHIPTER I I
CLOTHES'
Most peo p le r e a l i z e t h a t c a r e f u l and a t t r a c t i v e
groom ing adds Im m easurably t o ones p e r s o n a l i t y . Those who
a re c a r e l e s s and s l o v e n a re w i l l i n g to adm it t h a t a n oc
c a s i o n a l " d r e s s i n g up" e l e v a t e s t h e i r f e e l i n g s , th u s g i v i n g
e v id e n c e to th e f a c t t h a t a n e a t a p p e a ra n c e i s one o f t h e
f i r s t e s s e n t i a l s of good m e n ta l h e a l t h . Making th e most of
ones lo o k s r e q u i r e s c a r e , know ledge, and s k i l l . Becoming
i n t e r e s t e d i n p e r s o n a l a p p e a ra n c e i s the f i r s t c o n s i d e r a t i o n .
A. S p e c i f i c O b j e c t iv e s
1. To a id s t u d e n t s i n b u i l d i n g p r i d e and s e l f -
r e s p e c t w i t h i n th e m s e lv e s
2 . To h e lp s t u d e n t s dev elo p c o n fid e n c e and p o is e
3 . To im p re ss s t u d e n t s w ith th e f a c t t h a t good
groom ing w ins f r i e n d s
4 . To h e lp s t u d e n t s d i s c o v e r ways and means o f
making th e m s e lv e s more a t t r a c t i v e
5 . To a c q u a in t s t u d e n t s w ith a g r e a t v a r i e t y o f
w o rth w h ile i n f o r m a t i o n c o n c e rn in g p e r s o n a l
a p p e a ra n e e
B. S u g g e ste d A pproaches
1 . Q u e s tio n s and p rob lem s i n tr o d u c e d i n c l a s s d i s
c u s s io n
2. Study of f a s h i o n p l a t e s , m a g a z in e s , and a d
v e r t i s e m e n t s
3 . G la ss d i s c u s s i o n o f
(a} What they t h i n k a w e l l - d r e s s e d young woman
sh o u ld wear
( b } The im p o rta n c e o f p e r s o n a l a p p e a ra n c e
( c } A d e s c r i p t i o n of an unkempt p e rs o n
{d } The r e l a t i o n s h i p "between good groom ing and
p o is e
(e ) How to make th e f i r s t im p r e s s io n a l a s t i n g
one
4* S t r e e t s u rv e y made f o r th e purpo se o f
(a ) D e s c r ib in g t h r e e w e l l - d r e s s e d women
( b ) D e s c r ib in g t h r e e p o o r ly d r e s s e d w often
5* A tte n d a n c e a t a f a s h i o n show
6. C o m p ila tio n o f sc ra p b o o k o f c l o t h e s g i r l s l i k e
7 . Making of o r a l r e p o r t s
fa ) H i s t o r y o f c h a n g in g f a s h i o n s
( b ) P la n n in g a w ardrobe
O u tlin e of Study
1* The im p o rtan c e o f b e in g w e ll d r e s s e d
(a ) B u ild s m o rale
(b) D evelops p r i d e
( c ) Ore at e s conf i dene e
(d) D evelo ps p o is e
( e j Wins f r i e n d s
(f ) E f f e c t s a b u s i n e s s a s s e t
(g ) I n s p i r e s o t h e r p e o p le
(h) I m p lie s a m b itio n
6
E. Types o f c l o t h i n g to be worn
(a ) C o r r e e t c l o t h e s l i n e f o r
(1 ) S h o rt g i r l
(2) T a l l g i r l
(2) F a t g i r l
(4 ) T hin g i r l
(b) C o r r e c t f i t
(c ) C o rre e t c l o t h e s f o r p e r s o n a l i t y
(1) T a i lo r e d
(2) S e ra i-sp o rt
(2 ) S p o rt
(4) Fem inine
(5 ) B i z a r r e
((d) C lo th e s to c o v e r d e f e c t s
2 . C o lo rs to be ch o sen
(a ) C o rr e c t c o l o r s f o r
Cl) B lona
(2.) B r u n e tt e
(2) Red h a i r e d
(4) B row nette
(b) C o lo r C hart
(1) Complementary
(2) R e la te d
(2) Monotone
(4) T r ia d
4 . C o n s i d e r a t io n s i n s e l e c t i n g c l o t h e s
(a ) Study of new t r e n d s i n l i g h t o f f u t u r e
(1) A d a p tin g c l e a n b a s i c l i n e s from e v e ry
f a s h i o n t r e n d to body l i n e s
(2) A voidance o f buying a p p a r e l a t end of
f a s h i o n c y c le
7
(3 ) C a u tio u s p a tr o n a g e o f s a l e s
( a ) ^ R e c o g n itio n of o l d - f a s h i o n e d
g a rm e n ts i n s a l e s
(b )^ S k i l l i n d e t e c t i n g s o i l e d or
i r r e g u l a r g a rm e n ts
( b ) C a u tio n s a g a i n s t nh ig h f a s h i o n ” or ex tre m e s
(1) A voidance of c o n t r a d i c t o r y l i n e s or a
" c l u t t e r e d l o o k ”
(2) f o l lo w in g th e r u l e of "co unt o f 1 2 ”
5 . P r o p o r t i o n a l b u d g e tin g f o r com plete w ardrobe
(a ) C asual c l o t h e s
(b j E v en ing and d i n n e r d r e s s e s
( c ) S p o rt o u t f i t s -
(d) A c c e s s o r ie s
( e } Harm onious i n t e r c h a n g e a b l e ensem bles
6 . C h a r a c t e r i s t i c s o f f a b r i c s f o r c l o t h i n g
(a ) Q u a l i t i e s to be c o n s id e r e d
(1} Long w e a rin g
(2) C rease r e s i s t a n t
(3) W ashable
(b) A d a p t a b i l i t y of f a b r i c s
(1) D esign
(2) Weave
(3) W eight
7 . G uides f o r s e l e c t i n g c o r r e c t a c c e s s o r i e s
( a ) C o r r e c t a c c e s s o r i e s f o r e a c h ty p e o f o u t f i t
(1) S c a r f s
(2) Je w e lry
(3) H an d k erch i e fs
(4) Gloves
(5) Shoes
(6) H ats
8
(b ) D e te rm in in g f a c t o r s o f a c c e s s o r i e s
(1) Body s i z e
(2) P e r s o n a l i t y
(3) A p p r o p r ia te c o l o r s
8. C hoosing s u i t a b l e fo o tw ea r
(a ) High, h e e ls f o r d r e s s
(b) Spoi’t f l a t s f o r c a s u a l wear
(c ) S e m i-d re s s show f o r s t r e e t
9 . S u g g e s tio n s f o r c a r e o f w ardrobe
(a ) D a ily c a r e 'a n d th o u g h t of c l o t h e s
(1) P r o p e r c l o s e t i n g
(2) C o r r e c t h a n d lin g
(3) C a u tio u s w earing
(4} F re q u e n t c l e a n i n g
(5) H e ce ssary m ending
(6) Sim ple a l t e r i n g
and 'b ru sh in g
and r e p a i r i n g
10. The nd o n r t s " o f w e a rin g s u i t a b l e c l o t h e s
Ca
(b
(e
(d
(e
( f
Avoid cheap gaudy je w e lry
Avoid extrem e f a s h i o n s or loud c l o r s
Avoid sh o e s w ith run-dow n h e e ls
Avoid c l o t h i n g w i t h r i p s or t e a r s
Avoid c a r r y i n g s o i l e d g l o v e s , h a n d k e r c h i e f s
Avoid u n s u i t a b l e a c c e s s o r i e s
D. S u g g e ste d a c t i v i t i e s
1.. Each member i n th e c l a s s on o c c a s io n s w i l l wear
v a r i o u s ty p e s o f a p p a r e l , a n a l y z i n g f o r th e
c l a s s why the l i n e and c o lo r of h e r o u t f i t i s
good or bad
2 . Each member of t h e c l a s s w i l l make a c o lo r
c h a r t , s p e c i f y i n g w hat c o l o r s are most becom ing
3 . Each member of th e c l a s s w i l l make a scrapbook,
o f the c o r r e c t ty p e o f w e a rin g a p p a r e l f o r h e r
body l i n e s and c o lo r in g .. Each o u t f i t w i l l ba
a n a ly z e d f o r i t s becom ing c h a r a c t e r i s t i c s
9
4 . G e n e ra l a tt e n d a n c e a t a f a s h i o n show
5 . S et up b u d g e t f o r c l o t h e s r e q u ir e m e n ts on a
f o u r y e a r p la n f o r a h ig h s c h o o l g i r l
6. D ia g n o s is o f s e l f
( a ) Body type
(b j C o lo rin g
(c) P e r s o n a l i t y type
(d) S o c ia l p a t t e r n of l i f e
7. Make a p l a n o f c l o t h i n g n e e d s f o r s p e c i a l
ty p e s of v a c a t i o n s
(a ) M ountains
(b) R e s o rt
(e) C o n tin u o u s a u to t r a v e l
(d) C o n tin u o u s t r a i n t r a v e l
8 . l e c t u r e by f a s h i o n c o o r d i n a t o r
9 . I n v e n t o r y o f w ard ro b e, c r i t i c i z i n g I t as t o
