kwCRACKEN ififVES ADDRESS I BEFORE P.-T. A. I The following address was deliver? , (^fore the March meeting of the parent-Teachers association by Miss Ipsir McCracken. of the Murphy facThe school is an institution for social efficiency and the one onstitu ion that reaches all persons regardlUs of race or age, or color, and at |in impressionable age. I Because of changing social condiI tions the school is constantly being forced to assume a greater part of I o,e training of youth each year. Therefore its aim must be high if l:ie child is to be prepared for the acI. .. ties which will make a well round I adult as a contributing citizen. One of the major aims of the school i-hocld be to develop character I The purpose of the school is to Raring about desirable changes in conjunct through wholesome and eomIplete living of the higher type, and to I develop an ability to adjust oneself satisfactorily to a constantly changing world. Recognizing that a great Bportion of the juvenile delinquincy fli< directly or indirectly tradable to fl:he nature of the school of their day, Bit becomes the business of the schools of today to better meet the needs of Brae children: to iguide them so that they will live together, play ogether, vork together in mutual helpfulness. Ideals Are Set The .-chools both consciously and unconsciously set standards of conjunct. and ideals toward which the individual moves. Thus the function I f the schools should be to guide and 1 FARM 1 Y V | For 1 SALE ! Y t Y i ? 207 acres of good valley land Y on Knoxville to Atlanta high- ^ | way. Two miles from Madson. X I* ville, Tenn., County seat of ? Monroe County, on road toward !< i. Knoxville. 170 acres in culti- | vation. One eleven room house v and one four room house. Two Y barns and other buildings, all ?|? Y v Y buildings in excellent condition, X Good spring. Good churches, X High school, and college within i f two miles. Interested write *< RD. B. LAY | DAYTON, TENN. | S r I u Mkoll I 7 ' i t-jt. You'll like our "Servi While Let go over your Bumper" with Gu Products. You' of real motu tli WOCO-PEP SE ?L L. HALL, Prop. The to control the formation of habits ao character of the individuals as we as to develop their capacities an powers for efficient citizenship. N< only the curriculum and the adminh tration but also the school plar affects character growth, and a should be used to the best possibl advantage. The largest part of the teacher day is devoted to the regular curr ulum of the school. If there is gc ii>g to be a growing emphasis upo character in the total school expel ience, then the first interest of th teacher should be to use the regula curriculum to secure character va! ues. The majority of teachers hav at least dared to hope that their pi pils have found their tota1 persoi ality enriched as they have shared i the various units of the curriculun and many of them have very definit ely planned .their classroom woi with ibis aim in mind. Englisl social science, modern and classic languages?there is no departmers but what has attempted to take it place in the movement. Outlines Activities I shall mention four differen } trends which tend to make the dail, i activities of the teacher increasingl 'significant and productive of chai acter values: j 1. The center of interest is hane ling from subject matter to life, s jthat the curriculum is taking o : great meaning for the pupil in rela ;tionship to his daily experiences an1 problems of adjustment, j 2. Teachers are learning to utilize significant life interests and margina problems not directly related to thi course of study btv. which are brough into consciousness n the routine ol teaching. The methods of teaching art 'changing so that PHkipation ir classroom activities i becoming i significant social expei?nce> .1- TAaphpr? arp lr?nrni_ ^ - " * . . lo consiaei the conflicts ami problen 0f Conduc! .which arise in the classro*| as ^e;( j, ing possibilities to be i\?(| rathei than avoided. Character is developed \v.n ^ov and prills have an opportu;ty t< cooperate with one another teachers in the initiation o their unit work, when they have an *por. tunity to execute plans which h(.v themselves made, when they e*erienced success and failure in own plans. It is possible to dev0p character in almost any type of cl?