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Washington University School of Medicine Digital Commons@Becker Washington University Magazine Washington University Publications 1966 Washington University Magazine, Fall 1966 Follow this and additional works at: https://digitalcommons.wustl.edu/ad_wumag Recommended Citation "Washington University Magazine, Fall 1966" , . (1966). Bernard Becker Medical Library Archives. Washington University School of Medicine, Saint Louis, Missouri. https://digitalcommons.wustl.edu/ad_wumag/25 This Article is brought to you for free and open access by the Washington University Publications at Digital Commons@Becker. It has been accepted for inclusion in Washington University Magazine by an authorized administrator of Digital Commons@Becker. For more information, please contact [email protected]. J" A I. L O)(){) WASHINGTON UNIVERS I TY -------- -- -- WASHINGTON UNIVERSITY uHatJa;;ine u FALL 1 966 Editor "The Potenti81 Is There" 2 Teaching the disadvantaged F RAN K O'BRlEN Trib81 Counsel 8 A summer with the Sioux Assi~tant Editor ROBERT ARMBRUSTER Fresh Air Program 14 A family-to-family approach D es igner' P ETER GEIST The Many Meanings of 18 Some new definitions Integration of an emotion-lacien term Photographer HERB WElTMA N Hoving Artists 23 Student painters and illustrators at work Glaucoma/an Inherited Disease? 28 University researchers make key contributions COVER: The 'Washington Uni­ Trans-Athmtie Professor 34 On the university-in versity Magazine's first gatefold America and Germany cover pre~ents a preview of the lead articles in this iss ue. Fea­ tured are photographs portrny­ Blues and the Abstract Truth 38 Jazz i11 the classroom ing education for the disadvan­ taged, Lee Curtis among the Siollx, the Fresh Air Program, Murder and the American 42 A British historian \Varren Lehman, author of "The Presidency examines the phe11ome11on l\-[any I\'!ean ings of Integration." Shortstop 48 Alum11tls in the PHOTO CREDITS: Page 23, infield Tom Stewart, McDonnell Com­ pany; Pp. 38, 39, Robert L3­ ROllche, St. LOllis Po st-Dispatdl Getting. the Picture 52 Alum11i tour the PICTURES; P 44, The Bett­ Brit ish Isles mann Archive, Inc.; P, 40 (left) and back cover, John Oidtmnn; ,",Vasflil1gt.Ofl Ullivcrs'ify Magazine is published quarterly by \Vashington Univ ero; it~ /, St. Louis, all others by Herb ·Weitman. Missouri (1.')130. Second-class postage paid at Fulton. Mi ssouri 6.5251. Volume :)7, Nllmber 1. j I' Was hington U nivenity'.! G)'c/(;/;ulte 1nstltllte of Eduu/tiOJl conducted an irntitltte fo)' tee/chen oj dile,dvantclged children thiJ jJcZJt summer. An ztnt/Hltll Jeeltm'e of the Institttte was thc/t it supplemented formal c()!.use work with classroom training. Forty-five teachers mOJtiy from St. Lottis .rchool districts took part) dividing their time betweenlectt/l'es and studies 012 the umzplll and teaching children at the Hamilton School in St. Louis. It turned out to be (/ stimulating experience for both the tee/chen and the 272 children who elttended the demomtration .rchool. By ROGER SIGNOR N ewJ Dept/rtm e//! "THE POTENTIAL IS THERE" wo S~(ALL HOYS, OBLIVIOUS to all ~lse, played baseball He smiled amI said, "v\Tho knows what vViIlie r.lays did T wIth a stIck and a chunk of wood III the cramped back to the Cardinals yesterday?" yard of a tenement, approximately one-half mile east of the Several boys in the class groaned. Washington University c'lmpus. The only distinguishing Belobrajdic vvalked over to the seorecard Oil the hlaek­ characteristics of the drab neighborhood were broken win­ board. "Well, the Cardinals beat them the (hy before. clows and litter in the streets. Today, let's make up our own game between the C n'dinals One block to the west, a three-story briek school build­ and the Giants." He explained that he would le t the chil­ ing with a flower garden in front stood at the edge of the dren decide the fate of each batter ancl everyone would encroaching slum. It was a typical hot and humid July keep score of the game as they went along. The game was morning and two other youngsters were imitating their to be played in San Francisco. The lead-off batter was Lou favorite big leaguers in a corner of the school yard, using Brock, the Cardinalleftfielder. a mop handle for a bat and a tennis ball worn down "Rose, what do you want Lou Brock to do?" Bclo­ to the inner lining. The school building was a typical urban brajdic asked. schoolhouse of 1918 vintage. Rose went to the blackboard and fill ed in the sign for a What was going on inside the building, howeve r, was single to left. A demure blond girl named Linda then far from typical. It houses the Hamilton School, wherc gave the next batter a three-base hit, and another girl kept demonstration classrooms for 272 Hamilton aml St. Roch's the rally going with a