(a) Type o f c l o t h i n g
(b } C o lo r
( c ) E x p e n d itu re
(d) P o s s i b i l i t i e s o f "m ixing and m a tc h in g ”
10. Keep a p e r s o n a l a p p ea ra n c e s c o r e c a r d
11. Make a g u id e c h a r t f o r a n a l y z i n g i n d i v i d u a l
c l o t h i n g needs,
I E . Make a l i s t of e r r o r s to be a v o id e d i n s e l e c t i o n
o f c l o t h e s
c h ip t e r i n
HAIR, HMDS MD M IL S , AKD COSMETICS ,
A. S p e c i f i c O b je c tiv e s
1* To a i d s t u d e n t s i n b u i l d i n g p r id e and s e l f - r e s p e c t
w i t h i n th em se lv e s
2 . To h e lp s t u d e n t s d e v elo p c o n fid e n c e and p o i s e
2 . To im p re ss s t u d e n t s w i t h th e f a c t t h a t good groom ing
w ins f r i e n d s
4 . To h e lp s t u d e n t s d i s c o v e r ways and means o f m aking
th e m s e lv e s more a t t r a c t i v e
5* To a c q u a in t s t u d e n t s w ith a g r e a t v a r i e t y o f
w o rth w h ile i n f o r m a t i o n c o n c e rn in g p e r s o n a l a p p e a ra n c e
B. S u g g e ste d A pproaches
1 . Arouse i n t e r e s t th r o u g h -
a . Study o f h a i r s t y l e s o f movie s t a r s :
b . Study p i c t u r e s , a d v e r t i s e m e n t s o f h a i r s ty le s .
2,.. C la s s d i s c u s s i o n of th e s i g n i f i c a n c e o f
a . W ell ©ared f o r hands
b . W ell groomed h a i r
c H a t u r a l a p p e a r in g c o s m e tic s
3 . Study t e c h n i c o l o r m ovies f a c i a l makeups
. 4 , S t r e e t su rv e y made f o r th e p u rp o se o f
a . A n a ly z in g good makeup te c h n iq u e
b* A n a ly z in g makeup b lu n d e r s
5 . C la s s t o u r th ro u g h a b e a u ty shop
C. O u tlin e o f s t u d y
HAIR
1. C o n s i d e r a t io n i n r e g u l a r c are of h a i r
a . Shampooing
Cl) Types
( a ) Dry
(b) S o a p le s s
( o ) O il
(d j norm al
b . B in sin g
(1) Water
(£) T ints.
c . B ru sh in g
(1) How t o b r u s h
(2) Type o f b r u s h i n g
(3) Minimum b r u s h i n g
U n d e r s ta n d in g o f v a r i o u s h a i r s t y l e s
a . The im p o rtan c e of sim p le h a i r s t y l e s
b . A c c e p ta b le h a i r s t y l e s
(1) Yery s h o r t , b ru sh e d ty p e
(2) D utch bob
(3) S h o rt c a s u a l
(4) Long c a s u a l
c . D e s i r a b l e h a i r s t y l e s
(1) Long f a c e
(£} S h o rt fa c e
(3) Bound f a c e
(4) T h in fa c e
(5) Oval fa c e
d* H a ir s t y l e s f o r u n u s u a l o c c a s io n s
(15 P i c n i c or b e a c h
(2) D in n er and t h e a t r e
C 3} Form al p a r t y
e . H a ir s t y l i n g l i m i t e d by
(1) T e x tu re
IE
( a j C o a rse n e ss
(To) F i n e n e s s
.(e) S l e a z i n e s s
( 2 j f h i c k n e s s o r t h i n n e s s
3 . Knowledge o f p e rm a n en ts
a . A f f e c t on t e x t u r e o f h a i r
h . A f f e c t on l u s t r e and sheen o f h a i r
c* J u s t i f i c a t i o n o f home p e rm a n e n ts
(1) For economy
(E.j F o r b e t t e r c o n t r o l o f p r o c e s s in g
4 . R e a l i z a t i o n o f a f f e c t o f h a i r dye
a . On t e x t u r e , l u s t r e , and sh een
b* On p e r s o n a l a p p e a ra n c e
c . On s k i n to n e s
HANDS- AMD HAILS
1. S i g n i f ic a n c e o f c a r e of hands
a . Im p ortance o f c le a n l i n e s s :
b . E f f e c t o f hand l o t i o n
c . B e n e f i t s d e r iv e d from hand e x e r c i s e s
(1) F in g e r l e n g t h e n i n g
(2) S t r u c t u r a l e x p r e s s i v e n e s s
(3) A g ile m a n i p u l a t io n
E. Im p o rtan ce o f a t t e n t i o n t o n a i l s
a . F u ndam entals o f m a n ic u rin g
(1 ) Shaping of n a i l s d e te rm in e d by f i n g e r s t r u c t u r e
(2) C o r r e c t m ethod o f f i l i n g
b* C o n sta n t c a r e o f c u t i c l e
(1 ) Fre q[ue n t ma s s a g i ng
(2) P ro p e r o i l i n g
13
c . Use of la c q u e r
(1) On a p p r o p r i a t e o c c a s io n s
(£} I n a c c o rd a n c e w ith s h i n to n e s and ensem bles
COSMETICS
1. A r t i s t i c use o f c o s m e tic s
a . E v a l u a t i o n o f c o l o r t y p e s
(1) Blonde.
(2} Bedhead
(3) B r u n e tt e
(4) B ro w n ette
b* I n d i v i d u a l c o n s i d e r a t i o n o f
(1) Eyes
(2) S k in to n e s
(2) H a ir
(4) F a c i a l s t r u c t u r e
e . A p p l i c a t i o n o f c o l o r make-up c h a r t
d. S k i l l e d a p p l i c a t i o n o f a l l c o s m e tic s
e . R e l a t i o n o f l i g h t i n g to make-up
{1} D a ily r e q u i r e m e n ts
(2) A r t i f i e a l l i g h t i n g
f . F a m i l i a r i z a t i o n w ith sim ple r u l e s o f c l e a n s in g
(1) Soap and w a te r
(2) C le a n s in g cream s
2.* E x a m in a tio n of a p p r o p r i a t e m ake-up
a . School, and s p o r t a c t i v i t i e s
h . S em i-fo rm al an d fo rm a l
e . "B lo c k in g o u t" o f had f e a t u r e s
3 . C o n s i d e r a t io n o f make-up item s
Ro age
(1) A v a ila b le t y p e s
(a ) L iq u id
(b.} Cake
( c ) Cream
(2 ) C o r r e e t shade
(a ) B lended w ith l i p s t i c k
(b ) Toned t o s k i n
(3} A p p l i c a t i o n d e te rm in e d by shape o f face
( a ) hong
( b } S h o rt
( c ) Round
Cd} T h in
L i p s t i ck
(1) A v a ila b le ty p e s
( a ) L iq u id
(b j Cream
(2.) C o r r e c t shade
(a ) Rouge b le n d
(b ) Skin tone
(3 ) A p p l i c a t i o n to f o llo w n a t u r a l l i n e o f l i p
(4 ) S k i l l e d a p p l i c a t i o n f o r permanence
(a ) C e r t a i n t y o f dry l i p s
( b } Use o f b r u s h
(c ) B l o t t i n g l i p s p r o p e r l y
Eye make-up
(1) A v a ila b le t y p e s
( a ) L iq u id
(b) Cream
15
(2 ) P ro p e r shade
(a ) To b le n d w ith make-up
(b j To c o o r d i n a te w ith e n t i r e ensem ble
(3) A p p l i c a t i o n t o enhance eye
d. Powder
(1} A v a ila b le k in d s
( a ) L iq u id
(b) Cake
(c ) D ust
(2) Shade to b le n d w i t h
(a ) S k in to n e
(b) Make-up
( c ) E n t i r e ensem ble
e . Perfume
(1) L ig h t co lo g n e f o r
( a ) Daytime
(b j S p o rts
(2 ) Cream and s a c h e t
(a ) Perm anence
(b j E l i m i n a t i o n o f s p o ts
D* S u g g ested A c t i v i t i e s
1* Each member o f th e c l a s s w i l l a n a ly z e h e r fa c e f o r
c o n to u r , i r r e g u l a r i t i e s , d e f e c t s , good p o i n t s , and
s k in t o n e s , d e m o n s tr a tin g c o r r e c t make-up a p p l i c a t i o n
and c o lo r t o n e s f o r h e r s e l f
2 . L e c tu re and d e m o n s tr a ti o n of c o r r e c t make-up and h a i r
s t y l i n g by b e a u ty c o u n s e lo r
3 . D e m o n stra tio n by members of c l a s s a f p ro p e r m ethod o f
m a n ic u rin g n a i l s .
4 . Making of i n d i v i d u a l make-up c o l o r c h a r t s
16
5 . C o n s t r u c ti o n o f g e n e r a l make-up c o l o r c h a r t s f o r a l l
ty p e s o f c o l o r i n g
6. L i s t i n g of t o i l e t a r t i c l e s n eeded hy a h ig h s c h o o l
g i r l
7. B e p o rts hy members of c l a s s on t e c h n i c o l o r m ovies on
make-up
8* P la n n in g a w e ek ly and d a i l y sc h e d u le f o r c a re o f h a i r
and n a i l s and f o r use o f c o s m e tic s
