Imágenes de páginas
PDF
EPUB

Fastened to the wall near the wastepaper containers on both sides of the dining room are a set of compartments for soiled dishes. The complete set is 6 feet long by 3 feet high and contains a double row of compartments with four in each row, each fitted with a large aluminum tray. Each compartment is labeled with the name of one of the

Seager refrigerator. The back wall is lined with cupboards and drawers with a counter above.

In the center front space conveniently placed between the stove and the sink is a large zinc-covered table 3 feet wide by 5 feet long, with a shelf underneath. This table was made to order and is most satisfactory. In the back section of the

Rest period out of doors for underweights

dishes used for serving, such as mug, plate, sauce dish, and the like. One compartment is set aside for trays. When the students finish their lunch they carry the soiled dishes to this dish container, throw their waste paper in the waste-paper barrel, and put their soiled dishes and trays in the sections designated for them. The student helpers remove the trays containing the soiled dishes as they become filled and take them to the kitchen to be washed.

The kitchen is separated from the dining room only by the counter, with the steam table in the center. It is approximately 26 feet long by 27 feet wide. In the center front is the steam table, with serving tables or counters on either side. The inside of these counters is provided with drawers and cupboards for dishes.

School Shops Contributed to Equipment

Menu boards are hung above both the boys' and girls' counters so that they may be plainly seen as the students enter the lunch room. The menu boards were made in the shops and are so grooved that the cards may be slipped in easily. The cards are of white bristol board about 2 inches wide and the menus are stamped on them with a rubber stamp.

On the left side of the kitchen is a large hotel range containing ample cooking space and three baking ovens, a broiling stove which has been added to the original equipment, a hot-water heater, and two cupboards; on the right is a sink well situated under a window, the door leading out of doors, and a large

kitchen is placed a small wooden sandwich table to which is fastened a Sterling bread cutter. Near the sink, to accommodate the soiled dishes, is a white enameltopped kitchen table. A milk container to hold iced milk bottles is placed on the right side of the front floor space and an ice-cream container occupies the space opposite on the left side.

ing stove. This hood is connected with a flue, and all odors are drawn out by means of an electric fan.

Plan of organization.-The board of education is responsible for all initial equipment, for space for the lunch room, for heat and light, and for some of the salary of the director. The lunch room must be and is entirely self-supporting, paying for the gas used as fuel, the wages of the helpers, the upkeep of old equipment and for the addition of new.

Attitude of Teachers is Helpful

The success of a school lunch depends to a great extent upon the cooperation of the school itself and upon the attitude of the principal, teachers, and pupils. Mr. Frank Carr, principal of the Frank Ashley Day Junior High School, is largely responsible for stimulating cooperation of both teachers and pupils and for molding the attitude and behavior of the pupils. A large part of the success of this lunch room is due to the part that Mr. Carr plays in its management. Perhaps it is an intangible part, but, because he is heart and soul interested in it and stands behind it and is always ready to help in any way, it is a success. His help and advice to the director is invaluable.

The cooperation of the teachers and students is most hearty and willing. The drawing and sewing departments make many of the menu signs; the printing department has printed several of the forms used for checking; the wood

[graphic]
[graphic][merged small][merged small][merged small]

Working force.-The working force of the Frank Ashley Day Junior High School lunch room consists of a director, a bookkeeper, two helpers, and four student helpers, and teacher cashiers.

Home Economics Woman is Director

The Frank Ashley Day Junior High lunch room is under the direction of a trained home economics graduate, who is also the director of and teaches in the domestic science department of the school. She employs all workers necessary for the lunch room, plans the menus, supervises the preparation and cooking of the food, buys all supplies, orders and keeps careful account of all food brought in and used, checks the food sold daily with the money received, and directs and assists in the serving. When occasion demands, she helps with the preparation. Every four weeks a detailed inventory of supplies is made by the director.

The receipts from the lunch room are counted each afternoon by the bookkeeper, and bills are paid as they come in. Financial statements are made out at the end of each four weeks. The books are open to audit, and the assistant to the superintendent acts as auditor. All statements, inventories, bills, checks, and general correspondence are kept on file in the commercial room and are open at all times to inspection by Mr. Carr, the principal, the director, and the auditor.

