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

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Department of Vocational Education field, and the course Men who look forward to leaching as a vocation will do well to consider the In¬ dustrial Arts field. It fa true at present that Manual Training is not Quite as pop¬ ular as formerly, but handiwork fills a real need in school work, uud its popular¬ ity will return very soon. In the near fu¬ ture the public school will be called upon to give not only the handiwork that is ex- prosslonal and cultural, but to take over much of the vocational work that is be¬ ing done by private agencies. The normal school gives courses lead¬ ing to a special Manul Training diploma. If one must teach after one year of prep¬ aration, major work may be taken in this continued after coming back. This summer courses in Mechanical Drawing, beginning wood¬ work. advanced woodwork, Teachers’ course In technique and methods in tool use, and Forging will be given. H. .1. WHITNEY. l’age 18

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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

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Department of Business Education Primarily this department is (or service. The Rim being to assist the prospective teach¬ ers to a better understanding of business prin¬ ciple . and technique. Special work la given those desiring to supervise commercial branch¬ es. The courses offered Include, Elementary Accounting, Practical Business Arithmetic, Typing. Shorthand. Penmanship, t Practical and Professional). Department of Physical Education for Men The object of this department is to de¬ velop leaders both in school and civic life. If the proper understanding is had of our Nation¬ al games It will foster loyalty not only to the schools of which the men are leaders, but to the nation as a whole. The director Of athlet¬ ics has a splendid opportunity to teach Am¬ ericanism and loyally to country »nd flag. To fulfil the qualifications of a leader of Ameri¬ can boyB, he must be willing and determined to rollow this yode: 1. To play the game to the limit of niy capacities, giving to each detail the greatest care and attention. 2. To Btrive to carry more than my own burden, to do a little more than my share, not seeking help rrom others. J. To correct my faults, ever eager to learn and improve, never seeking to cover up or conceal mistakes made. 4. To carry the fight to the opponents with the spirit of the Old Guard that dies but never surrenders.” 5. To be unselfish in endeavor, caring more for the satisfaction whicli comes from doing a thing well, than for gratae. fi. To glory In fighting against odds like the Lacedaemonians who never ask- td of the enemy, how many are there but where are they. 7. To hate an alibi, knowing that the man who makes excuses admits his weakness and has a dwarfed aoul. 8. To rise above obstacles, lo fight harder when the game la going the other way than when winning. 9. To fight with an unconqueruble spirit, realizing with every act that the deed Is the measure of the man.” 10. To play according to the letter and the spirit of the rules, scorning an unfair advantage over an opponent. 11. To he undismayed by defeat, bu t with a will hardened by adversity seek to learn the cause of the failure. 12. To be unspoiled by victories, realizing that brave men are softened by success rather than by defeat. IS. To give the best that s in me to the end that I may be a better student, a better citizen, a better man. ». A. LEONARD.