The Remarkable Abigail: Story-Telling for Character

Education
Tony R. Sanchez, Victoria Stewart

The High School Journal, Volume 89, Number 4, April-May 2006, pp. 14-21
(Article)

Published by The University of North Carolina Press

DOI: https://doi.org/10.1353/hsj.2006.0008

For additional information about this article

https://muse.jhu.edu/article/196370

[ Access provided at 24 Oct 2020 15:18 GMT from UNSW Library ]

 As character education continues to be an
objective of the social studies, the more effec-
tive educators have taken up the challenge by
first understanding the principles of their disci-
pline and opportunities for examining the val-
ues of character to be encountered. Strategy
then comes to the forefront. Social studies is
rediscovering the focus on the actual men and
women of history as a major cog in teaching
character, a method that John Dewey asserted
was once widely used in American schools and
The Remarkable Abigail: Story- is currently utilized successfully in foreign
Telling for Character Education schools (Brooks and Goble, 1997). But this focus
cannot be a matter of simply relating irrelevant
facts. Rather, it requires the art of story-telling.
Tony R. Sanchez History abounds with stories of the human
University of Toledo struggle. When approached from that perspec-
tive as opposed to coldly looking at events only,
Victoria Stewart a myriad of opportunities are available.
University of Toledo Lockwood and Harris (1985) noted that true his-
torical stories involving dramatic moments of
moral conflict are especially useful in engaging
students to reflect upon values. These stories
relate individuals making personal decisions
involving truth, integrity, honesty, and loyalty,
among many others, and encourage students to
analyze the issues and choices made. At the
very least, such stories help students realize
that others before them faced the same dilem-
mas that they do, by making the right choices,
persevered. More importantly, they also prove
that the values of good character are not restrict-
ed to people of a particular place or time
(Sanchez, 1998).
Egan’s (1988) study of the way students suc-
cessfully conceptualize and understand infor-
mation about one’s culture further supports the
idea that applying the story metaphor may serve
to bring in-depth, overall meaning to history
instruction. Specifically, Egan noted that infor-
mation such as historical/cultural/political val-
ues does not make sense to the contemporary
student unless presented in a way which con-
nects information with a larger sense-making
picture, a picture which reveals the basic
dynamics of why and how things happen; in
other words, a story that relates an individual’s
values. He went on to point out that the story

© 2006 The University of North Carolina Press

14
 The Remarkable Abigail
has all of the properties necessary to organize once that same citizenry failed to be educated in
and connect bits of information into an overall the virtue of character, it steadily declined
understandable image. “The story works so (Sanchez and Mills, 2005).
well because of the way it encodes and makes
The Essence of Innumerable Stories
sense of its contents. Our concern in teaching,
The social studies-based story is value-laden by
also, is not simply to have students store knowl-
nature with the power to educate for character,
edge… but rather to have students remember
an essential component for citizenship, because
because it makes vivid sense to them” (p.79).
the values of its characters transcend time and
This dynamic is easy to see if one looks closely
are thus perfectly relevant for today’s students
at the elements of a story itself.
(Sanchez, 2000b). Moreover, such stories create
A story is essentially driven by characters and conditions that enable students to ponder and
their actions. These characters are often in con- understand the issues associated with the major
flict with forces inside themselves (as in many themes of social studies. Through their form
Greek and Roman myths), with each other, and content, stories enable considerations clear-
and/or with some physical force or forces. ly beyond those of simple information
Conflict in a social setting is further heightened (Common, 1987). Thus, history, stories, and
by the basic circumstances of human existence character education meld into one creation.
noted by economists: humans have unlimited
America’s past, present, and promise are com-
desires for things but resources are limited.
prised of adventure stories involving individu-
Conflict within characters or between charac-
als and groups facing life’s challenges. They
ters then shapes and generates the story’s plot.
encounter personal tribulations, successes, fail-
Consequently, the basic theme of the story is
ures, and, ultimately, resolution. As a reflection
usually about 1) conflict and resolution of the
of values inherent in a democratic society, how-
conflict to one degree or another; and 2) psy-
ever, the adventure never ends. Further, the sto-
chological/personal changes that may occur
ries “are likely to attract the attention of learn-
with the characters by the time of resolution.
ers to arouse their interest, and to raise ques-
Note further that such resolution need not nec-
tions among them that lead to discussion and
essarily be an unqualified victory. The changes
reflection about values” (Sanchez, 1998, p.1).
that may occur in a character’s personal life
As Leming (1996) asserted, it is against the
because of decisions the character makes
backdrop of information from our culture’s sto-
regarding the conflict often carry relevant per-
ries that students must evaluate the present
sonal/psychological truths for the listener/read-
state of our values as they relate to their own
er (Henderson, 1964).
lives and the future of America.
Campbell (1988) noted the sheer power of his-
While character education certainly appears to
torical/cultural stories to impart important
be the leading beneficiary in using the story-
ideas and values to ensuing generations, stating
telling strategy, there is another benefit as well.
that such stories “are about the wisdom of life”
Mills (1994) maintains that the stories of
(p.4). He also lamented that present education
American history are paradoxical in nature; that
lacks such emphasis. Because of educators’
is, they reflect a clash among opposing ideas
apparent reluctance or perceived inability to
and their resolutions which generate the value-
not only utilize the story-telling strategy but
laden drama that is America. Sanchez (2000a)
more importantly to relate social values, what
adds that analysis of these values leads to
student are learning in school is not the wisdom
humanistic decision-making reflective of the
of life but merely information and technology.
culture in its continual effort to perpetuate its
This is a historically precipitous circumstance,
ideals. In this vein, it is interesting that both
for the great civilizations of the world could
conservative and liberal voices in social studies
point to a disconcerting common denominator
education have long advocated a shift to histo-
of survival: a civilization’s citizenry could to
ry taught through story-telling (Sanchez and
varying degrees by academically competent, but
Mills, 2005). Executed properly, the strategy

