The Torchlight (published by the Alpha Lambda Chapter of Kappa Phi Kappa), Volume 3, Number 2

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The Torchlight (published by the Alpha Lambda Chapter of Kappa Phi Kappa), Volume 3, Number 2
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The Torchlight (published by the Alpha Lambda Chapter of Kappa Phi Kappa)
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English
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Kappa Phi Kappa
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Box: 1
Folder: University Archives Small Collections - Kappa Phi Kappa

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North America -- United States of America -- Florida -- Alachua -- Gainesville

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University of Florida
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THE

TORCHLIGHT


Published three times a year during the months of December,
February, and May by the Alpha Lambda Chapter of Kappa Phi Kappa, national
professional education fraternity.


STAFF


Editor-in-chief ...............*........
Managing Editor ..................*..*.....
Business Manager ............................
CircufLion Manager ........................
Make-up Editor *.....*......... .....


Edward F, Nolan
Russell E. Miller
George R. Bentley
Julian L. Williams
Victor C. Grandoff


We are indebted to Brother J.R. Huffman for the mimeographing of the
TORCHLIGHT


CONTENTS


Page No.


Cover Page ............................. Walter E. Barker *o..
Dedication ....... ......... ............ .... The Staff........... 1
Staff Page *. .. ........ ... ..*............. ......... ....... 2
Editorial .....*.* ......................., The Editor ........ 5
Campus Activities *.,*............... .. Julian Williams ee.. 4
General College : Ci1 .............* ... ............. ........* 5
Scholarships ..................*......... Boze H. Kitchens ... 7
"The Foreigner in America": A Unit ....... fhmos B. Hunt ...... 8
From the Alumni ............................................. 9
"Tho Teaching of Writing and Speaking
of French" ................... Victor C. Grandoff .10
Conservation Course .................... Edward F. Nolan ... 13


March


1936


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TORCHLIGHT


Page 2


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Editorial



When the Torchlight was established by the Alpha
Lambda Chapter of Kappa Phi Kappa, it was intended that the
paper should serve the purpose of drawing the alumni and
student members closer together and of providing a means for
the exchange of ideas by alumni, student members, and faculty
members. The present staff hopes thitunder its guidance the
Torchlight has continued to fulfill that purpose. In our
last issue was published an excellent article by Dr. J. Hooper
Wise, our faculty adviser. In this issue will be found a
letter from two of our members now engaged in active teaching.
Several of our campus members have contributed chapter and
university news which we hope will be of interest to our alum-
ni. The staff welcomes sucheswicles and letters; it is
through them that the Torchlight seeks to print &rticles that
will fulfill its purpose.

As its name implies, the Torchlight seeks to print
illuminating articles upon subjects of interest to members
and future members of the teaching profession. We are happy
to present in this issue another article on the General College.
C:1, Man and the Social World, is the course considered this time.
Victor Grandoff contributes the second part of his enlightening
study of the teaching of French by the direct method. An article
on the conservation course which is offered for the first time
this semester by the University is also included.

The staff regrets the delay in the issuing of the
present number of the Torchlight. While scheduled to come out
in February, it has been unavoidably delayed until the present
time. Mid-term examinations and illness on the part of the editor
and several contributors prevented an issue according to schedule.


- The Editor







Kappa Phi Kappa Scholastic
Averages
Julian L. Williams

With some of our more studious members making high averages,
Kappa Phi Kppa has a scholarship average for the past semester which
compares favorably with that of any other organization of its kind on the
campus. The average for the organization for the first semester of 1936-36
was 2.26.
Brother: Boze Kitchens, who is doing graduate work in English,
had the highest average with all "A's"; and,next was associate member Charles
Collier with 2.89, Several brothers made averages of 2.80 or higher.
Only five membersailowed their averages to fall below the 2.00
line. This can easily be explained, however, for they were either carrying
very heavy loads or had outside work to do.
In no case were there any inexcusably 1lw grades. We are proud
of our record for the past semester, and we look forward to an even more suc-
cessful scholarship record for the present semester.