9. S tu d y in g th e a r t of make-up a d v is e d hy c o sm e tic
a u t h o r i t i e s and l e a d i n g make-up com panies
10* S u g g est ways of u s in g the hand s i n o r d e r t h a t t h e y
n o t make one f e e l awkward
BIBLIOGRAPHY FOR THE TEACHER.
1. B u rb an k , E ., The S m a rtly D re ssed foman— How She Does It..
Hew Y ork: Dodd, Mead.&, C o .,' 1935.
2 . C o n sa lu s, F. H ., P i s t l n c t i v e C l o t h e s . Hew Y ork: R onald
P r e s s C o., 194 0.
3 . C ades, H. R . , Any G i r l Can Be Good B ooklng, D. A p p le to n -
C entu ry C o ., 1937.
4 . K inyon, K. W., and H opkins , L. T . , J u n i o r C l o t h i n g .
C h ica g o : B enjam in H, Sanborn & Co. , 1937.
5 . Long, R ., S ty le Your P e r s o n a l i t y , Garden C ity , Hew Y ork:
Double d a y , Doran & C o ., 1939 .,
6 . Ryan, M. G ., Your C lo th e s and P e r s o n a l i t y . Hew. York:
D. A p p le to n -C e n tu ry Co., 1942..
7. S t o r y , M ., I h d i v i d u a l l t y and C l o t h e s . Hew York: Funfc.
and W agn alls,' 1940. .
8 . S t a t e , D ., Making th e Most of Your L o ok s. Hew York:
F r e d e r i c k A. Stokes' C o ., 19 35.
9 . K ing, E le a n o r , G l o r i f y Y o u r s e l f , Los A n g e le s : n a tio n a l.
P r e s s ServiceT, 1942.
10. S ilv e rm a n , S y lv ia S u san , C lo th in g and A p p e a ra n c e , TheLr
P s y c h o lo g i c a l I m p l i c a t i o n s f o r T een-age G i r l s . Hew
Y ork: T e a c h e rs C o lle g e , Columbia U n i v e r s i t y , 1 9 4 5 .
SECTIOJ IX
H E A L T H D E V E L O P M E N T
CHAPTER. 17
HEARTH
I n b u i l d i n g a w e l l ro u n d ed p e r s o n a l i t y we Have to o
o f t e n m inim ized th e im p o rtan c e of H e a lth ,, which i s th e
c o r n e r s t o n e - ^ t h e f o u n d a t i o n upon w hich a l l p e r s o n a l i t y m ust
be b u i l t i f i t i s to be a t t r a c t i v e and l a s t i n g *
O ne's a p p e a ra n c e , no m a t t e r how b e a u t i f u l a p i c t u r e
I t p r e s e n t s , i s of l i t t l e v a l u e i f t h e r e a re n o t th e a t
t r i b u t e s of h e a l t h to accompany i t — v i v a c i t y , i n t e r e s t ,
e n e rg y , e n th u s ia s m , s p a r k l i n g e y e s , a glow ing s k i n , and an
a r r e s t i ng p o s t u r e .
The m ost o b v io u s o b j e c t of l i f e I s to l e a r n how t o
l i v e — m e n t a l l y , p h y s i c a l l y , e m o t i o n a l ly , and s p i r i t u a l l y *
T h e r e f o r e , I t i s o f prime im p o rta n c e t h a t one l e a r n s e a r l y
i n l i f e how to keep f i t f o r th e s t r u g g l e . H e a lth i s th e
b a la n c e w heel i n r e l a t i o n s h i p to one rs m e n ta l a b i l i t y , h e r
d i s p o s i t i o n and a t t i t u d e , and h e r a b i l i t y to g e t a lo n g w ith
o th e r s * I t i s th e key t h a t opens the door to a w e l l -
a d j u s t e d , m e n t a l l y , p h y s i c a l l y and e m o tio n a lly w e l l b a la n c e d
p e r s o n .
A* S p e c i f i c O b j e c t iv e s
1. To d e v elo p an a p p r e c i a t i o n of th e im p o rtan c e o f a
c l e a n body
19
2 . To I n s p i r e th e h ig h s e h o o l g i r l to s e e k h e a l t h a s
a means f o r i n c r e a s i n g h e r c a p a c i t y f o r enjoym ent
and s e r v i c e
S . To d e v e lo p a se n se of r e s p o n s i b i l i t y f o r h e r own h e a l t h
and f o r s a f e g u a r d i n g I t
4 . To a c q u a i n t s t u d e n t s w ith a body o f knowledge
n e c e s s a r y f o r d e v e lo p in g good h e a l t h
5, To b u i l d i d e a l s r e g a r d i n g h e a l t h which w i l l en h an ce h e r
c o n t r i b u t i o n s to f a m ily and community l i f e
6* To c r e a t e a d e s i r e f o r good p o s tu r e
7. To d e v e lo p a n a p p r e c i a t i o n of th e b e a u ty of a
n a t u r a l l y h e a l t h y s k i n
B., S u g g ested a p p ro a c h e s
1 . Q u e stio n s and p rob lem s in tr o d u c e d i n c l a s s d i s c u s s i o n
2. Study of p o s tu r e and c a r r i a g e o f movie s t a r s
3 . Study o f p h o to g ra p h s o f good p o s t u r e
4., G la ss d i s c u s s i o n o f
(a ) Im po rtan ce o f good h e a l t h
( h ) C auses o f poor p o s tu r e
(c ) E s s e n t i a l s o f a b a la n c e d d i e t
Cd) Care o f body
(e) Seducing d i e t s
5., L i s t i n g o f p e o p le who have g a in e d n a t i o n a l prom inence
- in s p o r t a c t i v i t i e s b e c a u se of e x c e l l e n t h e a l t h
C* O u tlin e of s t u d y
1 . The im p o rtan c e o f b e in g h e a l t h y
(a ) B u ild s e n e rg y
( b j C r e a te s a t t i t u d e s to w a rd s good m e n ta l h y g ien e
(c.) D evelops b e a u ty
( d } In s p i r e s a drnir a t i on
( e ) D evelops c o n fid e n c e and p o is e
(f.J Im p lie s a m b itio n and a c h ie v e m e n t
2. M a in ta in in g a b a la n c e d d i e t
20
(a) Minimum d a i l y re q u ire m e n ts '
(b) D angers o f
(1) U n b alanced d i e t
,(2 ) Over e a t i n g
[3] U nder e a t i n g
(4) I r r e g u l a r e a t i n g
3 . E n c o u ra g in g s le e p and r e s t
( a ) S e c u rin g a d e q u a te s le e p
(1) A d o le s c e n t r e q u ir e m e n ts
(2} V a r i a t i o n i n a d u l t n e e d s
(b } M a in ta in in g r e g u l a r h o u rs
(1} n e c e s s i t y f o r g ro w in g g i r l s
(.2} I m p o s s i b i l i t y of making up l o s t s l e e p
(c ) D eterm ined p e r i o d s o f r e s t
Cl] P re ced in g , a c t i v e engagem ents
(2) F o llo w in g s tr e n u o u s a c t i v i t i e s
4 . I n c u l c a t i n g th e n e c e s s i t y f o r body c l e a n l i n e s s
(a ) R e g u la r care o f t e e t h
(1) E f f e c t i v e ways o f b r u s h i n g t e e t h
(2) C o n s i s te n t b r u s h i n g a f t e r e a t i n g
(3) N ig h tly m a ssa g in g o f gums b e f o r e r e t i r i n g
(4) S em i-a n n u al v i s i t t o d e n t i s t
(b) D a ily b a t h i n g
(1) F o r h e a l t h
(2) For c o m fo rt
(3) F o r e l i m i n a t i o n of b o d i ly o d o r s
(e ) A c c e p ta b le d e o d o ra n ts
5. L e a rn in g th e v a l u e of e x e r c i s e
'(a) F or h e a l t h
21
(1) R e g u la r e x e r c i s e
(2) Minimum and maximum e x e r c i s e
( l ) 1 D angers o f o v e r and u nder e x e r c i s e
(b) For body c o n to u r
(1 ) Development o f m u sc le s
(2} Advancement o f body tone:
(3 ) C o r r e c t i o n of body d e v i a t i o n s
6. U n d e rs ta n d in g th e f u n d a m e n ta ls o f good posture,
( a j P ro p e r a lig n m e n t a c t i v a t e s -
(1} Rhythmic movement o f f e e t
(2) Supple a c t i o n o f l e g s
1
( a ) Types o f l e g s
( b ) 1 B e s t s ta n c e f o r each ty p e o f l e g
(3) C o n s i s t e n t a lig n m e n t o f p e lv is,
(4} C onscious c o n t r o l o f a b d o m in al m u sc le s
(5) P e r s i s t e n t a w a re n e s s o f e l e v a t e d c h e s t
(a ) C o r r e c t s b r e a t h i n g
(1) F o r w alk ing
(2) F o r moving s w i f t l y
(3) F o r r e l a x i n g
(4) F o r s tr e n u o u s e x e r c i s i n g
(5) F o r s p e a k in g
