1. education
2. school

HOW
ORGANIZE, CLASSIFY
TO
AND
TEACH
COUNTRY
A
SCHOOL,
BY
W.
M.
AUTHOR
Register
Classification
56
Fifth
op
Study
Gems,
for
Etc.
OMAHA
:
608
Avenue.
W.
M.
WELCH.
Country
Sheets,
Reporting
Record,
Memory
CHICAGO
OF
Course
and
Institute
Schools,
A. M.,
WELCH,
and
Publisher.
609
Paxton
:
Block.
COPYRIGHT,
W.
M.
WELCH.
1886.
PREFACE.
There
are
do
they
not
into
get
the
the
on
hands
works
following
because
of
the
has
been
to
if
good,
study
this
written
have
some
aim
The
what
put
I
had
because
the
throughout
in
to
the
the
say
in
book
in
other
no
fewest
than
methods
of
on
Iowa,
Maquoketa,
Note!"
teachers
The
under
excellent
the
lirst
edition
24,
of
this
supervision.
my
reception
second
April
edition,
in
To
other
which
counties,
teachers
leading
by
is
here
do
may
to
teaching.
Welch.
M.
1884.
book
little
my
it
that
hope
a
way
merit
of
icorks
little
W.
forth
but
possible.
I
an
teaching,
second,
expense,
elaborate.
too
seem
pages
words
of
school-teachers
rural
of
"
larger
subject
very
first,
generally
books
good
many
was
ami
surprise
and
offered,
published
gratification
demand
the
with
especially
has
revisions
it
for
bas
been
such
and
additions.
as
\Y.
M.
tin'
with
nael
to
\V.
call
INTRODUCTION.
Books
their
is
work
and
sift
to
teachers,"
Primary
the
from
treatise,
tires
and
hunting
reference
to
the
for
the
first
to
key
the
be
have
Tho
to-day.
ordinate
sub-
and
branch
excellent
an
teacher,
who
and
problem,
daily
which
of
most
pages,
"vexations"
and
who
each
on
country
his
to
most
"grounds,"
may
hundred
"trials"
his
of
methods
School,
useless
canvassing
before
no
comparatively
while
lost
gets
has
but
High
the
principal
of
with
etc.,
work
law
thoroughly
them
architecture,"
"relation
the
to
their
to
"school
etc.,
teachers
read
to
to
on
is
nor
for
ability,
promotions,"
school
"graded
best
adapted
cover
treatise
beginner,
the
adapted
are
profound
most
the
portion
that
aims
that
book
teaching
they
as
the
for
perhaps
nor
out
The
best
on
time,
the
proportion
aims.
the
usually
elaborate
in
and
purposes
not
not
valuable
are
yesterday
of
to-day.
aim
The
in
comprehensive
subject,
points
work,
but
of
schools.
following
the
rather
interest
nor
to
to
to
mention
young
has
pages
say
all
in
teachers,
that
the
not
might
fewest
especially
been
be
write
to
said
on
possible
those
each
words,
in
try
coun-
a
CONTENTS.
Preface
3
Introduction
5
Preliminaries
11
I.
Securing
II.
Getting Acquainted
a
III.
Preparation
IV.
Working
Classifying
Temporary
II.
Pupils
III.
Have
IV.
The
General
I.
of
importance
School
a
Record
Course
and
Schools.
Classified
be
may
Books.
Classification
a
Rural
for
Studies.
Proper
with
provided
14
Classifications.
the
pursue
Study
School
the
Permanent
and
should
of
Day."
attendance.
an
pupils
District.
the
First
Organizing
and
How
with
"
for the
up
I.
V.
School.
Country
in
such
a
Record.
Suggestions
38
-Cooperate
Apparatus
Necessary
Superintendent
(a)
Preservation
(b)
Have
have
to
Board
the
County
procured.
intelligent use
and
School
it
with
provide
of
Apparatus.
Shelves
or
Case
for it.
(c) Preparation
II.
Ventilation.
III.
Care
IV.
Have
of
to
Halls, Entries
Exercise
pupils
Apparatus
use
Vestibules.
and
in
intelligently.
the
open
Ventilation
Air
at
Recess.
V.
Programs.
them
(a) Arrange
("") Sample
Teacher's
Special
I.
Study
II.
Systematize
each
ilatious.
a
Purpose.
Programs.
(b) Study
The
for
of
ob
Lesson
each
Program
for
Study
Datxi
Preparation
before
assigning
Lesson
in
a
Blank
and
Recitation.
42
it.
Book
for
use
at
Re"
10
CONTENTS.
Books
Teaching
ox
I.
The
II.
Some
Thoughts
of.
Importance
Mentioned.
Books
Philosophy
Mental
on
I.
80
II.
What
Portion
III.
Chart
of
IV.
Hints
be
Familiar
with.
Mind.
Human
Practical
the
it.
Should
Teacher
the
the
on
Study
Should
Teachers
Why
82
Application
of
this
Study
t""
teaching.
The
Personal
Teacher's
Influence
88
Miscellaneous
90
V
II.
Direct
III.
Take
IV.
Have
V.
Have
VI.
Patrons.
is it
I.
the
Part
Course
in
of
care
a
Character
Home
Pupils'
Graduating
and
Pupils'
for
Pupils'
Home
Amusements.
Closing
Personal
Exercises.
Appearance
and
Manners.
Building.
*.
Government
.
Reading.
102
.
.
I.
Important
II.
Have
III.
Correction,
a
Elements.
Plan
in
the
Closing
Last
School.
Element
Considered.
PRELIMINARIES.
SECURING
have
You
engage
secure
school.
office and
and
where
dresses
of
from
on
find
best
the
school
until
letter
seenre
a
soon
as
which
people,
return
the
to
of
day
secured
of
in
can
your
a
Find
home,
best
ready
into
the
will
win
they
tho
his
new
the
value
realize
and
ad
tion
introduc-
general
teacher's
con
country, and
where
keep
letter
after
the
DISTRICT.
general
different
and
enter
Y""u
your
upon
the
Find
boarding
your
course.
in
acter
char-
famines.
engage
families,of
to
the
religion,etc.,of
customs,
are,
district
of
can
you
tract,
con-
your
of the
way
what
the
made
and
"
and
arc
work
can
the
now
first
term.
PBEPABB
During
schools
names
blank
school
out
families
the
of
two
THE
a
peculiaritiesof
leading
one
the
have
the
to
way
fail.
WITH
teach.
the
place with
will
neighborhood,
and
who
out
This
school.
all you
to
the
of
you
are
you
Get
now
ent's
superintend-
desirable
letter
a
out"
ACQUAINTED
learn
next
and
good,
good
a
county
most
paid.
"strike
officers
GET
As
the
to
the
officers
pocket,
school
to
Well,
superintendent, put
your
you
one?
Go
are
Very
course?
find
where
wages
SCHOOL.
of
is this:
out
the
in your
tracts
Can't
school
country
a
certificate
your
your
A
first
day
recorded
il
teacher
or
FOB
not
is not
or
by
and
THE
the
two
DAY."
FIEST
teacher
is
weighed,
both
pupils
this
first unconscious
easilychanged.
a
and
For
labeled
patrons, whether
this
estimate
""f
probation the
12
HOW
teacher
needs
do
Learn
TO
TEACH
COUNTRY
A
SCHOOL.
specialpreparation. A day or two before school
and ages of pucontainingthe names
opens, get the register
pils.
If a Classification
has
been
it
Register
kept will show
the work
done
the preceding teacher.
by each pupil under
Find
all you
out
of the preceding teacher's
can
plans and
If you can
work.
see
your predecessorand talk matters
over,
so.
and
however
little you
Above
see.
word
work
the
and
gradual
If
a
left
by
day.
question,know
Learn
as
by
in each
Be
If you
more
want
about
of the
This
the first
this most
Have
begins,so
as
any, be
will do
prepared
If
standing of
will know
At about
you
to
where
that
that
the "reciting"
of
will make
you
expect
an
interest
each
point prepare
most
you
add
to
new
in thatcht-s
scholarshipbeyond
put your
the lesson than
the book
and
is not
because
day, but
that
trying day of
your
that
program
all may
pupilsas you
alreadya place to
had
"
neither
plainlyon
of
names
"
consideration.
all the lessons
assignthem
ciating,
depre-
changes,if
classification and
well
so
if each
as
away
Have
of
to
let your
interest.
encouraging,while
is miles
enabled
predecessor. Take
branch.
branch,
day.
many
name
respect and
light,
gives,and
to present it.
as
so
his
of your
particularclass,create
to any
it
much
despicablehabit
predecessor,you
your
off work
first
know
it,and
of the
subject alive with
the
and
record
lesson in every
members
them
find
too
thus
are
you
if any, and
judicious.
the first
the
methods, regulations,
eral
gen-
what
act, the work
you
complete
pupils is
pupil left
a
his
fall into the
not
or
as
endorse
may
all,do
by
up
of
can
you
supplementary work, his annoyances,
aims in general. You
have
not
can
and
plans
what
The
James
may
second
boy
knows
ready
nor
cares
can,
and
hold
in your
continue," is
from
the
call
near
end," etc.,
for him.
assign the first morning and
to
the board.
expect much
you
all may
the
have
something
to
do
be done
during
term.
printedon
know
to
reciting
the
the
order
board
in which
before
school
their recita-
13
PRELIMINARIES.
tions
to
are
be
may
to
until
necessary
with
Begin
going
etc.
