xt7ksn012x9n https://exploreuk.uky.edu/dips/xt7ksn012x9n/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1944-06 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Getting the School Under Way", vol. XII, no. 4, June 1944 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Getting the School Under Way", vol. XII, no. 4, June 1944 1944 1944-06 2022 true xt7ksn012x9n section xt7ksn012x9n “w..-‘ 1....” ._,;

0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN
—

GETTING THE SCHOOL
5 UNDER WAY

1
u..
»

l,
p
933 ".

z '\y.- a?“

5‘3"- 1.172:

.7
J.
{

“1‘5! strut. e
V O 1‘:

< J'

”413‘ 1 t
y .
L6?

{

:anQ rsit ,.
Angst-,3“, in; .
(1 ‘

Published by

DEPARTMENT OF EDUCATION
JOHN FRED WILLIAMS
Superintendent of Public Instruction

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

0 June, 1944 C No. 4

Vol. XII

FOREWORD

This bulletin suggests that the interests, aptitudes, and abilities
of pupils become the point of departure in the learning program, and
that the school should help the child to develop as an individual, to
maintain wholesome human relationships, to be able to earn his living,
and to become a functioning citizen in the world in which he lives.

In order that he may do this, the bulletin emphasizes the fact
that a good teacher works with children and parents as well as for them.
It takes the view that the best way to help children to become good
citizens is to give them a chance to work with the teacher in the program
of daily living in the school. It suggests that the teacher share with the
pupils the work necessary in keeping the School an attractive and health-
ful place in which to learn. It suggests that the teacher share with
parents the obligation of making the school a good place for their
children to go and learn.

I hope you will have a school this year which carries out the spirit
of this bulletin. I hope you will so organize your work that you
will help pupils, not only to develop understanding of the fundamen-
tal problems in health, reading, numbers, science, social science, art,
and music, but will help pupils to make these fundamentals a part of
the total program of daily living.

This bulletin was prepared in the Division of Teacher Education
and Certiﬁcation, with assistance from the Division of Negro Education.

JOHN FRED WILLIAMS
Superintendent of Public Instruction

Frankfort, Kentucky
June 14, 1944

GETTING THE SCHOOL UNDER WAY

It is a ﬁne thing that you are going to teach this year. It will be
a happy experience for you and the children if you really love teaching
better than any other work. It will be an unhappy experience for you
and the children if you have no love for the work. If you love to
be with children, learn with them, play with them, and if you can
work with them so they can be free to learn, relaxed in your presence,
then you will love teaching this year. If you can work with children
during this period of great national strain, and if you can do this
work in such a way that they will not be under too great emotional

_ stress, then you will be a happy teacher. If you can believe that every

child living is important and if you can give attention to things he
thinks are important, and if you can weave into the pattern of his
learning these needs and desires of his, you will be a good teacher, and
good teachers are always happy.

Your ﬁrst task will be to find out who and where the children are.
You will go to the ofﬁce of the superintendent where the names of all
your pupils are kept. You will want a list of these pupils and the
names and location of their parents. While you are at the ofﬁce of
the superintendent, you will get the teacher’s register for the last year
and probably for the past four or ﬁve years. You will study the
records of the pupils in order that you may have as much advance
information as possible about them. You will learn how the record
book is kept if you do not know. You will ask the attendance ofﬁcer
who is in the superintendent’s ofﬁce to explain anything about record
keeping and reporting which you are not sure about. By all means
you will not suffer the humiliation of being unable to keep accurate
records and make correct reports, because you will know you will be
cheating the children when you fail to keep a correct record and make
accurate reports.

If at all possible a good teacher will know the names of most of
the pupils very soon. He learns the names by studying the teacher’s
register and by visits to the homes of the children. You will want to
do this. You may be strange to the community. You will not do
good work until as much strangeness as possible is removed. You will
proﬁt greatly if you can meet some of the pupils and identify them by
name before school opens. You will proﬁt greatly by getting acquainted
with parents at a very early date. Visits to the homes will accomplish
this desirable end. You can do much more than the attendance ofﬁcer
can ever do to keep up attendance. If you love people the parents

.98

1. the
1‘ kno

Thi

' wh<

- pm
I the
. pec

an(
W21

’Yo

the
the
sta

pe'

thl

l of children will ﬁnd it out on your visit. If you are calm, relaxed,
: friendly and at ease when you get to the homes, you will be met with
. the same attitude on their part. If you are a friend to them, they will
. know it, and they will know, too, that you are a friend to their children.
I This being true, they will want their children to come to the school
' where you teach.