Peabody Club

Peabody Club this year has undergone a period of reorganization
and hasenerged with new life and vitality. A movement to change the name of
the club to Yongo Society having been defeated, the organization continues to
be known by the name which it received at its foundation.
As a result of the efforts of Past-President HBrman Davis and
his successor, Patterson B. Land, interest in the society has materially in-
creased. Several outstanding spoakers-- among them Coach Dutch Stanley,
Major Lange of the military department, Dr. E.W' Garris, and Dr. F.W. Bucholtz,
supervisor of Gainesville schools -- have addressed the organization.
The club is now planning a College of Education banquet and hopes
to obtain the cooperation of Kappa Phi Kappa and Kappa Delta Pi in this
undertaking.





Last February it-bwas the privilege of our president to attend the
Kappa Phi Kappa banquet which was hold during the N.E.A. convention in St. Louis.
While there, he was presented to the national officers and made the acquaintance
of representatives from other ohaptors. Preceding the banquet, a fellowship
hour was held in the Adam Room of the Statler Hotel, where wore discussed acti-
vities of the various chapters. Our delegate, President Barker, distributed
some thirty copies of the last issue of the Torchlight among the members assembled,
who showed no little interest in the project. Accordingly, we have decided to
send a copy of the current issue to each of the chapters for circulation among
their respective members.
Speaking with President Roomer after the banquet, President Barker
learned that the next convocation of Kappa Phi Kappa would be held in Birmingham,
Alabama on October 22,23,24, 1936. Now, Alpha Lambda Chapter is planning to send
a delegate to the convocation that will be worthy of the high regard in which we
are held. Alumni members are urged to communicate to us any business concerning
the national office which they wish discussed At the convocation -- a report of
which will be given in the fall issue of the Torchlight. V.C.G.


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TORCHLIGHT







C: 1 Man and the Social World

Man and the Social World is a course which does away with
memorizing of facts, dates, and namos in chronologically arranged "units"
and attempts to provide understanding of broad social concepts. The major
objective of the course is to prepare students to make intelligent judgements
on social problems arising out of present-day environment. Only those
materials of past history are used which aid in the interpretation of the
present, Students are made aware of the rapidly increasing interdependence
of modern society and the consequent increasingly significant dependence
and interrelation of social organizations. Facts are respected but not wor-
shipped; they are regarded as moans, not ends -- means for understanding life
adjustments and the develppient and functions of human institutions. The
unity of the course is maintained by a strict adherence to the following
fundamental idea: how man, motivated by increasing wants, has had continuously
to readjust his social organization to make more effectual use of the in-
creasingly important natural resources at his command.
Unlike many beginning introductory courses in the social sciences,
this course does not depend for its background on a study of the European
Industrial Revolution. American natural and hyman resources present, we feel,
both a land problem and a problem of cultural development growing out of the
culture of mixed peoples so vastly different in character from the problems of
Europe that the conditions of the European Industrial Revolution are com-
paratively unrelated to conditions in America. In brief, the first part of
the course deals with the interdependent social nature of wants and the second
part with the instruments and institutions used by man to obtain moans to
satisfy these wants.
Behind these instruments and institutions, however, are sought
the vital forces that call these organs into life and shape them to meet ever-
changing conditions. Compartmentalization of social knowledge is ignored in
the arrangement of the course; materials are drawn from any or all of the
various fields of social science when needs therefore arise. The central theme
of the course acts as a magnet to draw together and orient facts and infor-
mation. This method of organization at least has the advantage of being similar
to the method used outside academic walls, where data and principles do not
appear in isolated segments with labels already attached,
The first phase instrumental in shaping human welfare deals with the
FUNDJDAENTAL NATURE OF MAN AND THE SOCIAL WORLD -- the environment in which Man
lives, the character of his wants, how they affect him, and how he goes about
satisfying these wants.
The student should have in mind reasonably definite purposes in
doing the work for this and all other divisions of this course. Yet he at all
times should be alert to make unexpected discoveriesos he proceeds with his
investigations. In this division of the course the student should strive to
understand the fundamental nature of human beings as that nature is expressed
in human behavior. He should by the aid of suggested readings make an intensive
study of the propensities, impulses, habits, customs, desires, and needs of men,
whether these expressions of human nature come from inborn or acquired character-
istics. The student should remember that the individual as such does not exist
apart from and uninfluenced by his contacts with other individuals. Man in large
part is formed by his environment, social and physical, as well as by his bio-
logical inheritance. Thus thereane three factors responsible for what man is and
what he does -- his innate quality, his social relationships or social environment,
which is in part handed down from the past, and the physical environment or
material world in which he lives. Human activities may be viewed as efforts to


