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Show WHAT V0 YOU THINK? By Principal O.car Hulet of the Cedar C.ty Elementary School :: Ti.c preceding four articles In tills series have pointed cut fallacies in our thinking and inconsistencies In practice which are barriers to happy hap-py adjustment In childhood. In thL concluding article we suggest a plan of action which answers only partially the question, ' What can we do?" First, we can stop thinking and .speaking of grades, promotions, and retentions. It is our ;xpcrience that these words are not descriptive U the organization nor progress thru the school which make for happy well adjusted children. Second, we can begin to practice the "know-how" which we have talked about for years: 1. In place of yearly promotions and retentions a child will go group ed during his six or seven years of elementary school living on the basis ba-sis of a broad, sound plan of child development. All of us are Intcres ted in growth and progress, but instead of using academic achievement achieve-ment ns the sole criterion thes prlnc;ples will guide us In the plac inent of children: chronological age; phys'cal status Including health size, motor characteristics; soclai develoHiient; academic achlc- nient, nivt mental ability. Only when all of these factors are con sldered will the "climate" be favorable fav-orable for maximum development. 2. In pluce of grades with In? corresponding artificial hurdles to be met, there must be developed a statement of practical, clear-cut ob lectlves to be realized In the elementary ele-mentary school. We need to know the skills, tiie attitudes and the 'rtbits that are significant In living richly during these years, and then nlun school, home, and communl ty experiences to developd them. We need to see a little more clearly clear-ly what we want girls and boys to be as a result of living In an elementary school, a home, and a community. 3. There must be frequent two-way two-way visitation for the purpose ol observation and conference. We should like parents to feci wanted and welcome in the classroom. a.:d means to us what we claim he does, we should be willing to spend time, perhaps much more time, in learning what is right and good ioi him. 4. There must be more carefu and complete repords kept to U used in sincere, understanding, infective in-fective counseling. 5. The number of children fci whom a teacher is responsible niuat be reduced. We have heard mother exclaim wearily when a sister's or neighbor's family has been added to their own for a day. Teachers caa net work with forty or fifty child teachers to feel wanted and wcl come in the home. For too long wc have attempted to understand school-home relations through a printed symbol on a piece of paper, called a report card. If the child ren In a room day after day and put into effect the foregoing suggestions. sug-gestions. Cculd you? Ves. It will .-e-qulre more room, more teachers more money. MY MASTERPIECE "Oft to my soul there come stealing Sweet visions of consumate art A statue, a picture, a poem And there awakes in my heart A longing to carve the fair image To color the picture sublime To sing for the world the swer-t poem To create a great masterpiece Mine! But e'en as I reach for my canvas Or pallette and brush, or my pen And open the door to fancy I'm brought to the present again An echoing laugh may recall' me A shrill croy of pain or of fear A small grimy hand on my elbow A sweet whispered word in my eat. And away go my visions winging Back to the fount whence they came Before me untouched is my marble My canvas Is white, my. sc-ng but a name I turn to the needs of my children And gazing into their eyes I thrill with a sense of contentment In their future my ma.-'terpcicr lies." What Is It worth to create a living liv-ing masterpiece? |