The Rotary Balita no. 740 (February 25, 1954)

How Rotary Set the Ball Rolling It began, like most projects in Rotary as the germ of an idea in the mind of one Rotarian. He discussed it with other members of the club, and the idea grew. A plan was presented to the board of directors which agreed to the modest appropriations required to finance the experiment. The next step was to approach the Superintendent of Schools in Kenosha. He saw the possibilities in the plan, and called a meeting of the principals and assistant principals of the high schools to get their opinion. A Rotarian attended this meeting to explain the origin and use of the Four-Way Test. At the outset, the superintendent of schools made it absolutely clear that he was putting no pressure whatever on behalf of the project. Only if the principal was enthusiastic about the possibilities should the experiment be undertaken in his school. Various degrees of interest were shown by the principals. All admitted the need of moral impetus in the schools. But some were mildly skeptical and cautioned against possible pitfalls. Finally it was agreed that in the senior high school the Four-Way Test should be presented directly to the students, as well as to the faculty. In three junior high schools, the Test would be presented directly only to the teachers and to the Administration. Thus, by happy circumstance, a rudimentary basis for comparison was established and a controlled experiment was made possible on the best techniques for introducing the Four-Way Test in four typical high schools. The results would not answer all questions. But they might provide a beacon for others and some guidance in future ventures elsewhere. It was further agreed that the experiment would not be conducted in the name of Rotary. The Rotary club would pay for the material needed. Individual Rotarians would help in making preliminary explanations to the students and teachers. But the whole project would be conducted as a school undertaking. From this point, Rotary's part in the experiment was that of an interested onlooker. Preparatory Conferences were held in the senior high school with a faculty group and the student senate (the student governing body). The faculty group consisted of department heads including the dean of women, athletic coach, debate and drama coach, and the faculty advisor of the school paper. Both of these groups provided invaluable suggestions and cooperation in the introduction of the Test to the faculty and students. Presentation of desk plaques was made to the entire teaching staff at each of the four high schools. At each of these meetings the story of the Four-Way Test, how it was developed in business, and how it is being used in government, legislatures and elsewhere. The teachers were told of the many situations to which the Four-Way Test might apply in their work. A mimeographed sheet of these suggestions, was distributed to them, and following the presentation, they were invited to comment and to question the speaker. Senior High School Students were addressed by Rotarians in two assemblies, one of seniors and juniors the other composed of sophomores. Before these meetings, large posters bearing the Test were placed in every schoolroom and on bulletin boards in the halls of the school. Immediately following the assemblies, every student received a sticker explaining the Test, to be placed in his or her notebook. A copy of one of the addresses to the students is available from Rotary International. Promotion by the Teachers was the vehicle used in the junior high schools and an important instrument in the senior high school. Classroom discussion of the Four-Way Test aroused much interest. Philosophical and social implications of the four questions were debated. Like the Roman governor Pontius Pilate, some students wondered how you could know what is the Truth. The subjective character of the Test made a strong appeal. Most interesting to many was the discussion of actual instances in history and everyday life where the Test was applied. Its focus was fixed on more than one current political and personal situation. Essays were written, and one very capable teacher produced several dramatic skits about the Test. The athletic and debate coaches, found the Test could be of practical use to them in settling differences and training contestants. Administrators also turned to the Test when disputes were brought to them for judgment. Disputants were simply asked to apply the Teat to themselves, and often complaints were withdrawn or satisfied. The principal of the senior high school applied the Test to himself when confronted with the problem of "hot rods" in the school grounds. Instead of banning the unruly automobilists, he organized them as "piston kings" to maintain safety. The example of this solution of a problem of his own made a prodigious impression. Everyone saw that the Four-Way Test applied to everyone. Students played a prominent part in the promotion of the Test among their fellows, particularly through their own clubs and organizations. A most effective channel was the school newspaper which published a continuous stream of news te ports, editorials, stories and cartoons relating to the Four-Way Test. One girls' club made the Test part of its constitution, and there was a strong feeling that the introduction of the Four- Way Test might have been greatly facilitated by putting its promotion largely in the hands of these intimate groups. Results of the Kenosha Experiment After the promotion of the Four-Way Test in the Kenosha high schools had been going on for some months without flagging, a number of people were interviewed about their evaluation of the project. Some very interesting comments were received. It appeared that far more impression had been created in the senior high school where the students had been approached directly than in the other schools where promotion had been left to the teachers. It also appeared that in these schools the enthusiasm and appreciation of the teachers reflected rather closely the attitude of their principal. In some cases it appeared that teachers had missed the real function of the Test when they commented: "I think it is fine, but after all there's nothing we haven't known all the time. There's nothing new about it. Long before I ever heard of this I always tried to be fair, to tell the truth, etc. and I'll continue to do so." The leaders of student groups who had seized upon the Test with enthusiasm became conscious same that it would be a long job before their indifferent fellow students appreciated it. Some of these leaders confessed that they had difficulty remembering to use the Test themselves. In their view the problem boils down to concentrated, continuous and variegated promotion. Particularly enthusiastic was the coach of the debating team which won the state championship. Said he: "Any good debate team can be a better one if they subject their evidence, case and argument to the Four-Way Test - we know." Kenosha high schools have proved that the Test is adaptable to the practical problems of inter-teacher, inter-pupil and pupil-teacher relations. Already projected for the next school year is an improved plan for promotion. A way has been opened for other schools. Some Additional Proposals and Suggestions The Kenosha high school is planning a Four-Way Test Club, with the insignia of a Four-Leaf Clover. This club will create attractive posters, present skits and programs to the school assembly and prepare publicity for the school and city newspapers. Much thought is being given to a tie-up between school use of the Four-Way Test and family living through a campaign to interest parents. Some students had the idea that the Test was for scholastic purposes only. The Rotary Club of Cantonment, Georgia, found an approach to the schools by sponsoring a con petition for the most artistic poster on the Four-Way Test. Wrote one Kenosha student: "I believe the Four-Way Test is the greatest thing in the school system. It is not present at all times, but it is in the background of all our thoughts and deeds. It has placed itself in my opinion in the foundation of the students' minds and they are aware of t fact and use it in their everyday life. If all students will let it sink in and try it, they will a with me that it is a very new and revolutionary idea."