Visits to homes will lay the foundations of understanding between
parents and the school. You, of course, will always remember that
V the school in which you teach is not your school but it belongs to the
people to be used by their children. Since it does belong to them
and is for their children, you will want to ﬁnd out very soon what they
want the school to do in order that their children can be helped most.
You will not ask them, as some teachers do, to cooperate with you. On
the other hand, a wise teacher, and I hope you are wise, will ask the
parents how he can cooperate with them in making the school what
they want it to be. You will help them formulate their desires into
statements which will guide you in making the school meet what the
people think are their needs.

The people can be trusted to guide the destinies of the school if
the teacher is wise. You will ﬁnd that every parent wants the school.
to help his child to be a good citizen, to speak, read and write correctly,
to know and practice good health, to understand how to live and get
along with other people, to learn some skills so he can earn his living,

, to develop good character, etc. The parents will not express themselves

in the same terms that you will express yourself on these points, but
" if you are a good teacher you will be able to ﬁnd ways to list the
, objectives of the school which they set down. When you give them
the privilege of saying what the school shall accomplish for their
children, then they will let you decide, with the children, the ways
these things may be accomplished. Let them lead in saying what and
you then can lead in saying how.

Diﬁiculties often arise because parents do not understand the
methods used. This misunderstanding can be avoided if you will work
with the people long enough to get agreement on the things to be
accomplished. As soon as you and the parents come to an agreement
as to what is to be done, then the means you use will be more easily
tolerated by them. You will begin to discover their expectations on
early visits. More will be learned in later visits and conferences at
the school. You will use these agencies of democracy to get parents
on Your side. Then the pupils will be there. The attendance problem
almost disappears.

You will want to learn as much as possible as soon as possible

about how children grow and develop. There are many ways to do th'r.l
There are excellent books about the growth and development of children
The Association of Childhood Education, 1201 Sixteenth St, NW.
Washington D. C. devotes its time to problems in this ﬁeld and issue
a magazine and many pamphlets along this line. There are doctorst-
whom you can go for information on the physical g1owth of children
The parents of the children can help greatly with this p1 oblem andih
you have proved to them that you really want to help their children!l
they will share with y 011 information they have about their behavior
Don ’t f01get to study the children themselves. This can be done eveni
time you come in contact with them at w 01k and at play, at school 01
the way home, in their homes. When you have established spiritu1
bonds between you and the children, understanding Vs ill develop between
you and them.

When you get an'understanding of the growth and deuelopmené
of the pupils and how they learn, you will then know how to selirf
leaining materials The textbooks will be useful and will be used by
the pupils and you But you will 1emember that no textbook will
contain all the mateiials and experiences the child will need Yosli
will have to take the children where they are with thei1 meagei ex-
pe1 iences and tie these experiences into the textbooks. This means that:
you must start with other materials which you can get and which you
know will introduce them to the more formal and abstract experienc1
found in the textbooks You will remembei that every child bef0111
he comes to school has had rich experiences in his family, in his com
munity, and in the world at large. You must remember that he Wil
continue to be in contact with the living wo1ld about him, day 1n and
day out. It will be your task to know where the curent life touches hi1
and help him interpret it. You will have to tie this life up with lead
ing in the school in such a way that he will be able to relate what,

he sees and hears from day to day with what he reads in textbooks and.

other books.

You will have to keep alert to what is said in the daily 130179”
and on the radio and in books and magazines. You will have to keel
on the lookout for things said and published which will give meanint
to life as it is lived and its relation to a long View of life. YOW
principal and your superintendent should be able to help you prowl?
ways and means of ﬁnding and making available learning material
and experiences Your fellow teachers and you can share materials
Teachers in special ﬁelds will be able to help you and cite materiﬂl
which will develop special interest of the children.