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Pa A i


UA18gfy men's wants for material and immaterial things, for economic and uneco-
nomic goods. To satisfy these wants is to achieve happiness, and, insofar as we
know, happiness is the purpose of life. Often activity in itself is the means
of achieving happiness. In the pursuit of happiness man has never been com-
letely successful. His wants are too many and intense for this. The means are
limited whether these be material or social or arise from inborn weaknesses of
man himself, Isthf atpartichlaredivei6n the student is primarily concerned with
man-himself, his wants which are a part of him, his physical resources, and his
relationships to his fellowsa6_in short, what man is, what are his wants, and
how and under what conditions he has tried to achieve happiness. In striving to
learn of man and his efforts to satisfy wants, the student should remember that
facts are only a means to an end and that end is understanding.
The second phase of the course treats of the ORGANIZATIONS OF THE SO-
CIAL WORLD. This major division concerns itself with such basic and vital or-
ganizations as the Family, Political Organization, and Economic Organization.
Taken as a representative treatment of the elements making up the Social World,
the following may be said of ECONOMIC ORGANIZATIONS AND FUNCTIONS.
While studying ECONOMIC ORGANIZATIONS AND FUNCTIONS, the student is
expected to make a thorough analysis of what has come to be called "the economic
system" or the "economic order". It would be better to speak of economic systems,
for the economical structure of different communities or nations differs widely
in many important respects one from the other. In most of the countries of the
world capitalism is the system in operation. In at least one of the great nations
of the world a type of socialism prevails; in others a modified form of capital-
ism known as fascism is in operation. Communism is largely a theory of social
functions almost nowhere found in actual existence. In the past different econom-
ic systems strikingly different from those which we know today are kaown to have
existed. In the main, however, the present systems have evolved from the struc-
tures of the past, and to understand the present order and its functioning it is
necessary to study these structures and the forces responsible for their trans-
formation into the present structure.
Not only should the student strive to see and understand the amazingly
complicated economic machine in all its parts, but he should also strive to under-
stand how it works, and, indeed, in what manner the machine fails to work. He
should look at economic organization and institutions in their entirely, as a part
of the social structure, and all as merely a means to an end, as a means to se-
curing the satisfaction of human wants, the end of which is human happiness--hap-
piness not for one or a few, but for all classes and all peoples. Economics is
not a study of business practice nor of individual ways and means; but it is a
study of human relationships having for their purpose the production and consump-
tion of wealth. The problem then for the student is to understand the machine
and its functions in terms of what the machine is intended to do for humanity.
This course, Man and the Social World, is designed to give the student
full opportunity to gain constructive experience through lectures, participation
in group discussions, parallel readings, and the like. The students are grouped
for lectures in sections of one hundred or more. They are divided into discus-
sion groups of thirty or less in order that maximum participation in discussions
of vital questions may be assured. Among the members of the teaching staff are
three deans, four professors, two department heads, and chairmen of committees
which have formulated two of the General College courses. The teaching faculty
consists of men chosen because of their individual aptitudes for presenting their
specific contribution to that unit of the General College curriculum known as
Man and the Social World.


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Poe 7P


1135 West Union St.
Gainesville, Fla.
March 23, 1936



Dear Brothers: -

In the last issue of the Torchlight, I called your
attention to a plan which I had drawn up for the financing of a
scholarship by the cooperative performance of the alumni member-
ship of Kappa Phi Kappa. Your comment was invited. Up to now,
I have heard from only one alumni member. He was heartily in
favor of the plan.

Kappa Phi Kappa, as you all know, is designed to be
a professional education fraternity. It can never be that in
the fullest sense of the word without an active alumni group --
a group actually professionally engaged in teaching. Such an
organization as Kappa Phi Kappa with a membership of more than
a hundred and fifty (and it is steadily growing) can easily be-
come a power for good in the educational girder of the state.
The scholarship plan suggested is only an opening gesture. But
even tht would stand for long as a monument to the worthy and'
unselfish efforts of a group.

