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Show County Group Makes Report to State Education Committee prog-rams be kept to maintain its year-to-year continuity. We believe that in today's highly mechanized world, instruction in-struction in the proper handling of motor vehicles is a necessity. neces-sity. For that reason, we favor the introduction of driver-training driver-training courses in secondary schools. We believe that the school program should place more stress on the development of reading ability. This should include an adequate and consistent con-sistent remedial program where necessary. It would include adequate and suitable books and library facilities. We believe that schools in tnis district cannot eliminate any subjects now offered and still meet requirements, needs, and standards. - (Continued next week) problem of moral values, effective effec-tive use of leisure, personality development, good citizenship, etc. It shares the problem of physical and mental health with, the home and community, and supports any effort the church may make in this direction. direc-tion. C. Should the Beginning or the End of the School Ladder Be Extended? In this district, extension of the educational ladder downward down-ward below the kindergarten is neither advisable nor practical. prac-tical. The child should have a full year of kindergarten and first grade on a full rather than a half-day basis. If any further additions were possible in Beaver County District, Dis-trict, they should be made in Ihe areas of adult and vocational vocation-al education. It is our opinion that extension exten-sion of the educational ladder upward is beyond the resources of this school district. D. What Courses of Study-Should Study-Should be Added or Subtracted in Order to Achieve the Purpose of Education in this District? As this is an agricultural area, we believe that vocational agriculture should be offered in high schools. Jj In the field of business subjects, sub-jects, we believe that there should be continuity to the program pro-gram to- the point that graduates gradu-ates would be " competent to take p sitions using the skills acquired in the school. We believe that more emphasis em-phasis should be given to subjects sub-jects which contribute to communication, com-munication, especially the art of listening; drama and speech; should be brought into the school program to develop the pupil's ability n communication communica-tion of idea? and expression. We recommend that music be introduced into the curriculum of the elementary schools in the communities where it does not exist at the present time. We strongly recommend the teaching of foreign languages ii. the p'oinenlary an''. high schools. We recommend tnat the schools' curriculum be studied and examined from time to time to make it conform to the needs of the boys and girls, and that adequate records of the school's (Continued from last week) SPECIAL NEEDS AND VALUES Today we live in a world of very rapid change, where all people are inter-dependent; where our lives and activities are influenced by what people do in many parts of the world. For the first time in history, mankind has found a way of destroying itself perhaps to the last man. We're told that it's a race between education and catastrophe. We're told that we can never hope to have peace until we learn to live by the Golden Rule, and unless we have peace we shall . perish. The challenge to our public schools is obvious to emphasize empha-size as we have never emphasized empha-sized before the development of a program of education for character and citizenship so that the desired values will emerge in the lives of children and youth. We can do our part it is. We believe that the adoption adop-tion of a ship as a means of teaching geography and making the pupils world-minded (which is a project of one class in the district) is a promising method of arousing interest in the subject. sub-ject. We believe that the development develop-ment of moral values should be a function of every phase of school activity, but that spiritual spir-itual values are the responsibility responsi-bility of the home and church. B. Wherein Do the Schools Have Primary Responsibility We believe thai 'Jac primary responsibility of tl.e school has been indicated above. We believe be-lieve that scn.e of the great goals of education are only partly the work of the school, and must be shared by the home, church, club, or community. commun-ity. For example, the school shares with the home, the church and the community the toward accomplishing this in Beaver County if the public and the schools join forces in meeting the educational needs of the children and youth in the district. ANSWERS TO SPECIFIC QUESTIONS In order to be more specific in regard to what we want from our public schools, the questions ques-tions suggested in the agenda sent to district boards of education edu-cation by the Utah Department of Public Instruction are an- j swered in full. These questions i and the answers developed in the light of the known conditions condi-tions which prevail in Beaver County District follow: A. How Inclusive Should the Purposes of the District Be? The basic skills (reading, writing, arithmetic, spelling, etc). should be adequately I taught in the elementary grades '; to develop a reasonable degree I of competency, and practice in 1 the use of these skills should J be continued in the secondary ' school. In addition to basic skills, such purposes as good citizenship, physical and mental ment-al health, personality development, develop-ment, worth home membership, effective use of leisure time, as well as other values, interests and needs mentioned in Part II of this paper can and should be developed by the schools. We believe that any subject having a direct bearing on vocational vo-cational training; e. g., shop, typewriting, shorthand, bookkeeping, book-keeping, should be taught to the point of competency. If no practical skill is developed in such clashes, then the time and effort of pupils and the time and funds of the school have been wasted. We do not intend to say that the school should produce specialists in these fields. A goal of our schools should be to develop desirable attitudes atti-tudes of citizenship in regard to use of buildings and other public pub-lic property. We believe that more stress should be placed on the development and practice of the responsibilities of citizenship. citi-zenship. We believe that our schools should give more attention atten-tion to practical citizesnhip education edu-cation including education In politics. The U S Commissioner of Education Ed-ucation said a few years ago that She American people were more illiterate in geography than the people of any other civilized nation. We believe that today the teaching of geography ge-ography is an important part of citizenship education and deserves de-serves to be stressed more than |