Corinth Elementary School - Yearbook (Shawnee Mission, KS)

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Page Z. Objectives: 1. Develop a need, desire, and ability within the child to become a better citizen. ll. Develop each child in all aspects: A. Mentally: 1. That each child should acquire honesty, tolerance, good study habits, appreciation of arts, ability to evaluate and interpret any situation. , B. Physically: 1. That each child should acquire the ability to improve physical appearance, physical coordination, and those habits conducive to good health. C. Emotionally: l. That each child should acquire the ability to be loyal to himself, his home, his group, his community, state, nation, and world. D. Socially: l. That each child should acquire the ability to accept responsibility, to respect the rights of his fellowman, to be conscious of the privileges and restrictions of a Democracy, and the courage to be loyal to his own convictions. E. Spiritually: 1. That each child should acquire from his home. school, and community, training in these spirtual values which should enable him to become a happy individual in his own environ ment. The members of the entire staff and a parent committee worked with Dr. Cloy Hobson from the University of Kansas to evaluate and improve the program of our schools. We could not have succeeded without their cooperation. This covers the suggestions for an over-all philosophy and a set of objectives for our schools. COMMITTEE: Anna Kabler Adah Hagan Harriette Soellner

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lk CORINTH DISTRICT SCHOOLS 1954 STATEMENT OF PHILOSOPHY AND OBJECTIVES for Elementary School Curriculum The curriculum is all the child's experiences that are utilized by the school in guiding and. directing his development. Opportunity must be given for the child to react in creating his own educational experiences which are approp- riate for varying needs and abilities. The following is a quotation as to the definition of an ideal elementary school. The ideal elementary school is so- ciety's chief formal Educational Institution . It is organized for the purpose of promoting optimum development of all children from approximately five to fourteen years of age. Its functions are to guide children fl, in understanding the social culture,.and in acquiring its basic ideals and certain of its processesg QZQ in evaluating social concepts, ideals, and processesg and Dj in participating in his society with optimum satisfaction to himself and optimum benefit to society The school should do everything for a child that other agencies do not. The school should also correct the wrongdoings a person has acquired from sources out- side the school. The school's ultimate purpose is to establish appropriate behavior patterns in children. The social culture includes the knowledge, under- standings, skills, habits, attitudes, and ideals that have been accumulated by mankind. Elements of the social culture may be classified into two functional areasg those that are instrumental elements are: communication arts and skills, mathematical concepts and skills, spiritual concepts, skills in reflective think- ing, concepts in science, aesthetics, ,physical competence. The experimental are: Family living, Community flocal, national, and worldj vocational pursuits, leisure time activities. 1. The Approach from a Teacher's View His objective or aim is to act as a guide and co-worker, to keep his pupils and their work progressing profitably in accordance to the time used, knowledge gained, materials used, and satisfaction gained from the activity. The procedure of the teacher should be one which creates and helps to maintain an atmosphere conducive to work, a desire to seek further knowledge, a desiregto solve a given situation, and then to use these to create a greater desire for further learning and betterf living within the group. C. The teacher should administer various te sts, the evaluations of which are to be used in determining the effectiveness of the curr- iculum, and the objectives that should be set for more satisfactory living. A. B. 11. Summary of Evaluations of our Curriculum and our Objectives: From the Students View. The students should be happy and satisfied as to their attainrnents, They should have reached a higher level .in the values of living. They should be learning to accept their places in the homes, schools, and community life. The Parents' and Community'.s view should be one of' satisfaction with the school's program. They should feel that the school is meeting it's responsibilities in building boys and girls in a happier more healthful Democracy.. The Staff's Viewpoint should be that they have met the objectives fas shown in the approach, in accordance with our philosophy. A. B. C. 'Kansas Elementary School Evaluation Guide - 1950-51

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SOMERSET FACULTY. FIRST ROW: Marjorie Depoe, Lylian Casford, Harriette Soellner, Adah Hagan, Opal Dunham, Camille Cowell, Paulene Scott. SECOND ROW: Melvin E. Bailey, Ruth Louderbaugh, Betty Collins, Richard Bennett, Asa Cleavinger, Helen Gordon Janet Feist, Mary Ann Lorenzen, THIRD ROW: Shirley Raymond, Mary Lou Web- ster, Shirley Sparling, Merna Disinger, Nancy Danforth, Alein Dahlin. Norma Stretch, Charlene Dickeson. CORINTH FACULTY. FIRST ROW: fLeft to Right, Sylvia Rieling, Nadyne Fleming, Thelma Marsh, Patricia Messamer, Carol .R6lif0I'd, Eloise Smith. SECOND ROW: Orin Swift. Elwanda Blair, Elisabeth Farnsworth, Jean Fincher, Joan Forbes, Truschel Sleeper, Ruby McCall, Turner House. THIRD ROW: Doris Hanebaum, Anna Kabler, Camille Cowell, Irene Boothe, Mathilda Brown, Katherine Stafford. Ann Nee. Not Shown - Teresa Farnen.