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Page 21 text:
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Already John has planned his busy day at school. After he's removed his overshoes and hung up his jacket there's friends to greet, games to play and stories to read. Each child has John Caster his own locker. He’s responsible to see that it's kept dean. Youngster aids in development of education John Caster was two years old when he started school. John’s parents, Mr. and Mrs. W. O. Caster, enrolled him in the nursery school program of the Institute of Child Development and Welfare at the University of Minnesota. John is now 5 years old and is attending kindergarten at the Institute. Next year he will enter first grade with four years of schooling behind him. John is a bright young boy who’s popular with his 24 classmates. During the school day, John and his friends learn, play, rest together and help each other solve problems that arise daily. When the children arrive each morning a nurse inspects each student, making sure he’s physically fit for a full day at school. For the first part of the morning, John and his classmates participate in “free time. Here they visit with each other, paint, work with clay, exercise on the “jungle jim” or experiment with the many crafts provided. John is a friendly, popular young hoy who joins in classroom fun. Here he enjoys a good talc told him by one of his fellow classmates. 17
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Page 22 text:
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The class is called together to talk over the morning’s events and to discuss observations the children have made in relation to their current interest in science, travel or seasonal holidays. Through experimentation with science and music it is felt a strong foundation can be built, even at this early age, for further learning in these areas. After luncheon the children go outside for play, weather permitting. The play yard is fully equipped with recreational equipment such as ladders, swings, and in the winter, sleds. After recess the children have the opportunity to “enjoy their own thoughts, during their rest time. Each child has his own cot and most fall asleep during this 60-minute period. Games, books and records complete the afternoon segment of their school day. At 3:30 John and his school mates are picked up by parents or older brothers and sisters. The philosophy behind this children's educational program is that children obtain a broadening base of learning from which new learnings can naturally follow. Entrance to this school is on a tuition basis. The only requirements are that the children arc not problem cases and that they come from normal, unbroken homes. During the day the children stand ready During free lime the children .ire allowed to exercise on the play equipment found in the classroom. They arc encouraged to paint, read, listen to records. After these morning activities a discussion is held on what each one accomplished. John shows a classmate some pictures taken on a recent trip. By sharing these pictures students gain increased interest in travel. John and a classmate rhythmically beat out the song. I've Been Working on the Railroad. Such musical and rhythmical experimentation builds a foundation for further learning.
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