Evening star., 1923-04-01
ny CECILIA p. DULIN.

One day teacher replied TO a boys
request. mo, William. you cannot stay
to rub boards until you do better
work for me-" And that boy was pun
ished as effectively as If he had been
kept in" This typifies the willing
| ness of children to help. How they
love to Cooperate is best evidenced
by the eager hands when the teacher
says: Who would like TO help?"
A wise teacher recognizes this at
tttude and seeks to run her school
room on the cooperative plan. Be-
sides assigning traditional Jobs OF
board rubbing. ventilating. distribut
ing and collecting materials she
places responsibility on the pupils for
keeping the daily program In motion
She. however. makes il plain that the
job contracted for must be done and
done Wen. She commends for ability
! and effort.
Elect Own Captains.
The children choose or elect their
given on qualities of leadership and
loyalty to leaders Is emphasized. The
honor of being leader and It's re-
| Sponsthilities also may be developed.
them TO order and lead them when
ready. In good form. What If friend
| ly word or two passes between lead
| ers, such as: Hurry up. Charles
you're slow These captains are
! usually the good fellows" OF the
| playground and good fellowship
| should extend into the sChoolroom ac-
tivities
Opening exercises of the day are
! cad by pupils, the fiagbearer lending
I ~ fl,n lstn
| is an honor most boys covet A visit
! to the bank follows: the thrift captain
accompanying those who wish stamps
He complies reports about the School
savings and lists the names OF those
who earn money. calling on them
occasionally TO tell the class how the
! money Is earned. The report of a
| boy that he scrubbed his mothers
kitchen floor and made a good job OF
| Ii does much to help teacher esti-
mate the real worth of that partlcu-
ar pupil.
Choosing Health Captains.
The health captains, chosen because
OF their excellent health habits. in
spect their rows for clean hands,
| faces, teeth and the evidence OF
| handkerchief. They report when re-
quIred on the improvement of their
| rows and refer any frequent delin-
Quency to the teacher. In physical
| culture captains Of rows, chosen for
| exact and careful form, in the use Of
wands often review the work rows
| and give criticism.
J In the actual teaching Of other SUB.
| iects there are frequently periods OF
| drill or correction In which the pu-
! pills are taught TO help each other.
| For instance, enunciation IS to be
! stressed in the recitation Of a mem
| ory selection. There is an eager com
petition 10 qualify In ability 10 recite
| with cIearness. force and expression.
eide, for this work is 10 beneht them
1 The aim of this drill is TO make the
! children conscious of their audience
and 10 create within them a desire 70
please their listeners. And, by the
| way, pupils should be conscious OF
| the aim IN all their efforts. 1t adds
! incentive TO what otherwise may be-
| come drudgery. The successful group
! are then assigned other members OF
1 the class for drill. This is a fair sam
Pile of extending into the actual
| schoolroom work the cooperation Of
pupils and teacher. without which
| teaching becomes monopoly.
| Studying European Affairs.
! A travel club organizes for the pur
| pose Of studying Europe through the
articles in The Sunday Star. reporting
! to the class the interesting topics
| read A teacher who was IN Europe
/ last summer is now holding a round
| BILE with these children, telling them
her experiences and showing them
pictures of her trip. The current
events captain. chosen FOR ability to
| tell Interesting facts, assigns topics
! each week from the school paper.
Nature is under the direction OF a
! pupil who loves birds. She Is assign
! ing birds of the vicinity for study and
| has succeeded in getting the class in
| terested In making a scrapbook.
The best method of encouraging
| this collaborat is TO accumulate
! the many extra activities Of an ele-
mentary schoolroom into a program
for a club. The word club" delights
! the children and creates a zeal that