Faculty Issue —For Your Parents
Crimson and White
VOL. XI, No. 8
THE MILNE SCHOOL, ALBANY, N. Y.
DECEMBER 5, 1941
Guidance Aids in
Pupil Adjustment
For Later Life
Plan Programs to Suit Each
Student's Personal Tastes
The Guidance Department at
Milne has been established to assist
each student in selecting the course
of study most useful and interest-
ing to him while attending school
and in preparation for a future
career, It is desired that each boy
or girl shall make an educational
and social adjustment which shall
prove most profitable to him. Since
the Milne School has a limited en-
rollment, it is possible for the staff
and the student body to become in-
timately acquainted, Each student
is well known as an_ individual.
Hence the director of guidance and
the staff may plan carefully the
educational program with each stu-
dent in terms of his needs, abilities
and potentialities.
Plan For Life Vocations
Students plan their educational
and vocational careers on a long
term basis in accordance with their
desires and those of their parents,
with some particular end in view—
college, business or general prepara-
tion for life. These plans take into
account the school’s intimate ac-
quaintance with the boy or girl and
are supplemented by information
from health records of the Medical
Department and from intelligence,
achievement, reading and eye tests
supplied through the psychological
testing facilities of the College. Ad-
justments in individual programs
occur as plans change or as new
goals are sought, for each person is
expected to achieve success in ac-
cordance with his capabilities.
Curriculum
Through the enriched curriculum
provided by courses in art, shop,
music, homemaking and commerce,
the student in the Milne School
finds outlets for his interests and
creative abilities, A college prepara-
tory student may elect courses in
these fields as a portion of or in
addition to his regular schedule.
Director of Guidance
The director of guidance in in-
dividual interviews makes availa-
ble to the student, information re-
lating to the choice of a college or
opportunities in the world of work.
The vocational plans of the student
are continually considered. Stu-
dents encountering difficulty with
academic work are interviewed in
order that remedial steps may be
undertaken.
The chief aim of the guidance
service is to assist each boy or girl
to make the most of his school op-
portunities.
New College Five Year Plan
Will Boneh The Milne School
A View of Milne Building and Page Hall!
A view of Milne and Page Hall which houses the auditorium and gymnasium.
This shot was taken from the motion picture of life at Milne filmed last year, titled
“For Youth and the State.’’
New Audio-Visual Department
Contributes Classroom Aids
“One picture is worth a thous-
and words,” so went the ancient
Chinese proverb, but, it might be
added, it must be a good picture and
it must be properly used. This year |
there has been set up at Milne High
School a department of Audio-Vis-
ual aids to assist the various de-
partments in choosing and using
pictures, records, radio, slides, and
movies. Already Milne has employed
a variety of these teaching aids in
enlivening and vitalizing classes.
The mathematics classes have
made extensive use of handsome
&
Jantern
slides to illustrate the
variety of forms to be found in our
environment. ‘The social studies and
commercial departments have also
used student and teacher-made lan-
tern slides to good effect. The
seventh grade social studies classes
in their study of Albany have as-
sisted in building up a splendid col-
lection of Kodachrome slides which
show the beauty of our city in its
natural colors. Practically all of the
classes have made use of pictures
either on their bulletin boards or
projected before the entire class
(Continued on page 3)
Fifth Year Wi Will Aid
Students to Receive
Masters Degrees
As this year’s Milne campus
teachers leave State College, the
College Class of '43 becomes the
first group to inaugurate the five
year teacher training program.
After next year, Milne, as well as
the public high schools of the State,
stands to benefit greatly from the
enriched and extended period of
teacher training. Each teacher will
come to us with added maturity
and broader professional and cul-
tural experience, In his fourth year
of college work, he will haye a min-
imum of at least six hours in meth-
ods and introductory campus teach-
ing instead of the four hours method
course which he now has. This addi-
tional observation and elementary
campus teaching will enable the col-
lege student to adjust himself easily
to the exacting Milne program in his
fifth year.