(b) C o n t r i b u t e s t o good p o s tu r e
(6) R e g u la r a t t e n t i o n to a lig n m e n t o f head
7 . T r a in in g i n e s s e n t i a l s o f p r o p e r w a lk in g
(a ) P o s tu r e of body
( b } S ize o f s te p
(e ) l e g , f o o t , and arm c o o r d i n a t i o n
8 . E m phasizing te c h n iq u e of s i t t i n g
( a ) H e a l t h f u l p o s t u r e by c o r r e c t p lacem en t of
zz
(1) Coccyx
(2.) Back
(3 } Fe e t
(4) H ips
(5) Hands
(Id) B e n e f i c i a l b o d i l y r e s t o r a t i o n b y
(1 ) D i f f e r e n t i a l r e l a x a t i o n
(2) P r o g r e s s i v e r e l a x a t i o n
9* Im p re s s in g need f o r p e r i o d i c a l m e d ic a l and d e n t a l
e x a m in a tio n s
D. S u g g e ste d A c t i v i t i e s
1 . Each member i n th e c l a s s would make o a t a b a la n c e d
d i e t f o r th e a v e ra g e p e rs o n
(a ) F or g a i n i n g w e ig h t
( b ) For l o s i n g w e ig h t
2.. Each member i n the c l a s s woald a n a ly z e h e r own
p o s t a r e d e f e c t s
3 . P la n p o s t u r e c o n t e s t i n o rd e r to c r e a t e a t t i t u d e o f
m u tu al h e l p f u l n e s s
4 . Keep a m onthly c h a r t r e c o r d i n g number o f h o u rs of
s l e e p e a c h n i g h t
5 . C la s s p r a c t i c e p e r i o d s f o r c o r r e c t i n g d e f e c t i v e
p o s t u r e , w a lk in g , and s i t t i n g h a b i t s
6* Making o r a l and w r i t t e n r e p o r t s on
( a ) n e c e s s i t y o f r e g u l a r h o u r s o f s l e e p from th e
p h y s i o l o g i c a l and p s y c h o l o g i c a l s ta n d p o in ts ,
(c ) What b e a r i n g do r e s t , p r o p e r fo o d , and e x e r c i s e
have on a p p e a ra n c e of s k in ?
(d) I s one alw ay s c o n s c io u s of body o d o rs ?
7* K eeping a r e c o r d o f food e a t e n f o r a w eek, com paring
i t to r e q u i r e m e n ts o f a p r o p e r l y b a la n c e d d i e t
8* Each member o f c l a s s w i l l l i s t h e a l t h p r a c t i c e s
n e g l e e t e d th e m ost
23
9* O rganize p o s tu r e c o n t e s t with, c l a s s c r i t i c i s m s o f
i n d i v i d u a l p o s tu r e
BIBLIOGRAPHY FOR TEACHER
1. l a P o rte ,. W illiam R a lp h , Hygiene ana H e a l t h , C oslo n
P r i n t i n g Company, Los A n g e les, 1935*
2 . B o g e r t, Logga J e a n , M u t r i t i o n and P h y s i c a l F i t n e s s ,
W. B. S aunders and Company, P h i l a d e l p h i a , 1931,
3 . C ra w fo rd , Claude C ., C ooley, E th e l G., and C. C.
T r il l in g h a m , L iv in g Your L i f e , D. C. H e a lth and
C o., B o sto n , 1940»
4 . D a v is, A delle* V i t a l i t y Thro ugh N u t r i t i o n , The M a c m illa n
Company, Mew Y ork, 1942 ,
5 . Ja c o b s o n , Edmund, You Must R e la x , W h ittle s e y H ouse, Mew
York, 1 9 3 4 ,
6 . Lane, J a n e t , Your C a rria g e Madam, John Wiley & Sons,
I n c . , Mew' Y o rk , Chapman & H a l l , L im it e d , London,
1934,
7 . P i t k i n , ’ W alter B . , More Power to You, Simon and S c h u s te r ,
Mew York, 19/33»
8 . A n d re ss, T. M. , A l d i n g e r , A. K T, G o ld b e rg e r, I , H ., H e a lth
E s s e n t l a l s , B o s to n : Ginn and Company, 1928,
9 . F i s h e r , I . , and F is h E , L . , How t o L i v e « Mew Y ork: The
M acm illan Company, 1927.
1 0 . G ib so n , J e s s i e E . , On B ein g a G i r l . Mew Y o rk : The Mac-
m i l l a n Company ,TT927 »
1 1 . M e re d ith , F lo re n c e L . , The H e a l t h of Y ou th, P h i l a d e l p h i a :
P . B l a k e s t o n ’ s Son and Company, 1928.
1 2 . Rose, M. S ., F o u n d a ti ons o f Mu.tr i t io n . Mew Y ork: The
M acm illan Company, 192 7.
1 3 . M orrey, Lon W., T e e th , H e a lth and A p p e a ra n c e , A m erican
D e n ta l As s o c i a t i o n , Chic ago , 19‘40Y
1 4 . Dobbs, Alma H ., T ea ch in g Wholesome L iv in g , A. S. B a rn es
and Company, 1939.
1 5 . S tr a n g , R uth M., and S m ile y , Dean F . , The Role o f the
T ea ch e r I n H e a l t h E d u c a tio n . The M acm illan Company,
1941.
25
16* Carson* Ryan M, , Ment a l H ealth. Through E d u c a ti o n .
Hew Y o rk : F a r r a r and R in e h a r t* I n c .,. 1943..
17. S t r e c k e r , Edward A ., and A ppel, K enneth E . , P i s c o v e r i n g
O u rse lv e s * The M acm illan Company, Hew Y ork, 1942.
18. B lo od, A lic e F. , What to E at and 'Why, John Hancock
M utual l i f e I n s u r a n c e
1 9 . Bors-ook, H enry, V ita m in s — What They Are and What They
Can Do For You* Vlkl'ng P ress:, Hew Y ork, 1941.
20 . D a v is, A d e l l e , V i t a l i t y Through P la n n ed n u t r i t i o n ,
The M acm illan Company, Hew Y o rk , 1941.
21. C a ssid y , R o s a lin e and Kosman, H ild a C lu te , P h y s i c a l
F i t n e s s f o r G i r l s , A. S. B arn es and Company, "H e~w
York , 19437 ----------
22. Ja c k s o n , Jo s e p h in e A ., O u tw ittin g Qur H e r v e s . Hew
York: The C entury Company, 1922.
SECTION H I
T H E I N N E R G R O WT H
CHAPTER T
MAMERE
The v a lu e o f a t t r a c t i v e g ro om ing can n o t he u n d e r
e s t i m a t e d ; n o r sh o u ld i t he o v e r e s t i m a t e d . Grooming i s
i m p o r t a n t , h u t f a r more im p o rta n t a re good m anners t h a t
stem from w i t h i n .
Good m anners sho uld h o t he l e a r n e d sim p ly f o r th e
sake of d o in g a t h i n g c o r r e c t l y . T here i s n o th in g more
c o ld th a n form al m anners- t h a t h ave no w a rm th ,— no th o u g h t
b e h in d them . The s tu d e n t must he ta u g h t to d e v elo p an
h o n e s t , genuine d e s i r e to he c o n s i d e r a t e o f o t h e r s and to
a v o id th o s e t h i n g s w hich annoy o th e r p e o p le . C o u rtesy i s
sim ply c o n s i d e r a t i o n of th e o t h e r fello w ;, l e a r n i n g t o l i v e
g r a c i o u s l y and c o m f o r ta b ly w i t h p e o p le .
Good m anners a r e a s a t i s f a c t i o n to th e c o u rte o u s
s t u d e n t h e r s e l f as w e ll a s a d e l i g h t t o everyone e l s e . T here
i s no such t h i n g a s company m an n e rs; f o r good m anners a r e
b ased on k i n d n e s s to and t h o u g h t f u l n e s s of o t h e r p e o p le .
The p e rs o n who i s c o r d i a l , g e n i a l , t a c t f u l , and a p p r e c i a t i v e
i s alw ays welcome a t s o c i a l g a th e r in g s ..
This: c h a p t e r i n c l u d e s m a t e r i a l w hich may he used i n
te a c h i n g th e h ig h s c h o o l g i r l how t o he su re o f h e r s e l f on
a l l o c c a s i o n s , th e s o c i a l a m e n it i e s o f in f o rm a l c o u r t e s y a s
27
w e ll a s th e n i c e t i e s of fo rm a l e t i q u e t t e . I t w i l l h e lp th e
s tu d e n t to he c o g n iz a n t of t h e c o n v e n t i o n a l i t i e s e s t a b l i s h e d
by s o c i e t y a s the r e s u l t of s o c i a l co n v en ien c e and m u tu a l
h e l p f u l n e s s .
A.. S p e c i f i c O b je c tiv e s
1. To h e lp s t u d e n t s r e a l i z e th e Im p o rta n ce and v a l u e o f
good m anners
