YOUR FIRST YEAR OF TEACHING SECRETARIAL SUBJECTS

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Lamb, Marion Minerva, 1905” W iT 'rour first year of teaching secretari:. subjects. 3o5^. diagrs .,f o m s . Final document (Ed.D.) - T.Y.tl., School of Education, 19k2. Bibliography: p.371-372.

A89l|-62 copy 2

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Ann Arbor, Michigan 48106

T H IS D IS S E R T A TIO N HAS BEEN M IC R O F IL M E D E X A C T L Y AS R E C E IV E D .

O

flinal Doci Accepted, Date—

i

\

YOUR FIRST YEAR OF TEACHING SECRETARIAL SUBJECTS

Marlon M." Lamb •«■=;

Submitted in partial fulfillment of the requirements for the degree of Doctor of Eduoation in the School of Education of New York University 1942

PLEASE NOTE:

Some pages may have indistinct print. Filmed as received.

University Microfilms, A Xerox Education Company

THE INTRODUCTION

I.

II.

III.

IV.

V.

VI.

VII.

Pages ii-viii

The problem

Analysis of the Problem

ix-xxxi

Conclusions

xxxii-xcnrli

Validation of the Document

xxxviii-xliw

Summary

xlv

Acknowledgments

XlTl xlvii-xlix

The Preface

THE TEXT

Part I

Background Information

Chapter I.

Background for Teaching

Chapter II. Background for Teaching Secretarial Subjects

5 —46

,8-114

T A B L E

0 F

C 0 I T 2 8 T 8

(Continued)

TfiB TEXT

Part II

Methods of Teaching Secretarial Subjects

Chapter III.

Shartaand

Pa&ee 116-190

Chapter IV.

Typewriting

192-268

Chapter V .

Transcription

270-3GS

Chapter VI.

Business English

205-5i'.6

Chapter VII.

Secretarial Practice

528-547

Pert III.

(Reserved for the Ambitious)

Notebook Assignments

for Discussion

549-358

558-570

(Continued)

APPENDED TO THE T O T

Selected Bibliography

Appendix A, Copies of Questionnaires A,

C, D

Appendix B, Suggested Sketches for the Book

In tr o d u c tio n

the Problem this document Ib a handtook for those teach ora of secretarial subjects who have not had special methods course® in teaching shorthand* tjrpewritto®* transcription* business toglish* and secretarial practice*-* the subjeots centered around correspondence work**aad v?ho are consequently trying to teach by triel*oad*err©r method.3 which are especially wasteful in skill«4milding subjects*

there is at present no sash book in the field*

tfualaeaa education students in business teaeher* training institutions usually do not acquire to four year® the general education* the business sources* the supervised business experience* and the professional trainlar whioh they should have before they teach business subJests in the high school*

Leidy and tiuagrave* state 1

Of the forty*el«ht states* the District of Columbia* and the Canal Liene* only nineteen states require courses to neihods* sto states speeiify methods courses to definite subject*! m b si Mary leidy and nary Wusgrave* Methods jae%eireaents to Oennseretol teacher Training, the Battonal Association of Oomercibl Taaohe»*Tratotoft tostitutictts, Bulletin is* 10* P* 3«

thirteen a t t o e giauRl rwtuireosats* while tn^iity-oao states indicate none# Geaflrsiag those divorce practises la llemutlag*

aad also pmggestlag an urgent need of bringing eeo* of the i»~aervlce teachers up iso date* 3ipe* writes* Phere urs 102 kinds o f lleensss* o&vtifXs)&%m, and pemits issued la the 34 abates covered by Mil® study* Of that amber* 25 are valid for life* 32 valid for 2 or 3 years; 1§ valid for J or o f wftvaf 23 valid for a rang* of from 2 laonths to 0 year®* p •iipe reports ia this study of the curricula. of 94 teachers colleges and aoraal schools accredited by

the uswrleoa Assoclatlcs* of feaehers Oolloces i iJeveatyoeven eollegeo, o r &X*9 per ee»b of the total 94 colleges* require practice teaching- a M obmgtrvutlon* uhiie 1? institutions do not &&lee any r4Huire^s&t in this subject Of the student *3ho is to reeelve a o f w s r o i a l teacher*© license • » * • It is significant that only 57 institutions, or do *6 per cent of the total 94 teachers colleges affiliated with 'the American Association o f Teaohera Colleges, require any methods courses for a eoEmroial teacher*® llesaee * * • # A yery aaall aunber of colleges {four schools)