Will Carry Light Programs
During the fifth year, the campus
teacher will carry only six hours of
college work in the semester of his
Milne teaching. This will free him
from college appointments for prac-
tically the entire “Milne day.” He
will probably teach several Milne
classes instead of the present cus-
tomary one. Thus, Milne students
will receive a continuity of expert,
teaching from a corps of mature and
expertly trained campus teachers,
To Receive Broad Training
In the non-teaching semester of
the fifth year, the campus teachers
will receive a minimum of fifteen
hours of broad cultural training in
their particular content fields, as
well as advanced educational re-
search and philosophy. This innova-
tion will take them away from the
State College campus and into the
high schools of the State for short
intensive periods of classroom
teaching, observation and research.
This concluding period of training
thus guarantees to the local public
high schools a teaching candidate
superbly balanced in professional
techniques and cultural background.
Faculty Issue
This issue of the Crimson AND
Wuite has been written by
members of the Faculty, and
edited in its entirety by the
student Board, under the direc-
tion of Miss Katherine E.
Wheeling, faculty adviser.
DECEMBER 5, 1941
CRIMSON AND WHITE
PAGE 2
CRIMSON AND WHITE
Volume XI December 5, 1941 No. 8
Published weekly for the Student Assoc! of the
Ib y York, by the mem of the
Board. changes to
other to the
columns are those of
lect the views of the
ssunies no responsibility
MEMBER
holastic Pi tion
ch lation
Columbia
Capital Dist
_ FACULTY BOARD
‘ork University
conomies Dep!
Times ah
Columbia,
; Ph.D. ord,
yehett,
A.B.’ Obe'
cher Collen:
College
May,
Fillingham, A. Home
B, ate
ary Dept
Visual Aids Dept
Columbia; Bd, b.,
ducation Dept.
Columbia
"Ph.D, Yale,
Dept
; Ph.D, Clark,
Chicago; M.S., U. of Pa,
‘ornell; Ph.D, Cornell,
Snduseeiat Avia Dept.
A.B... Stitt
Raymond, Harlan W,
B. .
New York University.
tudies Dept,
Teachers College at Hmporia;
; Ph.D, State U. of Towa,
Foreign Languages Dept.
Voroign Languages Dept,
: A., Mi
Wheeling, i oH.
A.B., Alleghany ; M.
thematies Dept.
+ Ci ., Columbia,
Muse i pt.
‘oan Conservatory; M. Mus., American Con-
The ity Tikes Over
A few weeks ago, it was as suggested that the
Milne faculty take over the entire publica-
tion of the CRIMSON AND WHITE for one
week’s issue.
This plan was suggested with this purpose
in mind:
To allow the members of the faculty to
present to students and their'parents a pic-
ture of the activities, aims, and programs of
their respective academic departments, and
to allow them to write this material in their
own personal style.
Because of the fact that members of the
senior class have been busy at work on the
Book Fair this week, this time seemed to be
ideal for the “All-Faculty” CRIMSON AND
WHITE.
Dr. Frederick and Miss Wheeling, toge-
ther with the entire faculty have done a fine
piece of work in presenting this picture of
the Milne School to its students and their
parents.
The CRIMSON AND WHITE Board.
Milne’s A Good School
Democracy is active in Milne. The best evidence is
found in the conversations of small groups of students
in the corridors, in the cafeteria, and on the way to
and from school. The following remarks show an un-
derstanding of how democracy works in this school,
“Milne’s a good school. You feel as if you have a
right to say what you believe, even if the others don’t
agree with you. There were only about four of us
in my class who voted for Roosevelt in the last elec-
tion, but all the rest of them listened to us when we
explained why we were going to vote that way.
I remember the time some of the kids wanted to
spend part of our tax money to buy a movie projector
so we could have talkies in assembly. Some of the
teachers said that it would be useful in classrooms
if we bought one, but a few of us felt that that was
equipment the school should buy, and it shouldn’t
come from student money. We talked to our council
representatives about it, and’ got them to vote it
down, :
The Uniform Question
“and there was the time some of the girls got an
idea that they wanted to wear uniforms. The boys
voted on that, too, because they said they were going
to have to be in the same classes with the girls and
look at them and so they thought they had something |
to say about it. After the girls gave their arguments |
in assembly, there were a lot of articles in the school
newspaper, and then it was voted down, but nobody
got sore about it.
“T wish you could have seen the Christmas basket
we sent last year to the family our homeroom adopted.