If
good,
follow
the
and
to
the
by
far
as
is
The
practicable.
as
the
during
at
out
first
the
day
reference
intermissions,
in these
predecessor
your
in
follow
to
expect
you
program
fully organized.
recitations, passing
used
order
innovations
and
that
temporary
a
purpose
school
your
order
from
it
this
For
come.
fewer
is
things
the
changes
better.
9
A
SECURE
As
point
of
school.
Visit
your
time,
but
in
school
not
to
and
of
toward
better
way."
The
If
have
school
have
who
has
things,
will
teacher
profession by doing
who
are
and
do
done
pupils
not
is the
noble
say,
besi
deeds
them
grand
work.
who
"sowing
all the
this
will
to
Next,
district
can
"have
wild
good
whoso
not
oats,"
you
appreciate
"This
reformer.
it.
is
lives
he
going
out
Let
ns
terest
in-
attend
tearful, prayerful
the
in
you
all
attend
some
received
.from
gratitude
or
a
in your
them
get
do
you
long time,"
your
household.
every
ago
of
many
can
you
to
Whoever
true
how
to
into
patrons
your
of
term,
a
Get
people
school
your
run.
parents' cooperation.
see
try
of
in
yourself
little of
long
a
battle.
the
a
the
it
patrons
secure
winter
Those
suggestions:
pression
in
them
them.
for
to
the
half
friendly regard
young
hesitate
school
Get
etc.
tho
is
take
it in
for
make
way,
among
will
It
save
words
work.
school
during
Do
been
all the
all.
and
way
friends
successfully
than
more
sub-director
the
this
under
well
make
and
good
sow
better
no
list of
a
and
one
opinion
you
is
from
our
will
you
work
your
do
patrons,
and
There
get
To
favorable
once,
have
you
get acquainted
to
your
the
as
soon
ATTENDANCE.
GOOD
can
the
es
turned
of
m\
ennoble
CLASSIFYING
1st.
should
has
On
opening
be
thoroughly
been
work
done
left
without
made
If
good
is
there
each
better
be
with
often
much
prevent
As
parents.
their
and
send
For
this purpose
All
the
in
the
to
each
pupils
under
All
work,
pupils
at least:
Lessons,
work
Arithmetic.
two
or
the
three
a
be
the
a
usually
until
pupils
has
sent
pupil
and
will
This
will
pupils
and
and
knows
gained
their
classification
permanent
County
is
he
the
of
part
and
the
examine
pupils.
study,
to
should
Superintendent.
the
by
out
County
teacher.
ten
of
years
age
Arithmetic,
should
have
Drawing,
Science, Busy
drills
Copying,
Work,
in
eral
Gen-
ing
etc., accord-
pupil.
ten
of
years
in
Lessons
should
Heading
of
the
should
age
and
Reading
and
recitations
and
Geography
be
daily
Spelling;
week
each
14
have
following
Composition,
U.
S.
recitations
in
the
Spelling, Language
and
Writing, Penmanship
there
should
Let
with
make
can
Arithmetic,
"
it
permanent
a
only temporary
on
each
are
and
over
Letter
Introductory
this
of
this
find
change
no
work.
interests
same
blanks
age
and
classification
is
is familiar
Lessons, Elementary
to
will
teacher
pupil's
best
he
of
Numbers
Reading,
the
as
report
a
the
classification
respect, he
Superintendent
2d.
each
standings
and
Register,
dissatisfaction
soon
several
confidence
suit
to
done
term, it
Unless
teacher
been
temporary
a
the
that
changed
has
the
organized.
the
record, then
make
acquainted
understand
and
of
day
reason.
such
no
and
pupil,
it
Classification
a
first
predecessor,
If
SCHOOL.
the
classified
labor.
in
school
the
his
by
much
of
record
THE
Geography
(alternate
History.
in
and
and
Of
Language,
History,
recitations
in
CLASSIFYING
classes);and
advanced
in two
once
Any
good
given
of
should
the teacher
3d.
When
determined
should
each
the
or
with
note
time
and
there
will
save
procuring the
pupils'lack
and
move,
also
the
his
Some
the teacher
educate
refuse
to
in
pupils to
linn-'
They
use
can
Topicalwork
information
will thus be
on
If
part,he
or
be
done
ciously,
judi-
for
responsible
so
negligentor
is
are
is necessary
before
"to
use
has
other
to
en
by
ing
fail-
orally
up
books.
without
reference to the text books
do
will
books
that
well to encourage
they maj have at
supplement
'age
the
text
\\-'"\ at
pupils to read them
Many
and
requisition,
topic
that
should
and
is taken
can
Ee
fact
in someway:
work
they
them.
of the
children
more
the
teacher
will
brought into
plainlywritten
this
realization
a
said
these
each
book
best the teacher
The
school
to
forget the
may
kindly give it to
that
far been
school.
the
notes
forget it before he goes
provided
see
given to the pupils as
bas thus
and
for-their
providebooks, teachers
to
them
this,they should
write
books
child
parents
should
parents
parents
school
your
necessary
daily"prodding"
a
effort to have
What
to the
books.
is not sufficient for two
an
school.
any
little difficulty
in the matter
but
done
has
make
home.
at
a
respected;but
pursue
of the
name
necessary
If
used
the
orally,the
probablybe
turns.*'
and
be
pupil is pursuing
should
parent may
books.
of
thai
indifferent
in
would
pursue
be
each
prevent mistakes.
the teacher
Until
book
should
pupil
of
is sent
book,
A
to town.
one
pupils.
of studies
carefullyclassified
studies
If word
of the
should
selection
to it that
see
have
you
what
children.
will
the
wishes
parents informing them
will
schools
or
studies.
the proper
new
leave
not
their
parents interfere,
name
rural
week
age of the
pupils should
what
to
as
for
study
the
each
child.
the
otherwise
of
of
course
teacher
If
to
Composition, once
age.
The
whim
in
15
SCHOOL.
weeks, according to
teacher
to the
guide
three
or
THE
a
dust
the
covered
for
book
parents will not
16
HOW
be slow
TO
TEACH
appreciatethe
notice and
to
that
investigate
4th. At
the
first
the
of
SCHOOL.
interest
Registerand send it to
(She paragraph first above.)
This
In
school there
every
should
course
outline
Register the
the
should
be
should
he
should
classified
so
report from
a
for each
of
Course
year
Study.
each
or
term.
teachers
succeeding
may
not
firstday; for pupils should
"
"be
turned
back to the lirst of the book
term, but should
finish up some
every
work each term with a prospect of finishing the Course
of study and
graduating
do
schools.
The
from the country school
from
as
pupils
city
advantages of such
follows: (1) All the rural
schools
have
as
of a county
Course
are
of
a system
a
just where
know
and
Study
standing
has
advanced
the
he
day of the term.
finish
to
school
certain
a
ready
to
the
High
feeders
of
into
closer
them
Record
C2) The
studies
1 1it;
on
has
the
amount
each
the
School,
and
the
have
to
how
just
far
he
school
in
give to pupils the incentive
term,
and,
School.
High
bridge
finally to graduate
It will
(4)
the
over
of
the
make
between
gap
them
being done with our High Schools
be promoted
and
from
Colleges. (5) Pupils may
one
grade to another, as their
abilities and
advancement
and
this system
warrant,
of promotion
will be an
may
incentive
to pupils to finish a part of the course
each
term, passing satisfactory
examinations
before going from
one
grade into the next.
(6) A reporting sheet
to
the
of
to the
each
a
term
or
corresponding
Register sent each month
page
shows
him
the
County Superintendent
standing of each pupil in the county, the
each
studies he is pursuing, and
the general
work
teacher
is doing, thereby enabling
bring
classes
him
to
and
the
As
our
"
(
the
of
such
are
Board
tbservatlons
studies, the schools
a-
work
in
quoted
the
advancement
and
of
graduation
school.*
country
our
schools, the
Mr.
follows:
as
of Education,
in schools
of
now
in the
teacher
general supervision
educators
Massachusetts
with
cooperate
the need
to
eminent
relation,aS is
teacher
teachers
succeeding
to
pursuing,
It will
(3)
enter
will show
been
study" thereby enabling
lirst
country
schools
country
and
the
school"
graded
from
in each
order
running
pupil, the
each
of
class
classification.
uniform
the
a
eacli
begin
to
Comity Superintendent.
the
that
desire
in their children.