The community in which you teach will offer abundant opportuuill

100

for l1
of a
have
their
prob:
child:
facts,
in th
seein;
learn

t
true,
the h
do to
devel
a vei
get t
healt

a he
inter
venti
of di
you :
in tl:
grou‘
work
the (
(lecis

true
who
the I
done
tionz
cont:
or Ie
the 1
they

H0111
belie

0 do thin,
children

t., NW.

nd issue
.octors tn.
children
n, andly
children!
behavior
me every;
.chool, on:
spiritun‘
)between.

elopmen!
to salad
3 used in
book will

ed. Yon; ‘

eager en-'
eans that.
vhich yon:
.perienca‘
1d befoni
. his cor
at he will
1y in anll
aches hin
‘ith learn-
late whnl
books and.

lg paper:
re to keel
: meaning
Ee. YOU!
11 provide!
material;
materials
material

rportnnill

for learning experiences. You have learned by this time that part
of a child’s experiences in school is gained through reading. You
have learned also that visits to places of educational value must have
their place in the learning experiences. And you have learned that
probably the most meaningful learning experiences are those in which
children do things and help others do things. Knowing these important
facts, you will work with the children in discovering what goes on
in the school area and will list those you and they think are worth
seeing. You will make Visits to the worthwhile places a part of the
learning experiences.

Children will learn by doing things. Since you know this to be
true, you will work with the children in ﬁnding things at school, in
the homes, and in the community—at-large, which you and they can
do to make life better and at the same time contribute to growth and
development. You and they may decide among you to make the school
a very healthful and beautiful place in which to learn. You may
get the children to work with their parents in making their homes
healthful and beautiful places to live.

You and they will probably decide that in order to have a school
a healthful place to learn you will need to alter the color of the
interior walls, or clean the desks, or treat the ﬂoor, or improve the
ventilation or regulate the heat. You may want to improve the system
of disposing of waste material. In order to make the school beautiful
you and they may need to decide upon the kinds of colors to be used
in the interior, and you may want to do something to improve the
grounds and the outside appearance of the school. You will not
work alone nor make all the decisions alone, nor bear the expense. On
the other hand, you and the children will share in the work, in the
decisions and the costs of these activities.

You no doubt will want working tools. This will certainly be '
true if you do the things you and the children want to do. No man
who owns a home, lives in it and takes pride in it will fail to have
the minimum number of tools with which to do the work needed to be
done about the place. You and the children should consult the voca-
tional agriculture teacher and ﬁnd out what the tool chest should
contain. It may be that this chest may then be made up of tools donated
or lent by the parents of the children. Such a kit of tools can be made
the beginnings of a shop where pupils may work on things in which
they are interested.

Y0n will want to develop a careful work program for the school.
HOW You and your pupils will work together will depend upon your
beliefs about what education should do for the child. If you believe

101

that your duties are limited to teaching the separate subjects in th
curriculum, you will develop your work program so that it will bei
sort of assignment-study-recite pattern. It you believe that the WhOli
child is concerned, you will develop your work program so this purpose,
will be accomplished.-

If you are a good teacher you. will try to develop the whole child:
You will try to develop the child as an individual to the highest degrh
of which he is capable, giving attention to his physical, mental, social:
spiritual, aesthetic, and emotional development. You will attempt t
integrate all these phases of his individual qualities so that he wit
be well-balanced. To accomplish this you will provide situation“
that children can live healthfully every day. You will develop socit
habits as well as health habits. You will give adequate attention to they
development in the child in such basic skills as speaking, reading, writing
number concepts. You will give him opportunity to learn to appri
ciate life, health, skills, the beautiful, the useful, etc. Above all ye]
will help children to develop happy relationships with one another.

You will accomplish these desirable things through a program of
democratic living. If children are to be worthwhile citizens, lit"
healthfully, develop appreciations, develop happy relationships, theji
must begin sometime. If you are a good teacher, you will start you
program from the very beginning in this direction. You will wort
with children and they with you in deciding just how you are goihj
to work together. You and they will work out a program which Wil:
enable you to work together. You and they will, from day to day
and week to week, evaluate that plan and will work together in keeping?
it adjusted so that you and they will be able to develop in the wait
of living, learning, playing, experiencing together.

When you accept the total child view and when you and the pupil
start working together, you will inevitably lead into the study of that
problems concerned with the improvement of the quality of living
This will follow democratic procedure as night follows day. Children
when they plan are realistic and will face real problems. With them
going with you in ﬁnding problems, solving problems, the qualityﬂl
living will be raised. Your reading, writing, numbers, science, socizl
sciences, health, welfare, the arts, the vocations will be explmed II]
the light of common sense living.