The bookkeeper spends at least an hour a day on the routine work and several hours on the financial statements at the end of every four weeks.

The director has two helpers to assist her in the lunch room. These come at 8 o'clock and usually finish at 4 o'clock. However, they are at liberty to go earlier if they are able to finish earlier, but must always stay later if necessary until all the work is finished.

Each Helper Has Definite Duties

The work which the helpers do is that of preparing and cooking food, serving, and cleaning up. Each helper has her definite duties. The head worker does the cooking in the morning and helps with the serving at lunch time. After lunch she helps with the checking up and then starts the food preparation for the next day.

The assistant worker washes the dining tables and counters every morning, makes the sandwiches, wipes the milk bottles, and helps arrange the salads and counters before luncheon. During the lunch period and afterwards she washes dishes, helps prepare vegetables for the next day, and does the cleaning, a part of the cleaning work being done daily, so that every part of the lunch room and equipment is cleaned sometime during the week.

As a means of linking the school lunch room closely with the school and giving the girls in the cooking classes an opportunity for the training the serving in the lunch room affords, four girls from the cooking classes act for one week at a time as student helpers. This is a part of their cooking work and is required. The schedule is so planned that no girl needs to serve more than once during the term. The girls are eager fort heir turn to come. and enjoy the work. Each girl is given a 20-cent luncheon for her services. They come to the lunch room one-half hour before luncheon and eat their luncheon before they begin their work. All regular school work missed during the time they are in the lunch room must be made up after school.

Different Teachers Serve as Cashiers

Besides cooperating through their various departments the teachers give generously of their time and energy by acting as cashiers during lunch time.

Dif

are required to bring the exact change. If they fail to do this their tray is taken away and they have to stand by the cashier until the line has passed and then get their change.

Schedule Planned for Lunch Period

Because the lunch room is not large enough to accommodate all the students at the same time there are two lunch

periods of 25 minutes each with a 10minute intermission. The lunch is served during the fifth recitation period; this, instead of the usual 50-minute period, begins at 11.50 and ends at 1.10, making it 1 hour and 20 minutes. At the beginning of the period one-half of the pupils go to the lunch room and the other half to their fifth recitation. The designation whether a pupil goes to early or late lunch is made by dividing the classes into two luncheon sections. A pupil goes to late or early lunch on any given day, according to this planned schedule. At the end of 25 minutes, or at 12.15, the early lunch

[graphic][merged small]

ferent teachers serve each period and each day. Their service, which is graciously given, gives a dignified touch and eliminates the necessity of giving any student the difficult responsibility of handling the money. It also makes it unnecessary to have the ticket system.

Students Must Bring Exact Change

Plan of service.-The lunch room is conducted on the cafeteria plan. The students form in a center aisle in one line which breaks at the lunch counter. The boys pass to the left and the girls to the right, where they take trays and napkins and help themselves to the food which is placed on the counters. At the end of the counter they pay the teacher cashier in money. Tickets are not used. All dishes are either 5 or 10 cents and the students

pupils go to their fifth period recitation, which is unbroken. For the next 10 minutes the entire school, with the exception of the student patrol and student helpers, is in the fifth period recitations. This gives opportunity for the lunchroom workers to prepare for the second luncheon. Those who go to lunch at 12.25 return to their rooms at 12.50 for the

completion of their recitations.

Discipline in Lunch Room

The student patrol takes full charge of the conduct of the students while they are in the lunch room. The duties of the student patrol are "to carry out the rules made by the student council and perform any other duties which special emergencies may require." They are on duty throughout the whole school during the lunch period.

Eligibility to the student patrol is based

wholly on conduct, not on scholarship, Shall Untrained Persons be Employed

in order that those who are not proficient

in lessons may have a chance to shine in

something.

to Teach Our Children?

The student patrol consists of 12 boys Nurture of Mind and Character Requires Specific Training Equally with Treatment of

and 8 girls in each squad. These are distributed in the following manner:

Ninth grade: Boys, 5; girls 3.
Eighth grade: Boys, 4; girls, 3.
Seventh grade: Boys, 3; girls, 2.

