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About The Rimrock Echo (Billings, Mont.) 1930-1943 | View This Issue
The Rimrock Echo (Billings, Mont.), 16 May 1929, located at <http://montananewspapers.org/lccn/TheRimrockEcho/1929-05-16/ed-1/seq-2/>, image provided by MONTANA NEWSPAPERS, Montana Historical Society, Helena, Montana.
VAIROCK ECHOES STAFF OF RIM ROCK ECHOES Class In Advanced Composition Imelda Darby - - - - Editor-in-Chief Mrs. Lillian Morgan - Verna Lacock - - Editorials Mary J. Meek Faculty Sponsor News And Activities Harold L. Miller - - Minnie Hansen Mrs. Lenada S. King Mrs. Lelia Salsbury Kathryn Maxson Mildred Coons This paper is put out by the members of the class in Advanced Composition in order to motivate some of the daily theme work of the class and to give publicity to the activities of the school. DO YOU POSSESS IT? The students of the education classes of the Eastern Montana Normal School have been reading books about methods of teaching, written by Bagley, Strayer, Thomas, LaRue, Freeland, Parker, Dewey, Kilpatrick, and a host of others. These authorities have stated this and that. This is all fine and en- joyable, as it points the way to be followed and the type of lesson to be used by the efficient teacher in this rapidly changing civilization of ours. In a little book of barely fifty-seven pages, \Have You An Educated Heart?\ written by Gellet Burgess, the author gives this explanation of an educated heart: \Some hearts seem to be self-made, you know —rough-dry — unvarnished — amateurish. And then some hearts are just as if they had been to college and been graduated in kindness. They've got their B. K. or D. K. even sometimes. Yes, I know at least one Doctor of Kindness.\ Is this not the vital question that teachers must answer: \Have you an educated heart?\ We have followed the psychologist who takes the soul out of life's scheme and gives us a cause for every human action, a rule for every bit of learning acquired. Somehow this does not satisfy. If we would educate our hearts more, would not our way of doing things, our method, if you please, take care of itself? A teacher with an educated heart would see when poor, slow Johnny had done his best, although his best is far removed from the teacher's goal. She would give him just the words of commendation he so craves, saying enough to accomplish this without making him satisfied with the result he has obtained. He would then strive, oh, so hard, and would surely do better work. An educated heart would make the teacher re- member the days when Susie was the happy, bright- eyed student with a finely prepared lesson, and lead her to forget the day when Susie's eyes were dark with anger and her lessons unprepared. An edu- cated heart would lead the teacher to discover that Susie's mother is dead and that Susie must care for the four younger children while striving to make father's wages provide for all. An educated heart would discover big Pete's over-whelming love for his otherwise kind father, who breaks the eighteenth amendment every chance he gets. It would perceive that some subjects must be tactfully handled or Pete is a sullen bit of fifteen- year-old boyhood who cannot then concentrate on his lessons . An educated heart would lead the teacher straight to a visit with quiet, hard-working Mrs. Smith, whose intense longing is for a high-school education for her studious daughter, Ethel. During that call the teacher would talk things over with the mother, and between them they would perhaps find a way. An educated heart would discover how very hard fractions are for Mary, that compositions are horrors for Ted. An educated heart would make a teacher remember her own school days, and this retrospec- tion would lead her to give Elsie courteous assistance as though Elsie were the little girl that is now Miss Teacher. Dear teacher in the making, if you discover you haven't the educated heart, begin at once to put it through at least the primary grade, and then keep it strictly and carefully in school all your life long, so that_ it may be said of you, \She had the educated, or understanding, heart, and her pupils have a fine foundation on which to build their house of Life.\ — L. M. THE PROBLEM METHOD VS. INDOCTRINATION One of the greatest crimes committed against childhood and indirectly against society is that of robbing children of the opportunity to develop ini- tiative and self-reliance through the solution of prob- lems arising at home and in the classroom. The practice of telling or showing another how to do a thing rather than helping him to solve his own problems is known as indoctrination. The harm wrought in this way is impossible to estimate, for the habit of dependence upon others carries over from childhood into adult life. It is probably responsible for more failures than is any other factor. Parents and teachers are the chief offenders in the matter of indoctrination, for it is to them that children are entrusted in the plastic stage of their development. The busy mother who thinks that she is saving time by dressing her child instead of allowing him to perform this act himself is wrong- ing both herself and her child. She is making un- necessary work for herself and depriving her child of the opportunity to exercise his initiative. It often seems easier to the teacher to tell the child how to work a problem in arithmetic than to guide him in solving his own problems. Such teachers have a short-sighted view of education. If pupils were taught to solve their own problems, life would be much easier for both pupils and teacher. Let us then direct our teaching so as to develop the initiative and self-reliance of our pupils. This may be accomplished through the problem method. It requires more careful planning on the part of the teacher, but it pays immensely in the long run. The teacher is repaid by the increase in the interest and efficiency of her pupils. The immediate re- ward of the pupils is that feeling of satisfaction which comes only from personal achievement. The ultimate reward is the development of the initia- tive and independence so indispensable to success in any field of endeavor.—I. D. SUMMER SCHOOL BEGINS IN ONE MONTH Registration day for the summer session is Mon- day, June 17. Classes begin on Tuesday, June 18, and end on Friday, August 16. The courses offered will be largely the same as during the regular year, and all the certificate subjects will have a place in the program. The tuition is twenty dollars for new students and fifteen dollars for former students. The summer school bulletin will be off the press soon and will be sent on request.
