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

Page 19 text:

Department of Music NOTATION ONE. When years have passed Rtid you have gray hairs, You still will remember the countless stairs That led to the room where painfully You learned to sing the I o-Ke-Mi Majors anil minors and other scales. Were broadcasted through In endless wails. But you ' ll remember Notation One As lots of work and a bit of fun. PIANO CLASS. Few were the fortunate lads and lasses Who could enter the two piano classes. A musical case of corrective gym. If your hands played pieces or solemn hymns. Then when it came to recital day Your knees were weak in an awful way, Your hands forgot, the note turned round. Mere taking of breath, made an awful sound. The stage seemed set for a funeral there With the big green rug and the rows of cliuira. Oh well, lots worse things have come to pass Than your piece that day in the piano class. MUSIC SIX. .Music Six was a pleasure and Joy, For you always longed, whether girl or hoy. To follow the band at the circus parade What the instruments were and how pluyed. Here whs your chance to listen and know The way good music was made to grow. Symphony orchestra and good brass bands Played the music of foreign lands, Finest of soloists—further more Gave the gongs of your own ' folk lore. Then memory contests helped to show, How Music Six hail helped you grow. CHORUS. Chorus was work and bit of good play From its alto low F to its soprano high A. Its aim in the spring was tossing a gay song To the graduate seniors as they passed along On their way to be Pedagogs, IHereg to the day When they have their first checks and • ' an sing their own lay.) Hut then, ti’s a Joy to have a good friend Sing “Unfold the Portals,’• and World Without End. FLOY A. ROSSMAN. Page 16

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Department of Home Economics Believing that Home Economic studies contribute di- rectely to the social and professional efficiency of every girl, the Home Economics Department lias been located In the dormitory where it is easily available, for all students, at any time. We are fortunate in having such a well- equipped department, and besides being of general service to the entire Hchool we are giving a three-year course for students who wish to major in Home Economics which we hope to make especially strong. Around the four-room apartment in the Training school we have built a course in home making for the sixth, seventh, and eighth grades. The children planned the Interior decorating and re-flnlshed and repaired most of the furniture used in the apartment. When the apartment is completely furnished we will use it for teaching these children the activities carried on In the home, using it for most of our Home Economics classes in the grades. The school lunch room has also given us a splendid opportunity for a practice field. The hot lunches are planned, prepared and served by the students. The problem is presented In such a way thev will be able to solve the hot lunch problem of all children under different types of school systems. At the close of each quarter an exhibit of the work In clothing has proved most Interesting to the community as well as to the students. Dresses, hats, tlowers. and other accessories have been displayed. The cost of these garments and the comparison with the cost of ready-made garments have been a practical part of the study in clothing. These classes have proved particularly popular and we have enrolled a number of housewives In them, especially in the milinery class. Our cookery classes having been introduced to the fundamental principles of cookery applied these In a practical way in the preparation of meals, figuring the cost and its relation to the family income. In this field we were also able to be of service to the housewives of the community by offering a short course In meal planning and serving. Courses in Interior Decorating and Horae Accessories have also proved populur, with a very good field for practice and study in Kamola Hall—we have been able to make this course especially valuable. FRANCES B. SKINNER Page 15

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Department of Teachers’ Training The teacher training department or this school, if it is to best serve the stodentB who come here for student teacher training, must set forth clearly to all who are con¬ cerned the purpose for which such a department Is organis¬ ed and maintained. The writer therefore, wishes to stall as clearly as he can what he considers to be the two most essential aims of ucli a department. First of all this Is the place tn which modern educa¬ tional and psychological theories and principle are reflect¬ ed. This. In other word , is the laboratory in which theories and principles are tested. This is the place where every mail and woman in the state or Washington, w ' ho l interested in children of elementary school age should seek Informa- etion and direction In child education. In order that there may be a closer relationship be¬ tween educational theory and practice within our normal school in the future the educational and psychology department are to he housed in the same building with the training school. This change of departments means much to our school because it is only where educational theory and practice are harmonized that real educational progress Is made. There seems to be a notion which Is prevalent among many people Interested in education that the training department i the place in which only current ed¬ ucational practice of school systems of the state should he reflected. While this is true in part, that the beet of the current practice should t e reflected here, In the main the principle if followed too closely would lead to disaster and ruin of any training department. Many advocates of some particular hobby or method urge training departments to instruct the training teachers in the «i»e of such hobby or method. If uch i to be the purpose of a training department, the perpetuation of current practice only, then there ia no justification for the existence of such a department because educational practice separate from educational theory can be best taught or at least more sulisraetorlly taught from the point of view of said individual, in a cadet system in some city system. On the other hand such a cadet system as indicated here would have a deadening influence upon the teacher and upon the child to be educated. Educational practice when divorced from ed¬ ucational theory is dangerous because the leadership of theory In any scientific field Is essential to true progress. Secondly, the training department is the place where the prospective untrained teacher receives her Instruction, acquiree skills, techniques, information, and powers Whit she will use tn her future teacher activities. This is the place where the teacher of the future receives careful Instruction and direction In teacher science and where she masters, in part, the teacher art. If is hoped that this training, however, will only be an introduction to the professional training which will continue through the years which she will devote to the teaching of children, and the youth, either in schools or In homes, of this state. It may be of interest to note that our training department from its earliest beginnings to the present time has consistently followed the alms enumerated above. It has been due to the persistent adherence to these aims that our department has attracted the attention of many educators throughout our country and ha brought to us many visitors and many inquiries relative to our educational practice and our organization within the department. We wish that students and layman alike may understand our organization. We employ a dual system In which child welfare is cared for by a group of nine well trained room teachers who are exceptionally good teachers On the other hand the student teacher training is under the direction of a corps of supervisors who give their entire attention to student teacher training. The director of teacher training Is the administrator amt coordinator of this duel organization. Since the introduction of this system, the pupils and the student teachers have been better trained and their Interests better conserved than at any time in the history of our school. LORON D. SPARKS. Page IT