Student Patrol Does Fine Work

The student patrol is divided into four groups of 5 each, 3 boys and 2 girls, one group to be dropped at the end of each five weeks and a new group elected to take its place. During the lunch period

the student patrol keeps the lines moving in an orderly manner, sees that each pupil takes a tray for his food, keeps the tables in order, arranges for cleaning up anything that is spilled or broken, watches to see that no papers are thrown about and that there is no splashing of water or crowding at drinking fountains, keeps discipline on the play grounds, answers questions, and makes strangers welcome. The student patrol does very fine work in handling this situation. During the lunch period the student patrol also guards all entrances. Only the middle door is used, all other doors being locked. Only pupils having a luncheon permit signed by a teacher are permitted to leave the building. After luncheon the student patrol is stationed in the corridors and stairways and lavatories while the students are passing to their classes. They then return to the lunch room, to place the stools on the

Physical Ailments Broader Educational Foundation Demanded Before Specialization
Begins-Teachers Must Interpret and Transmit Our Social Heritage

THE

By WILLIAM M, ROBINSON

Rural Education Division, Bureau of Education

HE THEORY formerly held that anyone can teach any subject has been exploded. More and more, teachers are selected with particular consideration to their personal fitness and their special training for the subjects to be taught. The number of individuals using teaching as a stepping-stone to the other professions is decreasing because society is no longer willing that the children shall be the stones stepped on.

Teaching is a profession as truly as law, medicine, or the ministry. Like these, it is founded upon a body of ethical and scientific principles which with their applications should be understood by teachers. Just as people are unwilling to ask legal advice of those who have not studied law and passed the bar examinations, or to have their bodies treated by doctors without thorough medical training, they should be unwilling to employ anyone as teacher who is not specifically trained to nurture the minds and characters of their children.

Two years of advanced training beyond tables which the student helpers have high-school graduation is considered the

wiped.

Training for Complete and Worthy Living

The Frank Ashley Day Junior High School lunch room provides a splendid opportunity to develop some of the real objectives of education by the training it gives in

1. Health and physical development through its development of everyday hygiene, both personal and public. (a) By itself working for the public health in its method of handling the food and steriliz

ing the dishes and silver. (b) By its

training in the appreciation of the part right food plays in its relation to health. (c) By trying to create an appreciation of good table manners and a wholesome atmosphere.

2. By giving training in worthy citizenship, community, State, and Nation, through the functioning of the student patrol and student helpers.

3. By giving many opportunities for training in ethical character by giving the student patrol real opportunity to function and the student body an opportunity to develop.

minimum time to prepare for the most humble teaching position. Reasons are apparent for increasing, rather than diminishing, the period devoted to preparing neophyte teachers.

1. As society advances and becomes increasingly complex a broader educational foundation is demanded before specialization begins. More time for acquaintance and interpretation is needed than when civilization was less developed and less complex. Professional schools have

[blocks in formation]

the addition of two years of general college education as a prerequisite of students applying for admission to the professional schools of law, medicine, journalism, business and commerce, and others. People who are to engage in the interpretation and passing on of the social heritage to the children surely need as much preparation.

2. During the past quarter of a century the sciences dealing with the physical and mental make-up of the child have developed at an unprecedented rate. The science of education has added much technical information needed by the prospective teacher. This vast amount of information is now available in suitable form for the teacher's guidance and makes a legitimate claim to a place in the normalschool curricula.

3. The application of such principles of philosophy as "one learns to do by doing" demands more observations, participations, conferences, and teaching by the prospective teacher than has been given heretofore. The addition of one or two years to the course allows for more of this type of laboratory work in normalschool curricula.

4. More liberalizing subject matter is being introduced into the training courses. These courses are designed to lead students to the ever-widening circle of related subject matter more "advanced" in character and thus to awaken and promote the broadening of their intellectual horizons. This in turn will be passed on through richer teaching to pupils who are eager in their quest for learning.

Coordinating Charitable Work With of illustrated stories and problems, all the

English Composition

School children had a large share in the success of the last community chest campaign for the support of charity in Toledo, Ohio. Thirty-five pupils from the fourth, fifth, and sixth grades of the public and parochial schools were invited to visit some of the institutions maintained, and, as a regular part of their English work in school, to write up their observations. No attempt was made to force an adult viewpoint upon the children. The result was a 40-page booklet

work of the children. This booklet was used for a week as regular reading material in the schools. The schools in this way not only assisted in advertising the social and benevolent needs of the community, but actually gave 40 per cent more in the campaign than the budget assigned them.