Classification Register and
a
the work
pretty definitely
school
the
month, fill ont
the Classification
In
and
has awakened
teacher
new
close
the
COUNTRY
A
Ceo.
A.
opinions
Walton,
of
agent
of
some
of
the
says:
show
that
there
where
is
well-arranged
no
of
course
that
tin- schools
imperfectly graded. They also show
are
well
in proportion
to the
graded
vigilance of school officialsin holding tin t" ackers
to the prescribed course,
their
through
tion
examinations, and through the examinaof
several
the
results demonstrate
branches
of
are
classes
thai
iii
passing
al leasl one
over
year
the
prescribed.
course
in six is saved
in
And
actual
completing the ordinary
study, by
an
even
imperfect grading of the schools."
Shattuck, State Superintendent of Colorado, says:
Believingthat
Is will he controlled
our
in the future,as they have
been
in the past,
country sci
by a shifting procession of inexperienced teachers, this efforl to assist then,
by
of tin- work
outline
furnishing an
itself to me
expected to do commends
they are
Hon.
as
J. c.
reasonable
"
and
important.
Within
the
limits
of
this
c
se
there
is
room
of suclias have
arid individuality
enough for the full exercise or the invention
theless gifted win
(lnd these
them, while
suggestions a, daily help and guide,
i ponCountj
others
the introduction and
Superintendents morethanall
depends
*If the reader
will writ.' to
sheets of a Classification
will be sent free of charge.
sample
w
M.
.
Welch,
Registerwith
417
course
Dearborn
of
study
si., Chicago, 111.,
and
full explanation
CLASSIFYING
of this
use
of
course
persistentlabor
Hon.
W.
reports
into
rural
of
Hon.
result
J.W.
There
teacher
Akers,
its
Superintendent of
school
Public
in the introduction
of real
work
the
closed
and
It may
A
COUNTRY
admit
not
be made
BASIS
make
which
a
they have
SCHOOL.
of
pupil has
ho
five
loose
If
best
the
well
"nation of classes
If the
his
"new
who
work
study
is
weeks,
and
take
"i.
it
If
when
as
may
plan
a
doubtedly
basis,it is un-
the
and
Language
criterion l"\ which
a
be
considered
should
in the
for
record
left
where
the
work.
be
taken
a
up
Jt
is
us
teacher."
few
grade,
Age, health,etc.,also,as
assigningof
work
closed.
if
discouragingto pupils to be
"all wrong" bj each
everything '"upset"
and
hack
one
to this
adhere
Reading, Arithmetic
determined.
the
predecessor,
last term's
grade in
example,
in
finds his school classified and
teacher
Lan
equal importance.
one
the
and
and
For
them
of
Those
should
previouspreparation,
as
put
be
can
Imt
not;
thai
place pupils in
studies is noi made
the
basis;certainlyno
pupil'sgrade
by
of
make
to
does
Reading,Arithmetic
grade.
are
majorityof
a
mate
approxi-
an
grade, though his other two studies
this
that all studies
hold
school
irregular
grading; others,Beading
studies,with any three
behind
or
and
than
more
majority of their studies.
is classified in that
be ahead
the basis of
still others
a
until the
succeeding
a
GRADATION.
others.
Grammar;
or
gnage,
schools
that
so
complete.
OF
Reading
Arithmetic; and
and
"
system
it forward."
carry
however
classified,
be
classificationcan
Some
Instruction of Wisconsin,
district
our
gradation,and usually the country
the
require the patient
of the "graded
of record,
matter
a
CLASSIFY
may
in
progress
is made
work
TO
gradation.
It will
seems
in the way
teacher's
HOW
Any
itself.
the effort?"
worth
so
besiu where
may
introduce
end
17
SCHOOL.
to be no excuse
for delay in the universal
cation
applisimple and effective.
state
of Iowa, says:
Superintendent of Public Instruction
once
done
be
each
of
the
encouraging progress
very
districts.
Little can
Is not
C. Whitfield, State
of a plan at
"
It will aot
study.
years.
THE
a
a
review
pupils and
reuiew.
seem-
teacher
necessary, take
are
better
it aft
acquainted
18
HOW
If
pupilsand
into
make
about
Record
be
of
Divide
and
Study
of those
bases
will be indicated.)
pupilsapproximately
equal in generalabiltyand advancement.
Record
where
such classes begin at the opening of
Record
the
at
close
of
the
thoroughlycompleted in
reviews during the term,
of classes
branch.
each
in the
grade, do
topical
far
as
Have
kinds
make
each
divided
will
bo
into
info two
classes
in
example, there
For
4th, 5th
nth
and
7th
and
Nth
A
Grades.
or
be used
must
It is not
lie classes this term
next
etc.,having the
OF
in
term
are
that there
at any
one
time.
in the
1st,2d, 3d,
1st,2d, 3d, 4th,
the
divided
school
FOIl
COUNTRY
GRADE
YEAR.-
first four
into
only
time.
one
STUDY
suggestive.
supposed
eightGrades
the
at any
found
The
may
Grades;
Words.
\ki\c"
SCHOOLS.
1',.
boards,
they cepresenl ; oral lessons from charts, blackphonetically and by letter. Drill thoroughly on every
;iinl what
Spell all words
etc.
be
of
FIRST
Re
of classes in
books
each
COURSE
GRADED
to test the proficiency
classes,but rather make
study will
years
Grades
or
been
STUDY.
divisions.
Grades,
six Divisions
OF
of
eight
has
practical.
as
followingcourse
It is divided
of text
school.
dailyand weekly
minimum
a
extra
COURSE
The
Have
general review
a
close.
not
the work
far
branch.
and
If different
same
the work
each
at the
how
term
last
Classification
Division
branch
examine
the school
of the two
one
of each
in each
classes
on
Course
a
school, the work
Form
left,let the teacher
divisions
five
or
(Ifthere
in the
is
SCHOOL.
temporary classification.
a
four
mentioned.
COUNTRY
A
of classification
record
no
TEACH
TO
word.
vew
Arithmetic"
Counting and adding objects;figuresfrom o to BO, as symbols
lumbers, taught by counting objects.
Human
Lessons."
versationa
General
body; form, color,animals, etc. Ethics. Conon
order, etiquette,cleanliness,etc.
Length or exercises, fifteen min1lt"s.
GR
Continue
Reading."
from
reading
\
read
a(
i. nil
Grade
of
A.
B.
First reader
begun;
spell
words
lesson.
mi:
in.
sightfrom
Object
work
\I"K
"Add
he:
:;'s. i's,5's,and
blackboard,
Lessons."
Draw
also
on
w
i;'s; numbers
ritten on
slates
and
of two
slates; Roman
hoards.
and
three
numbers.
figures
20
TO
HOW
TEACH
A
GRADE
lessons; prefixes and
Language."
A.
reader, latter half; spelling and
suffixes;attention to conversational
Third
Readinc;."
SCHOOL.
COUNTRY
Construction
definitions
tones
from
and
reading
ulations.
artic-
distinct
and
analysis of simple sentences, and
parsing,
of faulty expressions; writing
giving only a few of the easier properties; correction
from
readers, from pictures, from dictation, etc.
To
Arithmetic."
compound
numbers;
through fractions, with thorough
drill on
the
rules
arithmetic
with written
and
to correspond
principles; mental
arithmetic.
Map
Geography."
principal productions
History."
of
United
Elementary
with
Oral
Reading."
botany for spring term,
writing; composition from
and
mens
speci-
with
dictation,
grammar,
Fourth
cultivate
YEAR.
reader, with
habit
lesson
spell from
in
lessons
illustration; drawing
FIFTH
reading;
features;
States, conversational.
Science."
of plants for
in connection
States
in detail; physical
drawing" United
each district;largest cities.
attention
to
rules
principles for good
and
to get the thought; exercises
reading
of
iii vocal
culture;
for
and
difficult words;
following recitation, selecting all new
define and
them
review
suffixes.
and
prefixes
together;
pronounce
and
Grammar.
English grammar
composition, with analysis and parsing.
Write
short
in grammar.
compositions, applying principles learned
Arithmetic"
To percentage; compound
tables; practical
numbers; review
"
given by teacher
examples
gone
at
close of each
Geography."
Europe"
Elementary
Science."
to test
case,
to correspond
arithmetic
mental
over;
with
pupils' knowledge
of work
arithmetic
written
description, physical and
political; draw
boundaries
and
showing physical features, political
principal cities.
maps,
United
to
History."
the
discoveries
aud
States,
Revolutionary war-early
colonial
history, largely conversational.
Impress a few dates as " landmarks."
physical science; writing
READING."
and
Fourth
word
As
in
preceding
aud
iu copy
sixth
YEAR.
paper
reader, reading
in preceding
As
compositions
Arithmetic"
profit and
on
and
elementary
year;
principles
of
books.
spelling,as
iu
preceding
tions
defini-
year;
analysis.