If you develop the whole child, then he must participate fI‘OE
planning to ﬁnishing what has been planned. You must share Wlll
children the

(a) Selection of the school’s objectives
(b) Development of daily and weekly work schedules

102

’l‘hro
must
child

edge
This
of th
by V
have
are z

buil
for

Whil
equf
havi
gon

the
abi]
his
will
hav
par

wh
has
ill-
ﬁn
YO‘
do
lik
yo

:ts in ill
will be.‘
:he who];
; purple,

ole child?
st degree
11, sociali
tempt l
t he will
ationss
op socia’
on to thy
', writing
0 appre
: all ye:
[other

igromll
ens, lire}
.ps, the]!
art you
'ill wort
re going?
llCll Will
' to day
keepinl

he war:

,e pupil
of time
” lwtng.
lhildrel
th the
.ality (l
e, socill
loredi11

te fror'
,re with-

c) How problems will be attacked
(d) How classroom control and management can be main-
tained
( How the learning environment may be changed
(f) How the school and the community can work together
(g) How the pupils will treat teachers and how teachers
will treat pupils. ~
Through it all the teacher must lead, suggest, stimulate pupils. He
must bring to bear a wealth of learning and knowledge of people and
children and things.

You will be a good teacher if you and the children grow in knowl—
edge and mulerstondtng. How will you know you are making progress?
This is sometimes-difﬁcult to ﬁnd out. Unless you make a careful record
of things at the very beginning of the school year, you will have nothing
by which you can determine the progress you have made. You will
have to drive a few stakes so you can look back and see where you
are at the end of the year.

Make a careful and detailed statement of the condition of the
building, listing the things which need improvement. Do this also
for the school grounds, noting the need for walks and other things
which will make it attractive. Take an inventory of the supplies and
equipment—fuel, stoves, seats, deSks, blackboards, etc. When you
have changed anything, check it off so you may know how far you have
gone.

'Make up a list of needs of each pupil, and include in this list
the things upon which you will work. Note each pupil ’s health, his
abilities in the learning areas, his appearance, his speech, his attitude,
his willingness to work, his mood. Out of this decide the things you
will do for each child in order to meet a speciﬁc need. You will then
have something to look back to—something with which you can com-
pare any progress made by each child.

The way the school looks to the posserby will indicate to some
degree the kind of school you have and the kind of teacher you are.
If You are a good teacher the school will look good to those who see it
when they approach it. You may ﬁnd on your ﬁrst visit that the yard
has grown up with weeds, or gullies have been formed, the toilets
ill‘appeal‘ing, and the outside walls without paint. You may even
ﬁnd that the foundation is not closed. If this should be true and if
You lack courage, and if these difficulties dishearten you, and if you
do not have the resources within y0u to overcome this drabness, it will
llkely mean that you do not have the courage to be a leader. But if
you can rise to the occasion and see in the future a well-kept yard

103

paint on the outside walls, and building set on a neatly closed founda,
tion, you will be the kind of person this place needs. In your visioz
of the future you will plan to get the children on your side. You wil
help them see the drabness and you will help them vision the schot
after it has had the magic touch. You will see in that vision parent
of these children seeing the drabness, visualizing the change, anti
working along with you to make it come true. '

I
You will get the parents to come to the school and plan with ya;
ways and means of making the school sightly. You and they will ﬁnd;
the paint (ask the board of education to supply it) and they will p11:E
the paint on and will take pride in doing it. You will make that
understand that the school yard must. be as attractive as the yard eacl
child has at home. You will make them understand that a closed
foundation under the building will give assurance of greater comfot
during cold weather. You and they will learn that insanitary in
attractive toilet buildings make for poor health, poor manners, p001
citizenship. If, when you look at the poor, unsightly building, you
can feel in your heart that parents will help you work for theix
children when they know what to do, you will be a good teacher,

You can trust parents when you set them free to help and help them

to ﬁnd the thing that needs to be done.

When the school looks good, you will lead in keeping it that wayl
The pupils will work With you in doing this if you will work with:

them. They will ﬁnd waste containers for paper and other waste or"
dinarily found on a school yard. They will ﬁnd a metal drum some
where or they will take cast—off wire and make one. They will selectaj
grounds committee who will see to it that the waste container receives
the waste. They will also use this container as an incinerator where
the waste may be burned with safety. Trust the initiative of the larger
boys and girls to do this and they will not fail you.