Let us get together and make the Florida Chapter of
Kappa Phi Kappa moan something more than just another key dangling
from our respective watch chains. An active alumni membership
in close contact and cooperation with the regular chapter is what
is needed to accomplish that.

Once again you are cordially asked to give us your
opinion on the practicability of the aforementioned plan. Sug-
gestions for further cooperative efforts among the alumni as a
body, or between the alumni on the one hand and the regular chapter
on the other will be eagerly received.

Fraternally yours,


Boze H. Kitchens


Pae .7


TORCHLIGHT


Page 7







A Brief Review of an English Unit
"The Foreigner in America"

James Bernard Hunt

In the short space allotted for this article it is not possible to pre-
sent a full outline of this unit, but I shall try to review it in such a manner that
the purpose, at least, will be understood.
That there was a place or reason for the teaching of this unit in the
class in which it was rendered is evidenced in that the class had previously en-
gaged in several discussions which brought out some of the ideals in American life
as expressed in literature of the present day and of the past. The questions em-
anating from these discussions were: How are foreigners aiding in the achieving of
American ideals? What are we doing to make possible their understanding the spirit
of America and to elicit their fullest cooperation? These questions and other mani-
festations of interest in the class led to the formation of definite objectives,
some of which I shl1 list here:
1. To lead to an understanding of the contributions of foreign-born
citizens to American life and culture.
2. To develop the ability to solve problems created by differences
between Americans and foreign-born.
3. To lead to an attitude of admiration and respect toward our truly
great foreign-born citizens, and of sympathy and helpfulness
toward the less-fortunate ones.
4. To increase appreciation of literature of a social content by en-
couraging reading of literature that records fact and experience.
The aims above do not constitute all the objectives, but they do furnish an idea of
what the unit ought to accomplish.
Thore are many books which may be used. There is, however, not much
to be found in the textbook. Wherever the unit is taught, the student should be
encouraged to read outside of class so that the class period may be used for the
rendition of oral reports, book reviews, and class discussions. Biography furnishes
a vast field. A few of the most notable biographies are: Michael Pupin's From Im-
migrant to Inventor; Jacob Riis' The Making of an American; Edward Bok's popular
autobiography, The Americanization of Edward Bok. Besides these are several books
each of which have a number of short biographies, such as Joseph Husband's
Americans by Adoption and Mary H. Wade's Pilgrims of Today. Among works of fiction
are such novels as Willa Cather's My Antonia, and Shadows on the Rock; Johann Bo-
jer's The Immigrants; O.E. Rolvaag's Giants in the Earth; Joseph Hergesheimer's
Java Head; and Etsu Sugimoto's A Daughter of the Samurai. There are, we must re-
member, many others.
Besides reading, such activities as the following may be used:making
posters, reading from reference works in the library, taking part in group discus-
sions set forth by the pupils or suggested by the teacher, and interviewing for-
eigners in the community.
In this particular class the students manifested a whole-hearted in-
terest in the problems of the foreigner in our country and a willingness to help them
and to accept the worth-while foreigners into the social groups of which the pu-
pils themselves ae members. I believe that these outcomes will likewise appear
in other classes where the unit is properly taught. Through imparting an under-
standing of other peoples, we can do much to foster world peace and the good-neigh-
bor feeling among nations.

English, Grade Eleven, P.K. Yonge Laboratory School, undersupervision of Mrs.
Margaret W. Boutelle.


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TORCHLIGHT


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Box 226
Mayo, Florida
Feb. 20, 1936
Dear Brothers:

The reception of a Torchlight is always a pleasant reminder of
student days, by which is meant all activities relative to campus life.
Prominent among those, as soon by those out in the field, stands the fraternal
aim of Kappa Phi Kappa; for, one is brought to appreciate deeply the much-
needed coordination between the professional brethern actively engaged in this
worthy vocation. Among our alumni it is sometimes commented that it is their
hope that the brethern who have not yet made their debut will bear in mind that
cooperation before and after leaving the campus is necessary in order that our
aims be kept alive.