double. Three boys foilowcel the school childrell were being provided as pmt of \Vashing­ girls to the board and, feeling that the girls h:\d ennieel ton University's second "Summer Institute for Elementary home town loyalties too far, clisposcd of the fourth, Fifth , Tcachers of Disadvantaged Youth." and sixth batters with two strike ou ts nnel a pOp-lip. The In a fifth-grade classroom, two young teachers were game continued with lively disCllssion. taking aclv,mtage of the children's love of baseball to get Aside from manipulating a r:lther complic<\tC'cI set: of aerLlSS certain mathematical concepts. The children weren't symbols, the children speedily added up statistics. Their consciously aware of it, but the lesson also brought in homework assignment was to prepare a graph of the language development and geography. records of the National League teams. P aul Belobrajdic and Frank Carter, who were lead­ Most obvious was the mathematical vallie of the lesson, ing the class, passed out duplicates of scorecards which but also very important was the fact tha t the children had are used at the St. Louis Cardinals' stadium. They also generated a lot of uninhibited conversation. Getting the had drawn a large outline of a scorecard on the black­ children to express themselves was a major goal in lessons board. First, Belobrajdic went to a map of the United held throughout the Institute, which extended from June States and asked the children to identify the home cities ~O to August 6. and states of the National League teams. Then, he re­ Forty-five teachers, most of whom were from the city viewed the symbols uscd on the scorccards to describe of St. Louis, attended thc Institute. It was directed by Dr. what happens to caeh batter ill a game. Judson Shaplin, director of the University's Graduate Insti- 3 A meal worm bscinates children in sciellCfO cla ss. a t the Uni versity's Bronl\voods Judson Shaplin, director of the Graduate residential conference center Institute of Education, directed the summer near Lonedell, i'vlissouri. Institute a nd took an active part in the demonstration school and campus program. ~lrs. i\Ltrjorie l'ei, co-d irector of the Institute, cOlltiucled LillglLCige dcvelo[lillcllt sessiolls wlIiell dramati/.cd the difficulty malLY disadvantaged ch il dreJl klve ill learnillg wltat is to tltern a reiJtivcly "strange" l,lnguugc. "THE POTENTIAL IS THERE" tute of Education. Funds to run it were secured through like the baseball lesson have been tried before for im­ a new National Defense Education Act program. The poverished children. In the regular school year, though, Institute's schedule was rugged, and it came at a time when you may have seven to eight subjects to cover, it is when most teachers prefer to take at least a short break. next to impossible to try something like this every day. But But those who attended were quite aware that their jobs it can be done as a special class at least every other week. demand all the special tools that they can get and were "We teachers tend to live in our own little worlds," he glad of the opportunity to be there. Dr. Shaplin and his continued. "We try hard and think we're doing our best. staff in turn gave the teachers their complete time and But we don't have the opportunity during the year to talk energy in conducting some 400 hours of lectures, demon­ to other teachers in a program setting. Here, you can see stration-school sess ions, and two weekend conferences. The that there are other ways of handling a lesson or a dis­ Institute was devoted to three areas: language develop­ cipline problem. Others evalu ate you, you evaluate your­ ment, science and mathematics, and social studies. (It self, and you're bound to enlarge your repertoire of teach­ should be pointed out that the Graduate Institute works ing methods. You should, because, after all, the im­ with Hamilton School on a year-round basis and not just poverished child is a very complex human being. The during the summer Institute; University professors co­ potential is there in these children, but yo u have to work operate with the school in their teacher-training programs harder to get results." and in curriculum planning for disadvantaged youth. ) Moreover, a teacher deeply immersed in coping with a broad range of problems often isn't aware that he may HAT SPECIFICALLY is a disadvantaged youth? Most inadvertently inhibit the disadvantaged child in th e criti­ people have a general idea of what the euphemism W cal area of language development. For instance, a child means, but the Graduate Institute attempted a more pre­ cise definition in a study of the Hamilton School attend­ may be so used to a kind of dialect spoken in his neigh­ borhood that English in school is strange and difficult; fre­ ance area.

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