Central Washington University - Hyakem / Kooltuo Yearbook (Ellensburg, WA)

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Editorials -HIS is the first number ol the first volume o( The Koolluo. We sincerely hope it will not be the last one. [ ( | )a5 undertaken by tile most progressive, up-to-date, energetic class the W. S. N. S. has ever g known the class of ' 07. We entered upon the amusement—lor Mr. Kirkpatrick says anything sub- m. J jectively pleasant is amusement—with due reverence toward its responsibilities, with conservative hopes for its possibilities, with indomitable determination to make it a success, and last but not least, with a feeling that , . . j sympathy and co operation from the rest of the school. We wish to express our sincere thanks and appre- wc »hou gj ven t„ us by all the members of our beloved faculty: but especially to Prof. W ' ilson. who encouraged nation o doubt and uncertamty at its beginning; to Prof. Morgan, whose practical advice and sympathy made U ' Imcet and to Dr. Hnrris. who is ever a source of refreshment and encouragement, and who has also aided iiumidyn proof-reading. THIS SC HOOL was established by Act of Legislature on the 28th of March. 1890. and designated as the Washing- State Normal School. We claim it to be the oldest and best school in the state. Its equipment is the best that money !°,n buy and out-of-doors can furnish. We arc centrally located. Our situation is ideal. In the town there are few distractions, but many attractions. The building is excellent and the grounds beautiful. We have a remarkable training department ' But above all we have the most able and most admirable faculty with which a school was ever blest—a f.irullv icady and willing, merciful and kind, true and virtuous, honorable and lovable. Our present principal came here in 1898, from the Stale Normal School at Providence, Rhode Island. We will not eulogi e him. for we feel that all who read this know him. But we will say one word. He loves his neighbor as him¬ self No one knows the school as a body or as individuals better than he: and few but can testify of help, encouragement and sympathy gained from him personally. •. . Our vice-principal is like unto him in character. He has spent most of his past life in untiring efforts lor the cause of education in our own state and school. He has occupied the chair of mathematics for nearly thirteen year , so is now our senior teacher. Of the other teachers we need only to say that we love them dearly, and firmly believe that they love us. We cannot begin to realize what they are doing for us; but when we have left our dear old school, to enter upon the field for which they have been jealously preparing us, we know that more and more we shall become aware of the tremendous debt we owe them. A THL NORMAL SCHOOL—pooh—a place for teachers and pedagogs. old maids and bachelors. This, the senti¬ ment of young people taught in the backwoods of civilization by old Miss Hannah Grinsbee, age 48. and Mr. Alexander Madison Plunkett, a little older. And if this myth has not found lodgment in the brain of the youth, another, equally bad and unfounded, is sometimes discovered. A school of method, with practical common sense in the cellar. Deluded generation! Why, yes, of course, there are some old-maid teacher , but that is not their fault. How could it be otherwise when the ratio is almost 16 to I in favor of the feminines, where polygamy is unlawful, and where, of course.

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Editorial Staff Class Reporters Edilor-in-Chief . Frank t W|l$on luiilant Editor-in-chief . Gertrude J. Scott Literary Editors . GERTRUDE CuNNINCHAM D . ' Elizabeth Drummond Bussness Manager . Alice Cr|mr distant Manager . Howard Wallace Exchange Editor .CHARLES Cu.BOR Art Editor .Annette Hitchcock foih Edi ' ° r .Edith Rhoads Boys Athletic Ector . Stanley Wilson Cirl ' Ath,etic EJitor .Norma Macdonald Senior Class . Frances Smith ' Maude Corbin Junior Class . RuTH ShewbriugJ t Fay Easterday Fourth Year Class . j MlNNIE BUZZEL .} Bertha Eidson Third Year Class . (Adelaide Jones Lucile Wilson Second Year Complete .S Rose Clerf 1 Lena Bishop Second Year Elementary . Myra Lecce ' Zina Chapman First Year . 5 Jean Snebly Cora Wilkes

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few will marry below their class? But. my dear reader, if you think this school a place for old maids, just step into the gymnasium any recess period. There you will see the fairest of the fair—and a few of the bravest of the brave! 1 he second fairy tale, however, has a little more foundation. We do have some method work. Ways and means are suggested to us—which is more than can be said of many of those practical business schools. But the fundamental axiom of all teaching is. Know what you are going to teach before you find out how to teach it. liven when this is accom- p .shed we are not given a formula or carefully worked out theory to follow in our teaching. Indeed, the absence of such often staggers the uninitiated student. Instead of answering the question. How arc we to teach a subject to a child?” the child » mind is opened up to us and human nature is explained; with this on the one hand and knowledge on the other, the how is left a question to be answered only by the individual and dependent on that one’s peculiar environment. Of course there are some general universal principles, which have been worked out by careful observation and experiment of the greatest modern educators which are studied—practically—in the school. But as has been said before, the training of the teacher aims to reveal to him a truer, clearer, more perfect understanding of the child—physically, mentally, morally and spirlually. • ' ow 7 1 1 15 ,here ,n mis which is special, which is useless, except to teachers? What vocation loses because of a knowledge of human nature? In how much is an occupation made less profitable because those who engage in it understand men? Nothing. No. The Normal School is not a school of method and specialization. We take pupils from the eighth grade and in six years they have a standing which will admit them to the Junior Year of the State University; or from the High School, and in two years give them the same standing. Here their hearts and minds are broadened. Taking them as school chil¬ dren. anxious to become great, wise and happy, loving each other and their school, we send them out with their desire for sell-irrproveirent and happiness, changed to an eagerness to give to the world, to uplift humanity and to serve their God. 3 ? AS AMERIC ANS we claim great literature, as English-speaking people the greatest in the world. Our literature is read by more people than any other—dead languages excepted—but probably by fewer foreigners. We might also say that among the English-speaking people there is a great number of people who do not read it. Why? Principally because our spoken language is so different from our written. Maybe two-thirds of the words are spelled the way they sound; the other third any outlandish way. For instance, such words as man. horse, experiment, musical, dogma, electric, etc., are i j S ,1Cy afe P ronol j nccc b an hence are rarely misspelled. But when such words as clique, unique, receive, tired. Wednesday, etc., are required, most of us have to stop and see the word, or think of some rule or exception to some rule, before we venture to spell it. It is mainly because of this fact, this complication in our spelling system, that so many people are called illiterate, because a man uses his car and common sense, and writes business b-i-s-n-c-s.” people draw away from him and have as little to do with him as possible. Because a child is given such a word as meadow to spell, and spells it m-e-d-o,” he is kept ln after school, forced to warp his sense of fitness to comply with arbitrary incongruous rules; has his faith in naturalness badly shaken up; and what is most unfortunate, wastes precious hours of his childhood, which otherwise might have been spent out of doors winning the rights of man given in Adam’s charter. I he cause (or this confusion has long been recognized to be the wonderful way in which so many words are constructed, lo meet this difficulty wonderful rules have been formed—rules whose exceptions are as numerous as their applications, but this method has proved wonderfully useless. Only by setting apart a half hour each day for spelling lessons, and having spelling lessons in connection with every subject in the curriculum, is it possible to make respectable spellers out of most children. 14