The Community Chest told us how many people there
were in the family and how old they were, and then
the Home Economics girls helped us plan a good
Christmas dinner for them, They planned it so that
there would be a lot of food left over for after Christ-
mas. We also gave them a lot of clothes and a year's
subscription to Life magazine, because we wanted
them to have something to remember Christmas by.
We Sent Golding to Washington
“We paid one of the fellow’s expenses to visit the
Capitol in Washington for a week and study the na-
tional government, and when he came back, he made
a swell speech in assembly, and told us a lot of things
we wanted to know. Speaking about the government,
it’s funny how much better an idea you get about
America and patriotism and what it means after
you've been over to Fort Cralo, where Yankee Doodle
was written, and up to Saratoga where the Americans
really won the Revolutionary War. You get a kind
of thrill when you walk around that battlefield and
listen to somebody who knows their stuff explain how
the Americans licked the British.
Trips Round the Community.
“We make visits to a lot of factories to find out how
things are made and what conditions people work un-
der. We go over to Troy to see how they make shirts,
and over to Schenectady to watch them make electric-
al equipment. Here in Albany we visit the packing
plant, the telephone company, a newspaper, and many
other places.
“Tye heard some of the fellows from other schools
talk about their student councils, and how they’ve got’
to get faculty permission before they can do anything.
They seem to think I am kidding them when I tell
them that what the Milne students decide on in their
council really goes, Why, our faculty representative
doesn’t even have a vote. It’s a great thing to go to a
school where you feel like you are someone, and what
you say really counts,”
Greetings from ‘Jim’
The Milne School year 1941-1942 will be a
momentous one for all students.
Supervisors in music, visual education,
ceramics, and boys’ physical director added
to the present staff of Milne should make the
students proud of attending one of the best
directed schools.
T have noted an alertness and thle atten-
tion to all activities taking place in school.
I wish to extend to the faculty and students
-a very pleasant holiday vacation.
+ James J. Lockman, Custodian.
The Milne Spirit
Milne’s way is a friendly way.
Even the casual observer, entering
our corridors for the first time,
senses the atmosphere of amiability
and good-fellowship which prevails
everywhere among us. For wherever
Milne students meet, they greet
each other with a cheery smile and
a hearty “Hello.”
Milne’s heart is a happy heart.
For who can be unhappy where
understanding and camaraderie
abound? Their sunny smiles and
gay laughter reflect the zest and
enthusiasm our students feel. In
fact, at Milne there are so many
things to do in addition to the reg-
ular work of the classroom that
life just can’t become monotonous!
Music, athletics, clubs, assemblies,
parties, excursions;—these are but
‘a few of the many extra-curricular
activities which enrich our program
and make Milne a school where
boys and girls actually enjoy spend-
ing their time.
Milne’s Soul Has Strength
Milne’s soul is an invincible soul.
For deep beneath its outward exu-
berance and enthusiasm flows a
steady current of solidarity and
unity of purpose, which lends
strength and permanence to our in-
stitution. Whatever the goal may
be, Milne students join forces and
cooperate 100% to insure the suc-
cess of the undertaking and the
welfare of their Alma Mater. Every
true Milnite is possessed with a
sense of pride at belonging to this
institution, whose honor it is in
part his responsibility to maintain.
Indeed, our solidarity owes much to
the fact that Milne is steeped in
family tradition.
A Well Put Question
At this point we are reminded of
the story of one of our seventh
graders, who approached one of our
Cady) faculty members and asked
naively; “My grandmother went to
Milne, Did you teach her?”
Perhaps not many of our number
can boast grandparents who are
former Milnites, but a survey made
last year shows that one hundred
and thirty-one students could name
one hundred and seventy-one rela~
tives, who were either attending
Milne at that time or who had done
so in years past. Twenty-four were
sons or daughters of former Milne
students, while eighty-six had sis-
ters or brothers who had at some
time gone to Milne School.
Part of a Glorious Tradition
And so, we at Milne are a part
of a glorious tradition. It is this
tradition which -has made Milne
what it is today—a place where
young people learn to live and work
and play together in a democratic
society, each doing his part for the
common good. It is this tradition
which explains why so many people
want to come to Milne every year.
