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Page 12 text:
“
College Life Yesterday, many individuals felt that a college consisted of nothing more than a building and a group of students being taught by a group of instruc¬ tors. Today, any college worthy of the name includes, at least, a building adapted to the needs of the community served, a student body large enough for efficient administration, a teaching staff specifically trained for the duties to be performed, a curriculum broad in its scope, and college spirit and atmos¬ phere conducive to real living. That the State Teachers College at Salisbury is worthy of the name is evidenced by the fact that the physical plant is well adapted to the needs of Maryland, the student body, numbering two hundred fifty, is large enough for efficient management, the members of the faculty are not only well trained but experienced in the phases of college work for which they are individually responsible, and the college life is wholesome. The college has as one of the principal objectives the providing of con¬ ditions such as will enable all students enrolled to live full and enriched lives. According to Dr. John Dewey, We learn to do by doing. At the Salisbury State Teachers College st udents learn to live through living. Such living includes participation in classroom as well as participation in extra-curricular activities. Such expenditures as are necessary for efficient class, laboratory, and library work have been provided. The so-called extra-curricular activities include provision for students interested in art, athletics, debating, dramatics, journalism, and music. Student organizations furnish a variety of opportu¬ nities for individual participation on the part of both boarding and day stu¬ dents. The Student Council and allied organizations meet the specific extra¬ curricular needs of most students. We feel, therefore, that the State Teachers College at Salisbury is offering to the youth of Maryland genuine opportunities for living. J. D. BLACKWELL President • [ 8 ] •
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Page 13 text:
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The Lahuratury-Schual Activities in the campus laboratory-school are of two types. One is con¬ ducted on the unit-of-subject-matter-basis, the other on the unit-of-experience- basis. In the first type, systematic study of subject matter is implicit and is, to that extent, traditional as the activities grow out of the logical development of subject matter. The major emphasis is on subject matter as such, and the expected outcome is its mastery. In the second type, systematic applica¬ tion of subject matter is implicit, and hence, the psychological, rather than the logical arrangement of subject matter, is followed. The major emphasis is upon the ability to do something with the subject matter; the expected outcome is its functional unity. Thus the activity program organizes itself around two major objectives, viz., the mastery of subject matter and the func¬ tional units of subject matter. Activities originate from three main sources: those growing out of the actual needs of the school as it performs its function as a laboratory-school, those growing out of the systematic study of subject matter, and those grow¬ ing out of the professionalized courses given by the subject matter specialists. Some examples of activities which have been carried on in the labora¬ tory-school are: The publication of a school paper, distribution of milk to the several rooms, and the broadcasting over WSAL of a play composed by the pupils themselves. One of the chief purposes of conducting activities in the laboratory-school is to give the prospective teacher some preliminary training in teaching an integrated curriculum, as well as to encourage her to integrate her own courses, both academic and professional. T. J. CARUTHERS Director Teacher Training [ 9 ]
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