Grammar.
short
general
loss,
analysis,parsing
year;
and
construction
tinued;
con-
weekly.
Mental
to equation
written;
and
commission,
etc.; careful
review
of
payments;
of fractions; oral
percentage,
drills in
analysis
.tnd calculation.
(I rogra
phy."
History."
Phvsiologj
Europe, in detail; continue
United
to
states,
i i m;
and
i
Rfading."
emphasis;
Fifth
Grammar.-
ENTH
TO
everj
preceding grade.
ykai;.
instruction
in
vocal
culture,
enunciation
and
oral.
Analysis, parsing,
false syntax; composition
ARITHMETIC"
and
in
Largely conversational.
ene."
reader, with
spelling, written
as
Civil Rebellion.
the
m:\
work
two
and
construction
continued;
correction
of
weeks.
alligation;review
Of percentage;
commercial
lilies,insiii'-
CLASSIFYING
21
SCHOOL.
interest, discount; equation of payments;
stocks,
ance,
THE
averaging accounts; ratio
proportion.
and
Physiology."
Finished
Geography."
Asia,
United
History."
and
Africa
reviewed.
Oceanica, with
ami
review
of Europe.
States, completed.
Writing.
eighth
Fifth
READING."
the
year.
reader; also, selections
authors, to be
best
from
read
before
school.
Grammar."
two
the
Philosophy,
Natural
school
is
,
these
during
root;
philosophy.
f natural
"Syllabus
grades, because
two
each
are
years
a country
classifying
present into
at
Division
in each
at the
Classes"
of
into
last four
each
Classes
same
the
is divided
pupils in
The
studies in the
for
government.
divided
each
years;
form
given a
civil
are
years
the school
Classes.
the
Elementsof
first four
The
that
outlines
simple
Government.
Below
cube
Astronomy.
Elementary
pupils attend
and
square
year;
practical or third part.
of physical geography.
Outlines
Outlines of general history.
History."
Note."
preceding
the
complete
Geography."
or
review
Completed;
mensuration;
shows
of rhetoric.
elements
Arithmetic"
Civil
parsing; peculiar constructions; peculiar use of
forms
taught and explained ; composition every
idiomatic
and
with
weeks,
and
Analysis
anomalous
words;
equal in general ability. The
right),but
James
first,
C.
It
Divisions
till their
nut
will be
(as
more
grade.
one
school.
four
have
branch
in
by
seen
they are
Hansen, is
about
fied
classi-
m
7th year, where
he has most of his studies.
in Grammar
this Grade
(in the 6th year) and
He
in the
behind
in
History (in
ahead
Grade
or
the
year).
his Grade
behind
under
8th
are
The
studies
indicated
by
standings by per cents, letters
used
are
M.
a
S,
"b
of
ahead
pupil lias
the number
[nstead
irregularstudies.
such
which
is
""f the
marking
P, A
and
I'
meaning Highest,Superior,Good, Fair, Average and Poor.
the pupilsbelongingto each
S\ llabus of Classes shows
The
Class
being readiljfound by
by their numbers, their names
correspondingto each number al the
referringb" the name
should
left. Under
"Remarks," at the right,the teacher
make
sueeestions
complete
the
term.
this
and
record
for his
statements
can
succeedingteacher
be
have
made,
at
the
the
successor.
more
The
more
information will
beginningof
the
nexi
22
HOW
TO
TEACH
A
CLASSIFICATION
COUNTRY
SCHOOL.
FOR THE'TERM
COMMENCING
CLASSIFYING
n6tt
3d,
.188*_. AND
THE
ENDING
23
SCHOOL.
g"h/j**
mt_
CAN
AN
is still found
There
behove
that
is true;
does
since
believe
not
study,
school
believe
in
The
As
them.
that
done
not
to
a
as
to remind
of
a
wooded
The
fact
gra
lation may
may
be poor;
in
done
The
extent?
forms
of the
one
June.
is, every
well
nearly every
but, "Can
there
done
country
Over
in
but
is
no
country
schools
three-fourths
Illinois,Minnesota
and
more
has
of
and
the
gradation
and
classifyyour
efficient
work.
work
them
she
adapted
and
grades
which
this
snowdrift
is,it
the
on
realizes
it
is
is either
the
is
bank
graded
The
not.
or
so
times
north
school
country
sifies.
clas-
grouping
far behind
so
vancement
ad-
gradation and
classification
is
school.
should
doubt.
and
only approximate, the classification
shape
some
try
coun-
Do
and
If there
teacher
and
it be
in
organized
the
loose
a
in
more
this
class, or
relic of
gulch in
be
a
for
of
and
system.
to
grade
to
does
less
pupil
who
person
Gradation
may.
assign
may
school
or
this
approximate ability and
of
country
question, then,
done''''
be
a
sorry
importance
believe
it
not
ourselves.
conduce
you
the teacher
classified,whether
and
they
begin
you
teacher
greater
that each
small
so,
a
does
subject attention
the
that
pupils
the
is there
the
systematize
to
Whenever
Now
as
is to group
purpose
so
to
soon
begin
you
console
we
well
If
are
occasionallyfound
methods
system*
classification.
school
only
who
We
graded.
given
And
?
teacher
a
feasibilityand
to
as
be
round,
have
GRADED
there
can
is
earth
who
are
and
is also
gradation.
classification
you
the
both
agree
here
there
teachers
BE
schools
country
but
All
SCHOOL
Y
be,
not
"Can
this
done?"
effectually
The
been
work-
Michigan, and
24
That
tried
uniformly
found
country
been
has
schools
a
of
large
work
it
be
can
in many
a
Iowa,
portion
success.
Kansas,
of
No-
ANY
CAN
Dakotas
braska, the
have
Study
for rural
will, therefore, dwell
graded ?
question:
school be
on
things
BE
SCHOOLS
GRADED
systematicallyfollowed
A
from
MORE
Study and
of
of
Neither
is
cannot
1 "" i
study
without
to term
Classi-
a
Blanks.
course
term
to record
in which
record
CLASSIFIED
AND
Course
other.
up
tical
prac-
?
a
the
icithout
use
of
Course
more
following
duplicate Reporting
with
fication Record
of much
necessary:
are
in other
superintendentsof
We
uniformlya success.
the question,"Can
any
the
EFFECTUALLY
Two
and
Record
but will consider
"
COUNTRY
MAY
HOW
is
longer
no
comities
reports from
the work
that
25
some
Classification
a
schools; and
show
counties
t hese
GRADED?
BE
Indiana, and
and
adopted
States
SCHOOL
fication
classi-
a
in the
pupil's progress
each
course.
Any
simply
of
course
month,
li term
the
based
outlines
They
than
show
work
the
period of
or
or
work.
contain
to be
best
Course
best
as
cide
this
to
done
each
In addi
years.
the work
of
ail
of
courses
will be
work,
substantially
study,being simply
is
schools
different!}one
substantiallythe
be in
may
same.
eightgrades,
so
but,
they
as
all
are
they will be substantially the
and
form
divide
one
on;
grades,another in three grades,and
supplementarywork
more
suggestionsand more
another;
branches
It may
it may
in five
another
may
be divided
may
of
pursued,
be
common
our
so
that
upon
outline
an
relatingto
suggestions
in
where;
even
same
of study is,
course
a
month.
done
the work
Now,
and
contain
each
of
or
to
months,
of
term
tion to this it may
ea"
branch
into sections
each
or
what
see
study is simply
the
mention
branch
each
us
""l"ject.
its
what
and
let
further
going
Before
elaboration.
of
form
It
Study,we
and
Question,
we
we
should
were
mean
based
on
the
only in
differing
inquirewhich is the
same,
to
which
COUrse
etc.; and
elaboration,
suggestions,
must
note
the
common
suits
lis
to di
26
HOW
TO
OBJECTS
first
The
pupilsmay
A
done
is to bo
what
sec
An
Architect
carried
prise is
in
be done
that
show
pupilshould
a
the
uniformly,
mind
would
course
in each
and
have
reading and language
is working fractions
in
be found
It should
should
language"
that
have
work
the studies
how
much
far
he
of
powers
Such
geography,
completed, when
to
secure
And
the
he
monious
har-
a
pupilwho
arithmetic;
behind
and
geography
"to
and
developinghis
he
is to
of his grade and keeping
in
harmoniously, and
most
powers
pupilwould
course
education.
how
branches
in
The
the
develop
education.
"
great enter
and
arithmetic, in order
in
up
to
teachers
uniformly not ahead
reading,not "going to seed"' in
them
the mechanics
show
time
defeat
may
plan.
well-balanced
a
all the
taking
methodically.
pupils what
in order
and
teachers
No
a
same
and well-balanced
mind
would
time.
pupil
a
it
do
and
pupilsand
show
that
structure.
at the
pursue
be advanced
should
so
buildingthat
a
to teachers
givenperiod of
a
work
successfullywithout
out
study should
STUDY.
that the soldiers
plans
complete
systematically
OF
and
plans a campaign
General
may
a
COURSE
A
OF
SCHOOL.