,f?lve any consideration to the orientation of • students m to the proper functions of eomerolal or business education. Tarldaigtoh,** surveying the state university programs for the preparation of business tm e k m **

finds that sipst of the state uaiversd tics require John Marvin.i&ipeu Oowperelai Tea«her*3?ralai»g 94 Aocredjted Teachers College* end Korael 1935* Ifejnfatlea*!/Association of ausiaeeo Training lastitutio^c# Bulletin go*; ££»- p* 2.

Curricula la iahoola ia Sene&e** 2&#

Ibid** p. « W f , Robert N. ^rl?ing$onr-jBts]teUniversity Programs £03

-3*

p m t m m y v * m m W m ^ *«**■«*d social 3oi*a*e tj*©fc*fe* Tfcjsrtational Aeeociabioa of ’fceiaia# institution*. 'nit 6* U « di\

methods courses in teaching business subjects, but he, too, reports wide variance In ®peoialissatiou»t There is an absolute laok of uniformity in the number of hours required in specialised subject® in the various curricula of the state universities* This is also true of the professional hours required, except that the variation is not as great * * * * Student teaching and materials and methods requirement® receive emphasis, but their inclusion in certification requirements is not as marked as their inclusion in the university curricula . * * * Of the 33 universities offering undergraduate curricula for the preparation of business teaobers, 32 of them require student teaching* The lone institution that does not set up student teaching in its curriculum does list it as one of the requirements of certification, which makes it a virtual requirement* Twenty-seven universities, or @1*3 per cent, require materials and methods of teaching the business subjects • « * • The various business education curricula In tbs state universities have little or no uniformity in the total number of semester hours required in specialised subjects* The range is from 16 to 69 hours, with many variations between these two figures * * * #The professional requirements of teachers of business education Shows wide variance* sfoea one institution requires 17-1/3 semester hours and another requires 31# with many variations between, it is convincing that revisions need to be made# Adding to this accumulating evidence of confusion in our teacher-educats ion, atudebaker1, uncovers the fact that many so-called "methods courses" are in substance content courses* t% Is difficult to interpret the various programs se outlined in the catalogues of universities and colleges that have a business teacher-training curriculum* A review of a few of these catalogues shows that there are from oae to sixteen different courses listed apparently as special methods courses* Upon further Inquiry, it is f c ^ d tnaV iaay of t&eae so-called methods courses are content courses offered to meet state certiflest ion requirements* 3* studcbaker. The itele of Special Methods Courses and student Teaching la th|i Business Teaoher-Tr« iaiag Curriculum, The jNEatloaal Association of Business TeacherTraining institution® Proceedings* m y , 1941, p« 14* iv

Shields

1

states the ease:

In the field of Methods courses, there seems to be a great diversity in educational requirements due to geographical differences because of certification* There appears to be a tendency to reduce the time devoted to methods oonrsree as such and Increase the amount of work offered in the subject matter fields* 2 Shover in his attest to provide adequate education and training within the four-year curriculum, postpones specialized braining until the fifth year and recommends that students get business experience during a summer vacation under the supervision of college authorities* The foregoing excerpts from researches provide ample proof that m n j teaoher-traiaiag institutions do not offer special methods courses on the under* graduate level and that few states require such courses for certification*

Yet few business teachers

v«mld question the value of these courses, particularly in the skill-building subjects which call for specific techniques and procedures*

Gllbreth

says?

It is recommended that students be allowed to enroll for student teaching only after certain minimum requirements hive been met * * . * A general methods course in business subjects or special methods course in business education H. 0* Shields, An evaluation of Changes in Commercial Teaohcr-Yralaing Programs, from 19td»1933, Yhe National Cemoarelal Teacher-Training Association Proceed lags* July, 1939* pm 8* 2# William c« Shover, Suggested Programs for Commercial Teacher* Training Institutes, The national Association of Commercial YSaeher*Tr*iaing Institutions, Bulletin Ho, jfrft* pp* 6, 9. 3* HeffiGdid B, Qilbreth, A study of student Teaching in Business sobJests in State Teachers Colleges, State Colleges and universities, and Selected Private Colleges end Universities TheKatioaal Association of Business Teacher-Training institutions* Bulletin go* Alt P* 35»