15
The High School Journal – April/May 2006
promotes an appreciation of “the sum of effort
and sacrifice which the present has cost the past
and which the future is costing the present”
(Gramsci, 1983, p.34) through the value choices
made from the paradoxes, images, and
metaphors it contains. It seems strange that con-
servatives and liberals both see story-telling as
the key to achieving their often diametrically
opposed agendas, but the strangeness disap-
pears when one considers that stories can clear-
ly convey the cultural need for promoting val-
ues. A conventional lecture from the conven-
tional history textbook, both of which are over-
used and abused, most often renders factual
information that could never approach the
power of good story-telling.
In Need Of More Models Than Critics
There is another very crucial aspect to the story-
telling strategy that directly pertains to educa-
tors. This is the challenge to relate the excite-
ment and dilemmas of the story through a
humanistic and multi-dimensional depiction of
the characters with a conspicuous focus of the
values involved (Sanchez, 1998). Only in this
way can students fully and personally relate to
and evaluate the values in question. Given the
complexities of the strategy, it is encouraging to
know that students typically love a well-told
and insightful story, and certainly learn more
than from most other strategies. More impor-
tantly, however, teaching values through story-
telling is more than just an entertaining or con-
vincing way to teach. Rather, it is because the
educator tells the story, allowing it to become a
personally shared gift from the educator and to
the student (Lickona, 1991). This has always
been the greatest beauty of the strategy.
But if the story is the essence, its telling is no
less important. There is no doubt that story-
telling is an art, but one that has an immeasura-
ble payoff when executed properly. The process
of this craft, however, requires patience, prac-
tice, and a knowledgeable educator who is will-
ing to risk going beyond the bland and claustro-
phobic textbook and taking up the challenge of
obtaining the correct or missing information
that can serve as the foundation for an effective
story.. To this end there are a multitude of sup-
plementary materials, chief among them being
selected trade books, which can be superbly
16
presented, written, balanced, and value-laden,
needing only an effective storyteller and the
willingness to examine the values deemed nec-
essary for effective citizenship and character
(Sanchez, 2000b).
The educator’s choice of quality materials will
enable him/her to keep a structural control over
the process. Yet the story-telling strategy hinges
upon not only the skill of the storyteller but just
as importantly the suitability of the stories
themselves. Our history represents the trials
and errors of individuals and groups striving to
maintain a democratic society in a personalized
manner. As they faced the challenges of life,
they succeeded or failed because of the moral
choices they made. It is not a question of one’s
fame or infamy, but rather the sobering fact that
one’s choice of values not only affected one’s
own character but invariably those of others as
well. Character education is not a matter of per-
fection by any means, for values are complex
and fluid (Vinson, 1998). But even without pre-
scribed “national” character standards, history’s
stories reveal that some values endure across
time, defy cultural/economic/political differ-
ences, and transcend generations, the result
being the perpetuation of the American Dream.
It is this concept that allows social studies edu-
cators to make a past-to-present connection for
students.
A Tale Worth Telling
Every era of our history provides opportunities
to pinpoint and explore specified values. As is
the case with us all, history’s dominating par-
ticipants had a song to sing to which, following
that metaphor, they themselves wrote the
words. Some made the right choices while oth-
ers did not, but all experienced moments of
moral conflict requiring value judgments and
choices. These stories invite us to examine the
issues, circumstances, choices, and conse-
quences, which ultimately allow us to relate
them to our own lives.
It comes down to real-life people in real-life sit-
uations. Some are adventurous while others are
mundane, but they are real. An examination of
their stories: …Can uncover common traditions,
beliefs, and values that are the cornerstones of a
heritage which has undergone significant
change and yet has a continuity that gives shape