COUNTRY
object is io lay out the
the enemy.
of
A
TEACH
weeds"
faculties and
healthful, well
getting a
education.
rounded
It is not
pupils away
ahead
It is not
uncommon
an
tiling in country
uncommon
an
in
branch
one
thing to
school, quitegood in arithmetic
write
they cannot
opinionof
thoughts.
and
a
so
good English
topics in
current
and
a
behind
away
find
them
poor
sentence
to
manner
schools
find
to
in another.
dropping out
in
language
or
d""
of
that
their
express
justiceto their
development depended entirelyupon the schools,
physical
should
see
we
pupilsLeavingthem, alter a term of years,
If
and
with
bung
one
in
in
sided
our
All
like
arm
one
a
sline;.wo
mental
blacksmith's
should
have
and
a
the
other
palsied and
tangibleillustration
developmentwhich
is
sometimes
now
of
the
found
ry schools.
count
this
a
a
course
of studv
would
tend
to
correct.
Let
the
28
HOW
books,
to follow
as
Record.
as
will
of
Study
of this book
are
be
work
In
the
under
that
object of
report to
a
"
heading
the
it
rightwhere
teachers
case
Remarks."
her
that
successor
carry
THE
BETWEEN
DIFFERENCE
Teachers
who
readilytell the
Let
get
us
have
clear
take
can
so
plete
com-
up
the work
without
material
doing
it.
AND
GRADATION.
given the subject attention can not
between
classification and gradation.
idea
of each
discussion
of this
topic.
is the
forming of
classes
in the
and
fix it in
minds
our
classificationof
The
different
school
a
A
branches.
for
school
poorly classified:
First
When
"
Second
When
"
class in each
Third
more
pupil
classes
in any
pupils are
branch
one
than
and
be
different
is not
assigned to
a
pursuing;or
be
assigned
the first combine
to
seems
in school
thai lie should
their attainments
remedy
classes
are
every
branch
-When
"
behind
To
there
or
necessary,
or
in mind
bears
not
future
is
complete reports
it forward
in
ciated.
depre-
measure
is to leave
CLASSIFICATION
difference
a-
a
as
division,the
teacher
she
break, there will be but littletrouble
the
doing at
each
or
fillout
If each
left off and
was
grade
Classification Record
a
that
bo not clear cut
course
should
here
succeeding
pupilwas
will be in
Record
Study
of
add
Record, each
If the
in each
Course
pupils'advancement
when
each
referred
already
will
we
Classification
a
have
Record,
work
just what
of the Classification
value
without
we
Classification
precedingterm.
comprehended
SCHOOL.
discussingthe
now
that
specific
so
in the
know
close of the
that
Course
we
should
in it is recorded
to the
COUNTRY
to the Classification
course
teacher
A
pages
As
topic.
related
the
a
In other
to this
TEACH
TO
to classes
too
far ahead
ability.
classes.
text
If the
cause
of
books, assign the
extra
lessons
topically.
Keep
will
more
have
a
littlebook
yourself for each
written the
carefullj
previous
to
the
time
you
topicsof
branch,
each
assigned it.
in which
lesson
a
yon
da}
In this waj
or
you
CAN
have
them
before
write
them
down
these
lessons
different
topics for
the
carefullyselect
will
each
you
when
used
by
Let
lesson.
In
be well
your
and
review.
assign the
you
29
lesson
each
for
day
topicallyit would
text-books
GRADED?
BE
SCHOOL
ANY
will
you
pupils
the
making
to
have
at
pupils so
that
the
out
hand
the
topic
you
books,
give for each lesson will be based on work in the various texttaking them up consecutively.
These
physiology,
suggestionswill apply to geography, history,
language,
drawback
there
is almost
a
each
authors, whereby
if
than
discussed
work
Excellent
author.
there
is
books
for each
(-lass,
having the same
compensating advantage in having recitations
different
thoroughly
While
in not
some
from
arithmetic.
and
grammar
recited
pupils
in
be done
can
topic
"will be
from
this way
more
but
by
one
tent
compe-
teachers.
In
that
her
a
regard
it is the teacher's
should
charge
duty
be
to
is
only
to it that
see
studies
the
taking
should
to say
necessary
pupil
every
tinder
give him
example: Every
to
necessary
education.
well rounded
and
complete
point,it
the second
to
For
pursuing language or grammar,
arithmetic, reading, spelling, geography, penmanship ami
pupilof
ten
over
or
will,of
in civil
work
class formed
a
the studies
referred
drops
of
out
assign pupils
to
poorlyand
the
class
to
classes
tion of
the
of the
school.
the
the
be
second
suing
pur-
point
where
each
the
most
School
assignedto
classes
The
is thai
result
pupil gets discouraged and
carefully
is adapted to the
the work
is jus!the
day's advancement
entirely.
where
I'airU test
COmplishedone
often
attainments.
of their
pupil'sability,and
right step
pursue,
point: Pupilsare
third
is done
the work
to
pupilwill
disposed of.
advance
in
far
classrs
history,and, perhaps,some
that every
so
ought
he
that
to will be
As to the
too
States
United
advanced
more
government.
is
there
If
have
course,
the
and
lessons,
health
physiologyor
be
If
teachers
pupil'spowers,
t hey
can
will
important objects in the
work
often
grows
have
organ
distasteful
ac
i/.a
to
30
HOW
TEACH
TO
the work
pupils,simply because
they do
have
not
uniform
in
pupil is
Where
a
it will
requirea
him
in
Much
in
lower
classification;
and,
in the
classes
their
to the
be,
to
classify
re-
shows
study
look
us
best
well
adapted
at the work
laid out
the work
every
and
complete
a
classes
assignedto
the
classified,
right number,
to
necessary
attainments,let
of
course
all
is well
school
being reduced
education,and
The
should
danger of discouragement.
of doing these things.
heading so far pertainsto
this
all the studies
abilityand
he
ability.
part of the teacher
manner
the
that
now
school
pupilpursuing
rounded
the
on
said under
have
Ave
their
where
of
from
comes
class,without
depends
All that
the
on
that
with
class in advance
little tact
a
incentive
and
commensurate
steps
a
is too difficult and
given them
the stimulus
progress
SCHOOL.
COUNTRY
A
of
to
tion.
grada-
for each
grade.
the pupils,work
adapted to his wants has been
classifying
assigned to each pupil. This work should precede gradation-
In
If
we
into four
divided
and
the
divisions
or
course,
grade, which
it will
will
have
the work
branches
they
of
soon
the nucleus
each
by
in
will be ahead
of their
itable.
exist
everywhere,both
school
to
some
will
It
extent, where
represented. But
cient ly flexible
ies I he
admit
pupils
When
are
suggeslto
of
in
other
most
In
the
on;
some
branches,
inev
and
closely graded
eighigrades
should
in
group
country schools
always
fully
are
lie suffi
it.
graded it will readih
pupils have ahead
this will
entire
the
one
grade.
our
graded system
our
to
in
found
be
pupils in
so
crossingof grades is
This
grade.
schools.
third, and
the
grade, in
their
city
belong to
samo
perhaps,behind
It must
groups
to
the
grades,
our
laid down
that all the
occur
for
the work
which
see
studies
their
"
second, which
to the
rarely,if ever,
all
or
constihrte
shall very
we
shall find the school
we
grades that is,we shall
studies.
pursuing,approximately,the same
five divisions
groups
by comparing
first
but
or
divisions
find these
These
the different classes
examine
now
of their
t lie teachers
grade and
and
appear
which
which
stud
behind,
pupils the studies to
W
and
hich
CAN
they should
in which
grade
that
see
school
of
loose
at
it will
The
should
and
the
the
condition
of the
that
That
every
gradation
studies
closer
as
gested,
sug-
gradation.
gradation in country schools
that flexibility
in gradationis indispens
in which
a
pupil will have one
his
grade
is
a
natural
one,
be
teacher
heavy
for
lower
pupil
is
the criterion,
pupil
each
teacher
made
system
and
effort,
only
a
and
in the
to best
same
individual
graduallydrop
tin'
gradation,
lime
so
the
work
there would
mi
under
the instruct ion and
of
work
be
that
found
remembered
gradation. Lei it 1"gradationare simply means
economize
tion
grada-
to the wants
systematizethe
In all,
the
welfare of
adopted to
time, to stimulate
differeni names,
school-room,bul through business
leader has
if
behind,
and
classification
the
adapt
to
efficiency,
these
that
hand,
falls far
let him
so
grade,by
other
school
classificationand
secure
that
give instruction
can
opponents of
Eewer
the
that
as
at the
ami
\t
m
of classification and
always
so
to
worked
has
the
he
If the
grade.
remember
be
that
pupil,so
would
must
On
done.
it necessary
find
may
a
be
and
to the
safelypromoted
If, throughall this work
teacher
pupils.
of
demotions.
all his fellows
little,it should
is too
work
can
and
promotions
ho
a
attendance
of pupils is properlyrecognized
individuality
surpasses
into the next
that
the
varying abilityand
grade
that
him
loading
t
toward
behind
or
individual
be
one
far ahead
i",
and
of
the fact
ahead
the
must
pupil in
that
classified
ily
read-
recognizedby your system of grading; otherwise
the man
to
objectionwill be raised that you are "fitting
there will be an occasional
Moreover
bedstead."
crossingof
there
the
carefully,will
be
must
Wherever
the
far
so
well
work
advocate
branches
grades because
the
us
be
may
gradually
overlook
not
more
followed
work
approximate gradation.
but by evening up the
first,
That
or
has
to
gradually
entirelyinto tin'
an
ardent
most
their
bring
31
in order
labor
classified.
school
any
and
are
who
admits
be
and
GRADED?