1*

v

;

subject® would be prerequisite to or offered oemcurrently with student teaching in business subjects* Carlson and ghover both agree with this reeoE&^BdatlGtt. However, Carlson1 insists upon special laothods courses, at&fcim that general methods courses are usually misnamed* we believe that a teacher should not receive a stats certificate to teach a specific secondary school subject until that teacher has completed appiosimtoly fifteen seaester hours of college training in that subject, including a special methods course covering special probloias In t2iafc subject. w« hellers that M e t « m f general methods, Is « aiaaOEtor because 1% oust consist of special parts. A isethods course labeled "Methe#* of Teaching secretarial Arts* usually consists of %m courses in sequence and begins.with olhhsiMijpho&s of Teaching Shorthand followed by Methods of Teaching Typewriting or vlos versa. , . . . we have used a special methods course for each subject for the past twenty years, we hare eliminated ft11 of our general methods courses# Purthemsre. m

cannot happily aeatne that

students *plek up* the Information they need about methods in their sfcuuant-teaehiag experience because this supervised teaching is usually limited to one or two subjects* 1.

Paul A» Oarleen. Organisation of Methods Courses at Whitewater abate? Teachers ©allege, The national Association of ©CBHorel&l feaeh«pwpr» ialng Institutions, Bulletin Ko. 1?. p. 15*

Vi

To quote Oilbrebh* again t student teachers teach only one subjects in 38*7 per cent of the institutions# two subjects in 41*2 per cent of the iaatltut ions# and three or aore in 20*0 per cent of the Institutions* .lone teacher-training Institutions hare solved this problem of Inadequate preparation by increasing the period of teaoher preparation froa four years to five years* In 1929*1930# approaEteatoly 3*2 per seat of the colleges offering student teaching In business subjects provided a curriculum which was at least five years In length* During the school year 1938-1939# this per eent Is 9*2 per sent*2 Finoh*^ tiiinielag along the same lines# says? An extra year would have to be added to the undergraduate study if methods were to be thoroughly taught in all the fields of oomerclal work* The eertifleatlaa of teachers in special fields with a complete training in methods in those fields will help solve the probleia# but we all know that we are talking about the future* However* at this blsae, vdien education programs are being aeeelerateft rather than prolonged# it Is not sensible to expoet four-year programs to be extended another year*

On the other hand, the problem

1*

Gilbreth, § g , cit*« p* 10*

2*

Ibid** p* €9

3#

Robert Flush# An Open Letter to College instructors in Commercial Methods* The National Association of ^ao^eial^Teaaher*»T^lalag institutions#

v ii

of supplementing the Inadequate preparation of thousands of teachers should not be ignored*

The solution# it

seeas to the oandldate# is in the hands of the experienced teaehera and a&saiaieiratore *4*o are willing to take the tlxm u M the trouble to translate their expsrlease late la*eervlee courses# elaesnroom materials# and methods hooks slanted directly to the need* of beginning teachers* The following quotation represents • direst appeal for auoh services I believe the raoet important helps the navies teacher needs while in eervlee are a yardstick by which to judge hie,conduct and a handbook to answer M s doubts* t o w t t w t I w w Of

wwm

M

m

a w w t B W subiwf

is an attempt to answer seme of the “doubts* of the beginning teacher of seerefearl&l studies*

Charles Kora# Training of Teachers in Servian from the Viewpoint of * Movies Teesher# The national Anseolatioa of Ocmmereial Teacher-Training institutions# Bulletin S&» 12* *« u *

v iii

AmXmXa of the ffrefeieis Having confirmed the need for this book from professional reading# the candidate faced the problem of determining Juttt what topics this book should cover* Bwg*#1 composite grouping of toplos covered in special and general mthods courses in bis survey of practices in seventy-two leading representative oomcrolal teacher-training institutions served as a basic list of topics*

Berg statest

However# even acre variable than the amount of credit and the course offerings is the nature of the content* This was ascertained by an exaxaimtlon of syllabi, catalogue descriptions# Interviews with instructors of such courses# and of my & m experience In visiting and attending such classes * « « * k list of topics is given as the result of composite grouping in an analysis of special and general methods courses* 1

2 3 4

7

8 9

10

11

12 13 14

it 1?

