Here are three contrasting comments made on report card day by
pupils of approximately the same intelligence:
(1) "I'm so mad at that teacher! I made three 'B's' and then she had to give me a 'C.' I'd like to tell her what I think of her."
(2) "Whew! Just made it this quarter. Got three 'D's' and a 'B.' I sure was worried."
(3) "I got about what I expected. Three "B's' and an 'A.' I plan to improve next quarter."
By attempting to analyze these statements made by students of about the same capability, let us answer the question, "What is a mature and healthy attitude toward grades."
In case one, the pupil is infuriated because the teacher has given him a "C." In this instance his primary interest probably was making good grades. Since Grady is a relatively difficult school, he will have many more such disappointments, and his work will probably decrease in its quality. For the making of good grades is not a sufficient drive to motivate the pupil to do top work at Grady.
In the second case, the fact that the student made "Us" indicates that he is not accepting the challenge of good work. He does only what interests him, and consequently he cannot receive either a thorough or well-rounded education.
The third student is the hero of our tale. He has achieved a mentally satisfying, rational attitude toward grades. He is not upset on report card day because his primary interest has been to learn. All quarter, he has recognized the challenge of doing good work, and his mark on report card day, he takes only as an indication of how much he needs to improve.
If parents and students will realize that grades are not primary, although we should take notice of them, and if teachers will realize that the grading of the students is not their primary purpose, a happier adjustment may be made al around.
This endeavor to speed away "useless" time is the reason that many teenagers turn up as statistics in Monday morning's papers. We can hardly wait for the advent of the private rocket plane or the jet-propelled motor scooter. Teenagers seem to find millions of needless ways of using, so called, nervous energy. The fad that demanded that you were a "square" unless you twirled a keychain was a good example of an energy outlet.
I was lucky enough to be brought up in a small Tennessee town where, when we had nothing to do but sit and think, we often just sat and thought.
If some kid in the neighborhood was energetic enough to try something like lifting barbells, we would all gather around to watch, philosophize or make jokes.
Consequently, the kids grew up to be what we robots of today might call "characters."
The thing that I plead for is less busyness in our leisure time and for more plain sitting and thinking.
Do you think busynessitis has gotten you? When you get to feeling like a cross-country runner; or fuss and fume when you miss your bus though another is due in five minutes; or when you wait for that eight o'clock date with one eye glued on your wristwatch; when you are too busy to look up that word you don't know in the dictionary; when you find yourself eating lunch as fast as a dry blotter picks up ink you've got BUSY-NESS-ITIS.
To rid ourselves of the keyed up spirit that we live in we might take up walking with no place to go; we should take twenty minutes to get where we could be in a quick fifteen.
The true art of loafing is not a negative thing; it requires a careful choice of subjects on which to place your attention, and it involves less physical action with more mental.
Minds, like crops, need rotating. By taking up a hobby we can turn curiosity and relaxation into mental exercise.
If it is possible we should all borrow or steal-from each day
a few minutes of leisure.
A good place for mental relaxation is the bath. Soak in the tub.
Nobody ever thought anything out in a shower.
It's too fast and too efficient.
Grady Savings Bank Opens New Offices on Second Floor
The Henry Grady School Savings Bank was organized and sponsored
by the Board of Education, the Junior Achievement, Inc., and the
Fulton National Bank. The bank is a new project in the history
of Atlanta's schools.
It is a corporation with its own charter and its own capital.
The bank got started by selling stock at the price of fifty cents
a share. No student was allowed to buy more than five shares.
The stockholders elected a board of directors, and the board in
turn elected the following officers: Alita Lastinger, president;
Betty Jo Holland, secretary; and Frank McMillan, cashier.
Other Officers
The other officers were appointed by the elected officers and
are as follows: Caroline Bogdis, vicepresident; Jane Bunkley,
assistant secretary; Ruth St. Clair and Caldwell Smith, assistant
cashiers.
At least 10 cents must be deposited in order to open an account. Interest at 1% will be paid semiannually on all deposits over $5.00. The individual deposits in the bank are insured up to $5,000 by the Federal Depositors Insurance Corporation. The stock holders hope to be able to declare a dividend on all stock in November and May.
Teller Cage Built for Banking
The bank's new marble-top teller cage is located on the second
floor at the south end of the hall. This is the place where each
homeroom teller brings the deposits he has collected. Monday is
the regular deposit day. Money may be withdrawn by application
and by presentation of Pass Books just as from any other savings
bank.