The first dental college for women in the Philippines was opened this year in Manila, in connection with the Centro Escolar de Senoritas, with a woman dentist as dean.

New Books In Education

By JOHN D. WOLCOTT
Librarian Bureau of Education

BAKER, S. JOSEPHINE. Child hygiene. New York and London, Harper & brothers [1925] xii, 534 p. tables, diagrs. 8°.

The fundamental features of child hygiene only. are discussed in this volume, leaving detailed consideration of the subject to more specialized publications. The author aims to instruct and help the interested lay worker, as well as to give practical aid to public-health officials. The discussion is limited to child health work in the United States. Child hygiene applies to the time from the prenatal period to the end of adolescence, and this book deals with the mother the baby, the child of preschool age, the child of school age, and general aids in school hygiene.

BROWNELL, HERBERT, and WADE, FRANK

B. The teaching of science and the science teacher; the relationship of science teaching to education in general, with especial reference to secondary schools and the upper elementary grades. New York and London, The Century co., 1925. xi, 322 p. plates, diagrs. 8°. (The Century education series, ed. by C. E. Chadsey.)

The broad conception adopted by this book is that the function of teachers of highest importance in their daily round of teaching duties is so to train those under their charge that the power to reach decisions founded in fair deliberative thinking shall characterize the finished products of American schools. Full attention is here given to the relations of the science teacher and the community, to the science teacher as a builder of character, and to phases of science teaching in moral education. The professional and technical aspects of the science teacher's work are also adequately treated. For example, the book has chapters on laboratory work and equipment, science textbooks, use of projects, examinations, methods of study and teaching, and the professional preparation of the science teacher. The general status of science teaching both in high schools and in the grades receives recognition from the authors; also methods of teaching the particular subjects of biology, physics, and chemistry.

COMFORT, W. W. The choice of a college. New York, The Macmillan com24°. pany, 1925. vii, 55 p.

The president of Haverford College offers this concise discussion of the various aspects of the question of choice of a college, including a technical compared with a cultural course, geographical location of the institution, coeducation, size of a college to be chosen and whether urban or rural, the college endowment, and its religious atmosphere. CUBBERLEY, ELLWOOD P. An introduc

tion to the study of education and to teaching. Boston, New York [etc.], xix, 476 p. illus., plans, diagrs. 12°. (Riverside textbooks in education, ed. by E. P. Cubberley.)

The author sees a present need in the college and normal school curriculum for a general introductory survey course in education, and presents this volume as a textbook for such a course. After a brief historical survey, the essential nature of education is first given, after which the more general features of educational organization, administration, and su

pervision are described. The text then passes to the work and training of the teacher, child development, pupil differences, the learning and teaching processes, scientific school classification, curriculum content, and educational and building reorganization. The recent important extensions of public education are next considered, the new social relations of the schools are described, the scope of the system of public instruction is outlined, and the place of the college and university in a State system of public instruction is set forth. Finally, the questions of school support, taxation for education, increasing costs of schools, and the desirable equalization of burdens and advantages are discussed. The book closes with a brief exposition of the present status of education as an applied science, and the larger unsolved problems that are faced. EDWARDS, A. S. The fundamental prin ciples of learning and study. Rev. ed. Baltimore, Warwick & York, inc., 1325. 255 p. diagrs. 12°.

The especial aim of this book is to show how the results of general and experimental psychology and of allied sciences can be put into practical use by the teacher and the student in the problems of learning and of study. Some of the main thoughts brought out are the nature of education and of the educational process from the point of view of permanent results in the individual; how to make the best progress in learning; the acquirement of not only specific but general improvement; how to develop attention and to arouse and direct desired activities; development of the emotional and moral nature for permanent results in moral character; physical and physiological conditions involved in learning and study; methods of study and supervised study; greater definiteness of aim in education.

ELLIS, MABEL BROWN. The visiting teacher in Rochester; report of a study. New York, Joint committee on methods of preventing delinquency, 1925. 205 p. 8°.

Rochester, N. Y., is said to be the only city where a full-fledged visiting teacher department has thus far been established under a board of education. Many other forms of social service are likewise to be found in Rochester both within the public schools and in the outside community. An unusual opportunity is therefore afforded to observe the actual working relationships of the visiting teacher with a wide variety of social agencies, public and private. A study of the Rochester visiting teacher work is reported in this volume.