BE
time
more
they
teacher
The
may
devote
their studies
up
even
SCHOOL
ANY
direction of
are
used
everywhere,
a
number.
82
HOW
Inasmuch
is
book
TEACH
TO
as
the
outline
read,
in many
give here
we
Welch's
of
plan
Course
of
to the
teachers
The
"
classification
of her
lias
after
a
suggestions
month
At
"
the
of
her
the
entire
work
a
The
more
ing teacher
Fifth
"
and
ahead
program
the
County
Teachers
should
The
"
teacher
simile
similar
lie
end
of
conveyed
the
enters
Register
to
report
complete
flu's last
to the
the
record
I
8UC"
Superintendent.
pupils familiar with
".year" "grade" in
make
their
or
to
County
studies in which
Superintendent
fur country schools,ami
classes
classes reduced
i""ihr
of
A
and
they
the
the
are
their grade.
topical work,
number
defects
Classification
fac
may
calling their attention
behind
or
Sixth
and
study,showing them
of
course,
information
more
in the
sends
County Superintendent.
the
remedy
wise.
the
term
the
The
the term.
County Superintendentat the
term's
and
to
report
is far advanced.
close of the
successor,
is made
to
and
term
organization and
beginning of
the term
to the
the
enabled
in her Classification
of the
week
if the superintendent thinks
Fourth
course
first
classification
at the
is thus
before
be sent
report may
classification
of it
record
a
simile
fac
County Superintendent
for
a
completingthe organizationand
the close of the
classification of the school
record
Register with
opening of the school.
Siipirintendent,showing him
County
supervision
Classification
a
school,makes
sends
immediately
each
school
gradation.
at the
teacher,
Registerat
make
country
County Superintendent sends
The
"
Third
this
where
Study.
Second
blanks
school
Every
"
States
of the
zation
organi-
an
of
and
First
SCHOOL.
system of country school
author's
extensivelyused
will be
COUNTRY
A
ma//
h"
minimum.
slum-
combined
\\
branches,teachers should
nee
know
should
mala
his
teachers
and
tin-
a
hoiv,by
number
ssarj to teach
how
sample
t'" cause
a
oj
large
pupils
to
study
to
the
for
and
branch
a
hour
proper
only alternate
teacher
in
recitations
all
the
at
will
There
school
he
enough
tune
is well
that
recite
they
though
daily,
days.
country
any
33
GRADED?
BE
SCHOOL
ANY
CAN
organized
skillfully classified.
PROMOTIONS.
When
and
the
passed
should
This
and
finished
has
stimulus
by
pupil
skillful
of
the
course
on
the
work
a
to
teacher
of
promo
efficient
an
by
study,
canvassed,
Certificates
teachers.
each
of
certificate
is made
promotion
of
furnished
be
such
grant
certificate
should
grade
a
satisfactory examination
a
teacher
rioN.
tion
pupil
a
the
of
tive
incen-
promo
intendent.
Super-
County
EXAMINATIONS.
BY
EXAMINATIONS
teacher
Each
each
during
periods
examination
an
month,
the
at
close
the
on
the
of
of
Superintendent
County
the
as
hold
may
TEACHERS.
work
month,
each
vassed
can-
such
at
or
county
may
direct.
In
February,
closes, the
teachers
will
be
may
tempt
filled
think
for
out
there
whether
pupils ready
about
a
a
junior
wise
to graduate.
to
The
and
are
before
month
Superintendent
County
to
show
or
EXAMINATIONS.
CENTRAL
OR
TOWNSHIP
any
to
winter
to
each
These
him.
which
pupils
following
".ne
is
a
year
suitable
the
term
of
his
reports
prospective graduates
examination,
give
blanks
sends
returned
the
or
any
ent
Superintend-
before
form
they
of
at
blank:
34
HOW
Name
TEAOH
TO
of
(ordesignation)
This
school
189.
commenced
term
will close
.
No. of candidates
SCHOOL.
COUNTRY
A
senior
(from
189.
,
.
grade) for graduation
at
close
of
this term
No. of candidates
of next
close
at
No.
Total
(from
senior
winter
recommended
junior grades) for graduation
and
term
by teacher
to
take
County Superintendent's
the
examination
Remarks
Teacher.
"While
all pupils of junior or senior grades, i. e.,the last two grades
ination
study, may be recommended
by the teacher to take this examsimply as a test of scholarship, no pupil "')i"" hasnot
pursued all the
branches
ined
uniformly, or at least brought ni" bach studies,will lie examfor graduation.
a prohable candidate
Note."
in the
of
course
common
as
County
ascertained
thus
Having
examination
for
in the
central and
s.-hool-housr must
shipor townships that
If
of
the time
are
and
convenienl
to
teacher
or
or
person;
conducts
envelopes,to
1"e
with
as
to
at nine
o'clock
suitable
binding,paging,r\c,
labeling,
ol
are
inform
each
examination.
central
nations
exami-
appoint a competent
on
examination
examination
of
day.
proper
paper,
examination
manuscript,
givenby each County Superintendent.
teacher
the
The Superintended will report to each
the successful candidates
the examination,
designating
recommended
for gradualion.
should
a
chargeof it,and furnish said person
suitable examination
in
sealed
questions
opened
Instructions
should
name
to take
committee
committee
he
these
ship,
town-
of the town-'
and
for the
mended
recom-
each
and
day
for those
place appointed
otherwise
;t
there,
meet
pupils
schools of
appoint
the Superintendent
possible,
in
of
number
various
Superintendentshould
the
teacher
the
Superintendent.
be
EXERCISES
GRADUATING
Pupils who
to Common
pass
School
the
wn
GRANTING
requiredexamination
I "iplom
\s.
result
who
DIPLOMAS.
will
be
entitled
36
VALUE
AND
teachers
County Superintendentthe organization
number
of
and
the
in
that
studies
organization
etc. ; also
number
to
as
each
pupil
notify
promptly
to deficiencies
as
of minutes
classes,number
of classes.
in studies
pursued
pupils.
any
Superintendent while
the
by
of
principaldefects
having
Let such
the
by chance,
incentive,like
study
and
Where
that
report)consulted
before
schools
under
is tossed
the
whim
outline
see:
the
the
pupilspursuing
direction
together, and
of
of
of
the
work
studies
the
pupil.
the
for
schools, to
graded
of
shall
we
lined
out-
as
each
and
term,
complete
the
an
course
graduate:
reach,
grow
is
there
now
to
by
A definite
"
and
County Superintendent;
the
by
or
and
selected
school
the
now
Second
ried
car-
(the
supervision
requirehis
that
properlyorganizedand
sanctioned
Where
be
may
visitingschools,
in each
out
studies
proper
and
selected
school
Each
First-
form
plan of supervisionof country
a
faithfullycarried
be
studies
school
book
school.
entering each
point
the
previouslynoted
been
teacher
orderly tiled in
re] torts when
These
of
REPORTS.
Superintendent should
of defects
programs,
SCHOOL.
CLASSIFICATION
OF
recitation,
givento each
pursuing. The
poor
USE
PROPER
COUNTRY
A
school, the program,
of the
is
TEACH
to the
show
They
by
TO
HOW
outlining
no
instead
and.
monotonous,
of
work,
of
spurring on
school
graduation,
to
distasteful,and
becomes
out"
pupils simply"qui!school*' by "dropping
objective
no
along
all
the
way.