History of the subject Importance of the subject in the business fields Objectives of the subject The teacher OX&aerom ©rf&ala&tioa and management Equipment and physical provisions Baelb psychological principles of skill Teaching techniques and methods of presentation MStlv&tlon devices Techniques for study log Individual differences Observation of teaching Lessen e p“”w^w^* b Ia b mw Teaching (tending# xatlng* and evaluation of cork Tests# available teat lag materials Xvuluatioa of various teaching methods Administration end supervisory procedures

Albert H. Berg# Methods acquirements in Cemaeroial TeacherTraining# national Association of Ooanareial Teashere Training Institutions# Bulletin Mo* 10. pp. 9#. Id*

18. 19* 20* 21. 22*

Chief sources of literature la the field# Including periodical#* textbook®, te&chera* eeeooietioa proceedIngef ete« Building of source mteriele end helps Course or syllabus construction Course of study on curriculum construction Development of demonstration skill, as typing on the demojMtratlon table, w i t log shorthand on the blackboard, etc*

Obviously, topics 11 (observation of teaching), 13 (teaching), and 22 (demonstration skill) could ant be covered In a book, and the candidate has decided that topics 17 (ttdaiaiatration and supervisory procedures) aiid 20 (course or syllabus construct ion) are advanced for beginning teachers, Implying administrative and supervisory duties r&tiier then early beaching reepoas tbillty. In addition, the writer will eliminate the section o» evaluation of teaching methods, substituting instead oor.pari son of iðod, especially in shorthand and typewriting.

Evaluation would be subjective and open

to criticism, for as studebeker* m y& t special methods must not be too exact# 'It is wrong to ask prospective teachers to follow any specific plan in teaching a subject* They s»y be given a- syllabus to be used as a guide# but it should not bo used without variations to fit- the individual situation. The individuality of the teacher end of m e pupils aunt be constantly upheld# IS. 2. 3tudebek«rv The Bole of Special Methods Course* and Student Teaching la the Business Teneher-Tralniag Pregaen, The national Association of Business TecoherTraining Institutions grassed lass. Bay, 1941, P# 34#

from Berg* a eomposite list of topics covered in ©®neral and special eiefchods courses, ths vfrtter devised a brief aueatlona&irs to be sent to the secretarial teachers ia the public high schools in the tri~state area of Ohio, Pejmaylvauia, mad West Virginia,

It

ae^ied reasonable to assume that the teachers in these etatea fairly represent the t e&oherg of th© country, for although these states sure adjoining, they differ from each other in si%ef wealth, population, educational practice and progress, and to acne degree, in oectlonal culture, As it m s not possible to get & complete list of the sssrstarial studies teachers in Ohio and Pemwylvaaia, or to distinguish between the secretarial studies tsnohers and the other business teachers in the area, ths writer sent copies o f rnestionnaire A (See Appendix A) to all of the high school business teachers in Vest Virginia and to those business teachers belonging to the $?1* 3ta.be Cosgaercial Education Association, aorspriaed of business teachers frost Ohio, Fetmeylvattia, and 9 M t ’Virginia,

Curds were nailed to 1,022 business

teaehers in these three states and replies were received from 144 secretarial s todiee teacher* in the area* questionnaire A, typed os a double postal curd, read as follows i

xi

A book bo help beginning teaeUere of secretarial subjects Is usder m y * Will you help by cheeking on the return sard *d*ieh of the followiuc problems you fctind most difficult in your first your or t m of teaching? X* Adjusting yourself to students* a* ox*wiping your classes 3* Flaming interesting lessons 4* Maiabataiag student interest in class 5* Grading students 6* Reaching vocational standards in vocational subjects 7* Counseling students Don’t alga the other side of this card unless you wish to* but pleas© fill it out and return It. On the blank side of the reply card these cements were typedt In reply to the question on the other card, I would sheets: iteios X. 2. 3, 4. 5. 6. 7 (please ehcek) • During ay first year or two of teaching. 1 found ay greatest difficulty i n * * . Comparison of this questionnaire to the ea&posite list of topics covered in methods coureas* reveals that the topics have been condensed and rearrangedt

topic 1

on the questionnaire (adjusting yourself to student) Is related to Xfo* 4 in the composite list (the teacher) $ No* 2 on the questionnaire, (organising your classes) coincides with 5 Xa the list (classroom organisation and aamg«meat)| Ho* 3 on the questionnaire (planning interesting lessons) is related to' 12 in the list (lessen plans)| No. 4 on the questionnaire (maintaining student interest in class) is related to No. 8 (teaching techniques and methods of presentation). No. 9 *

