Plymouth State University - Conning Tower Yearbook (Plymouth, NH)

Page 20 text:

EARLY FRESHMEN First row: Barbara Dyer, Miriam Glover, Meredith Bristol, Deborah Odell, Nancy AUlrich. Second row: Winifred Maxlicld, Marilyn Palmer, Gale Brown, Martha Holmes, Nancy Aldrich. Third row: Judy Demers. Nancy Beal, Dianne Homans. SOPHOMORE First row: Kathryn Stratton, Maxine Boyea, Corinne Kelley, Ioanna Cleaves, Shirley Farnham. Second row: Kathleen Anderson, Beatrice Scammon, )udith Stone, Bette Tirrcll, Grace Neely, Lucille Kimball.

Page 19 text:

DIVISION JUNIOR First row: Patty Merrill, Sandra Thibcault, Gertrude Anderson, Pauline Dallaire, Elaine Olsen. Second row: Corinne Crowe, Germaine Jenney, Barbara Rousseau, Kathleen Jackson, Ruby Swett. The Business Education department now occupies what was previously part of old Livermore Hall. This brightly painted and newly furnished department brings about an atmosphere conducive to learning. The renovation is a tremendous improvement over our old habitats — rooms 6 and 9. No longer do we have to run up and down stairs because our new office machines room, secretarial room, accounting room, business library, and Miss Horace and Mr. Ernst’s offices branch from the same corridor. Up until 1958-59 the Business Education curriculum consisted only of the comprehensive program. To this has been added accounting and secretarial divisions. The necessity and need for competent business teachers is constantly stressed. Business majors are trained in the skills found in the majority of offices and also learn about other aspects of the business field such as law, management and economics. The intent is to relate our training here to the activity of the business world as much as possible. To enable us to teach better and acquire further understanding of the business world, we work for an eight-week period in a business office. Under the direction of Miss Horace and Mr. Ernst and with the help of the new department, we are well prepared to take secondary school positions in the Business Education field.

Page 21 text:

CHILDHOOD JUNIOR Fint row: Shirley Crewe, Sheila Calcutt, Mary Chapman, Carole Plaistcd. The primary purpose of the early childhood program is to prepare students to work with children in kindergarten and first and second grades. In addition to attending the regular classes, each early childhood major spends two hours a week as a classroom participant in the demonstration school. This opportunity not only gives the student personal experience in preparing lesson plans in various subject areas, but also gives experience in actually teaching and carrying through those lessons. The participation program also provides the student with experience in putting into practice some of the theory concerning the teaching of young children. Each year the early childhood class members take field trips to observe and compare different techniques and programs of education, and different school plants. It is the aim of the early childhood program to prepare the student so that he or she will be able to offer her pupils the best possible foundation for their future years. The early schools years are of extreme importance in the total educational program. During these early years the child acquires the basic skills and knowledge which are so essential to his later development. The attitudes of children and parents toward education are greatly influenced during this period of education, and the school and home should work closely together in these early childhood years. The early childhood program stresses the development of the child as a total person, physically, emotionally, spiritually, and mentally, with emphasis upon his mental development. A young child should be treated as a young child, and should not be expected to achieve adult standards. His uniqueness should be fostered, but his similarity to other children must also be cultivated. By developing a program of rich, first-hand experiences involving small group and some large group experiences, and through sharing, exploring, and experimenting, the teacher can lay a good foundation for the pupil for his more formal school program. The best way to prepare a child for a higher level of learning and development is to help the child develop most fully at each level. Besides possessing a great deal of patience and understanding, a teacher of young children should possess sincere love for her pupils. 9