The Republican. [volume] (Oakland, Md.) 1877-current, 1948-05-20

nation. What an uncomplicated plan
for teaching-Geography? English?
Science? and other subjects ] was I'M
able to list at the moment.
The plan for the ninth grade, he
separated some papers on his desk,
calls for continued sequence thru the
unit "Our Shrinking World" empha-
sizing the individual role as a mem
Der of world community.
No complete list of areas was in
cluded in the core: Science and other
social-study units are used by the
class when the need arises to fit into
their interests to solve the problems
at hand.
The task of gathering teaching
material is the cooperative effort of
the Junior High supervisor, who came
to the county in September of the
second year, and the core teachers
who take part in developing units. A
variety of materials, books, pamph-
lets, is supplied each teacher and
added resource provisions is made
through the county office for trans
portation of classes on field trips and
excursions.
The main difference between the
core program and the old is the
method of approach. Interests and
needs of pupils determine the type
TEN is to prepare a boy and a girl to
take his, and her, place as happy
contributing member of our demo-
cratic society.
In purposeful learning, as the core
Z Il. Il i l..
for permanent results; and for econo-
my of time. The remedial period is
the significant applied program: one
hour each day for Reading, English,
Handwriting, Mathematics, Spelling
as clearing house for difficulties en-
countered in each days routine. The
fashioned method of repetition is
employed at this point because of bad
habits acquired in pupil-learning pro.
cesseS which must be smoothed away
Accuracy is stressed.
The aim of the Junior High is to
provide wholesome development Of
pupils as individuals, and guidance
cannot be separated from these
courses. What will the child want to
do in life? What are his capabilities
Where to attend colleges? How can
he improve his work? Here, the guild
ance teacher gives valuable help.
The system encourages teacher
and pupil to plan together but only
as far as the capabilities of both will
permit. 1t requires more teacher
guidance and direction than the old
system. The librarian is also an i'm
portant figure; core teachers WoI k
with her In fact the librarian may
we'll be termed the hub of any school
The supervisor keeps in touch with
work in core classes. encourages and
watches improvements. She helps IN
the selection of material, contributes
to training of teachers in this pro-
gram. She holds conferences with
core and special-subiect teachers
Upon the cooperation of teachers AMI
supervisors depends the success of
the system.
The principal serves the system in
many ways: he takes complete
charge Of his particular school. He
must have the sympathetic support Of
his entire staff; help those teachers.
though well-traincd, to whom the
system is new. lie must see thal
every member of the faculty under
stands core PHILOSOPHY. He must plan
schedules so that teachers can be
freed for core planning. His school
should present pleasant environ
ment, the classrooms be livablc as to
lighting and coloring, sources for an
increase in children's pride. He is the
practical adviser i'm Parent-Teacher
groups. In fact his school should be
smoothly-run. (His most certainly
was, could not help thinking. | had
met only courtesy and industrious
quiet halls).
"Then," | had been mute too long,
l"I'm not to assume a bus filled with
school children passing my door i'll
the middle of the afternoon mean q
glorious picnic?"
He nodded: "What you will be
viewing is a class enroute to local
camncry, a bank, court, or storage
plant, drawing information from
their surroundings. But they will re-
view that material from the text
book when the class returns to school
Seeing is believing and highly instruc
tive. We might transport group of