School Pranks Read Online Free Page A
Author: Lousia Evelyn Carter
climaxes….”
Chorus and history were taught in a style which gave both equal enjoyments. Miss Forest skillfully interwove these two courses, highlighting the role each course contributed in keeping the nation strong. These two courses differed in one obvious way:
Chorus – required student auditioning.
History – required of all students (national).
Many students came to history with an “attitude”. Of all the courses in the curriculum history seemed to be the most disliked. Did this attitude reflect home values? Maybe in some cases. When Miss Forest allowed them to express their dislike of history, they did so and without restraint. With the sincerity and the innocence of that age (11 th and 12 th graders) they dramatically stated their objections? The most common ones were:
What is the purpose of studying events which happened in ancient time?
We need to know about present happenings; nothing can be done about the past.
I just want a good job. How does history help a person get a good job?
I do not like politics.
Too much reading is required and most of the people are dead anyhow.
Oppositions stated by these students were deeply embedded in their thinking, originating from various sources. But Miss Forest was ready for the strongest resistance. All of those objections brought to remembrance her high school years when her thoughts were similar to theirs. During those times history was considered dull, with foreign words, making it difficult to understand. She questioned its value also. But with good teaching her attitude changed.
Miss Forest’s love of history resulted from communications with her father and older citizens of Grande`. Her father was a history enthusiast! He enjoyed helping his daughter with her history assignments. After the completion of homework, often her father would give additional information on the subject, making the lesson more interesting and more personal. During one of those sessions she asked
“Papa, where did you get all of that knowledge that is not in the book?”
Delightfully he answered
“Those events happened during my time.”
He would quote his age at the time of the happening(s) and give her more detailed information – which was omitted from the text. So, some information is not in the book. Miss Forest remembers many lively discussions with her father and older citizens on pertinent subjects of interests to all peoples. History, she concluded, is one of the liveliest subjects in the curriculum. It is current happenings! News!
These students could not achieve what is expected unless there was a change of attitude toward history. It was apparent they were not aware of the role history plays in the well-being of a nation. If one wishes to live in a peaceful and prosperous environment (nation) then its citizens must be informed (educated) and become involved in activities which make that nation successful.
Miss Forest began the change of attitude toward history by helping students understand that events of the past and present are connected. Naturally they did not believe that theory, but politely listened anyway. Miss Forest continued with a shocker to those young minds by stating
“Persons who dislike history are seriously disadvantaged and deficient. Actually, they are handicapped.”
With this, she really got their attention. Students could understand physical and mental handicaps. Several students at Laketown High School suffered from those conditions. To be afflicted with either or both of these handicaps prevent or restrict normal achievement. A handicapped person does not brag about that condition, because it is a hindrance. Instead, research and studies are done to help these people get relief. Many handicapped persons are not successful but progress is blocked or impeded.
“Do you all
Chorus and history were taught in a style which gave both equal enjoyments. Miss Forest skillfully interwove these two courses, highlighting the role each course contributed in keeping the nation strong. These two courses differed in one obvious way:
Chorus – required student auditioning.
History – required of all students (national).
Many students came to history with an “attitude”. Of all the courses in the curriculum history seemed to be the most disliked. Did this attitude reflect home values? Maybe in some cases. When Miss Forest allowed them to express their dislike of history, they did so and without restraint. With the sincerity and the innocence of that age (11 th and 12 th graders) they dramatically stated their objections? The most common ones were:
What is the purpose of studying events which happened in ancient time?
We need to know about present happenings; nothing can be done about the past.
I just want a good job. How does history help a person get a good job?
I do not like politics.
Too much reading is required and most of the people are dead anyhow.
Oppositions stated by these students were deeply embedded in their thinking, originating from various sources. But Miss Forest was ready for the strongest resistance. All of those objections brought to remembrance her high school years when her thoughts were similar to theirs. During those times history was considered dull, with foreign words, making it difficult to understand. She questioned its value also. But with good teaching her attitude changed.
Miss Forest’s love of history resulted from communications with her father and older citizens of Grande`. Her father was a history enthusiast! He enjoyed helping his daughter with her history assignments. After the completion of homework, often her father would give additional information on the subject, making the lesson more interesting and more personal. During one of those sessions she asked
“Papa, where did you get all of that knowledge that is not in the book?”
Delightfully he answered
“Those events happened during my time.”
He would quote his age at the time of the happening(s) and give her more detailed information – which was omitted from the text. So, some information is not in the book. Miss Forest remembers many lively discussions with her father and older citizens on pertinent subjects of interests to all peoples. History, she concluded, is one of the liveliest subjects in the curriculum. It is current happenings! News!
These students could not achieve what is expected unless there was a change of attitude toward history. It was apparent they were not aware of the role history plays in the well-being of a nation. If one wishes to live in a peaceful and prosperous environment (nation) then its citizens must be informed (educated) and become involved in activities which make that nation successful.
Miss Forest began the change of attitude toward history by helping students understand that events of the past and present are connected. Naturally they did not believe that theory, but politely listened anyway. Miss Forest continued with a shocker to those young minds by stating
“Persons who dislike history are seriously disadvantaged and deficient. Actually, they are handicapped.”
With this, she really got their attention. Students could understand physical and mental handicaps. Several students at Laketown High School suffered from those conditions. To be afflicted with either or both of these handicaps prevent or restrict normal achievement. A handicapped person does not brag about that condition, because it is a hindrance. Instead, research and studies are done to help these people get relief. Many handicapped persons are not successful but progress is blocked or impeded.
“Do you all
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