The thing to do is hope, not mope:
The thing to do is work, not shirk.
If you have faith, preach it; if you have doubts, bury them; if you have joy, share it; if you have sorrow, bear it. Find the bright side of things and help others to get sight of it also. This is the only and surest way to be cheerful and happy.
MORNING EXERCISES
FLORENCE L. FARBER, HELPING TEACHER, SUSSEX COUNTY
The short period known as the opening exercise period belongs to all the children of the school. This period should furnish especially favorable opportunities for the development of initiative on the part of pupils, group cooperation, development of the play spirit, interest in community life, interest in and love for our great men and women, and devotion to our Republic.
The first problem of the teacher, then, is to understand fully that she is to a great degree responsible for furnishing aims and purposes in this beginning period of the day, or rather in providing the situations through which these aims and purposes may develop. When she feels the importance of this period in the general scheme of the day's work she will plan for it as definitely and as carefully as she will any other part of her program. The working out of a detailed program is of secondary importance. The thing of first importance is that she become fully cognizant of the general aims and ideals which she hopes to achieve. With these firmly fixed in her mind she is ready then to cooperate with the pupils of her room in planning detailed programs.
The following projects are in keeping with the principles presented and have been found stimulating in one and two room schools:
Project 1. The teacher divides her children into groups on the basis of age and ability. For example, in a one room school a teacher might have two groups. Each group is to work out with the teacher a program which it is to give and for which it is responsible. This program may consist of a short story to be dramatized, the story to contain not more than two or three important scenes. The costuming, if any is needed, is to be done by pupils and teacher. Rehearsing is to be directed by the teacher. When the program is presented it should be as a new production to all the school except those who are engaged in presenting it. It is to be given, therefore, as a real play to a real audience. Each pupil should invite a member of the family or a friend.
The value of such work will soon be noticed in a better social spirit among the children. The dramatizations given may furnish the material for both oral and written language lessons. Dramatization itself will provide excellent practice in oral expression and also training in initiative, leadership and cooperation. The story presented may furnish many funny settings which the pupils may enjoy with abandon. And what children do not need real merriment in school! Opportunity ought to be afforded all children of our public schools to enjoy a real laugh at least once each day.