| In order to examine the character of behavior in | | | | secondly, the school and, finally, the religion. In |
| schools a lot of researches were done and the | | | | order to reach the aim of their task they should |
| results in general were not really positive. Great | | | | co-operate. It is a terrible fact, but it is true that |
| quantity of cheating, stealing and sarcasm was | | | | nowadays a lot of families break down, schools |
| stated. | | | | do not follow the established tasks and more |
| The researches took place at Josephson Institute | | | | attention pay to money, and, of course, not each |
| of Ethics, here are the results: among 24,763 | | | | child pay necessary attention to religious rules. |
| students practically 2\3, and it is about 62%, of | | | | Nowadays, television and different types of |
| students can easily cheat on the exams, and | | | | advertising make terrible impact on children. In |
| about 27% were noticed at stealing at the store | | | | order to change or, probably, just to help in the |
| markets. Such results one more time can illustrate | | | | developing of child's character, schools should |
| the necessity of character education. The cases | | | | explain to parents their prior functions in brining up |
| of lying show that a lot of time should be | | | | and, at the same time, try to teach them |
| devoted in order to improve the situation in | | | | necessary values which could help in lives and in |
| schools, to develop good qualities in the students | | | | the formation of the society. |
| and to prove that good attitude to the society | | | | It goes without saying that a child can not form |
| can help in future. | | | | the character by his\her own powers. A lot of |
| The history shows that there were three main | | | | factors influence on it. But very often, the child |
| institutions which make an influence on the | | | | firstly accept not positive values, and the main |
| development of the child's character and could | | | | tasks of above mentioned institutions are to be |
| pass on the value's heritage. All we know that | | | | the first in order to help the child to be better. |
| such institutions are, first of all, the family, | | | | |