2 . To h e lp s t u d e n t s d i s c o v e r I n d i v i d u a l n eed s and p ro b le m s
c o n c e rn e d w ith c o r r e c t manners-
3* To a c q u a i n t s t u d e n t s w i t h s o u r c e s o f i n f o r m a t i o n on
r u l e s g o v e rn in g e t i q u e t t .e
4., To a s s i s t s t u d e n t s i n d i s c o v e r i n g ways and means o f
a c q u i r i n g good m anners
5 . To i n t e r e s t s t u d e n t s i n p r a c t i c i n g c o u r t e s y i n
c la ss ro o m and e v e ry day l i f e
6* To h e lp s t u d e n t s r e a l i z e t h a t good m anners s p r i n g from
an Inw ard d e s i r e to be k in d to o th e r p e o p le
B. S u g g e ste d A pproaches
1 . Q u e s tio n s and problem s I n t r o d u c e d i n c l a s s d i s c u s s i o n
2* H i s t o r i c develop m en t of s o c i a l custom s
3 . C la s s d i s c u s s i o n o f
( a ) T a lu e of c o u r t e s y
(b ) D e s c r i p t i o n o f w e l l - b r e d p e r s o n
(c) Reason f o r e a r l y s o c i a l t r a i n i n g
(d ) Common s o c i a l b lu n d e r s
(e) Case s t u d i e s of s o c i a l " d i s a s t e r s "
4» A co m p a riso n o f to d a y ^ s s o c i a l custom s and ta b o o s w ith
th o se o f o u r g r a n d p a r e n t s
28
C* O u tlin e o f Study
1* Im portance o f C o u rte s y
(a ) D evelop s a t t r a c t i v e p e r s o n a l i t y
( b } F in s f r i e n d s
(c) Makes f o r v o c a t i o n a l s u c c e s s
(d-) D evelops p o ise
(e ) D evelops warm human r e l a t i o n s h i p s
( f j R e f l e c t s p erso n* s f e e l i n g s to w ard o t h e r s
2* B a sic c h a r a c t e r i s t i c s of C o u rte sy
(a) R e a l i n t e r e s t i n people
(b) C o n s i d e r a t i o n and k in d n e s s
(c ) Genuine th o u g h tf u l n e s s
(d) I n n e r p eace
(e ) S e l f - c o n t r o l
( f ) S in c e re c h a r a c t e r
3 . Developm ent o f C o u rte s y
(a] At home
(1} R e s p e c tin g e l d e r s
( a O ffe r in g c h a i r
(h) R is in g when e l d e r s e n t e r
(2} S h a rin g w ith o t h e r members o f f a m ily i n
(a I n t e r e s t s
(b E x p e n d itu re o f money
(c Home r e s p o n s i b i l i t i e s
(d S e c u rin g l u x u r i e s
C3} C u l t i v a t i n g h a b i t s o f n e a t n e s s
(a Of p e r s o n a l c l o t h e s
(b Of bedroom
(c Of house
(4) B e in g t h o u g h t f u l i n t h e m orning r e g a r d i n g
(a O rder o f bathroom
(b P l e a s a n t n e s s a t b r e a k f a s t
(c A s s i s t a n c e w ith f a m ily p u n c t u a l i t y
29
(5} P r a c t i c i n g p r o p e r t a b l e e t i q u e t t e by
(a C o n s i d e r a t io n o f o t h e r s I n
(1 E qual s h a r i n g o f food
(2 A t t e n t i o n t o w a n ts of g u e s t s and f a m ily
(3 A v o id in g h a s t e or clu m sin ess.
(b Good a p p e a ra n c e a t t a b l e
(1 C lean h a n d s and f a c e
(.2 W ell combed h a i r
(3 N e a tly , c o m p l e t e ly , and a p p r o p r i a t e l y
d r e s s e d
(c C o n t r i b u t i n g t o i n t e r e s t i n g c o n v e r s a t i o n
(1 P r a i s e d e l i c a c i e s
(2 D is c u s s s p r i t e l y s u b j e c t s
(3 I n tr o d u c e p ro p e r s u b j e c t s — n o t ta b o o e d ones
(d Assuming c o r r e c t t a b l e p o s t u r e
(1 S i t e r e c t
(2 B e s t f e e t on f l o o r
(3 Keep a rm s o f f t a b l e
(e P a s s in g d i s h e s and fo o d p r o p e r l y
(1 A void d e la y
(2 Move c lo c k w ise
(3 A void r e a c h in g i n f r o n t o f o t h e r s
(4 H old d is h e s low
(5 Keep hand u n d e r d i s h
( f E a t i n g c o r r e c t l y
.(1 N o i s e l e s s and slow chewing and sw allo w in g
(2, C lo sed mouth d u r in g m a s t i c a t i o n
(3 A voidance o f s p e a k in g w ith f u l l m outh
(4 A voidance o f d i r e c t i n g q u e s t io n s t o anyone
t a k i n g a m o u th fu l of fo o d
(g D sin g s i l v e r c o r r e c t l y
(1 Hold f o r k i n l e f t hand, pro n g s down
(2 Lay spoon i n s a u c e r when n o t i n u se
(3 Load f o r k s p a r i n g l y
(4 Use f o r k t o c a r r y fo o d to mouth
30
(h The " d o n 't s " o f t a b l e manners;
(1 D o n 't bend to o f a r over p l a t e
(2. D o n 't drop your h ead to m eet eac h m o a th f a l
(3 D o n 't c u l t i v a t e a n y m annerism s t h a t mould
annoy o t h e r s
(4 Hever cru n ch n o i s i l y
(5 D o n 't ta k e to o b i g a b i t e
(6 Don?t come l a t e t o meals;
(T D o n 't s p e a r fo o d
(8 D o n 't p i c k t e e t h a t t a b l e
(9 D o n 't le a v e t a b l e u n t i l e x cu sed
ClG D o n 't f i l l mouth f u l l, and a tt e m p t to t a l k
(11 D o n 't p la c e any used s i l v e r on t a b l e
(6 ) R e s p e c tin g p r iv a c y of o t h e r s
(a Ask im p e r s o n a l q u e s t i o n s
(b Knock b e fo re opening c lo s e d door
(c Read m a t e r i a l o f p r i v a t e n a tu r e only when
o f f e r e d
(d Borrow o n ly when n e c e s s a r y
(7) C o n s id e r in g y o ur n e ig h b o r s
(a Avoid p l a y i n g r a d i o o r m u s ic a l i n s t r u m e n t
l a t e a t n ig h t
(b Avoid t a l k i n g i n a lo u d v o ic e
(c Avoid w a lk in g i n t o n e ig h b o r s home u n i n v i t e d
(d Avoid honking c a r h o rn or r a c i n g m otor
(e Avoid b o rro w in g n e e d l e s s l y
(b) At s c h o o l
(1 ) C o u rte s y t o t e a c h e r s
(a C o r r e c t l y a d d r e s s i n g t e a c h e r s
(b C o o p e r a tin g w ith t e a c h e r s
(c P u n c t u a l i t y to c l a s s
(d R e g u l a r i t y i n a tte n d a n c e
(e Q uiet* o r d e r l y , and k in d c o n d u c t d a i l y
( f I n t e r e s t and i n d u s t r y i n a l l a c t i v i t i e s
(2) C o u rte s y i n c o r r i d o r s
(a Avoid u n n e c e s s a ry n o i s e s
(b H old d o o r s open f o r o t h e r s
(e H ollow t r a f f i c r e g u l a t i o n s
31
(d F e v e r ■block c o r r i d o r s by s to p p in g t o t a l k
(e Do n o t r u n o r l o i t e r
( f Do n o t lo o k i n windows: o r doors.
(3) C l e a n l i n e s s i n th e b u i l d i n g
(a D is c a r d p a p e r s i n w aste c o n t a i n e r s
(b P i c k up any m is c e lla n e o u s t r a s h
(e Do n o t a b u se b u i l d i n g
(d heave l a v a t o r y c l e a n
(e P r o t e c t p u b l ic p r o p e r t y
(4} C o u rtesy i n c a f e t e r i a
(a Keep i n l i n e
(b Urge t e a c h e r s and s c h o o l g u e s t s t o go
ahead o f you
(e Remain a t t a b l e u n t i l f i n i s h e d
(d D ispose of a l l t r a s h
(5} C o u rte s y a t games
(a Accept d e c i s i o n s of o f f i c i a l s
(b Do n o t a p p la u d ro u g h p la y
(c C o n g r a tu la te the w in n e rs
(d P r a i s e s k i l l f u l p l a y e r s
(e Be c o u r te o u s t o v i s i t i n g team
( c | At s o c i a l s
(1) C o u rte sy i n c o n v e r s a t i o n
(a D is p la y g e n u in e I n t e r e s t
(1 I n o t h e r Ts c o n v e r s a t i o n
(2 I n own d i s e u s s i ons
(3 I n th e s u b j e c t o f c o n v e r s a t i o n
(b D evelop good v o c a l c h a r a c t e r i s t i c s
(1 Of e x p r e s s iv e t o n a l q u a l i t i e s
(2, Of p l e a s a n t tim b re
(3 Of d i s t i n c t e n u n c i a t i o n