The school room inside must be a pleasant place to live and work
When you enter the room the ﬁrst time, you may ﬁnd the walls dull
the window panes out, the furniture broken and dirty. You may ﬁnd
the entire room so unattractive that you may wish you were somewhere
else. But it‘ you have courage, you will know that to change this r001Il
into an attractive room is an educational job. You will do what you
can about it before school opens. After the school starts one of the
very ﬁrst tasks will be to ask the children to help yon decide Whal
you and they can do to make the room look the way you and the)l

want it to look. You and they will ask such questions as these: What

can we do to make the walls, the Woodwork, the furniture look more

104

with no gullies, sanitary toilet facilities, well-selected and well-appliee I

shall
Shal
pupf

deve
colo:
in u

bull
The
attr.
byt
proi
also
goo?
of e
to 6
edu‘
that
at 5
rep:
tect
in a
ing

the
feel
acti
win
boy
whf
be

hor
mu
tas
ha‘
wh
me
tea

ll-applief

:1 found.

an visio:
Y0u ml
he schoo'
1 parent
nge, ant?

I
with ye?
will tint:
will p11:1
Lke then:
ard earl
a closed
comfor
iary 1111'
TS, poor
Eng, you
or their
teacher;
lp theiri

at way:l
rk with,"
aste or-i
a some,
selecta:
receives
- where
: larger

l wort.
‘s dull.
ay ﬁnd
where
s room
at you
of the,
a what
1 they
What
: more

-' attractive? Shall we paint the walls, and, if so, what color? How

shall we clean the furniture? What shall we do to the windows?
Shall we need the help of our parents in this job? What can we as
pupils do without the parents’ help?

Out of this sharing in the problem constructive plans can be
developed. Cleaning can be done; furniture can be arranged; and
coloring determined. Parents can be invited to come in and share
in meeting the needs which the school cannot meet without their help.
Waste paper baskets can be devised; book shelves can be built and
bulletin boards can be provided. Drinking facilities can be arranged.
The walls can be painted. Most of the things needed to make a school
attractive on the outside and homelike on the inside can be provided
by the people in the community whose children are served. They will
provide them to the limit of their ability if properly led. It follows,
also-Lthat when a school community has manifested its interest in a
goodlschool and has done all it can to have a good school, the board
of education will go to the limit of its resources in helping a school
to do those things it cannot do alone. You will ﬁnd that a board of
education will buy the paint for a schoolroom if the people will see
that it is put on. The board will cooperate in building sanitary toilets
at schools which will keep them sanitary. They will make needed
repairs to buildings and furniture if communities take pride in pro-
tecting property. The board knows that property will not be destroyed
in a school when parents and pupils work with the teacher in develop-
ing the school program.

If you. will appoint every child on some committee he will share
the responsibility of school keeping. In order to give all of them a
feeling of responsibility you will probably want to have the following
active committees: Sweeping, dusting, blackboard, bulletin board,
windows, library, wraps, water, ﬁre, waste paper, yard, ﬂag, girls’ toilet,
boys’ toilet. Pupils should have some choice as to the committees to
which they are assigned and membership on certain committees should
be changed periodically.

You will arrange your program so the children will be able to
do their school work at school. For the most part, the assignment of
home work wastes a great deal of time, disappoints pupils, places too
much strain on some pupils, and prevents them from doing necessary
tasks assigned them at home. In a well organized school, the pupils
have their work plans. The day is not spent in the old 1890 style,
where the teacher makes an assignment, the pupil studies the assign-
ment, and then recites it back to the teacher. Instead, the pupil and
teacher plan the work and go to work on the plan. The teacher helps

105

if and when the child needs help. Eight hours out of 24 is enough tinl
to give to school work.