It is this same tradition which keeps
alive the memory of Milne among
our alumni, and brings them back
to visit us in great numbers year
after year. For to all her sons and
daughters, Milne is more than just
a school. Milne is an ideal, an ideal
| for which young people have striy-
en in generations past, and for
which we of the present are striv-
ing. with all our might, proud of
the part we are privileged to play.
eee
PAGE 3
CRIMSON AND WHITE
DECEMBER 5, 1941
Girls Benefit by
Milne Physical,
Health Education
Seasonal Sports Provide
For Individual Participation
Every student of Milne is given
a yearly medical examination by
the school doctors. A report on dis-
covered defects such as bad tonsils,
impaired vision or hearing, teeth
cavities, is sent to the child’s
parents, The physical education
department works closely with the
medical department to provide ac-
tivity to suit each child’s need.
Activities Divided By Seasons
The school year is divided into
seasons with the following activity
for each.
During the fall, outdoor play is
highly stressed with the hope of
building sufficient health to aid in
keeping the youngster fit through
the winter. The seventh and eighth
year girls play soccer, while the
ninth, tenth, eleventh, and twelfth
year girls play field hockey. Detail-
ed instruction and play occur dur-
ing their class periods. An intra-
mural tournament between classes
comes after school, and an occas-
ional Sport's Day with other schools,
on Saturdays.
Girls Given Posture Tests
At the beginning of the winter
season each girl has a posture ex-
amination. She is given a report of
her particular defects and needs,
with suggested exercises for daily
practice at home. These exercises
are first taught in gym class so
that she will know how to do them
correctly. An attempt is also made to
make her conscious of correct car-
riage walking, sitting, how to carry
her books with the least strain,
and how to study.
Much time is also given to the
teaching of folk, rhythmic and: ele-
mentary modern dancing; and each
class presents a dance at the annual
gymnasium demonstration, given in
March.
Extra-Curricular Sports
Besides this class work a girl may
elect intramural basketball, during
the winter season, and basketball
Sport’s Days with other schools af-
ford an opportunity for the above
average athletic girl to meet other
girls in friendly competition.
The spring season includes tennis
instruction for every girl, with the
hope that she will learn the game’
well enough to play it outside of|
school. Softball techniques, scoring,
and play are given in class, and an
intramural
after school, Softball and tennis
Sport’s Days are given in the spring
by schools of this area, affording
friendly competition and social con-
tacts. Golf is taught as an elective
during the spring.
During the entire year, girls may
elect horseback riding, swimming,
and life-saving. An annual horse
show is given by Milne every Ma‘
Red Cross swimming and life-sav-|
ing tests are used by the Milne
school.
tournament of games|
1941-42 Inaugurates ~MAilne Wins First Game;
New Sports Program
cor nea ane arta Beats Roeliff- Jansen Team
Basket
education has been inaugurated th’
year at Milne. The program may be]
divided into three phases, namely,|
physical education classes; intra-
mural activities and sports; and in-|
| terscholastic athletics.
Physical education classes consist
of calisthenics, marching, games|
and sports, tumbling, boxing, and
instruction in many fundamental
| athletic skills. |
Intramural activities, which take|
place for the most part during the
regular physical education classes,
consist of team competition in sports
during their season. |
Tournaments will be held in vari-
| ous sports during the year in tennis,
|
|
golf, fencing, shuffleboard, table
tennis, and bowling. The purpose of
the intramural program is to inter-|
est all boys in some healthful, active
type of recreation that will give
them an opportunity to learn skills
that will carry over into later life
as beneficial recreation.
Interscholastic athletics at Milne
are important in the development of
school spirit and loyalty. Milne is
represented by te2ms in basketball,
baseball, tennis, and bowling which |
compete with other schools. It is
the aim of this department to in-
clude as many boys as possible in
the inter-scholastic program. Ph;
sical education is education through |
physical activities, and as such its
aims are those of education in gen-
eral, including social, intellectual
; and physical objectives.