See pages 8. 9.

x ii

(motivation devices). Wo* 10 (beefcniquea for studying individual differences), and No* 13 (teaehi«g)| No* 5 (grading, students) include® point® 14 (grading, rating,, and evaluation of work). end 15 (test®, and available testing ianteriaX»)j No* 4 on the questionnaire, (reaching vocational sbaMar&s in vocational subjects} pertains primrily to item 7 (basic psychological principle® of skill) end alao to itiaes 6. 9* 10. end 13. although it m e included in the questionnaire to draw frcsa teachers eoataeats which would reveal knowledge or Inch of ksaowledge about business standards | item

7

{ couaseliag

students) m e not Included in Berg*® Hat. 'but in the candidate’® opinion it should be included in any methods course for business teacher®, since guidance on vocational and personal matters is an important part of the business teacher*® work*

It seemed

uaneeesaary to the writer to include questIona about background information and sources of lnformatisa since these topics, as well as topic® 3 {objectives of the subject) end 6 (equipment and physical provisions) on Berg*® Hat, obviously should be considered in any handbook for beginning teachers*

x iii

It will be noted that questionnaire

a

la

devoted chiefly to questions related to methodologyf only two questions are obliquely related to knowledge of business* "Reaching vocational standards in vocational subjects* and "Gounsellng students," and it suet be admitted that these phases of bualaoaa education s»y be approached by textbook, although first-hand acquaintance with business practices should be store reassuring to any business teacher* fh© purpose of questionnaire A was to enable the Investigator to determine the "felt seeds* of secretarial teachers m

that the contents of this volume eould be

wi&tea directly la response to their requests* £ # % /

questionnaire B {Sent Appendix A) via® scat to the secretarial training teachers la the teacher-, training Institutions la Ohio, Pennsylvania, and West Virginia, and to a list of well-known business education teacher® In colleges and universities outside these three states*

Two hundred and fifteen cards were

sent; eighty-seven replies were received. This questionnaire to the teachers In teacher* training institutions was m ioh broader in aim and scope than the questionnaire sent to the high school teachers* Typed os a double postal card, it read as follows*

A book to help beginning teachers of secretarial studies is under m y * Will you help by cheeking any of the following weaknesses you have noticed in business teaohsr*trulnlag progratae— aot necessarily your owns 1* 2* 3* 4* 5, 6* 7*

Little orientation of the student to business education Inadequate training in methods of teaching special subjects Overe*a.rhaaia on skills used in business Not enough emphasis on vocational standards Too little general education of the "cultural* type Inexpert help during the period of student teaching ineffective guidance on personal matters

Don’t sign your name to the attached card unless you wish to, but please let us have your frank opinion.. On the reverse side of the reply card appeared I

these statementsi I would cheek items 1. 2, 3, 4# 5, 6# 7 (please cheek) on the other card as weaknesses in the present pragnruiae of training business teachers. In sny opinion, we eould Improve the training of business teachers if we , • • « After 'this last 'line on the return card, there was adequate space for personal eoments* questionnaire 8 woe designed to reveal weaknesses In the teacher-trminlng program which might three light upon seaae of the causes of difficulty reported by teachers.

Granted that many business teachers have

not had the benefit of special nethode courses. It dees not follow that all of their difficulties in the oJaaarooo.

can be traced to this fast f a teacher of shorthand csay attribute her failure with stu&eate to her Inability to plan interesting lessons, whereas the real cause of her failure Ilea in her personal attributes, or in the fact that her poor 8n«llsfc>*«er her obvious ig­ norance of business practices— has lost her the respect of the class* This questionnaire m o devised to enable the writer to determine what "advise* and general Informa­ tion features related to methodology should be included in the book* The items on quest loam ire 3 were taken frost faults repeatedly listed ia professioml literature! the list could have been lengthened indefinitely, but tt seemed desirable to km p the questionnaire to poital-eord length and, further, the space on the return sard for individual ccrroaeat was adequate to take care of weaknesses not listed in the quest icarnaire, *

*

♦

questionnaire 0 ( a m appendix a) m e sent to the 209 county sui^erintendeots in Ohio, Faansylvania, end West Virginia end to & list of high school principals seleeted according to geographic distribution In these three states*

Three hundred and flfty-elx earde were

sent and one hundred and twenty-five reaponaee were received*

•questicmaire 0 reed as follows t A book to help beginning teachers of secretarial studies is under way* will you help by Indicating on the other card the weaknesses you find most frequently la beginning teacher® of shorthand, typewriting, and secretarial training? 1* 2* 3# 4* 5* 6* 7*

Inadequate grasp of subject matter Li'-tie kmw&edgs of methods of teaching special subjects Unprofessional attitude towards pupils Nafortunate personal qualities Lack of background information pertaining to business end business education Too narrow a ooneept of the teaching function Nneo-operative attitude towards administrators end other teachers

Don’t sign the return card unless you wish to, but please let us her# your frank opinion* As on the other questionnaires, there m s room on the return card for personal comment to supplement the evaluation of the items listed» I would cheek item X, 2, 3, 4, 5, 4, 7 (please check) on the other card as weaknesses I have frequently observed in secretarial studies teachers in our high schools* Xn addition, I 'have noticed these outstanding faults in our business teachers « . . . The purpose of this questionnaire m u to get the administrators * point of view on the business teachers in these three neighboring states, and, more­ over, to learn whether there m s m y relation between the faults observed by the administrators, the weaknesses in the training protests reported by those in teachertraining institutions, and the needs reported by teachers.

6u*at loom*ire D (3e« Appendix

a

) m s sent to

nine publish 3.ar houses which publish textbooks on business end business education*

Five replies were received*

The questlonria ire read a® follov«i ; A dooumeut to help beginning teashers of secretarial studies is under m y * will you help by indicating on the other cord the types of inquiries and requests for help which you receive fro© secretarial studios teachers? On the return card, there was simply aa introductory statement, "He receive the following types of inquiries fro® teachers o f eeeretarlal s ubjeets,* followed by space for the answer* The purpose of this relatively unimportant questionnaire was to determine the textbook need® of secretarial teachers, as revealed by their requests to publishers and, possibly, to compare the data received in those replies to the difficulties reported on the other uld like to receive a report on your study if you have any extras available, Miriam Mahl, Weirton, West Virginia,

3,

Please let me know when this book is on the market, Marguerite Hutson, Farmington, West Virginia,

4,

I have had considerable experience in training secretarial students and X shall be glad to help you in any way 1 can, Leora Billingsley, Tyrone, Pennsylvania, * * * Questionnaire B

Eighty-seven responses to questionnaire B Hated weaknesses in the training programs in the following order:

xxi

Ho* of Item, on Card

Ho* of Cheek* smr&s

Reported ^safenesses

&

Hot enough emphasis oa vocational standards

57

?

Ineffective r.uldaao©

1*9

1

Little orientation of students to business education

4B

6

Inexpert help during the period of student teeohlug

39

2

Inadequate training in methods of teaching special subjects

35

5

Too little general ©ducation

23

3

Overemphasis on skills used in business Significant ixito-ssmtlQn la tkeee replies is to

bo found In the individual ooments*

IVenby-four of

these Instructors eaga?ied in beaoher-traiaiag work report that the yomux teachers (going into tbs business education, field do not know enough about business*

3i iO«.xoo.;.'Oit'.iibllifcy M a n {••l.-.c.ioroo?.-; : -.out)

0.

.'J* r»*o in Vno Ola^roori

3.

{..‘ ..••••oi- liao Troubleo, of Co-Jtrao) rno -uuC.onfca 3/©.3-.: ("ItnCc^t ’.Vain-,tiou of 3V nninrt})

3

>blo:.i M?.;iXc.*—

TeaolaH*

Xu y i . ’ ,4s OX* .'0 *ur XxU'yo-yvw-x o ia belli.. once, youu ouoolloat- record or oo-o oraxivo uerviee, und. your ro-.ll./ splendid uou uvuil .atxtrihu &c\ by t!;o success ox' her siudento, xuy bo,

!'jx*ilii.u;t tuourh you

x.dll find Hud; it taWes soue fdu.o to prouroir

fro:.; tho >r■ox u;. I dolnp ** phase of your uovulo

uk,x; to

X;:u aelf~for eti’ul nbor are th e baya and rlrls dciiur'’ attitude of tho cxj/crionoed teuehor* Jurin. - tiil-o period of transition, you -ire r.oiuf to Karo to lourn your way around, mentally aiid aac-tionally npeuhiiir, in xh© dyiunic i.urlu of ;’t©w1sv• uoyn and at tno nancj Xiao that you uro tryinr to teach than gait© definite subjeot r&ittor,

Ton will be ■L-.lo to do l i d o

only to the oxtail; that you ousi identify yourself with and nlwr© to sane deyree, at least, their inner life*

T h in projection of mind and spirit Is poosibio

if you can forrot for the time belay* yom» own personal

•robloiuj#

;

v in icater class

In typ-:-‘x,r.itirl*- stupid about tabulation, or are tlx© toucher* n directions souot.U5.iv; less than clear? Juch -pucstion® c o m to be insultingly obvious, yet it in true that m m y o f us forget that in grading; the class, \w should alsvo prudo the teacher; thufc In

7

Jutlflnp* the puivil, v/o :;&mt look at the nodel; and thfst an touch ores, ,u» uua?, •ihay-i look to ours®ivoo us a

divai na:oirriti-i , .bora strain and « ioblo.uul tendon can Cc; out t;:■:.? coal enter lued effort:: oi’ a conueiaut.ioua, but taotlova, tone box** ho doubt ooue of us cun wahlyuo ourselves •„nite objectively in tovive of heredity und euvironnoat, but lot* a not. blano everything -on yrandpa and U n d o ilurry, .o all .-nov that an abnolufeiy honvot appraisal of >;r.;ru©lve« an v;o face a ;uirror helps ua to understand a

to

-Z \uny facta uboat onvaolvoh, particularly if

•-o try to roi ito a hat, rc coo to vUab vm think and fed • 7c>loo rocor-J.ofr? ! ill y--i*:.ihdevelop a rodl synvoitny fov ta ll

oovoo, :e;h rvvl.vm of Our f .uolli^s Call— ami vill-

nr ,.h>eat our ixTitatlny namisriarts* Ercd ably raont of us can find aot;ie slynifloanee

in a nentnl picture of oursolvos ao v/e v/ould Hire to bu aov, and ..is we would libc to bo five years froa tux , Uorfcuinly all of ua can profit fro:;i a rather leisurely conteMi-Ji--‘tion of the events of oaon day*,

hat happens

to un* and why boon it happen na It docs'?

If v/e have

u bud day, can no brace ths trouble to a lute start* a health dloturtvuuoo, th© «*uth«v9 our environuont, an upset in routine* frustration In *,

3*rovidc opportunity for every xstudont to

ovporionoe success in iw m y class period#

This means,

of course, that the easy ■•uesfclono are *>Iv& a to the slow pupils, the really hard -iuostiotta ."Ivon to the capable students^ Just another way of repeating the educational rsxxiis that work should be adjusted to the level of each pupil’s ability*

It is important

that each pupil say at least a few w r d a in m o h class recitation#

6,

G ive I'oiiacual:;!© ta a e worR- uaalf.rm amts

adjusted. t o th o stu d e n t# * l i v e s ,

'.>oa*t -nuke heavy

f o r th a evening o r th e J u n io r r r o a ; dortH oc'oed-lo ;;• u *11 a ."or u f t e r - a c t o o l h o i;- on fim a fte rn o o n o f a j.rajor f o o t b a l l io r ifl,

Gehool I t f o

has high rrvooots volch teaed-sro should respect and a f d e n t - j should ahare —

r t i cu 1 i r l y bhoa© p u o ils

••.i;o v.-Dul! r o tr a .it; fin r.i 1 il'o v ia th e te xtb o o k ro...be

I;" they rocoivod too ©lightest ooco-or't.'-er-Oi'it. /*

al.o-iya 'ire generous cred it for iaprovo;t»rit

in any