Newark post., 1920-12-08
BALTIMORE PAPER
FEATURES WORK OF
NEWARK CHILDREN


Continued from Page One.)
through accomplishment of the
task undIertaken,~ all are invalu-
able experiences which link the
school, life with the business
world into which so many are
eventually precipitated without
adequate preparation.
While, as the Baltimore Sun
states, the business people of the
town gave loyal support, the par
ents and friends became regular
subscribers, and the students
worked faithfully to increase the
circulation and to sell advertis-
ing space, they found, as many
small town publishers found,
that increased costs of all print
ing supplies made it impossible
this year to make a newspaper
self-supporting. They were un-
willing to conduct a paper on any
other basis although offers of
financial assistance were made by
interested individuals and or
CARNATIONS. They have considered
and rejected various methods of
supplementing the subscription
and advertising returns by the
combined efforts of all who are
interested. The final decision was
in favor of a Christmas play to
the success of which every one
may subscribe in some manner.
Announcement of this is made
elsewhere in this issue.
project" Method Will Supplant
Old Enforced" Teaching
The old fashioned enforced"
method of teaching will in Miss
Bamberger's opinion, eventually
surrender Internationally in
favor of the "project" method.
The success of this method has
been demonstrated at Horace
Mann School, New York City, and
in many progressive schools
. throughout the country. 1t was
l instituted in the Newark Public
. Schools several years ago largely
through the instrumentality of
) Miss Agnes Snyder and other pro-
! gressive teachers who had OBJ
: served it's success elsewhere. All
who have tried this method are
) enthusiastic over the results. Ed
ward Roche Hardy, Jr., the 12-
year-old boy who has just entered
, Columbia University, attributes
, his swift progress through school
I largely to a diligent application
to the project method at Horace
Mann School. His success while
not typical of the results of the
method, since he enjoyed unusual
opportunities of teaching and
) travel, exemplifies its underlying
principles. All of the personal
, help and all of the travel could
not alone achieve this result. The
real determining influence was
. the stimulus afforded by purpose
y full activity, the creation within
the pupil of desire and curiosity
>. to learn, which is the heart of the
!, project theory.
r project" Method Not a Hap
t hazard Process
Skill and intelligent study OF
the part of the teacher are neces
sary to make this method a sue
|. cess. Before attempting projects
. a teacher must have a thorough
= knowledge of the habits of tn,
!, = children in her care, an intimat
Il knowledge of the communit,
: background in which they live o
!, have lived, large store of gen
l. l. eral information, and an under
81 standing of present condition
: that comes of reading and stud
e kept up INCREASINGLY.
y This method bids fair to put t
% rest the disturbing question
y. what is the matter with ou
" public schools?" so frequentl
asked by irritated business me
s. who found the product of tn
- schools in most cases an almos
'e useless commodity with "a smat
tering of many things, a thoroug
and usable knowledge of none.
The criticism from many quarter
N of purposeless, impractica
n course of study in the publ
d schools was but feebly defende
n, by educators who were bound b
d chains of conservatism and fet
e ters forged by hands long dead.
s. Purposeful study that accom-
II plishes a definite end and give
!, ability to do some specific thin.
q %ho lo,>,o,I of A., ,,ro -.