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

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Extension The Extension department of the Normal school is responsible for Beveral types of service, namely, correspondence courses, extension classes, institute courses and lectures, lyceum and appointment work. Correspondence Work A large variety of subjects may be taken by correspondence, which, when completed satisfactorily, w||| count toward a certificate or di¬ ploma from the Normal school. Extension Classes Extension classes may be organised at any place which can be easily reached from Ellensburg, whenever a class of sufficient site to warrant such an undertaking can be formed. Institute Courses and Lectures Different members of the faculty may be obtained for institute work, talks to high schools, to parent-teachers’ meetings, and for commencement addresses by payment of expenses. Entertainments of concerts and reading may he arranged, also. Lyceum Courses for three years the Dramatic club in combination with the Music department and Physical Education department has prepared a pro¬ gram which has been presented in different parts of the state. The program consists of readings, plays, songs and dances. After each presentation many favorable comments have been heard and an in¬ variable request for a program another year. Appointment Service While the Normal does not guarantee its graduates positions, it does make guud every possible effort to place its graduates in good positions, and nearly all of It graduates and many holders of ele¬ mentary certificates arc placed before the beginning of the fall term of school.

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•p Education Education is perhaps the most difficult of all the Sciences—for it has to do with the whole of human conduct in motion. It is the science of human experiencing, the guide for the individual in his attack on his environment. The Educationist must make his experiments and draw his conclusions on the run. There is no time when he can say that any behavior or set of behaviors is final. With every bank robbery, every divorce, every labor strike, every war, he must read his professional compass and re-chart his course. The Educationist must consult the Psychologist, the Sociologist the Physical Scientist, the Theologian, the Mer¬ chant, the Industrial worker, and all the rest—but pri¬ marily he must keep his forces focused upon the human element, the creeking of the human machine, in its strug¬ gle toward self realization. Whatever this self realiza¬ tion may be at any particular time, scholarship, the church, the stale, and the whole social order are means to that end—which end constitutes the continuous problem of the Educationist. Every so often one or more of the above institutions come forward with a solution of the human problem. The Educationist has to come to the rescue of the individual and remind these idealists that progress, and not solution is the order of civilization Education is gradual through evolution and not revolution, through personal growth und development, not through external organization. The Science of Education is no longer confined to the principles of procedure in the ordinary school room—but it embodies the best known principles of conduct (that is of doing things) in any walk of possible human experience throughout either the life of the individual or of the race. These principles are not always on “top,” but the extracting of them from the daily blunderings of human experience and the applying of them to the Improvement of the hu man Journey constitutes the work of the Educationist. The pathetic fact about the whole problem is that the lay public is literally several hundred years behind the present well defined body of Educational information. For example, a large per cent of our present Elementary school curriculum is mere rubbish, kept in our schools to the nervous wrecking of many of our children, simply because of the general belief that hard study develops the convolutions of the brain. It seems to me that it is about time for the public to be informed that this is untrue They should also be impressed with the fact that memory, imagination, reason, etc. cannot be trained by the study of certain subjects in school. The next big problem is to sell the theories of modern Education to the public. It is high time for the schools and the people in general to come to a mutual understand¬ ing that Education is concerned primarily with the improvement of behavior in the conduct of daily life, and that Education can take place only through a normal first hand participation in life’s problems as such problems are progressively significant in the affairs of society. It should be known that the experiencing of problems of life should precede the teaching of the principles of living. It should also be known that regardless of the professional fitness of our teachers the status of Education in our schools will be determined largely by the standards of life of the community.

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Social Science What Kind of a Science? Social Science is the fortunate science that has as its task and privilege the discovery and revelation of the human interest — the meaning for men—of all the other sciences and other fundamental human institutions such as religion, art, government and the family. Social Science is perhaps the smallest of the major sciences if it be measured by its original contributions to positive knowledge. Few If any of Its contributions to knowledge can stand without confirma¬ tion and proof from psychology, biology, theology or some other science. Yet, at the same time, it 1 b the central—in a definite sense the greatest — the ultimate science — for its province is, or is coming to be, the large scale application of the results of all other sciences to the problems of human welfare. It is the science of intelligent citizenship—that is, full dally social citizenship—and not mere occasional voting citizenship. It is becom¬ ing the one science above all others (composite of the conclusions of the special sciences! which every educated man should know.