(4 Of c o r r e c t p r o n u n c i a t i o n
(5 Of v o ic e i n t e r e s t and c h a r a c t e r
32
(c L earn to speak c o r r e c t l y
(1 Use s la n g s p a r i n g l y
{£ Avoid s u p e r l a t i v e s
(3 L e v e r swear or use c o a r s e 'l a n g u a g e
(4 Pronounce f i n a l c o n s o n a n ts c l e a r l y
(5 Pronounce vow els a c c u r a t e l y i n words
(6 A ccent c o r r e c t s y l l a b l e
(7 D evelop a w o rk a b le and an a d eq u a te
v o c a b u l a r y
(d A cquire wide ra n g e o f s u b j e c t m a tte r f o r
c o n v e r s a t i o n on
(1 Books-
(2 H o b b le s
(3 C u rre n t e v e n ts
(4 A m b itio n s
(5 T r a v e ls
(6 I n t e r e s t s :
(e The f,d o n t t s r T i n c o n v e r s a t i o n
(1 Don’ t i n t e r r u p t
(2. Don’ t c o n t r a d i c t
(3 Don’t be do g m atic
(4 Don’ t d i s c u s s any one t o p i c to o lo n g
a p e r i o d
( 5 Don’t t a l k a b o u t y o u r s e l f
(6 Don’ t b r a g o r c o m p la in
C? Don’ t t a l k r e l i g i o n or p o l i t i c s
[8 BonTt t r y t o be fu n n y
(9 Don’t g o s s ip
(IQ Don?t m onopolize c o n v e r s a t i o n
(2) T h e a tr e e t i q u e t t e
(a G i r l f o l lo w s u sh e r'
(b G i r l f o llo w s e s c o r t i n a b sen ce' o f u s h e r
(c Move c a u t i o u s l y i n f r o n t o f p e o p le
(d Remain q u i e t d u rin g p e rfo rm an c e
(e R e f r a i n from.
(1 Popping gum
(2 C ru n c h in g p o p c o rn
(3 C rum bling p a p e r
33.
(3 ) D inner e t i q u e t t e
(a G i r l f o llo w s Dead w a i t e r
(b E s c o r t o r d e r s g u e s t s p r e f e r e n c e s
(c Observe p r o p e r t a b l e e t i q u e t t e
(d Leave d in in g room u n o b t r u s i v e l y
(4} D evelopm ent o f p o is e i n s o c i a l s i t u a t i o n s
through.
( a C r e a t in g p ro p e r a t t i t u d e s o f
(1 K indn ess
('2 C o n s i d e r a t io n
C3 f a c tf u ln e s s *
{b P o s s e s s i n g c o m p lete c o n fid e n c e by
(1 Knowing th e c o r r e c t t h i n g t o do
C2 L e a rn in g th e p ro p e r t h i n g to say
(3 B ein g c o g n iz a n t and c o n s i d e r a t e o f o t h e r s
D. Sugge s t e d a c t i v i t i e s
1 . Round t a b l e d i s c u s s i o n o f i n t e r r e l a t i o n o f m a n n e rs,
c o n d u c t, and p e r s o n a l i t y
2* I n d i v i d u a l p r e s e n t a t i o n s of w e l l Known men and women
who have su c c e e d e d b e c a u s e o f "knowing th e r i g h t t h i n g
t o say and do""
3 . Open forum d i s c u s s i o n o f d i f f e r e n c e betw een c u l t i v a t i n g
good m anners and " p u t t i n g on a i r s "
4 . D r a m a t iz a t i o n of th e r i g h t and wrong
a . f a b l e e t i q u e t t e
b . I n t r o d u c t i o n s
e , f h e a t e r and a sse m b ly c o u r t e s y
d . O rd e rin g a m eal w i t h e s c o r t
e . M anners a t a t h l e t i c c o n te s ts :
f . C lassroom c o n d u c t
g . C a f e t e r i a h a b i t s
h . Care of p u b l i c p r o p e r ty
i . C o r r id o r p a s s i n g
5 . L i s t o f common b l u n d e r s l i k e l y t o annoy o t h e r s
34
6. Make a r e c o r d o f a c t s o f c o u r t e s y o b se rv e d d u r in g a
c e r t a i n day;; a c t s of d i s c o u r t e s y d u r i n g a g i v e n
p e r i o d o f tim e
7. Make a l i s t o f c o r r e c t m anners to be o b se rv e d a t
s c h o o l
8'*. L i s t th e a t t r i b u t e s o f a g r e a t l a d y
9* L i s t t h e a t t r i b u t e s , o f a f i n e g e n tle m a n
1 0 . Make a l i s t o f r u l e s g o v e rn in g m anners on th e s t r e e t
11. Make a l i s t o f r u l e s g o v e r n in g t a b l e m anners
I E . I n te r v ie w the manager of a p u b l ic p la c e of b u s i n e s s ,
a s k in g him t o l i s t th e most common d i s c o u r t e s i e s w ith
w hich he h as t o c o n te n d
BIBLIOGRAPHY FOR THE TEACHER
1* Mc&rady, E l l i s , and. W heeler, B la n c h e , Manners f o r M oderns,
Hew Y o rk : 1 . P. D u tto n & Co. , 194ZI
2. P o s t , E m ily ., Blue Book of S o c ia l U sag e, Hew Y ork:
W ilfre d Funk, I n c . , TJ&Ti
3* Ryan, M ild r e d , Chew f o r You, Hew Y o rk : D. A p p le to n -
C e n tu ry C o 1540 .
4 . S p r a c k l i n g , H e len , C o u rte s y , A Book o f Modern M a n n ers,
Hew Y o rk : M. B arrow & C o ., 1 9 4 4 .
5 . Yan A r s d a l e , May,, M anners How and T hen. Hew Y ork:
H a r c o u r t , B race and Co.,, I n c . , 1940.
6 . S t r a t t o n , D orothy C ., andi H e le n Schlem an, Your B e st F oo t
F o rw a rd , Hew. York, W h ittle s e y H ouse, M cG raw -H ill
Book C o ., 1940 .
7 . B e tz , B e t t y , Your M anners a re S h o w i n g Hew Y o rk : G r o s s e t
and D unlap, I n c . , 1946.
8. B oykin, E le a n o r , T his Way P l e a s e , Hew Y ork: M acm illan
Company, 1946.
9 . Brown, C h a r l o t t e , The C o r r e c t T hing to Do— To Say- -To
W ear, B o s to n : C h r i s t o p h e r P u b l i s h i n g House, 1941.
1 0 . E i c h l e r , L i l l i a n , T odayr s E t i q u e t t e , Hew Y ork: D o u tled a y
and C o ., 1941.
11 . G a rd n e r, Horace Jo hn, C o u rte s y Book, P h i l a d e l p h i a : J . B.
L i p p i n c o t t C o ., 19 3'8'.
12. H in e s , S a l l y , Good M anners In a H u t s h e l l , Oaklahoma C i t y :
Hut s h e l l PubYic at"! on s',"
13 . W ilso n , M argery, The Hew E tiq .u e tte : The modern code o f
S o c i a l b e h a v io r , Hew Y o rk : F r e d e r i c k A. S to kes C o .,
1940.
1 4 . W ilson , M argery,. The Woman y o u Want to Be, Hew York,
J . B. L i p p i n c o t t C o ., 1942.
36.
1 5 . S'c h i e s i n g e r , A rth u r M e ir, b e a m i n g How to B eh av e, Hew
York, The M acm illan Company, 1941.
1 6 . O sborne, b o r a i n e , Your Voice P e r s o n a l i t y , New Y o rk i
G. P . Putnam and S o n s, 1938.
CHAPTER. T I
GETTING ALONG WITH OTHER PEOPLE
I n th e p r e c e d i n g c h a p t e r s a s tu d y h a s he an made of
th e im p o rta n c e o f h e ln g w e l l groomed,, o f d e v e lo p in g a h e a l t h y
body, and o f c u l t i v a t i n g good m anners as i n t e g r a l q u a l i t i e s
I n b u i l d i n g a t t r a c t i v e p e r s o n a l i t i e s . These q u a l i t i e s a r e
o f no v a l u e u n l e s s th e y a re accom panied by a s i n c e r e i n t e r e s t
i n o t h e r p e o p le , a d e s i r e n o t o n ly to u n d e r s ta n d t h e i r
p rob lem s b u t a l s o to h e lp them a r r i v e a t t h e i r own s o l u t i o n s
and c o n s e q u e n t h a p p in e s s . T h is q u a l i t y a lo n e w i l l b r i n g a
p e rs o n h a p p in e s s , s u c c e s s , and a f e e l i n g of b e lo n g in g *
B e fo re one c a n a n a ly z e o th e r p e o p le i n th e l i g h t o f
u n d e r s t a n d i n g t h e i r p ro b lem s and t h e r e b y h e l p i n g th em , th e
p e rs o n m ust Enow and u n d e r s t a n d h e r s e l f ; f o r o n ly i n u n d e r
s ta n d in g s e l f can one c o n t r o l and d i r e c t h e r own p e r s o n a l
e m otion s i n t h e i r i n t e r r e l a t i o n w i t h l i f e and o th e r p e o p l e .
What th e i n n e r s e l f i s and what t h e th o u g h ts c o n t a i n