Audio-Visual Aids Added
(Continued from page 1)
‘The English classes have also found |
that recordings of plays and poetry
have enhanced the students’ appre-
ciation of the creative works of
great writers,
Recently Milne High School has
acquired a splendid 16 mm, sound
motion picture projector. Milne is a
member of a cooperative film li-
brary and thus has available a large
number of teaching films. In addi-
tion to being used in the classroom
as en aid to the regular instruction-
al program, motion pictures will be
shown in assemblies, and at special
programs before the entire student
body. The senior class is plan-
ning a program of oldtime movies| “
to which parents are to be in-
vited. The Milne motion picture
projecture is quipped with a
microphone which can be used to|
narrate silent motion pictures and|
as an aid to dramatics and auditor- |
ium programs.
|_ ‘To assist the faculty in the use of |
| Milne’s audio-visual materials and
|to furnish valuable training to a
select group of students, a corps of
student operators has been set up.
The work with audio-visual aids
conducted at Milne is designed to
add to the effective reality of the
learning which takes place. It is
not just a fad or a frill,
earnest attempt to make learning a
bit more vital, to bring the world
into the classroom, to take the
classroom into the world, and per-
haps, to make Milne school da:
|happier, more interesting, and more
‘ exciting.
but an) 7
Courtesy Times-Union
CAPTAIN WILSON scores again
for Milne Varsity.
Iihings to Come
Fri., Dec. 5—
8:15 Milne Plays - Page|
Hall.
Dec. 6—
7:00-11:00 Basketball—
Milne vs. Kinder-
hook. Page Hall.
Sat.,
Mon., Dec. 8—
Faculty meeting.
Dr. Frederick speaks
over W.G.Y.
Tues., Dec. 9— !
Quin Rush.
Lounge.
: High Assem-
1:00- 8:00 Pan American Con-
ference at Hud-
son High School.
Fri., Dec. 12—Basketball.
Milne vs. Schuyler. Away.
Alton Wilson Scor Scores High
In 29-14 Varsity Victory
By COACH BOYCHEFF
Milne’s varsity cagers got off to a
flying start last Friday night by
downing Roeliff-Jansen from Hills-
dale, 29-14.
Led by Captain Alton Wilson with
8 points, the Milnites took the lead
from the start and held a comfort-
able lead throughout the game. The
greater part of Milne’s scoring
came during two “hot” streaks, the
| first at the beginning of the game,
the second in the last period.
Defensively, our boys appeared to
advantage by holding their oppon-
ents to 14 points, no opponent scor-
ing more than three points, How-
ever, as a result of their aggressive-
ness, Milne incurred several fouls,
and it looked as if Milne would lose
one or two of its starters via the
personal foul route. Fortunately,
this did not occur.
Particularly encouraging, was the
fact that Milne did not have to de-
pend on one man as a scoring
threat, the scoring being quite
evenly divided among Wilson, Poole,
Clarke, and Game.
Box Score
Milne
re TP
0 6
0 6
ansing: 1 1
Wilson 4 8
Poole 1 1
Detwile’ 0 0
1 1
0 0
Hunting 0 0
| Haiek 0 ) 0
Totals 7 «oO
EP
1
1
x
3 \~3,
0 iy
1
Totals .... 8 eee
Tall John Jansing had not found
the hoop and missed many short
shots, but with more practice he
should add many points for Milne
in future games. This would give
Milne a balanced offensive in which
all five men are scoring threats.
In the preliminary Junior Varsity
game, Milne also led from start to
finish, winding up on the long end
of a 22-16 score. The work of Swartz,
DeMoss, and Soper featured the
play.
A large and enthusiastic crowd
was on hand for the opener, which
fact doubtless encouraged the boys
to play the game they did. It was
obvious to all that this was an early
season contest, and both teams
have much room for improvement.
|A new feature was the appearance
of the Milne Band, which played
several number under the direction
of Mr. Roy York, instructor in music.
This Saturday, Milne again plays
at home, meeting an experienced
team from Kinderhook. It is expect-
ed that this week’s encounter will
be much closer than the Roeliff-
Jansen contest.
DECEMBER 5, 1941
CRIMSON AND WHITE
PAGE 4
The Milne School
Offers Variety of
Courses, Electives
‘The Milne School is a co-educa-
tional six-year secondary school in-
cluding grades seven through
twelve. The school serves as the
laboratory campus school for the
New York State College for Teach-
ers. It offers regular junior and
senior high school work preparine
for entrance to all colleges, Annap-
olis and West Point. A commercial
and general curriculum are also of-
fered. Many electives are available
in art, band, orchestra, chorus
printing, metal work, woodwork,
ceramics, jewelry, metal craft, and
home economics, Athletic activities
of large variety are offered, includ-
ing horseback riding, swimming,
dancing, baseball and basketball
tennis, golf, bowling.