to our culture. That continuity rests in the val-
ues of its common and uncommon people, past
and present. Some… dared to face their chal-
lenges and in doing so influenced the direction
of not only their own lives but those around
them… Regardless of the circumstances of their
times, they shared a common core of values:
courage, perseverance, and daring to risk for the
benefit of others (Sanchez, 2000b, p.29).
Further, the multi-dimensional depictions in a
well-told and well-researched story lend cre-
dence to the scope of humanity that “allows stu-
dents to understand the nature of [character]
and engage in a dialogue to analyze the rele-
vance of values to their own lives” (Sanchez,
2000b, p.27).
As social studies educators, the values we wish
to impart are not difficult to ascertain. Respect,
courage, honesty, responsibility, perseverance,
justice, and kindness are foundations found in
the annals of history’s stories. The characters
virtually cry out to us, yearning to be heard if
only we will listen.
The Plot Thickens
In order for a historical story to be meaningful
and provide opportunities for “teachable
moments” such as character education, it must
provoke interest, challenge, and be accurate
(this does not include opportunities afforded by
myths and legends, which are an entirely dif-
ferent matter historically but can still be valu-
able in teaching character). History textbooks-
those potential harbingers of innumerable and
exciting stories of the American Experience-
have long been assaulted as being “still little
more than repositories of dates, names, and
facts” (Tomlinson, Tunnell, and Richgels, 1993,
p.52). But the acknowledged shortcomings of
the conventional textbook do not spell a call for
its abandonment. Rather, it should serve as a
stepping-stone to a more accurate and compre-
hensive rendition.
The question of how educators can validate
accuracy begins with the commitment to learn-
ing the truth of a rendition. Educators must get
over the inane problem of being overly reliant
on the textbook as the sole source of instruction
without regard to those missed opportunities
from a lack of depth, accuracy, omission, and
distortion (Sanchez, 2005).
The Remarkable Abigail
The Remarkable Abigail
American history is resplendent with intriguing
stories that often focus upon a single event. As
such, many of our history’s noteworthy individ-
uals are consigned to obscurity or oblivion
because their lives or careers “fall between the
cracks” of memorable events. Such is the case
with Abigail Adams, whose name and exploits
were overshadowed by her husband and the
chauvinism of the times. But in an age when
women were at best second-class citizens, Mrs.
Adams was not one to stand on tradition.
Educated, outspoken, and truly an independent
spirit, she was ahead of her time in demanding
gender equality and, as the following story indi-
cates, standing up for what one believes is right.
In November 1796, John Adams had been elect-
ed the second President of the United States.
His wife and partner Abigail was to become the
First Lady the following March, when John was
to be officially sworn in. Abby, as John affec-
tionately called her, knew that there was much
to be done to prepare for their presidential
home in Philadelphia, and John let her know
how desperately he needed her help in setting
up their future household. Living life as a
lawyer and politician left the future President
with little practical knowledge or experience in
setting up and caring for a home. This had been
one area where John Adams had always and
completely relied upon his wife, as he knew
that this task was beyond the scope of his tal-
ents. Still, Abby decided that her first priority
was at their home in Quincy, Massachusetts,
and so she left the housing decisions to John
until she had completed her work and could
join him. After all, Abby mused, John had lived
abroad for long periods of time and had han-
dled political opponents and situations without
her being constantly at his side. Certainly he
could manage to pick out a house and a few fur-
nishings. Besides, Abby was adamant in her
belief that Congress should be responsible for
procuring and furnishing a home for the elected
leader of the country, and she was not shy in
expressing that opinion, much to John’s amuse-
ment and regret (the newly-planned White
House would not be ready for occupancy until
his last year in office). Abby had more impor-
tant responsibilities caring for the properties
that she and John owned in Quincy; she could
