Salisbury University - Evergreen Yearbook (Salisbury, MD)

Page 22 text:

tu den t teacL er5 reme inner L A philosophical interpretation of the elementary school curriculum IN KEEPING with most of the Ameri¬ can schools the College Elementary School is endeavoring to assume part of the responsibility for the total life of the child. A flexible curriculum has been planned to include the child’s total ex¬ periences in school, and utilize as many as possible outside of school, during his time of receiving organized instruction. Therefore, the teaching is done with ref¬ erence to his social and natural environ¬ ment and with respect to his total per¬ sonality. The school places much emphasis on a philosophy of education and basic princi¬ ples rather than on subjects listed on a time schedule and on grade levels. abow v.i ! a w t here are fundamental general unifying themes, which are used in every school, but it has been found that the child is best served and educated when these or¬ ganized subject matter themes are corre¬ lated in a practical way with his total environment. This organization main¬ tains a situation in which a mastery of a particular bodv of knowledge is obtained through a logical and orderly arrange¬ ment of essential facts. At the same time the learner is given an opportunitv to READING CLASS Reading activities in the first grade open up a new world to the little folk and to the student teachers, also. LIBRARY HOUR One of the essential ways of stimulating a love and joy for reading is to equip the schoolroom with at¬ tractive and interesting books which has been the goal this year. 18

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was observe L • • • . . . in conjunction with the Wicomico Historical Society. That organization seems to be an especial part of our col¬ lege, since it has a room set apart in our halls for its growing museum. One of the purposes of the Armistice Day program this year was to add another historical relic to that fine collection. The boys of Company I marched to the college bear¬ ing their historic Maryland Flag, which had been sent them as a gift from the community while they were in service on the Mexican border in 1916, and pre¬ sented it to the Wicomico Historical Society. In accepting the flag from General Woodcock of Company I, Miss Maria Louise Ellegood said: “We count it an unusual privilege to have it placed in our custody and we pledge you that we will preserve it to the very best of our ability. This flag will be a challenge to duty to us and to those who follow us. Its worn folds and faded colors have gone with you of Companv I through your months of watchful service on the Mexican bor¬ der in 1916. It has been with you through bursting shrapnel, deadly gas, exposure and fearful strain of trench life in Europe An historic Maryland flag during the first World War in 1917-18, and it disembarked with you in Norfolk. “When the call comes to you again for larger duties, we know you will lead your men with that same gallantry of spirit and earnestness of pur¬ pose that characterized you and your leadership throughout the other years. ...” If and when a call for service comes to the bovs of S. T. C. may “that same gallantry of spirit and earnestness of purpose” belong to them. 17

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MARBLE GAME When the first signs of spring come children put aside all other play activities to engage in many games of marbles until the tournament has been played. ART From love of art in all its phases occasionally great artists emerge when youth is given freedom to do creative work under the guidance of a specialist. uAMPUSSCHOOL make these facts and experiences func¬ tional and vital by participating in group or individual activities. Such a plan leaves the child with a unified school experience. The school has determined that the pro¬ cedures adapted to this type of teaching depend upon the philosophy of educa¬ tion, the nature of the subject to be taught, and the personal characteristics of the teacher and the pupils. In using any of the procedures today which have developed from a scientific, philosophical, and psychological basis, each child is taught the kind of living in which every person comes to understand every other person as an operating per¬ sonality. The kind of personality an indi¬ vidual builds is more important in deter¬ mining the quality of his behavior than the pure subject matter knowledge. It helps each individual pupil to understand himself — his capacity, attitude, and pur¬ pose. He is also given some basis on which to act on his own judgment in any set of circumstances. This development comes best in a social setting where individuals acting together, democratically, are trying, sympathetic¬ ally, to solve some problem for the better¬ ment and further progress of the group. 19