Macalester College - Quid Nunc Yearbook (St Paul, MN)

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To be a secondary education teacher includes some unique experiences. First ol' all, you have to take some gruelling courses, understand your- sell ' and be a second Bob Hope, Paul Tillich and Albert liinstein. Alter obtaining these attributes and becoming a master ol' knowledge in your own .field comes the glorious chance or the 'try-out' period Qmore commonly known as practice teach- ingj. You laithlully examine minutely the short, hundred-page pamphlet, 'iRequirements lor Practice Teachers in Secondary Education and gasp with great alarm, HI don't even know what isight-saving' is! Ready or not, you trudge gayly but apprehensively out to your school Qexpecting all the juvenile delin- quents in St. Paul to be waiting for youj and begin your practice teach- ing. Usually you hnd that most of your students are very lunnan and not really Marlon Brandos in disguise. Things progress quite well, despite your nervousness, until D-Day QDie- renfield Dayj. This is the day that Dr. Richard Dierenheld comes to ob- serve you in action. Today is also the day your students decide that chaos should be king and discipline is a concept you fleetingly wish was banned in the United States. You survive the whole experience and finally sign a contract. And Mac- alester is proud to send out another teacher with an excellent background gained from a hne department. Education student Avis deMc1agd discusses theory Arnold Holtz. K, sg L 4-.. :L . Q WSI .1 Q-L, deg, ..- Mr. Allison and Professor Richard Dierenfield are reviewing the NEA History with Professor J. Albert Palmer. with Professor i iff:- ' T 'f ? , '.f .f:2::':-''?lT'f-5'7f1 fq1 -.1-'-3 ':.., ' -. :-f.fw2f23ts'seaG slr' ' ' ' bw' -ax +5 '57Ii' 'KSN . A l . 5 -. fl -1.-.v.-'L-'- f' -f 5 -Q'-g '-'- - -I ,1' - L-l?ii - ' f- - 1:-:wa f ...I -,-.1 v.. -. xzl-. I f ...,, i TT. 21

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James J. Shannon, Barbara Ellsworth, Julia Markkula, Hope H. Lea and Bernice Peters. Ee The world, seen through the eyes of a child is not the world that adults know. So the ef- fective elementary teacher must be able to place herself in the child's world, yet rise above it with the knowledge that she must present to her students. For this reason, elementary education students take a wide variety of classes. It will be their responsibility to supervise tl1e growth of the total child and develop every facet of the studentis mind. XVhether the college girl will teach kindergarten or fourth grade, she must be able to answer any and all questions, her knowledge must be wide and endless. How many fields are the object of a child's inquiring mind? To the el ed majors they seem endless. Kindergarten -what does God look like -why is a caterpillar covered with soft hair- where is the sun when we can't see it? In the upper grades, the second, third or fourth, the questions become deeper and more mature, as the students wake to the world around them. YVhat makes a light bulb light-what did Columbus do -why does it rain? In some way, an answer must be given. 6 education essential ZFFQ . s to educations 4 f Hi U 3 A. - iff - - t.'- ft -. gs. - , ,EPT 'Q1f::i,1z'yf.gfQ :'i f1' ' -V i V ,C Q' S' . I V '- . e5aeineayCa,- '-if-ff,'T9 rf : Q ' ' ' 74: 1 , . - 5 ' - ' ' . hi' -' ' '-if-11 tfga w-te' fa. A 5 '52 AJ: A ,if-R Wlll Hut academic knowledge alone does not pre- pare a teacher-to-be. She must also learn the ways of the classroom, how to conduct and lead, and turn to best use the Hgroup spirit of as- sembled children. So numerous Hmethodsn classes are offered, each giving those small but essential bits of information that are so helpful in creating a pleasant atmosphere in a classroom. Good books, cheerful and sunny pictures or drawings and a smiling teacher wearing the jewelry children love. Elementary education majors sacrifice much. Because of their carefully planned schedules they often cannot take as many electives as those with other majors. But then, they probably realize, more than anyone else, the meaning of molding young mindsf, 20 Wm. Patrick Colbert, Margaret Paterson, E. Louise Curtis, Anstice T. Abbott, and Isobel Walling.

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Seated: Celestia A. Meister, F. Earl Ward, Department Head, Margaret Maclnnesg stand- ing: Wm. Lawrence Thompson, Douglas C. Stenerson, Janet Ross, Raymond A. Stassen and Howard F. Huelster. There is nothing quite so disillusioning as taking Fresh- man English. One soon discov- ers that letter writing and essay writing are not the same thing. Not only is punctuation and spelling questioned and torn apart, but ideas and concepts are very often completely over- hauled and reformulated. Ad- vanced English courses are aimed at making the student read with greater discrimina- tion and understanding. This is achieved by pages and pages of reading, classroom discus- sion, papers, and more read- ing. 'What does a student get out of courses from Mac's Eng- lish Department? He knows how to properly footnote a term paper, his 'Kpersonal li- brary grows and grows, as does his bill at the bookstore, and he becomes adept at ex- pressing himself clearly. extremely U ' H english Pictured in an unusually neat part of the English oFl'ice are Roger Blakely, Ray F. Livingston and Thomas A. Nelson. Not shown is John A. Sweetser III.