Date... Subject.... Teacher.... REASON-Program requirement.-Specific purpose. AIM-To see if something is done or known.-(Testing)-To practice THE START-Stimulated interest and a desire to learn. Showed: 1 The 3 Just how GENERAL NATURE-The exercise as a whole was a situation or series of situations demanding pupil activity. The use of the presented material was involved. Success in its use assured. proper use produced satisfaction. with learned material prolonged Carried forward former learning. PRESENTATION-The material to be conspicuous, complete. Was stances in which it functions. is used. Its QUESTIONS-Were asked by: 1 pupils 2 Teacher. They were: 1 Set questions (book or outline). RESPONSES-Fragmentary to pumping questions. A complete re There sponse to a question. Several responses to a question. necessarily. 2 Teacher. No. The acceptance or rejection of answers and proposals determined by: 1 Pupils first. In the class the teacher's advantage came from keeping her book open. Yes. EFFICIENCY OF TIME-Before class things needed were distributed or ready and convenient. Transitions were made quickly. Time was lost: 1 By teacher hunting for something. 2 Dictating or writing on the board what under the actual circumstances could have been ready before. 3 By re-doing in class, work already done on assignment. majority. PUPIL PROVISION-Some bright ones took matters away from the THE FINISH-The work terminated where expected. Along the line equal nized next step. task. continue. RESULTS Greater ability out of school to do anything required or desired by children or adults. enjoy leisure time. Larger ability to profit by and greater ability to participate therein intelligently. } Why the College? E. E. CATES, PRINCIPAL, LOS ANGELES PREPARATORY SCHOOL OF UNIVERSITY OF THE WEST, LOS ANGELES, CAL. E DWARD W. BOK discusses in an article whether a college education is necessary to a young man's future. Mr. Bok himself was not a college graduate and he became a millionaire. Although he became a literary and a financial success, he is one of the exceptions in that he values a college education. Only one per cent of the American people is college trained, yet from this one per cent comes 97 per cent of the leaders in all the fields of activity. This statement by Mr. Bok rings true. "They who say that education is the only problem of the American people today which, if solved among the people as a whole, would solve all other problems. are strikingly close to the truth. There is no single investment that is more productive for a nation than expenditures along educational lines." The college is one of the great forces for good in the world today. It is of supreme importance right now. And the youth of the country think so, for every college in America is full, crowded, and overflowing. The rewards of the college are the satisfaction of accomplishment, the joy of understanding, the happiness of increased efficiency in service, in the ability to contribute to the common good. Why the college? Because it preeminently fits men and women for happiness, for success, and for leadership. The college trains the mind. It exists primarily for that. Το think clearly, to judge rightly and discern the truth is the quickening appeal of the college, and it is one that should and does breed right-minded, humble and worthy men and women. There is not a college in the country that does not everlastingly declare to its youth that righteousness, decency, honor, justice and worth are more precious than silver and more to be desired than finest gold. One college president has said, "I am not half so much interested to know whether a man has been through college as whether the college has been through him." Chauncey M. Depew, when U. S. senator from New York, made this statement in one of his addresses. "Any young man well equipped with a college education increases his chances of making a living and of a more rapid promotion in any line of business, 200 to 300 per cent, given that he possesses the requisite amount of energy, industry, and persistent application that characterizes every successful business man." It is the quality of thinking that differentiates the college man from the non-college man. Deplore as we may the inefficiency of the modern college and the weakness of the system under which it is conducted, one must return to the fact that nothing has as yet been suggested that can take the place of the American college life for a boy in preparing him to become a good citizen, with large culture and fine idealism that a boy can get out of his college privileges if he will but sense and grasp the opportunities. The college atmosphere is undoubtedly charged with idealism, and though we might ask that this idealism were more intelligently tempered with a practicality adapted to the needs of the world, and with a little less emphasis on the spectacular and the trivially useless, the idealistic spirit is there, and the ground work exists for a large and fine culture, which should be the background of every citizen. The student has the opportunity to lift himself out of the commonplace, and he comes in contact with forces that give him aspiration and service. The classics are becoming somewhat unpopular; but here is an instance where big business puts high value on the classical standard. The Cunard Steamship Company picks university graduates for its clerkships, and chooses largely specialists in Greek. Now there is no use for Greek learn ing in a steamship office, but the Cunard officials know that a young man who has spent four years in mastering Greek is also a proved master of concentration. A professor in the University of Chicago told the students in his classes that he should consider them educated in the best sense of the word when they could answer yes to the following questions. Has education given you a sympathy with all good causes and made you espouse them? Has it made you public-spirited? Has it made you a brother to the weak? Have you learned how to make friends and to keep them? Do you know what it is to be a friend to yourself? Can you look an honest man or a pure women straight in the eye? Do you see anything to love in a little child? Will a lonely dog follow you in the street? Can you be high-minded and happy in the meaner drudgeries of life? Do you think that washing dishes or hoeing corn is as compatible with high thinking as piano playing or golf? Are you good for anything to yourself? Can you be happy alone? Can you look out over the world and see anything but dollars and cents? Can you look into a mud puddle by the wayside and see clear sky? In "Who's Who" 59 per cent are college graduates; 14 per cent are college trained; 27 per cent have no college training. Out of 1000 pupils who entered the first grade this year, 600 will finish the eighth grade, 300 will enter the high school, 110 will graduate from the high school, 38 will enter college, and 14 will graduate from college. Every day, somewhere in this country, a high school building goes up. Every September more young men and young women are knocking at the doors of our colleges for admission, and the 14 out of every 1000 that enter the first grade of our schools and that graduate from college will increase in ten years to more than twice 14; and then the college will exert a greater uplift and a far greater influence in public life. But even then some will be found who will argue that a college education does not advantage a man for public life or for business. These sentences from an address of President Coolidge may well be set down as maxims. "The individual may not require the higher institutions of learning, but society does." "Without higher education civilization, as we know it, would fall from mankind in a night." "Those with liberal culture ought to be the leaders in maintaining the standards of civilization, or their education is a failure." Jesus once said to his disciples, "I am come that they might have life, and that they might have it more abundantly." And so the American college comes today to every ambitious boy and girl in this broad land and says, in all reverence, "I am come that you may have life, and you may have it more abundantly." When a Man's a Man When a man's a man at losses he doesn't whine, He doesn't expect his fellows to make of him a pet so fine That honest labor doesn't demand his major time. He doesn't sneer at his neighbor nor shun a righteous cause, Life to him is a sublime challenge to all that it great and grand, -WALTER SCOTT MCNUTT, PH.D., Coral Gables, Florida. |