Evening capital and Maryland gazette. (Annapolis, Md.) 1910-1922, 1918-07-24

lem is solved satisfactorily. This list
of such problems was picked up here
and there and represents the chiids
selection.
First Grade-Reading story of
Johnny Cake to see if it is as good a
story as Gingerbread Boy.
Second Playing bean-bag
game to see who can make highest
score
table TO show dress, houses and occu-
pations of people in Holland.
Fourth Making play Of one
OF the Morse Myths to show how the
gods dressed talked and lived,
In moral development, just as in
physical and mental growth, self-ac-
tivity is the underlying principle. The
teacher that shows both sides of the
question and lets the class decide
which is the better thing TO do is help
ing those children to discriminate be-
tween right and wrong. The boy who
leaves the room quietly in order NOT
to distrub the other children is form
ing 2 habit of consideration that VIII
carry over into life The class that
feels pride in keeping the school room
neat, clean and attractive will feel
pI de in the home and community la
ter
Behind every effort to improve the
quality of instruction in our schools.
is the ideal of helping each child to
attain the best of which he is capable,
thus making educational activities OF
present worth.
The problems of the one-teacher
school are not the problems of the
town school with ten or fifteen teach
ers; the problems of the teacher in a
community composed largely of for
eigners, speaking little, if any English,
is different from that of the teacher in
an old-settled community; the diff
culties besetting the school situated
in an isolated spot unknown to the
village and town schools; again, the
condition in an agricultural communi-
ty are vastly different from those in
an industrial neighborhood
These differences have been kept in
mind constantly and have determined,
in large measure, the means used to
get at the problem of improving the
schools
In these days of acute specializa-
ton, there is grave danger that the
scholarship side of a teachers equip
ment may be under-valued broad
and secure foundation is absolutely
ny IN
ciept results. A teacher cannot awaken
and develop a love of literature in
children, if she does not know and
love literature herself; she cannot
lead her class to recognize and trace
significant events in the world today,
unless she knows how similar events
have characterized the growth and de-
delopment of each period in the
worlds history; she cannot teach the
| intelligent use of books, unless she
uses them intelligently herself To
know literature. history, and science,
to appreciate the value of everyday
life of music, pictures, and sculpture
all of this is not only a desirable
but necessary part of a teachers
Inc more
of each succeeding generation and the
ability merely to read the simplest
material, to write ones name, and to
J handle numbers with some degree of
accuracy, no longer satisfies the re-
quirements that life makes of the in
dividual The mechanic must know
more of the materials he works with
| than the particular use of each tool
the lawyer must know more of law
than just the mere technicalities the
physician must know more of the
drugs he prescribes than the mere
composition of them, and so, too, the
teacher needs a broader knowledge
than the elements of the traditional
| three RS. The broader the scholar
ship side, the larger the opportunity
to contribute valuable practicable
service to education.
The Teachers Training Chart shows
what percentage of our teachers have