Third
"
The
of the
of
organization
supervisionover
has
and
Superintendent
Counts
the studies
to
\
even
and
cooperates with
and
deficiency reported,
"
every
teacher and
every
teacher,and
holds
each
;i
pupil.
his
is in truth
school,maps
work
of
teacher
on
"tightrein"'
He
isthus
directinghand
a
out
crrri/
tendent
superin-
a
the
work,
municates
child,com-
every del.-ct and
over
guide
school.
every
and
a
is feltby every
helper
pupil;
CAN
Where
ANY
the
organization
out
the
work
of
knows
Superintendent
does
studies
the
regulate
or
but
little of
pretend
not
teachers, regulate the
programs,
37
to map
pursued
number
of
by
grades
classes.
and
Fourth
and
The
"
school
record
program
Where
done
teacher
pursued
the
in
order
working
of
part
the
about
expression of it)that
[Note.
back
Record
has
of
states
it has
practice as
in
the
Close
use
this
Supervision,
of
and
of
the
country
the
gradation,
schools
are
as
often
in
an
absolutely
received
states,
Michigan
In
is
Illinois,
Iowa,
of
Missouri.
tested, and
of
cation
Classifi-
Welch's
Minnesota,
from
a
the
the
results
systematizing
accomplished
leading County
the
and
have
and
tendents
Superin-
gratifying,
most
close
and
fads
are
cess
suc-
reports
Classification, Gradation
from
and
these
of
most
pronounced
Judging
in theory.
system
above
fairly
feeling on
knew
county
every
and
Indiana
well
books,
Supervision here explained
Dakota,
thoroughly
been
be
strong
a
written,
Close
of
South
Wisconsin,
many
and
teacher
preceding
by nearly
Kansas,
"will
two
or
of
beginning
which
program,
week
a
has
school.''
System
adopted
been
Nebraska,
on
and
to whet
plan,
now
to the
weeks,"
as
of
And
foregoing was
the
Since
"
"the
teaching
about
nothing
class, and
(and, unfortunately, too
teacher
new
complete
a
each
dark
record
no
school,
two
wrong,"
last teacher
the
by
days
work;
nothing!
the
of
organization
new
"all
as
whore
pupil, and
"
general upsetting, a turning
of
day
begins in the
predecessor
"
school
schools), having
school
each
several
wasting
the
first
each
the
now
her
the
by
of
by
of
city graded
plan
studies
classes,
in
and
done
been
o'clock
as
work
the
of
organization
nine
at
(the same
left off
teacher, without
new
the
upsetting
begins
a
GRADED?
BE
school, and
any
his
for
children, arrange
a
County
the
now
SCHOOL
supervision of
come
to
stay
|
GENERAL
NECESSARY
SUGGESTIONS.
APPARATUS
COOPERATE
WITH
SECT'
Teachers
to
and
I.
school
of
Plenty
ink
pens,
and
ruled
the
TO
IT.
HE
Superintendent
County
each
for
secure
SUPERINTENDENT
should
work
together
following apparatus:
good blackboard,
and
erasers
chalk;
also
paper.
II.
Wall
III.
Heading
IV.
Physiological
V.
Webster's
VI.
Globe.
VII.
Thermometer.
VIII.
Buckets,
IX.
A
for
maps
geography.
charts.
charts.
Unabridged Dictionary.
wash-basins,
closet
suitable
or
towels
and
the
for
place
soap.
keeping
sale
of
apparatus.
X.
windows
The
with
should
be
hung
patent adjustable springs,and
XL
have
pupils provided
studies,
proper
when
ami.
measure
to
securing
teacher
necessary
write
to the
before
be
should
tendent
l"
every
is to every
well
gOO" I.
find
any
for
the
these
any
teacher
of
success
teacher
in
in
established, County
the
the
and
should
in
the
attendance,
be
made
the
and
.1
by
his
secure
what
If
out
school, he
County
country
city.
carrying
any
should
tion
coopera-
Superintendent
a
such
Superintendents
38
take
to
thinge.
difficulty
alone.
step
teachers
punctual
regulations
Superintendent
County
taking
and
blinds.
or
with
books
uecessary
furnished
or
curtains
regular and
secure
Hoard
for
have
cooperate
the
laws
the
If
and
with
necessary,
School
the
should
officer-
School
weights
on
City Superin
a
relation
can
do
come
be-
much
GENERAL
school
If your
Board
School
PRESERVATION
AND
USE
INTELLIGENT
provide
to
place is provided, see
when
not, in actual
in
Schcol
as
made
gate
this matter,
charts
Reading
where
and
grooved
will be
material
made
maybe
Numbers
each
made
leaf
with
and
pen
or
page
of
in country
the wall
a
cheap black
at book- stores
lor
be
magazines
Beans or grainsof
can
a
OU
rim and
which
coin,
lilh-d with
figure,aro
still
be
may
espe
trivances
con-
many
teacher
example
may
cut out
be
can
and
chase
purrately,
sepa-
made
l"\
some
crayon
if stencil
pastedon
chart
cheaper
ueedful
Appro
paper.
black
be done
or
be
can
rubber
platesare
noi
poorlj pro
extemporizedby backingon
material
which
and
can
so
be pinch.)
busj work, picturescut from
advantage in Language lessons.
for
to
shoe
sand
school.
invest]
will
For
manila
common
cloth
used
in-
use
coloring
Reading,Language and
or
A
may
trifle,
a
to
teachers
magazines,etc.,and
Blackboard, so
school-,,
teacher.
his
find how
brush
a
for
chart.
paper and
This can
ink.
easily procured.
vided
from
muslin
India
as
they
combinations
muslin
on
the
so
each
figures,
and
charts
be cut
priatepicturesmay
the
expense.
no
with
Then
of
number
any
If
the
provided,
not
that any
attachingthe plates.
do not feel
by
Country
surprised to
at little or
are
so
from
out
contrivances
and
apparatus
plate letters
stencil
some
destroyed
worn
provided for
in this respect.
secured
be
can
they
be
the teacher.
be skillful
ciallyshould
himself
kept there
is
often
for
if
APPARATUS.
useful
of
provided by
or
is
called
may
is
apparatus
when
HOME-MADE
be
and
safe-keeping,
apparatus
to prepare
duly
apparatus
large amount
apparatus, ask your
officers,
observingthis,
It is the teacher's
A
the
APPARATUS.
neglect than
disposedto provideapparatus
such
telligently
its
more
country from
the
usage.
proper
that
Much
use.
with
place for
a
such
annually
OF
furnished
been
has
39
SUGGESTIONS.
or
pegs,
a
\\
ide hoard
pro^ ided
u
n
h
cards,slipsof paper
clay,picture
printed,paper
cut
an.
I marked
to
expi
40
HOW
TO
of United
denominations
"ti
id
hundred
a
A
TEACH
States
items
other
and
the
from
thus
the
stove, and
it.
G8
the
by
term
day,
School
the
the older
among
of
teacher
exclusive
regular attention by
REGARD
IN
should
and
transoms
that the outside
the
which
be
after each
closed
alternated
him
leave
have
to
throw
waste
box.
the director
neat
and
Imrr
mi
are
them,
tidy. Teachers
after them.
VESTIBULES.
or
vestibules,they
inside
ami
the
should
doors
should
intermissisn.
provided,the
not
and
see
These
shelves
for
bucket
in
school-room
rememberthal
should
teacher
should
be
nil these
kept
things
influence.
((liicaling
Teachers
for
tor
etc.,
for
shelves, robe hooks, buckets.
If
water.
free
prompt
morning by leavingthe
school begins. Teachers
are
per
will relieve the
it is to look
AND
dollars
few
are
basins, wood
care
doors
a
ventilation
hooks,
usually provided witli wardrobe
water-buckets,cups, wash-basins, etc.; also a
entries
ask
until
open
duty
can
temperature
and
may
halls,entries
have
in the
be warmed
duty
matters
ENTRIES
HALLS,
paid
and
these
whose
school-houses
When
tires
he
degreesFahr.
arrangement
an
while
one
TO
this
or
annoyances
unnecessary
of
be
may
Such
boys.
important work,
more
he
Board,
70
the
from
away
sit where
than
charge
house.
the
of
and
high
keep
to
higher
nor
for which
duty
only,
all the windows
larger boys
it be his
degrees
have
should
dining
to
inch
an
one~vvindow
Lower
feet
four
of the
one
about
ivindward)side
about
Let
windows
the
of air
(not the
have
than
lower
He
cold current
a
thermometer
easilyobserve
not
used
TEMPERATURE.
not ventilate from
Do
calm
the
the
Hang
All these
"
and
easilyprocured
by lowering
top.
produce
on
slightly
bo
UNIFORM
winter ventilate
two
etc.,etc.
currency,
can
VENTILATION
or
SCHOOL.
the skillful teacher.
advantage by
In
COUNTRY
the
should
remember
that
it is their
duty
grounds,fences, outhouses, etc.,as
to
well
have
as
a
the
GENERAL
and
building
in
condition
a
degrading
them.
The
promptly
should
It
feel
endeavor
made
good
teachers
of
Unless
the
the
out, the
are
in
air
the
is
room
will
If
in
come
pupils
first
energy
in
left
time
as
the
for
the
but
they
time
can
requires
damage
a
than
be
school
these
to
the
matter
in
they
usually
AT
all
which
do.