a re r e f l e c t e d th r o u g h th e f a c e . I f th e fa c e r e f l e c t s ,
g e n e r o s i t y , g o o d n e ss, a d e s i r e to h e lp f e l l o w men, b e a u ty i s
v i s i b l e i n e v e ry f e a t u r e . I f t h e r e i s g r e e d , s e l f i s h n e s s ,
and s e l f - c e n t e r e d n e s s , no amount o f a t t r a c t i v e c l o t h i n g or
g r a c i o u s m anners w i l l h id e t h e s e u n g r a c io u s m o t i v e s .
Today a h ig h school, g i r l l s v e r y l i v e l i h o o d , h e r e n t i r e
S8
w e lf a r e depends upon how: she g e t s a lo n g w ith h e r contem po
r a r i e s a s w e l l a s h e r e l d e r s , upon h e r a b i l i t y to e n l i s t
c o o p e r a t i o n from o t h e r s , upon h e r a b i l i t y to m eet th e p u b lic
and h o ld I t s f a v o r , upon a l l o f t h e s e f a c t o r s .
The f o l lo w in g c h a p te r o u t l i n e s th e e s s e n t i a l s i n de
v e lo p in g a w e l l- b a la n c e d p e r s o n a l i t y f o r th e p u rp o se of
e f f e c t i n g b e t t e r human r e l a t i o n s .
A * Sp e c i f ic QbJ e c t i v e s
1 . To a i d s t u d e n t i n knowing how to e v a l u a t e h e r s e l f
and o t h e r s
2 . l o i n t e r e s t s t u d e n t i n making s e l f - i n v e n t o r i e s o f
h e r t r a i t s and c h a r a c t e r i s t i c s and t o p l a n a
program of se lf-im p ro v e m e n t:
3* To te a c h th e h ig h sc h o o l g i r l t o a p p r e c i a t e t h e
r e l a t i v e v a lu e of v a r i o u s q u a l i t i e s w hich make up
e f f e c t i v e p e r s o n a l i t y
4 . To h e lp s t u d e n t r e a l i z e th e v a lu e o f g e t t i n g a lo n g w e l l
w ith p e o p le
5 . To im p re ss s t u d e n t w ith th e t r a i t s : t h a t h i n d e r w o rth
w h ile human r e l a t i o n s h i p s
6* To p ro v id e o p p o r t u n i t i e s f o r a l l s t u d e n t s t o work w i t h
o t h e r s
E. S u gg ested Approaches:
1 . Through c l a s s d i s c u s s i o n o f
(a ) What c L u a litle s make up an a t t r a c t i v e p e r s o n a l i t y
£b) The v a lu e o f g e tlix ig a lo n g w i t h p e o p le
( c ) Ways to l o s e f r i e n d s
(d) E x p l o i t a t i o n o f f r i e n d s
( e j P e rs o n s y o u l i k e m ost
( f ) Case s t u d i e s o f people you d i s l i k e
39
2 . By d r a m a t i z a t i o n o f
(a) G re at f r i e n d s h i p s
(b j A g i r l sh u n n in g companions-
( c j £ g i r l e n jo y in g o th e r p e o p le
3 . With m o tio n p i c t u r e s o f
Caj F l i c k a Ts r e v e r e n c e f o r h e r m a s te r I n " ly
F r i e n d F l i e k a "
(b ) In te r d e p e n d e n c e o f b i r d s i n "Homing E ig e o n s "
Ccj L o y a lty i n " L a ss ie Come Home"
C. O u tlin e of stu d y
1 . The Im p o rta n ce of g e t t i n g a lo n g w i t h p e o p le
(a) B rin g s h a p p in e s s to s e l f and o t h e r s
(b ) G ains a d m i r a t i o n
( e ) Wins f r i e n d s
Cd} E f f e c t s su c ce ss.
( e ) D ev elo p s p o is e and c o n f id e n c e
( f ) A c h iev e s s p i r i t u a l s a t i s f a c t i o n
2* E s s e n t i a l c h a r a c t e r i s t i c s o f g e t t i n g a lo n g w ith p e o p le
( a ) I n f l u e n c e of C h r i s t i a n p r i n c i p l e s
(1) S e l f l e s s n e s s
(2.J G e n e r o s ity
( 3 j Th o ught f u ln e s s'
(4) Genuine i n t e r e s t i n o t h e r p eo p le
(b) Component f a c t o r s
(1) I n t e r e s t i n g p e o p le i n o n e s e l f
(2). A t t r a c t i n g f a v o r a b l e a t t e n t i o n
(3) D ev eloping l e a d e r s h i p
(4) K in d n e ss o f words and d e e d s
(5) T o l e r a t i n g o p in io n s o f o t h e r s
(6} C u l t i v a t i n g good s p o r ts m a n s h ip
(’ 7.) B e in g c o u rte o u s
(8 ) D e v e lo p in g a se n se of humor
C9} C r e a tin g d e p e n d a b i l i t y
3 . E l i m i n a t i o n of c h a r a c t e r w e ak n e sses
(aJ By i n v e n t o r y i n g c h a r a c t e r w e ak n e sses
(1) Di shone s t y
40
(2 I n d o le n c e
(2
C o n c e it
(4 Dying
(5 l a c k of i n i t i a t i v e
(6
I n s i n c e r i t y
(7 J e a lo u s y
te
f i m i d i t y
(9 D i s l o y a l t y
(10 P r y in g i n t o o th e r p e o p le * s b u sin e ss.
(11
B e in g o v e r - c r i t i c a l
(12 Egotism
(13 Q u a r r e lin g
(14 P essim ism
(15 B eing to o f u s s y
(16 B eing to o g ro u ch y
('17 Back o f r e s p o n s i b i l i t y
(b } Through c r e a t i n g d e s i r e f o r e l i m i n a t i o n o f
w eakness
(1 ) I n d a i l y c o n t a c t s w ith o t h e r s
(2 ) By o b j e c t i v e th in k in g .
(3 ) By a l t r u i s t i c a c t i o n s
4* Making p e o p le l i k e you
(a) Developm ent o f i n n e r e s s e n t i a l s o f p o p u l a r i t y
(1
C h e e r fu ln e s s
(2
T o le ra n c e
(3 T r u t h f u l n e s s
(4 E nergy
(5 Sympathy
(6 T act
(7 Hone s ty
(8 D ependabi l i t y
(9 U n s e l f i s h n e s s
(10 M odesty
(11 G r a t i t u d e
(12 S e l f - r e l i a n c e
(13
S e l f - r e s t r a i n t ■ -
(14 H e l p f u l n e s s
(15 D i v e r s i f i e d I n t e r e s t s
(16 I n t e r e s t i n peo p le
(17 C ou rteo u s m anners
(18 Sense o f humor
(19) S p o rtm an sh ip
4 1
(2 0 ) A b i l i t y t o c o n v e rse w e l l '
(2 1 ) A b i l i t y to l i s t e n t o o t h e r s
(2 2) Z e st f o r l i v i n g
(23) Homan k in d n e s s
(24) T h o u g h tf u ln e s s
(b ) P ro d u c in g e x t e r i o r r e q u i s i t e s o f p o p u l a r i t y
(1) A t t r a c t i v e p e r s o n a l a p p e a ra n c e
(2) P l e a s i n g f a c i a l e x p r e s s io n
(3) Kind and t h o u g h t f u l a c t i o n s r e f l e c t i n g
i n n e r s e l f
(4 ) S in c e re m o tiv e s i n a l l e n d e a v o rs
5* Developm ent o f a b i l i t y to g e t a lo n g w ith p eo p le
( a ) B a s ic e s s e n t i a l s f o r u n d e r s ta n d in g p e o p le
(1) Genuine i n t e r e s t i n p e o p le
(2) Knowledge of human n a tu r e
(a B a sic e m o tio n s a f f e c t i n g r e a c t i o n s
(b E x t r o v e r s i o n and i n t r o v e r s i o n
(e E gotism and a ltru is m :
(b) Fundam ental s u g g e s tio n s f o r b e t t e r human
r e l a t i ons.
(1) Study of o t h e r s ’1 - em otional, r e a c t i o n
(a Through f a c i a l chan g es
(b By to n e s of v o i c e
(c I n e x p r e s s i o n o f e y e s
(d By i n d i v i d u a l ’ s p o s t u r e
(2) D e v e lo p in g a s e n s i t i v i t y to o t h e r p e o p le
(a A w areness o f o t h e r s ’ wishes;
(b P r o j e c t i o n o f s e l f .
(c R e a l i z a t i o n of o b l i g a t i o n t o o t h e r s
(3) C r e a t i n g a t t i t u d e o f b ro ad and g e n e r a l
. i n t e r e s t
(4) S u p p r e s s io n of s e l f i n f a v o r of o t h e r ’s ego
(5) Remembering names and f a c e s
(6) P r a c t i c e o f c o n g e n i a l co m p anion ship
(7 ) C onscious a t t e n t i o n t o f r i e n d l y c o n v e r s a t i o n
(8
(9
(10
( 1 1
(12
(IS
(14
(15
(16
(17
(18
(19
(20
(21
(22
(22
Complete c o n fid e n c e i n s e l f
C onscious en d eav o r f o r f r i e n d l y g r e e t i n g s