Those of you who are preparing for this realm of endeavor should
continually bear in mind that you are in the preparatory stages and should,
therefore, take advantage of every opportunity to better equip yourselves for
what lies beyond. Perhaps you have frequently felt, and oven heard, that much
of the seemingly neodless admonitions and instructions which are inflicted upon
you, while in special training, will not be of benefit to you in actual teaching.
Wore you so minded, you were right to a large extent. Due to the fact that the
problems mot in any one teaching situation are as varied as is the state hotcro-
geneous in its environments, so must the training to meet those problems be
broad enough to illume changing conditions.

However, inasmuch as this might lead one to fool that it is well-
nigh impossible to become a successful teacher, we want to add that being a
live, well-rounded human being, a sympathetic and understanding person, must
needs be the immediate goal of every would-be teacher. And this can be attained
by a process of constantly endeavoring to understand and whole-hoartedly assist
someone in his daily problems. This, then, is our prescription for the apprcn-
tice. And it follows that in order to successfully comply with it one must have
a wide range of knowledge and become well versed in understanding people. So,
it will be seen that many courses which otherwise appear worthless are of much
significance-- the amount depending Ingely upon the student's ability to assimi-
late and use this information.

There is a great service which can be rendered by the Torchlight
in coordinating the salanod (campus) and unsalaried (field workers) teachers.
The Torchlight can supply the brothorn on the campus with some of the valuable
experiences coming from the veteran campaigners and thus be of real help.

To insure the successful realization of those aims and the solution
of those problems, may each and every one of us put his shoulder to the wheel.
We are sure the alumni feel that the campus members of the chapter are doing
their part, and1 in fact, we have full faith will continue to do so. Such
projects as a chapter house, the Torchlight, alumni scholarship, chapter library,
alumni banquet, and others reveal their whole-hearted efforts. It is up to
us alumni, in whatever way possible, to assist them in these fine beginnings and
to help in the upbuilding of a more closely united and cooperating brotherhood.

Fraternally yours,

Jos. D. Morgan, Jr.
Howard E. Barnes


TORCHLIGHT


PaPe 9


PRn q







TEACHING OF THE WRITING AND SPEAKING OF FRENCH
(AFTER THE READING ADAPTATION STAGE)

Victor C. Grandoff

Student Teacher in French

By writing and speaking of French we mean the ability to understand
and use the language within the limits of class materials. These skills,
we believe, may be taught successfully once the reading adaptation stage
has been attained. Now, the reading adaptation stage is that place in
foreign language study at which the student reads extensively for sompre-
hension and pleasure materials of gradually increasing difficulty, exhibiting
in reading, those characteristics which mark good reading habits in the
mother tongue; i.e., few brief eye-fixations per line, and an absence of
retrogressive movements. The most economiolmeans to attain this reading
adaptation is by the Direct Reading Method. This method teaches, first, to
read silently, to pronounce what has just been read, with phonetic accuracy,
and to understand it when read aloud. In this way the student obtains the
foreign atmosphere and the ear for language that serve as the basis for later
speaking and writing.
Professor J.Douglas Haygood, Instructor of French and Spanish in the
P.K.Yonge Laboratory School at the University of Florida, is teaching speak-
ing and writing of French in the second year class. His objectives as
stated, are as follows.
The Writing of French
Objectives

Progressive development ofs
1. The building up of a basic vocabulary.
2. The broadening of the writing vocabulary through the addition and
substitution of synonyms and a larger number of descriptive words.
3. The ability to use this vocabulary actively in writing French.
44 The ability to spell French accurately.
fS The ability to write French with acceptable correctness in form,
style and fluency.
The Speaking of French
Objectives

Progressive development of:
1. Tho ability to use French orally with acceptable pronunciation, in-
tonation and fluency.
2. The building up of a basic speaking vocabulary.
3. The broadening of the speaking vocabulary through the addition and
substitution of synonyms and a larger number of descriptive words,
4. The ability to use the speaking vocabulary actively in oral French.
5. The ability to express thought orally in French with acceptable
correctness in form, style, and fluency.
6. The use of natural French gestures.