Entrance Regulations
Any boy or girl who has passed
the sixth grade or attained the age
of thirteen years is eligible for ad-
mission. Applications are dated as
they are received, but the adminis-
tration reserves the right to deter-
mine admission. Each grade is made
up of thirty pupils, thirty boys and
thirty girls. An attempt is made to
mainte’: an equal number of boys
and girls enrolled. Some places are
made available each year for juniors
(eleventh grade students) who want
a diploma in commercial subjects.
Applications of those students
who are not admitted at the time
for which their applications are
entered are placed on next year's
list,
By April 16th of each year suc-
cessful applicants are notified to
appear at the school for placement
tests. These tests are given as an
aid in determining educational ac-
complishment and need. They do
not determine entrance.
Tuition :
The tuition is $25.09 per year,
payable $12.50 during the first week
of the first semester, and $12.50
payable during the first week of the
second semester.
Student Tax
All Milne students pay the stu-
dent tax of $6.00 per year. This ac-
tivity fee provides for a great num
her of school activities, clubs, par-
ties, dances, the annual excursion,
student newspaper, which could not
exist otherwise. A budgt is drawn
up by the Student Council and is
presented to the student body for
its approval.
Books and Supplies
Each student buys his own books
and supplies necessary to carry on
the work of the school. The ap-
proximate cost is $10.00 per year.
The cost of books and other sup-
plies depends in part on the cur-
riculum pursued.
The faculty of The Milne School
is recruited from colleges and uni-
versities throughout the count
Practically every member of the fa-
culty has a master’s degree or bet-
ter in his particular field of en-
Bricks and Ivy
Receives Gift
Although I think the fact is quite
lunknown to most Milnites, our
school was actually given something
free, without coupons and such. Yes,
with no strings attached, the Co-
lumbia Scholastic Press Association
(C. S. P. A.) donated about a hun-
dred yearbooks of various schools
through out the country to the
Bricks and Ivy. Bach year the ©. S.
P. A. holds a contest for the best
yearbook put cut by the schools that
are members of the association. The
yearbooks given to Milne are copies
that were entered in the competi-
tion of 1939. The purpose of the edi-
tors of the Bricks and Ivy is care-
fully to examine these books so that
our own issues will be greatly im-
proved from previous years. Miss
Leila Sontz, one of the editors of
the Bricks and Ivy states, “There
are really some fine yearbooks
among the ones we received and I
think we should be able to get some
fine ideas from them.”
deavor. ‘The demands on the mem-
bers of The Milne staff are par'
cularly heavy because of the multi-
plicity of duties and the large re-
sponsibilities, A large part of the
success of the school must be at-
tributed to the superior training as
well as the devotion of the staff.
During the last several years at
least a dozen books have been pro-
duced by the faculty of The Milne
School and a large number of ar-
ticles in varying types of magazines.
The faculty is called upon to lecture
far and wide to clubs, teachers’ or-
ganizations, Parent-Teacher Asso-
ciations.
A Modern Building
The Milne School is housed in a
modern building equipped to carry
on a rich program of secondary
education. The special service
rooms include biological, chemical
and physical laboratories, a sewing
room for girls’ home economies, also
a foods laboratory, adequate and at-
tractive library facilities. The li-
brary includes a very well equipped
reference room. Music is house:
in the Little Theatre. The Com-
merce Department has a typewrit-
ing and a bookkeeping room. The
Art Studio is a large room provided
with all the facilities necessary to
carry on design, mechanical draw-
ing and related art activities.
Print Shop Available
The boys and girls have availa-
ble a print shop equipped with a
rotary press and a wood-working as
|well as metal craft division. ‘The
|ceramics room is equipped with a
‘very fine kiln and potter's wheel,
work tables, a large humified
laboratory for the storage of work,
instruments and tools to carry on
art metal, leather craft and jewelry
working activities.
A small gym with ample shower
rooms for boys and girls is includd
in our own facilities. We share with
the college the Page Hall Auditor-
ium and the large gym. Our front
campus is useful as a playfield for
athletic activities in the autumn
and spring.