17
The High School Journal – April/May 2006
not be bothered with Philadelphia just yet.
There were plenty of things yet to be done. She
knew from previous experience of running the
farm that the main issues in Quincy were prob-
lems with laborers.
Abby had grown accustomed to dealing with
the tenants that worked the Adams farm. She
felt proud in having personally chosen their
overseer, a man named French, but Abby knew
that she would have to bargain with him to keep
him from leaving at the end of his contract.
Inflation was creating havoc with the value of
money, and other landowners were only too
happy to have an overseer as knowledgeable
and reliable as French running the labor opera-
tions. Although she had proven to be very
shrewd businesswoman, Abby was also practi-
cal and reasonable. She therefore decided to
provide him with a business arrangement that
profited both parties. At the same time she
found herself dealing with another tenant on a
most unpleasant matter. The man had a reputa-
tion for being lazy and drunk, both attributes
that Abby did not condone in a person and cer-
tainly not an employee. It was in her personal
handling of this situation that her focus shifted
to a matter of greater importance to her: the sub-
ject of educating one of their servants.
James Prince was a reliable indentured servant
to John and Abby. He was the youngest of their
servants and Abby felt a special fondness for
him. She was sufficiently impressed with James
when she had met him in Philadelphia a few
years earlier that she offered him a position on
the Adams farm. As an educated woman in her
own right, she strongly believed in all people
having at least the right to an education, espe-
cially women and minorities. To this end, she
had taught James and several other servants to
read and write. Abby was most pleased and sur-
prised when James approached her for permis-
sion to formally continue his education at a
local school offering evening classes for appren-
tices. James wanted to attend even though he
would have to pay for it. He had learned from
Abby that education was the key to opportuni-
ty, and as an indentured servant he would be
free from obligation some day. Thus, an educa-
tion would greatly help him to earn a
respectable living. After giving James her bless-
18
ing, he began school while Abby turned her
attention to the issues of the tenant farmers and
preparing to go to Philadelphia.
Shortly afterwards Abby had a visit from a
neighbor who asked to speak with her on what
he described as a most delicate matter. Abby
was surprised yet curious, as she was not accus-
tomed to having her neighbors simply stop by
without cause. After exchanging pleasantries,
the neighbor, quite aware of Mrs. Adams’ per-
sonality and the strength of her convictions,
stated that he had come to discuss the boy
James. This immediately piqued her curiosity,
as she knew James to be fine, respectable young
man and faithful servant. She could not imagine
what he might have done to bring this neighbor
to her door. The neighbor requested that Abby
insist that James immediately cease attending
school. He went on to say that if James contin-
ued, the school would have to close. Abby, per-
plexed, wanted to know why on earth the
school would possibly close. From all indica-
tions, James was doing as well as the other stu-
dents and was progressing as expected. Had
James done something inappropriate, she
asked? The neighbor replied that it was not a
matter of misbehavior. Then the true nature of
the visit became clear: it was because James was
black. The neighbor proceeded to explain that
the other boys attending the school, who, he
reminded her, also paid tuition, were uncom-
fortable having to sit in the same classroom
with a black, and therefore he should not be
allowed to attend.
Abby was inwardly outraged but tactfully main-
tained the decorum and manner of her status.
While the culture of the time dictated that
blacks (and women, for that matter) were
innately inferior, she understood from experi-
ence that education was an equalizer. Thus to
deny James the opportunity of education in
order to find a just position in society based
upon his race was tantamount to denying
opportunity based upon gender as well. On this
subject she would refuse to remain passive. She
quietly turned to her formidable logic and fair-
ness to make her point. Abby asked if the boys
objected to sitting in the same church with
James, knowing of course that they didn’t, and
the neighbor agreed that they didn’t. She con-