To attain those objectives Professor Haygood uses tho same books
and mimeographed materials as in his boginnor's classes. This has a two-
fold advantage: it reviews and fixes more exactly the vocabulary and function-
al relationships covorod during the period before the reading adaptation
stage, and also, it is moro economical in torms of money. The toxt-books
used are Eddy, Boginning French, Training for Reading (Grammar) and


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Cochran and Eddy, Si Nous Lisions (Vocabulary builder, 850 word level).
Both books are published by D.C. Heath & Co., and are the basic texts of
the Heath-Chicago French Series. Mimeographed materials include "French Vo-
cabulary Sheets"; i.e., French sentences arranged in connected story form and
presenting, through context, the moaning of the words of the lesson vocabulary;
"Vocabulary Tests" of the multiple choice type, with five alternatives for each
French word; "Functional Grammar Tests", consisting of multiple choice questions
with throe alternatives, the student to indicate the proper form of the French
word or idiom.
The teaching procedure by which Professor Haygood expects to
attain the objectives listed above may be outlined as follows#

The Writing and Speaking of French
Teaching Procedure

1. Dictate "Vocabulary Shoot" in French and chock every few sontencos by
writing correctly on blackboard.
2. Dictate "Vocabulny Tost" in English and have it written in French.
3. Drill on all functional grammar involved.
4. Ief all regular verbs and forms conjugated using different verbs for each
student. Each student is to know all irregular verbs.
6. Dictate "Vocabulary Shoot" in English and have it written in French.
6. Dictate all idioms of the lesson in English to bc written in French.
7. Have each student road aloud in.French chapter story from Si Nous Lisions
and then listen with closed books while instructor finishes the reading of
the story.
8. Have each student write rapidly a synopsis in French of chapter story.
9. Have students correct their own errors with aid of grammar, dictionary and
under guidance of instructor.
10. Have each student read his synopsis aloud and have it discussed in English.
11. Ask ossay-type questions in French and have students answer in French.
12. Have each student ask another a question in French which the other answers in
French.

It will be observed from this teaching procedure that dictation
plays a large part in the teaching of writing and speaking of French. Indeed,
dictation if carefully watched so as not to assume too large a place in the class
hour, assists greatly in discriminating sounds, in associating the aural and
visual, in spelling, in learning functional relationships, and inlaying a solid
foundation for speaking and writing ability. These dictation exercises are not
intended as tests to be given once and then forgotten. Their purpose is not to
examine but to teach. They should be used by the instructor as scales and other
finger exercises are' taught to music students. And the students should be drilled
on them until they attain proficiency in the use of the vocabulary, construction,
and other matters dealt with. Like music and painting, the speaking and writing
of French are arts the technique of which can only be acquired by severe discipline.
Grammatical forms and functions are presented not as cases of
obedience (or of exception) to certain rules, but as ways of expressing certain
meanings. We would recommend therefore that the instructor commence by teaching
the meaning of the "Vocabulary Shoot" since the students' progress in grammar
depends upon a clear understanding of it, and that he teach it very thoroughly
by any and every means: explanation in French or in English, blackboard drawings,
gestures, intonation, very faithful, but, at the same time, idiomatic translation,
etc. If this teaching of the text is thoroughly done by the instructor, then the
homework hour, and the following recitation hour could be devoted to the assimilating


