Chicago State University - Emblem Yearbook (Chicago, IL)

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DEPARTMENTS THE QU POK JUM T ffl B 7 Ai55.C. develope- 4 6rb7

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President ■ J. EDWARD HUBER Vice-President IRENE CONNOR Secretary ■ ■ JOSEPH B. SHINE 7708 Green Street Phone Stewart 1073 Treasurer - WILLIAM O. HELBING Alumni gfiociation of ttjc Cf)tcaso Jlormal cijool £ ixtp-(igl)tf) S t. anb fi tctDact be. WILLIAM BACHRACH HENRY W. SUMNER ISABEL E. RICHMAN THOMAS E. DANAHER EDNA L. RIETZ OSCAR JOHANSEN EXCERPTS FROM OUR CONSTITUTION Aim The aim of this Association shall be to unite the graduates of the Normal Training School of Chicago in a closer school spirit, to promote the welfare of the Chicago Normal School, to keep alive its traditions, and to educate the public to the value and need of the trained teachers in the public schools. Membership All graduates of the Normal Deparment of the Central High School, the Chicago Normal School on the West Side, the Chicago Train- ing School for Teachers, the Cook County Normal School and the Chicago Normal School, shall be deemed, and are hereby declared to be active members of this Association. All past and present members of the faculties of the schools enumerated in the foregoing paragraph, shall be deemed, and are hereby declared to be honorary members of this Association. Have You Joined? Eventually — Why Not Now?

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OF THE 882.516 children who attend the Elementary Schools of Chicago, over fifty per cent leave school to take their places in the industrial world upon graduation from eighth grade. It is on this account that the very best teaching is needed in the Elementary School, and for this reason particularly that the Elementary Course was ar- ranged. If asked what course they are taking at the Chicago Normal College, seven hundred and eighty-nine students would reply, I am taking the Elementary Course. Elementary Course! It covers only two years yet what a change it implies in the outlook, ability and training of those who take it. We came up to Normal with the student point of view: to learn what we please because it is directly a benefit to ourselves, to do as little work as possible, and get a mark by fair means or foul. We leave here with the children occupying first place in our minds, conscious that the more we learn the more we need to learn and with the desire to work for the work ' s sake and not for a mark. Does not a child spend eight very important years of his life in the Elementary School? Eight years during which his habits are formed, his instincts are brought out, his spontaneity is either crushed or allowed to develop, his character is molded and his ethical ideals are established. Eight years in which he is to be developed into an honest, upright and just citizen capable of withstanding any crisis. And is not his teacher ithe one who deserves great credit if he attains these ends ? We often say that the Elementary Course through Psychology, Ethics, and Education, provides for the moral standards which we shall develop for the child. Through the most competent instructors we have become, if not adepts, at least, thoroughly advised from a theoretical standpoint concerning the presentation of material to the children, and what to expect from them. Technical schools are renowned for combining theory and practice. Is not that what we do? After the theory has been expounded we are allowed to test it in practice and even then special method is introduced to aid us in our difficulties and to counsel us as to the correct course. All ought to appreciate what the Elementary Course in the Chicago Normal College does for the Chicago Public Schools of today. Marion L. Daks.