School Library is Used
For Training and Study
The purpose of the library in a
school is to provide the necessary
materials for carrying on the work
of the institution and to train peo-
ple to use books competently. An
effort is made to divide the funds
fairly between the senior and the
junior school, to keep the requisite
number of standard works on the
shelves and to provide new books
in all fields.
A library can function satisfac-
torily if there is co-operation be-
tween the library staff and the
users of the library. It is assumed
that Milne library belongs to the
pupils who use it. Rules are as few
as possible. Good manners and
consideration for others are more
important than rules. Since the
book funds are limited pupils find
it desirable to co-operate by return-
ing materials as soon as they have
finished with them. This makes it
possible for more people to read the
comparatively small number of
books. To save pupils’ time, the
librarians make the borrowing and
returning of books as simple as pos-
sible. Pupils get their own mater-
ials from shelves, files, or cupboards
and return it to the assigned place
when they have finished with it.
Alumni Scatters
Far And Wide
What becomes of the graduates?
Where do the boys and girls who
walk across the platform to receive
the long looked for award—a di-
ploma—go?
As the members of the class of
1941 are the newest alumni, here ar?
a few statistics about them. Out of
sixty-six members, forty-two went
to college or other higher institu-
tions of learning; seven went to
business schools; three entered hos-
pital training; one joined the navy;
two are at home; nine are working
and two are taking post graduate
work in high school.
In college, they edit year books,
work on newspapers, are members
of glee clubs, and participate in
dramatic productions. They win
scholarships and awards of many
kinds.
They go forth from college as
dentists, doctors, nurses, lawyers,
ministers, librarians and teachers.
‘They enter the field of engineering,
business, politics and journalism.
They defend their country by join-
ing the army and navy. They mar-
ry, raise families and send their
children to Milne.
Milne School Experiments With
Marking System in Junior Grades
The Milne School is trying out a
reporting device on the seventh and
eighth-year levels which represents
an attempt to break away from the
traditional method of grading a
child’s work on a percentave basis.
There is no way of knowing the
real meaning of such a “mark”
without talking with the person re-
sponsible and ascertainig what ob-
jectives, if any, he had in mind
when he gave it. It might be based
on the sole objective of knowledge
of subject matter or it might be a
composite grade representing the
instructor’s opinion of the student's
progress in achieving many ob-
jectives.
Report Show Progress
The report card we have evolved
is more definite in that a grade
represents our judgment of the
child’s progress toward a specific
goal. It was thought best to keep
these goals or objectives few in
number and to attempt to give
freedom without license, to respect
the rights of others, to do one’s full
share of the work, to accept re-
sponsibility cheerfully, to respect the
authority of those in charge, and to
appreciate one’s own value to the
group.
Departmental Objectives
Art: Appreciation—expression.
Home Economics: practice of
home activties—development of at-
titudes and habits.
Social Studies: basic study skills
—the concern for the common good
of all people.
Science; useful knowledge ot en-
vironment—scientific attitude.
“Social Language: mastery of ba-
sic language skills — knowledge of
background and interest in applica-
tion.
English: reading comprehension;
correct usage; lucid expression of
thought, both oral and written.
Industrial Arts: knowledge of in-
dustrial products and interest. in
greater care and consideration to| avocational activities — problem
the evaluation of these few than to| Solving, creative expression, manual
have so many objectives that the| ability through the medium of tools
complexity of the system would
make it cumbersome.
Common Objectives
1. The ability to think clearly—
This objective includes within its
scope the ability to realize and de-
fine problems, to formulate
recall or experimentation, to differ-| tory progres:
ir-| able
entiate between relevant and
hy-| in any objective:
potheses, to gather data by reading, factory progres:
and materials.
Mathematics: skill in use
uantitative tools—apprecations of
cope and worth of mathematics.
Evaluation of the’ Plan
There are only three grades given
‘U” for unsatis-
‘S” for satisfac-
and “C” for commend-
progress. Each child is
relevant data, to draw conclusions| treated as an individual and his
based only on relevant data, and to| abilities are taken into considera-
apply general principles to
mathematical situations.
new
tion when grades are given. No
child is asked to compete with his
2. The ability to live and work in|neighbor but he is definitely urged
a social group — This objective] to compete with his own past rec-
includes the ability
to exercise] ord.
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