tinued this line of questioning by asking if he
had also seen these same boys at local dances
when James routinely played his fiddle. Once
again the man agreed that the boys in question
had attended the dances. Abby then stated that
“the boy is a freeman as much as any of the
young men, and merely because his face is
black is he to be denied instruction”
(McCullough, 2001, p.480)? The man had no
reply and shifted slightly with the uncomfort-
able turn that the conversation had taken. Abby
was not about to stop. “How is he to be quali-
fied to procure a livelihood? Is it the Christian
principle of doing unto others as we would
have others do to us” (McCullough, 2001,
p.480)? She then further defended James’ right
to attend school as “…attacking the principle of
liberty and equality upon the only grounds
which it ought to be supported, an equality of
rights” (Withey, 2001, p.246). Abby then polite-
ly requested that the boys attending the school
come to visit her so she might discuss the issue
directly with them. The neighbor thanked her
for her time and excused himself. Confident
that the issue was resolved, her parting words to
her neighbor were “Tell them… I hope we shall
all go to Heaven together” (McCullough, 2001,
p.480; Withey, 2001, p.246).
Abby, ever vigilant in her correspondence with
her dear husband (their profuse correspondence
would make their marriage the most document-
ed in our history) to keep him updated regard-
ing the family and the farm, related this event in
a letter. She was pleased to report that not
another word was ever said about James Prince
attending school. It remained open and all of
the students continued to attend.
Follow-up
This particular event in the life of Abigail
Adams holds a great deal of potential for social
studies educators, so it is vitally important to
follow-through on the opportunity. An educa-
tor-led discussion might be conducted based
upon the following suggested questions:
1. What values are depicted in the story?
2. How important is it to do what is right and to
take a stand for what one believes?
3. How important is doing the right thing
viewed today?
The Remarkable Abigail
4. Are there circumstances when not doing the
right thing is acceptable?
5. How difficult must it have been for Abigail to
assume various roles that were considered to
be exclusively male?
6. Is education held in the same high regard as
it was in Abigail’s time? How might it have
changed?
7. Though American society has certainly
changed, are there any females on the nation-
al scene that are reminiscent of Abigail? How
is a woman of her character viewed today?
From a mere historical perspective, her story
contradicts the place held by women in our
early history, and yet it could symbolize her
entire life. Women, often ignored or only briefly
mentioned in textbooks covering our early his-
tory, were nevertheless crucial to the successful
development of our country. Abigail was not a
passive, reticent bystander; she was an impor-
tant participant in the founding and develop-
ment of the republic at a time when few women
were ever acknowledged. Her entire life is a tes-
tament to the fact that our history was not built
solely upon the backs of white men or slave
labor alone. Abigail Adams was an important
historical figure in her own right and her story
illustrates the character necessary to maintain
the political and social freedoms that we cur-
rently hold dear. In this incident, she “merely”
did what was right by James, ensuring that he
received the education that was acceptable for
the time for any freeman, and certainly more
than indentured servants could hope for. But
this story provides an opportunity for educators
to illustrate her character in action and the
importance of standing up for what one believes
in, even if it means going against the accepted
norms.
Conclusion
Though one of the major purposes of this
story/strategy is to spotlight the tenacious Mrs.
Adams, it can be asserted that the story isn’t
really about her at all but rather the essence of
character and the values that comprise it. From
that perspective, the story merely serves as a
vehicle to identify and evaluate values and
human potential as it relates to contemporary
students. Social studies educators especially
19
The High School Journal – April/May 2006
have always known that “good” character and
the “right” values are integral components of
effective citizenship, the stated goal of social
studies. We want our students to develop into
reflective and concerned citizens who possess
the knowledge, skills, and attitudes that sym-
bolize and perpetuate a democratic society.
This is the core of the effective citizen.
This will not occur magically or by happen-
stance. Rather, students must be taught via the
values embodied in personal humanitarian
endeavors that benefit others, inspire, and
unite. One of our missions must be to identify
those individuals who give us the right direc-
tion and provide an inspirational link to fulfill-
ing our citizenship obligations. We must
encourage reflection on the values of those indi-
viduals who project the best of what our culture
offers. Social studies educators have the curric-
ular advantage of relating and guiding the iden-
tification and understanding of values through
a focus on the actual people of history without
limitation of race, creed, or color. Such a focus
allows us to promote role models who exhibit
values, spirit, and traits that are necessary for
21st century citizenship.
Regardless of the cultural/gender awareness
that dominates the political correctness in our
current society, Abigail Adams certainly serves
the purpose of a positive role model, without
tokenism or expectation. Her story helps
demonstrate that the American Experience is a
result of the actions and lives of those who
model our moral/ethical heritage as reflected by
the complex character of individual humanity.
This small slice of her life further relates that
the value of good character and effective citi-
zenship are not restricted by time, defy cultur-
al/economic differences, and transcend genera-
tions, a circumstance that allows us to make a
past-to-present connection.
This story has limitless opportunities for char-
acter education in the teaching of history. The
typical history textbook, perhaps by its nature
as a mere teaser based upon its general coverage
(and as this story indicates, what it does not
cover), cannot compare to the potential offered
by the real story or the story that has been left
out or dismissed. These stories not only pro-
voke interest and debate, but their value per-
20
spectives transcend time and become relevant
to the contemporary student facing similar con-
flicts.
The organizing and teaching of history concep-
tualized and taught in a powerful manner as
well-told and accurate stories represents more
than simple entertainment. They relate the
adventure of a democracy through individuals
encountering struggle and resolution by the
value choices they make and thus reflect the
continuing experience of a democratic society
attempting to perpetuate itself. The American
Experience has been and continues to be the
product of the values we deem important and
necessary. As social studies educators, such sto-
ries give us the opportunity to meaningfully
relate those values that comprise the character
of the effective citizen.
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