The child is disgusted if he works at home on an assigned tat
and the teacher does not go over his work with him when he come
back to school the next day. He gets the notion that his assignmen-
was a kind of punishment rather than something that is important
Then, too, pupils have home duties connected with daily livingn
the home. He needs to associate with the members of the family ant
to share in their experiences. You will avoid assigning home wort
at least you will not ask pupils to take their textbooks home. If the}
take books home, let them be library books of a recreational nature.
and not language, arithmetic and the like. You will ﬁnd, no doubt
that pupils will be more eager to do school work and will have some
thing to occupy them if they do their work in school where they Cﬂl
get the help they need. a

The class period should not be a daily test. You will, if you an
a good teacher, spend a great deal of the class period in planning will
the pupils the things they will do before the next meeting of the clas
During this assignment period, you will help them to determine the
speciﬁc things they will do and will give some suggestions as to hon
they may do them. i

When the time comes for the group to meet again, you will, in:
doubt, spend some time in ﬁnding out the difficulties they met within
carrying out the plan and will offer suggestions which will help cleai
up those difﬁculties. You will then lead into plans for the next?
meeting of the class. This will include the matter of clearing in
the difﬁculties found in this class period and in planning for tin
next period, such as selecting the tasks and planning the attack. When
you use the period in making intelligent and speciﬁc plans and clearingJ
up difﬁculties, you will be working, not for the pupils, but with then].

Partnership with pupils in the school work should start at till
very beginning of school. You can start by getting the pupils to
help you plan the work of the school and to accept responsibilities
for carrying the plans into eitect. Not long ago a very good teacher
opened a one room school. It was very inspiring to note that sit
and the children began their partnership at the start.

Their ﬁrst step was to plan their work. She invited all the
children to assemble in a circle and help her plan the things that
should be done during the school term. It was agreed in the VHF
beginning that they could not think of all the things that needed T“
be done during the entire term, but it would be well to list as maul
things as possible at the beginning and to add others as the school

106

ough till]:

gned tat
he come

ssignmer
mportant
livingt

unily ant
nne work;
If the}|

al nature-
no doubt
ave some
they eat

1%:

f you at
ning will
the class
.‘mine the
as to how

1 will, 11(-
513 with iu’
ielp clear
the net}
aring 111‘
g for tlr
k. When
1 clearing
ith them.

rt at ﬂu
pupils to
nsibilities
d teacher
that she

1 all the
lugs that
the veI‘l'
ieeded '[0
as maul
he school

term progressed. The teacher was so evidently sincere that she con-
vinced the children at once that it was not a make-believe task she
had asked them to perform, but a real one. They believed from the
beginning that they could help and that their ideas would have the
teacher’s consideration.

The teacher’s question as to what they would like to do led to
a discussion of the fact that the brothers, cousins, and fathers were
away at war. Out of this came a suggestion that they would learn
about writing so they could write to those members of the family
who are in the armed forces. (English) The discussion also led to
the remark that they would learn how to locate on the maps the places
where their soldier brothers were stationed. (Geography).

By skillful leadership of the teacher, the pupils listed other
things to be done, such aswstudying birds, animals, plants, etc.
(Nature and Science)—-keeping up with what is' going on in the world
(Literature, History, Newspapers)—keeping the school clean and a
healthful place in which to live (Health and Sanitation). In a short
while the pupils had suggested most of the things that are found in
any good school and each item in the school plan was an outgrowth of
a felt need on the part of the pupils. The children were led to see
why they needed language, arts, sciences, social sciences, health and
physical welfare.

After several over—all objectives were set up by the pupils under
the guidance of the teacher, she then asked what should be undertaken
ﬁrst. It was agreed that the ﬁrst thing should be to get the school
clean. Then the teacher asked the pupils to help her list the jobs
that would have to be done in order that the school might be cleaned.
They began to list such as sweeping, mopping, washing furniture,
washing windows, cleaning cloak rooms, cleaning book shelves, cutting
the weeds, painting the walls, painting some of the furniture.

As soon as the list was placed on the blackboard, the teacher
asked when they should clean the room, and the decision was that
they should start at once. She then asked for volunteers for each
task, with each child selecting the job he would like to work on. In
a few minutes every child had selected the thing he preferred doing
and the names were listed opposite the tasks. Each child went to his
work. Most of the children were surprised to ﬁnd that the teacher had
available working materials and tools suited to each task—mop, buckets,
brooms, window cleaning powder, a scythe, etc. The children went to
work. Everyone had a part in planning and was introduced to his
repsonsibility. Each felt important in the Sharing.

Children will be happy when they share in what is planned and
107

share in the execution of the plan. You will ﬁnd that you will not
need the services of an attendance ofﬁcer if you will form