Auburn High School - Bulldog Yearbook (Auburn, NE)

Page 33 text:

w! • ) t h H; [ y t The Teaching Problem Board of Education, Faculty of the Auburn High School, Classmates and Friends: Our class has now come to the branching of the path. Four years ago, from many sources, we came together as Freshmen. Since then we have had many common interests and pleasures. Now, each one will pursue that course, which interests him the most. Some of us will attend University or college, others will take up some industrial work. Since about half of our class are planning to teach in the rural schools the coming year, it would be well for us to consider some of the problems which we will meet. We have been thinking very seriously about these matters for some time and so we feel that we need not ask with Kipling “What shall we do, now there is no one to teach us to go wisely?” Let us consider some of the problems that we, as teachers, shall have to face- First of all. there is the attitude of the teacher to the district. Just what is her relation to the school-board? They are not merely a group of men from whom she expects a pay-check each month, but a very real factor. Is a teacher to give up her own personality and opinions to become a machine to do blindly what they say, or is she to do what she pleases without regard to their wishes? No one can say “do this” or “do that,” but each condition must be met as it arises and met tactfully and sympathetically. Then, too. the parents in the district have a claim upon the teacher. She is responsible to them for the child, physically, mentally, and morally while he is under her control. More than refusing to take part in any neighborhood quarrels, she may even become a peacemaker in the district. She must make parents as well as pupils trust in her and believe that she is doing everything for the good of all. On her depends the kind of

Page 32 text:

 SCARLET I! llli . 1 Ipppppui? 111 -AND SF555 w. ktar,pr Liliilifl tm LILAC F. LASH “Quiet—unlike most girls.” Girls Glee Club (4); Class Prophecy (4); Senior Play (4); Girls Basket Ball (3); Class Day Program (4). PEARL I. KLEIN (P. K.) Literary (2) and (3); Liberal Arts (3); Girls Glee Club (4); Junior Program (3). T) GWYNDOLYN CONNELY (Connely) “A man of practical tliot.” Class Pres. (Fairmont) (2); Operetta (3); Junior Program (3); Class Play (4); Buffalo (4); Glee Club (4); Tri B Club (4); Delegate to Y. M. C. C. (3) and (4); Scarlet and Green Critic and Literary Editor (4); De bating Team (4); Liberal Arts (3).

Page 34 text:

SCARLET rfsp AND pUnrWR | -fr P ! iiiitiiiinil nppfci citizens the next generation will have. For her influence, good or evil, goes out to the whole district and upon her, to a large extent, rests the character building of the pupils. The teacher herself should be impartially interested and interesting, sympathetic, and, above all, she has to be able to control her temper. She may be impatient and discouraged many times, but she owes it to the entire district to practice self-restraint. Then there are the problems of the first day. A ; that day draws nearer and nearer, the heart of the novice sinks lower and lower. Just what is she to do and how is she to do it? The teacher goes into the school almost a perfect stranger, knowing that that whole roomful of pupils is watching her and weighing her in the balance. Tact and courage are needed many times but at this time especially. If she is ignorant of what to do the pupil; soon sense the situation and you may be sure they will not help her When a teacher has a program made out beforehand she can immediately set the pupils to work. If she is able to tell each one what to do, half the battle is won in gaining the esteem of the pupils. For five days out of the week and for seven hours or more each day the teacher is responsible for the child’s comfort. It is her business to see that each child has a seat the proper size for him. If necessary, she must raise them by placing planks under them. There should be good ventilation without having cool drafts of air blowing over the pupils. The temperature of the room has to be kept uniform and the room itself needs always to be clean and cheerful. It is the teacher’s duty to watch the children for poor eyesight, hearing and other defects with a view of having them remedied. Smoking and other bad habits have to be kept from entering the school or cured if they are in. Yet it is necessary for all this to be accomplished tactfully and kindly so that no one may take offense. Tu and not ego must always come first with her. To a certain extent the teacher decides just what should be taught and how. It is for her to discover the capabilities of each child and to find the point of contact