KILPATRICK, WILLIAM HEARD. Foundations of method. Informal talks on teaching. New York, The Macmillan company, 1925. xi, 383 p. 8°. (Brief course series in education, ed. by Paul Monroe.)

Not the details of specific method procedures, but rather the principles on which method in general may be founded, are presented in this volume. It recognizes two problems of method: One, the problem of how best to learn-and consequently how best to teach-any one thing, as spelling; the other, less often consciously studied, the problem of how to treat the learning child, which is the aspect emphasized by the author. The narrow problem is primarily psychological; the broad problem is rather moral and ethical, or perhaps better still, philosophical. Among the topics discussed in the book are the nature and process of

learning, interest, purposeful activity, meaning and thinking, and moral education. The advance in educational efficiency which has taken place in recent years is ascribed chiefly to scientific progress. The aim in educative work with children is to have them live more richly and successfully right now, in the belief that this course will insure a good future also. In general, intrinsic subject-matter and purposeful activity, with education as the continuous remaking of life to ever higher levels, are called the foundations of the modern position. The book is composed in conversational form, somewhat after the style of a Platonic dialogue.

MCMURRY, CHARLES A. Practical teaching. Book one. Large projects in geography. Richmond, Va., Johnson publishing company [1925] 222 p. front., illus., maps. 8°.

The design of this book is to give teachers an introduction to the art of instruction through specific illustrations of organization and of detailed method. Four large units are fully wrought out in the treatment, namely, New Orleans, the Salt River project, the Muscle Shoals project, and the Panama Canal project.

NATIONAL EDUCATION ASSOCIATION.

DE

PARTMENT OF ELEMENTARY SCHOOL

PRINCIPALS. The fourth yearbook. The elementary school principalship-A study of its instructional and administrative aspects; ed. by Arthur S. Gist. Washington, D. C., Department of elementary school principals of the National education association, 1925. [197] 479 p. tables, forms, diagrs. 8°. (Bulletin of the Department of elementary school principals, vol. iv, no. 4, July, 1925.)

The papers in this yearbook are classified in three groups dealing respectively with the instructional, administrative, and personnel aspects of the elementary school principal's work. Representative topics discussed in the first group relate to nature study, exceptional children, home study, visual aids, and the scientific selection of school texts. The report of the Joint committee on elementary school library standards, edited by C. C. Certain, covers 34 pages. Various administrative activities of the principal are taken up in the second section, such as the relations of the principal and the educational expert. In the third section, the principal's health and the rating of principals are discussed.

RICH, FRANK M. Projects for all the grades. Chicago, A. Flanagan company, 1925. 215 p. illus. 12°.

Contains 163 practical projects in all subjects taught in the grades, correlating the activities of school and home, and motivating instruction through the joy of being useful.

The adolescent girl; a book for parents and teachers. New York, The Macmillan company, 12°. 1925. xiv, 212 p.

RICHMOND, WINIFRED.

It is significant of the modern viewpoint that this study deals first with the abnormal and delinquent girl, and proceeds from her to the normal girl. It has been discovered that in the disintegrated minds of the abnormal we may find those elements of structure which are hidden in the complexities of the normal arrangement. Accordingly we are learning as much of the normal from the abnormal as we ever used to suppose that we could learn of the abnormal from the normal. The book discusses a critical period of life for the information of the average educated mother and of teachers.

WASHINGTON ; GOVERNMENT PRINTING OFFICE; 1925

OUR NATIONAL BANNER

O'er the high and o'er the lowly
Floats that banner bright and holy,

In the rays of Freedom's sun!
In the Nation's heart embedded,
O'er the Union firmly wedded,
One in all and all in one.

Let that banner wave forever,
May its lustrous stars fade never,

'Till the stars shall fade on high; While there's right and wrong defeating, While there's hope in true hearts beating, Truth and freedom shall not die.

As it floated long before us,

Be it ever floating o'er us,

O'er our land from shore to shore; There are freemen yet to wave it, Millions who would die to save it,

Wave it, save it, evermore.

-AUTHOR UNKNOWN

« AnteriorContinuar »