_ | room activities which involves grip cooperation in some enterprise, whi^ gives the pupils practice in workii together; practice in making deci ! ions; practice in solving differenc and conflicts, practice in making a ! .iustments to the interest of the grou Describes Method If a visitor should ask me what n method of character education w; I should like to be able to answi this: 'You can see for yourself th; these chldren are lawabinging; n through fear or compulsion, not as 2 ; act of submission, but through co victions and habits that are beir I born within happy cooperation wi * one another and their teacher. Wh< ! a fault is committed, or a conflict o * curs, they face their situation ar . study a way out. They are having tl I experience of guiding conduct 1 thought, and therefore of both ma ing rules and obeying them. When ce" we "Service" your car. car from "Bumper to aranteed Woco-Pep 11 know the thrill >r enjoyment ien. RVICE STATION Murphy, N. C. ) Cherokee Scout, Murphy, N id job ia undertaken they stick to it on- 1 U til either it is finished or a real reas- < d on arises for not finishing it. They >t are not governed by their whims; s- they even impose necessary drill up- 1 d on themselves. ^ This or that child attains a posi- ? e tion of leadership because his fellows * believe he has merit. Here is a healthy public spirit here are rudil~ mentary merit systems; here is a so- ? cial unity, but along with it individn ual self expression. This is my char- ' * r* acter education; it should be within J the whole school process?it is iden? tical with the process. e I hardly think it necessary to give x_ many illustrations of the method of teaching which give to the pupil this I n valuable form of experience. But t since I am to discuss character train' ing through cooperativeness I shall k mention some of the avenues of aplf proach! assemblies, athletics, clubs, ij student government, home organiza-1 it tions, the school library, the social j [s studies, dramatics, school publica-1 tions, and in our case, the county pap- i er, music, other ai ts and literature. | t Avenues Of Approach y (a) The assembly is the schools j y opportunity for integrating the life of the school, developing group consciousness. cultivating appreciation for music and drama, and standards 0 of conduct and judging as well as n emotional outlet for children. l~ (b) Athletics should be a student \ * eacher development and include a targe number of children, in fact all i ? children should take part in some i ' form of * w. uviiiwito cwty uuv. .All Cilil- | . 4n?n can't be basketball or football f players but all children can play some game, and under the proper guidance , will become fond of playing together. x ? ple.ying games many situations will t -Aviso which will call for cooperation, self control, team work. r (c) Clubs widen and deepen the I interest of the individual children, integiate life l;i the school, and help to r relate school to leisure time activities. ? (d) Student government should be > a cooperative service of the students i and faculty working together for the good of the- school. The student coun cil for such should be a relatively ; small group of members elected by j students and representatives of all classes working together. Cites Examples Examples of activities: Daily in-; spection of building by a special com- ' mittee, school grounds committee. Lunch room committc, Program comejmittee. Health inspection committee d-wid Social committee, p. (e) The library furnishes valuable perience in reading, and the social iy *"of the students, as .. * The social studies contribute ' 2Y 11 ct to character formation, be-' causrrom these student gets the at stlug" of primitive man down to ot ' P'ent. A few well-patterned l in an" Wehy examples should be se-1 nth Only a I " DRINK Buvejs( S i ON T"E SrH D/ | [ A SWEET Br . I |/UdV^^ FLfi Budv ^ mericas soci I ANHEUSER I 1. C. Thi ected for special study. Biography >ffers valuable examples. (g) Dramatics offers valuable raining in character because: It enriches the curriculum for the bright >upil, stimulates those with less abiltyf provides profitable use of leisure ime, creates sympathy for a wide ariety of human types, trains in rood manners and a knowledge of sorial customs and dramatizes to the ' >upil the conflict between right and . vrong, and brings a realization of heir consequences. See the D STARTE> ^ /^lUTPFC TlRICm -iuvyiuj mmjm/ uu & ian ' to a quarter of a pound chicks raised on other f framed, sturdier, have yelk eyes and combs. Feed your chicks this year feed that contains Pur-a-t you'll see the difference Sti SEE US FOR COM High-Class Seeds, Fe DICKEY F PHONE 117 w.-w/w-sv, * pair of I Can't dri typewriter they can v of melody Such skill i play the p distinctiv bouquet ? quality. W do?and y -I know it: IIS TEST! i ^ ir FOR FIVE DAYS, < /? Bo VY TRY TO DRINK j ^ YOU WILL WANT jj fV IVOR THEREAFTER, j l|| | reiser J. A COMPANION NO 1 -BUSCH ST k. A A AAA A A A A A Ai ursday, March 25, 1937 (h) School publications offer still another center of interest, and splendid opportunity for character formation, especially in ethics. Even if they are managed by a few students the whole school is generally represented in the publication. wer legs and brighter on Startena, the only ene, and at 6 weeks irtena makes I PLETE LINE? eds and Fertilizers EED CO. MURPHY. N. C. ' "a * hands t insured million! reave magic patterns to delight your ear. is priceless. We can't iano or paint a picwe can brew a beer your palate with its e taste, matchless ind unmistakable e not only can, but ou and all the world s name * i carton for your home >EPOSIT REQUIRED . L O U I S 3.