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TORCHLIGHT


of what has been correctly understood, and to the acquiring of new and accurate
knowledge.
As regards vocabulary, it may be said in passing that some French
words have many possible renderings into English. Taken in text, they usually
have but one meaning, and it is that one which the student should learns the
meaning lent by the context. The student's concept of the general meaning of
expressions will follow in time, as a result of the superposition in his mind
of the many meanings which they have had in the various texts he has studied.
The oral reading of the chapter story, should be done by the
students as drill in pronunciation, intonation and fluency. The instructor's
reading of part of the chapter story aloud while the students listen with books
closed will give drill in anral comprehension.
As a preparation for writing the synopsis of the chapter story, the
student's work should consist first of all in observing the means by which the
thought has been expressed. His next step will consist in using the vocabulary
and constructions of the text to express similar thoughts. Later he will learn
how to use the vocabulary of the chapter story in other constructions than those
in which he learned it and so will begin to produce correct secondary matter.
He will thus acquire through imitating and cautiously adapting to his use the
expressions of the text, a certain degree of grammatical skill, which is not to
be confused with mere knowledge of grammatical rules.
It is best that early attempts at writing in French be nothing more
than synopses of the chapter story. A slavish imitation with few errors is
better than a free composition with many errors. For if an exorcise is badly
done; i.e., if it contains many errors, it does harm, since a mistake once
committed is qnistake learned, and the student who commits errors ha, to the
extent of the errors committed, become less capable of producing or recognizing
correct language.
The asking and answering of questions based on the chapter story
will give drill in conversation. Now, the essential aim of conversation is not
so match to increase the vocabulary of the student ea to drill him in the ar-
rangement of words, the manipulation of forms, and the use of constructions, and
to lead him to acquire thereby the ability to express his own ideas clearly
and simply, by means of a small vocabulary to which he can easily add, little
by little. The best kind of conversation that beginners can practice is that
which is based upon the text that they' ae studying. They can then make use
of the terms which they have come across in their reading, and although a con-
versation of that kind is necessarily very simple, it is, nevertheless, an
exchange of iddas ad not without profit to the student. It is the only kind
of conversation that beginners can indulge in.
Vocabulary drill on word meanings is provided for by extensive
reading outside,the classroom of graded French texts, which goes on apace with the
teaching of the speaking and writing. The students are required to hand in
synopses in English of the texts road outside the class.
Extensive reading outside the class of ungraded simple French plays
serves to increase the speaking vocabulary and to prepare the student for
reading French texts of a more vernacular nature,

We believe thlt the objectives attained by this method are valid
enough to warrant a third year of foreign language being added to the high
school course: the reading adaptation the first two years, and writing and
speaking the third year. If the Direct Reading Method is used we see no
reason why such a program cannot be productive of good results.


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Conservation Course

Edward F. Nolan


Members of the teaching profession in Florida will
be interested to know that a new requirement has recently been
added to those requisite to the obtaining of a graduate state
certificate. As stated in the Handbook for Teachers, Section I,
1935, all who apply for such a certificate after September 1,
1936, must "present credit in a course in the conservation of
natural resources" in order to comply with a bill passed by the
legislature in 1935. This bill requires that on and after
September 1, 1936, "all of the higher State Educational In-
stitutions shall give instruction in nature study and the con-
servation of natural resources, including the study of fish and
game, soil fertility and erosion, forests and minerals, and all
students in said institutions preparing to be teachers shall be
required to take such course of instructionU*
In order to meet this stipulation the University of
Florida is now offering Education 330, "Teaching the Conservation
of Natural Resources." This course is designed to meet the fol-
lowing objectives:
1. To acquaint the student with the need of conservation.
2. To meet the certification requirements for teachers
as specified by the 1935 Legislature.
3. To assist students in organizing the conservation
course for high schools and in methods of teaching
to use in presenting such a course.
Education 330, under the direction of Dr. E.W. Garris,
promises to be most interesting and valuable. Many different
phases of conservation are being considered. These include, for
example, Principles of Conservation, The Conservation of Birds,
The Conservation of Our Game Animals, etc. The text being used 6s
Conservation of Our Natural Resources by Van Hise and Havemayer,
but class activity is not limited to the study of this book. The
examination of various bulletins, including federal and state game
laws, is an important part of the course. Motion picture films having
a bearing upon the phase being studied are also utilized. While the
whole field of conservation in the United States is being considered,
special emphasis is M~d upon the needs of Florida and wh& can be done
to meet them.

Senate Bill No. 562, Section I. Quoted in Handbook for Teachers,
Section I, 1935, p. 7.


Cs 1 -- In this issue you will find an article describing the prominent
features of Man and the Social World, aGeneral College course offered )ere
at the University of Florida, and one of a series which the Sorchlight
is endeavoring to bring to you.
For a description of the outstanding principles of the General
College, may we refer you to an article written by Walter J. Matherly, Dean
of the College of Business Administration, and Acting Dean of the General
College, who is a pledge to Kappa Phi Kappa. The article is to be found in
the Journal of Higher Education, Volume VI, Number 8, November, 1935.


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