Salem State University - Clipper Yearbook

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192-1 YEAR BOOK 1924 School subjects. correctly handled, do much to make the child appreciate and love his country. History, for example, shows how nations had to struggle for their places in the world. Music is a subject which can accomplish much for the child. The American child should hear good music in the schoolroom, for it is his birthright. Are we going to allow musicians of the old world to provide as much of our music in the future as they have done in the past? A1't, particularly art appreciation, should hold an important place in the school curriculum. An appre- ciation of the beautiful, which is gained from art study, will make life more happy and worth while. Perhaps some of the pupils entrusted to our care have artistic abilities. Let us give them opportunities whereby to test their skill. Literature is to the child a means of enjoyment in his own home. Stories of great Americans, stirring poems of civic ideals, and nature studies of the great out-of-doors-all have messages for the American school child. The reading of well-written literature results in a better use of the English language, one of the essentials of good citizen- ship. Through carefully chosen moving pictures, and by means of books and maga- zines, let us see that the child has a knowledge of the land in which he lives. Let him visualize the great American industrial cities, the broad American plains, the mines wherein lies much of our wealth. The teacher of today faces a ditlicult problem. She must teach American ideals. Her whole ettort must be directed toward making the child a better Amer- ican. Our duty then, Graduates. is to make our school children love, appreciate, and support their country. Are we equal to the task '? We have had the training for the work. A knowledge of human nature, an affection for the young American, and above all, a pride in the future citizen of our land, are all that we need to gain IYUCCCSS. Pk Sli Pk Pk Pk It has been said that democracy is ever changing,-that when it becomes static, it ceases to exist. Is this not applicable to education, also? Are not the ideas, the aims and the methods of education constantly changing to meet new conditions of life? And are we, as teachers of the younger generation, adapting ourselves to these changing conditions: availing ourselves of every opportunity: taking advan- tage ot' everything which will advance us a step higher in the professiong altering our habitual methods for newer and better ones as they evolve? If we are not doing these things, then we are failures! We must not become static! Every year, every month, yes, every day, brings forth something new, and we must hold ourselves responsible for the ability to look at the arising situations from an unprejudiced, broad-minded and intelligent viewpoint. Reject the new theory, method, or experi- ment, if necessary and sulliciently justified, but be willing to give it a fair trial be- fore condemning it as wholly unsatisfactory. The vast field ol' education is continu- ally advancing and broadening, and it behooves us. as teachers, to be constantly alert for new ideasg to keep our minds clear and ever ready for new impressions. In short, let us be progressive, not static!

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1921 YEAR BOOK 1924 ' XrI1I'IlN l'l'l'XlXX V111 ' Ml 'I' M. rw 4.11: y'1N'r,-'WI'-r'..nIx-1 Ivwwi IRIN 1