D eveloping t a c t i n a l l s i t u a t i o n s
C r e a t i o n of p l e a s a n t s i t u a t i o n s -
Remembering o t h e r s 1 , i n t e r e s t s , l i k e s , and
d i s l i k e s
Avoid k e ep in g p e o p le w a i t i n g
R e s p e c tin g o th e r p e rs o n s r i g h t s , know ledge,
and o p in io n
C o o p e ra tin g whole h e a r t e d l y
S i n c e r i t y I n com p lim en ting o t h e r s
Making o t h e r s f e e l th e y a r e a p p r e c i a t e d
R e f r a i n from g i v i n g u n s o l i c i t e d a d v ic e
I g n o r i n g the m is ta k e s o f o th e rs ,
l e a r n i n g t o sm ile
Avoid g o s s i p i n g
K eep in g p e r s o n a l t r o u b l e s t o s e l f
Giving’ only c o n s t r u c t i v e c r i t i c i s m
6. The " d o n 't s " i n human r e l a t i o n s
(a )
( h )
(o )
(d)
( e }
( f )
(g)
D o n 't f o o l p eo p le f o r you only s u c c e e d i n
f o o l i n g y o u r s e l f
D o n 't m inim ize p e o p le s good p o i n t s
D o n 't discourag e, people d o in g t h i n g s f o r you
DonTt have d i s s i m i l a r i n t e r e s t s
D o n 't h e s i t a t e t o a sk y o u r f r i e n d s f o r t h e i r
a d v ic e
D o n 't o b l ig a t e o t h e r s to th e p o i n t o f b u rd e n in g
D o n 't f a i l t o sh a re y o u r hopes and y o u r p ro b l ems:
w i t h tru e f r i e n d s
S ug g ested A c t i v i t i e s
1., Make a p e r s o n a l i n v e n t o r y f o r s e l f - a d j u s t m e n t
2* A rran ge a homeroom program b a se d on th e v a l u e o f
b e in g l i k a b l e
3 . Make a s e t o f r u l e s f o r s e lf-im p ro v e m e n t i n m a tte r
of r e l a t i o n s h i p s w ith o th e r p e o p le
4* Make a l i s t of good r e a s o n s f o r e n d in g a f r i e n d s h i p
51 Make a l i s t o f e s s e n t i a l q u a l i t i e s o f f r i e n d l i n e s s
43
6. D isc u ss i n c l a s s tlie s o l u t i o n s to f r i e n d s h i p
problem s s u b m itte d by c l a s s members
7 . D e sc rib e an u n f r i e n d l y p e rs o n
8 . d i r e o r a l or w r i t t e n r e p o r t s on t h e f o l lo w in g t o p i c s
(a
(b
(e
(d
(e
Cf
(g
(h
Ci
(5
(k
The v a l u e o f f r i e n d s h i p s
How to keep f r i e n d s
P e rso n s you l i k e m ost
P e r s o n a l a p p e a ra n c e i n r e l a t i o n to l ik a b l e n e s s :
C hoosing g i r l f r i e n d s
C hoosing b o y f r i e n d s
Why p e o p le a r e l o n e l y
Remembering th e o t h e r fellow .
Overworking f r i e n d s h i p s
Ending a f r i e n d s h i p p e a c e a b ly
I n f lu e n c e of p h y s i c a l h e a l t h on o u r a t t i t u d e s
9 . Make i n d i v i d u a l p e r s o n a l i t y r a tin g s -
10. Take p e r s o n a l i t y I n v e n to r y t e s t s
1 1 . L i s t a t t i t u d e s w h ic h a re I n d i c a t i o n s of a h e a l t h y mind
M
1 2 . Make a c o m p i l a t io n o f a d m ir a b le p e r s o n a l i t y q u a l i t i e s
p o r t r a y e d t h r o u g h c h a r a c t e r p r o f i l e i n a movie s t o r y
13. D is c u s s i n ro und t a b l e form th e v a l u e o f h a v in g two
or t h r e e c lo s e f r i e n d s v e r s u s a l a r g e gro u p o f more
c a s u a l o n e s
1 4 . C o l l e c t p ro v e r b s a n d q u o t a t i o n s r e l a t i v e t o f r i e n d l i n e s s
1 5 . D i f f e r e n t i a t e b e tw e e n th e w o rd st a c q u a i n t a n c e s , f r i e n d s ,
a s s o c i a t e s , com panions, i n t i m a t e s , and p a ls
v *
1 6 . Review b i o g r a p h i e s o f o u t s t a n d i n g p e o p le , s t r e s s i n g
c h a r a c t e r and p e r s o n a l i t y
17. Review b o o k s, s t o r i e s , and m o tio n p i c t u r e s th a t,
em phasize th e v a lu e of w o rth w h ile human r e l a t i o n s h i p s
18. L i s t s i t u a t i o n s which show th e in te r d e p e n d e n c e o f
p e o p le
Make a q u e s t i o n n a i r e f o r e v a l u a t i n g peo p le
A nalyze s e l f i n f r o n t o f c l a s s
BIBLIOGRAPHY
1. Burnham, W illia m K . , The Wholesome P e r s o n a l i t y , hew Y ork:
D. A p p le to n -C e n tu ry Co.", 193 2.
E . G roves, E r n e s t R . , U n d e rst a n d in g Y o u r s e l f , Hew. Y ork:
G re e n b e rg , P u b l i s h e r , Xne. , 1935.
3 . Bond, P. F r a z e r , Give Y o u r s e lf B a c k g ro u n d , Hew Y ork:
W h it t le s e y House, MeGr'aw H i l l Book C o ., I n c . , 193E.
4 . J o n e s , L lo y d , E s t h e r , and Ruth F e d d e r, Coming o f Age,
Hew Y ork: W h ittle s e y H ouse, MoGraw-Hi11 Book. C o .,
1 9 4 1 .
5 . B l i s s , W alton B ., P e r s o n a l i t y and S c h o o l, B o s to n : A lly n ,
and Bacon, 193FZ
6 . B o g a rd u s, Emory S . , and R o b e rt H. L ew is, S o c ia l L if e and
P e r s o n a l i t y , Hew York:.: S i l v e r B u r d e t t C o., 19"'3'§'.
7. D aly , S h e i l a , P e r s o n a l i t y P l u s , Hew Y ork: Dodd, Mead &
C o ., 1 9 4 6 .
8 . B ak er, H arry J . , The A rt o f U n d e r s t a n d i n g , B o s to n :
C h r i s t o p h e r P u b l i s h ! n “ H ouse, 1 9 4 0 .
9 . A l l e n s , R u d o lf, S e l f Im provem ent, Hew Y ork: B e n z ig e r
B r o t h e r s , 1939.
10 . F o s d ic k , H a rry E m erson, On B e in g a R eal P e r s o n , Hew Y ork:
H a rp e r & B r o t h e r s , 1 ^ ¥ 3 .
1 1 . B e t t s , George H e r b e r t , F o u n d a tio n s of C h a r a c te r and
P e r s o n a l l t y , Hew York : B ot'b.s-M errll C o ., 1937'.
I S . R oth, Chas. B . , The Key t o Your P e r s o n a l i t y , Hew Y ork:
W ilf r e d F u n k , Inc . , TJ42T7
1 3 . C a r r , W e lls , ICnow T h y s e l f , Horwood, M a s s .: P r e s s A l l i a n c e ,
I n c . , 1944.
1 4 . W rig h t, M i l t o n , G e t ti n g Along With P e o p l e , W h it t le s e y
H ouse, M cG raw -H ill B o o k 'C o . , I n c . , Hew Y ork, 1 9 3 5 .
15. W olff, W erner, The E x p r e s s io n o f P e r s o n a l i t y , Hew. Y ork:
H a rp e r & B r o t h e r s , 1943.
£6
1 6 . C a rn e g ie , D a le , How, to W in F r i e n d s and I n f l u e n c e P e o p l e ,.
Hew York : Simon an d "S chu ster, 1"936.
1 7 . Tead, Ordway, The A rt of L e a d e r s h ip , Hew Y o rk : W h i t t l e s e y
H ouse, Me G r aw -S IT l ” o ok Co., 19 35.
18. T u rn e r, C. E ., E f f e c t i v e H ir in g , S t . L o u is t C. 7 . Mo sh y
Co., 1941,
University o f Southern California LlbffiSS

Asset Metadata

Creator Warren, Helen Wynkoop (author)

Core Title A proposed course of study for personal development of the senior high school girl

Contributor Digitized by ProQuest (provenance)

Degree Master of Science in Education

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, educational psychology,OAI-PMH Harvest

Language English

Advisor Wagner, Elmer E. (committee chair)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c20-495986

Unique identifier UC11266882

Identifier EP45299.pdf (filename),usctheses-c20-495986 (legacy record id)

Legacy Identifier EP45299.pdf

Dmrecord 495986

Document Type Thesis

Rights Warren, Helen Wynkoop

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA