PAGE FOUR
GOLDSBORO HI NEWS
November 5, 1937
• •'•'■MW
Elementary School Gives Basis
Bv BOBBIE ANNE SANBORN
To impress upon the minds of tlie
public the actual work done in
“Progressive Education,” the follow
ing pictures are offered as examples
of the type of activity carried on.
Five members of the Hi E^ews
staff, having been through an ex
tensive observation of all classroom
work in the Goldsboro Public
Schools, offer their choice of repre
sentative classes functioning under
the new method of education. The
students chosen to make the observa
tions and decide on rooms photo
graphed were Helen Moye, Nancy
Pipkin, Mary Best, Harry Hollings-
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Picture No. 1. Teacher, Miss
Sledge; Grade 2. Rather than in
dividual or class work, it has been
found that more is accomplished and
to a greater advantage by group
projects. Such activity is clearly
demonstrated in this picture. In the
background a group of students are
practicing ‘‘Little Black Sambo”
with classmates as critics and di
rectors. The play, when prepared,
will be presented to the class and
perhaps the entire grade. The
teacher (left back) instructs one
member in the art of making music
by tapping bottles filled with water.
The rest of the room has been read
ing and cutting on a pumpkin mask.
The room is decorated to illustrate
the projects being developed.
Picture No. 2. Teacher, Miss
Langford; Grade 1. In preparing
for their circus each group has its
own work to do. In the foreground
a few of the more talented students
are drawing posters for the adver
tisements. At the second table are
several children doing the research
reading necessary for the authenti
city of the circus. The circus tent,
made entirely by the students, is seen
at the left back. As shown, the tent
was made of burlap and sewn by
hand. A small group is painting
the backgrounds for the shows. The
teacher, at the back of the picture,
is giving aid to more would-be
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artists. In Progressive Education
the teacher is the unheard force, or
director, rather than the leader of
the class. Carrying out the circus
theme, around the Avails are friezes
and posters of circus life.
Picture No. 3. Teacher, Miss
Baines; Grade 5. Progressive
Education is not “play.” Each stu
dent fully realizes that behind each
project there is definite learning. In
this picture a group is learning folk
dances and, as seen on the board,
making costumes. In this way char
acteristics of a country are learned,
and through action are more clearly
understood.
Such instruction remains with the
student longer and is of more value
than the old style of teaching in
which all Avas taught from a stand
ard textbook. However, as shoAvn,
one group is studying by means of
books. It is well understood that
not all can be taught by action. The
artistic is expressed in sketches.
Colorful surroundings add to the
joy of learning.
Picture No. 4. Teacher, Miss
Spicer; Grade 6. In this room an
intensive study of Greece is being
carried on. It is easily noticed that,
at present, the work tends toward
the art of the Grecians. At the
center back clearly outlined is a sil
houette of two gladiators. To the
left is shown a sketch of the “Discus
Thrower,” a well known Grecian
statue. This art is done entirely bj
the students, folloAving an exacting
reading research. To the far left
two girls are looking for material
to be used in the visual conclusions.
Easels for drawing are being made
by the two boys at back right. Such
student work encourages initiative
and pride in the room. Along with
the study of Greece the evenfs of
today are closely followed. The bul
letin board carries the latest news.
The banked flowers in the window?
add color and beauty. Cared for
by the members of the class, the
flowers develop a knowledge of
natural science.
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