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Page 7 text:
)t Cfjtnook MR. D. A. McKERRICHER MR. J. M. SCOTT tAtj Page Six
Page 6 text:
®t)e Cfnnook THE PRINCIPAL ' S MESSAGE During your sojourn — or, if you prefer, your incarceration—in this house of assignments, you have indulged in many activities, both scholastic and recrea¬ tional. In all of these, as you have no doubt observed or felt, there are two aspects, the process and the outcome, the activity and the end, the game and the score. In basketball, the rules are fixed, and the referee must abide by them. In debate, the score seems often to depend on the feelings of the judges; there are no fixed rides for penalties and offsides. In dramatics, the score is still less objective, and more aesthetic than intellectual. In school zoork, theory or practice, it often depends, you probably think, on mere whim, if not on digestion. What, then, is the relation, in general, betzveen the activity and the end, between the game itself and, the score? Is the game more beneficial and enjoyable to the player when he has no thought of the score, or otherwisef What effect has the score on the next effort? Which is the spectator more interested in, the game or the scoref Nozv, for player, referee, spectator, substitute pupil, teacher, parent. If all these interested parties could for the time being forget the score and get interested in the game, might it not he better for all? We have been harping so long on outcomes, academic, vocational, civic, etc., that we seem almost to hazie forgotten the activity itself. Results are, of course, great incentives to further effort; but is it not possible for us to gauge results more in terms of effort, and of development of interests, self-reliance and self-control, and less in terms of goals, uncertain decisions of judges, and other competitive marks? Thejbest teachers and schools are trying to do this. E. W. COFFIN Page Five
Page 8 text:
tEfje Cfnnoofe MR. W. C. McCALLA MR - G - K - SHEANE Page Seven
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