RECESS.
should
pupils
While
thrown
is
and
care
dismissal.
at
may
FOR
and
after
should
go
they
until
open
the
they
little
more
PURPOSE.
that
general
when
the
will
not
work
"
practicable.
and
forenoon
study
have
during
profitably spent
thought
mechanical
the
and
recess
during
wide-awake
be
A
drawing,
map
afternoon,
bright,
the
should
and
The
arranged
so
writing,
teacher
VENTILATION
THEM
afternoon,
study
session
session, and
takes
the
and
renovated.
thoroughly
as
all
inclement,
ARRANGE
such
"
be
importance
school-house
AIR
doors
bo
the
the
is also
immediately
should
Programs
the
OPEN
very
and
windows
PROGRAMS
studies
IN
playground
that
say
responsibility
more
is
should
board,
realize
responsible.
party
weather
school
it that
to
see
to
of
care
EXERCISE
things
quent
fre-
to
matters.
pupils' school-books
feel
PUPILS
to
the
should
HAVE
the
these
them
found
compelled
are
or
make
such
should
by
preservation
on
for
He
director
frequently
are
who
all
superfluous
responsible
furniture.
of
to
to
almost
seems
pupils
to
the
to
attention
prompt
Outhouses
condition
reported
teacher
of
furniture.
school
41
SUGGESTIONS.
in
the
sufficient
(lie
work
lasl
that
42
HOW
SAMPLE
A
TEACH
TO
FOR
PROGRAM
COUNTRY
STUDY
SCHOOL.
AND
RECITATION.
RECITATION
M
I
PROGRAM.
n\
PROGRAM.
Recitations.
Time.
Opening Exercise
Class
d Chart
c Arithmetic
b
9 10
9 20 Arithmetic.
Arithmetic.
9.20"
9
'1.35"10
00 Arithmetic.
Arithmetic
Recess
10.00-10
10.30"10.
Reading
I!. or,"
stic
Language
Language
History..
ii
11.15"11.
Language
11.35"11.
12 001.
1.00"
1.
NOON
Geography-
1
History
1
i
Language
History and
ography
1.411"
2.
2.00"
2.30"
2.45"
3 oo"
leography
.'
c
2 30
Geography
Recess
Reading.
3.30'Reading.
3.50
:
4.0i
should
advance,
each
and
in
the
as
he
Work.
for
to
teacher
The
in the
a
down
not
also
manner
each
lesson
purpose,
it
blank
book
in which
to
such
the
points as
he has
text books
give this
outline
call attention to
used
to
the
important
clay,the teacher may give the important
from
work.
news
some
a
good daily, or
primary science
talk
for
each
a
one
on
ocean
on
day.
greal men,
selecting
currents, volcanoes,
philosophy, great inventions,
geologj botany, zoology, easj experiments in natural
how
oil is procured, how
how
iron is made,
and
mined,
gold ami silver are
many
other subjectsof Interest a,n I Instruction.
gem
from
.
a
ral lessons
at
read
each
should
clearest
prepare
is
this
supplement
should
having
For
it.
keep
succeedinglesson,and
this hour
subject; In-
study and
note
to
class without
a
presentation. It
present it
must
selection
..
PKEPARATION.
with the
to
books
other
ing..Map-Drawing.. Numbers
Memo
ry Gems, Selections, etc.
DAILY
before assigning
lesson,and
school.
class for the
Lesson
loi the teacherto
gleaned from
Recess
Busy
.
(raw
go before
is familiar
he
be well
Oil
the
systematizedso
possible. To do this,
outline
Writing
ss
Numbers..
never
it
would
Map-Drawing
Reci
Map-1
iinging, Sentiments,
SPECIAL
thai
.
Geography
3.15"
teacher
sufficient
in
Writing...
3
previouslyprepared
have
.
Geography.,
.
.
Numbers
2.45Recess..
3
TEACHER'S
The
leography.
Geography.
3.30"
3.50"
Geography,
\
Reading
.
..
le-
Recess
a
Drawing
Language.
Language
l.io"
1.20"
b
Recess
Noon
Class
.
.
Noon
Language
Writing..
Recess.
Noon
c
"
.
Noon.
Facts, etc
c
.
\\ ink
Work.
Busy
Busj
.
Busy Work
Busy Work
(hart
"
Numbers..
Reading
Reading
Language.
d
a
,
Language
Language
Language
*News,
b
Study-d.
Arithmetic
Arithmetic.
Recess
Arithmetic
Arithmetic,
Recess
i().4.r," 11
d
a
Reading
Reading
9.10"
Reading
Numbers
b Aritl
Study-
Studv-b.
a.
9.00"
a
c
Study"
44
HOW
TO
TEACH
A
ORDER
First
idea
give the
second, the
word
spoken
written
printedor
or
The
wholes, and
the
the natural
at every
of
names
his first
learns
with
The
first
should
with
as
in
parts, as
natural
two
the
with
whole
the child
by
a
the
child
whole
will
instead
he
the
word
learn
should
child,without
of
these
wholes
as
the
idea
at
sight
the
associating
cat, which
specialdrill,
Letters that
will
learn
is
the
it
learns
cat
with
the
with
X.
compose
as
a
to
or
x,
as
a
sociate
as-
whole.
before
them.
of
a
acter.
charwe
wholes
as
minus
idea
character
child learns
the
as
given
li this
He
simple words
many
individual
idea
I he
word
cat
word
spoken
or
the
for
thought by
written
with
times
cat
as
in
not
"
much
express
example, the idea
by the spoken word,
X
teacher
printed language is learned
or
many
Here.
mother.
So
and
are
become
the
subsequently,
method.
called
is observed
words
and
words
the
"mamma,"
For
read
soon
and
of father
receive
as
way
be
well
association
by associating
pictureor
mentioning the
t he
"
object.
it with
Thus
of
until
a-b-c
written
by associatingthe
But
law
is the
it may
hence
learned
be associated
spoken word
the
with
by associatingthe
object. This
idea
learningto
manner
same
if
versa,
learned
things are
learned
persons
the
spoken language. Now,
in the
the
unnatural
of
way
is that
that the child learns
our
vice
or
METHOD.
the
all words
observe
picture of it;
picture
or
words, 'papa"
for the child, with
filled,
well
a
object;third, the
word,
object
thingsare
Here
associated with these
as
the
words, and
method.
step.
written
method
written word
spoken or
the
of
name
WORD
to the word
key
or
thingitself,
word.
THE
child
the
prefer. Associate
teachers
TEACHING.
fourth, the
and
printed word,
OF
from
SCHOOL.
COUNTRY
nian\
The
of
letters.
Alter
child
has
several words
become
have
learned
been
accustomed
to
and
the
associating thought
with
a-
wholes
GENERAL
printedforms,
the letters of
is done
as
child
other
then
a
with
a
the
the child
by making
pupils
new
a
drilled
are
list.
in connection
to
time,
"
I have
same"
certain
perform
a
thought and
written
is the
box, then
a
with
complete
express
is 1""1 to
hold
to
The
sentence
or
which
words
class
here
principle
The
bell."
cat
Whenever
be used
consecutive, as,
have
it
primary teachers
each
children
bell,repeatingeach
book," "I
associated
on
leading
example,
while
a
thus:
other
the
the
example,
After
day.
into
soon
sentences.
and
acts, similar
by
the board,
on
METHOD.
in
For
association.
For
such, and
SENTENCE
may
short
letters
with
up
as
by separating
written
given each
method
method
word
done
alphabet. Some
taken
directlyto
more
whole.
a
on
it passes
before
sentence
thoughts in
a
as
so
it is treated
up
thoroughly
The
and
And
words
new
THE
the
cat
letters of the
of the
is taken
it
on
word
list of all the words
record
word
the
[c] [a] [t].
combine
a
be
may
pronounced phoneticallyand
or
a
called
pronunciationand also the
all good reading charts.
on
c~~a^t
keep
be
may
This
word.
learned
has
be
may
attention
each
in
the sounds
his
45
SUGGESTIONS.
box,"
spoken
book,
a
"
I have
words
are
printedsynchronously
or
the blackboard.
PHONICS.
and
marks
should
Teachers
letters
marks
Teacher
use
trains
this
of
words
pupils
as
to
give the
exercise
an
board
the
on
of each.
sound
train
to
the
method
words,
phonic
as
method
as
soon
more
to train tl
Pupilsmay
Some
the
now
words
should
pupil has
ar
than
print words
may
combined
he
Learned
learn
to
on
a
to
with
the
number
read
on
the board
Com
word
""('
easj
words.
their slates from
be written
by
ear
leading pupils to distinguish slightdifferences of sound.
bine sounds to produce words.
The
critical
dia-
with
the
with
board.
blackletters
46
HOW
omitted, to be
learn
Read
COUNTRY
A
the
suppliedby
different
the
TEACH
TO
SCHOOL.
leadingthem
thus
pupils
"
to
letters.
Reader, pp. 8-15, or
Institute
Swinton's
First
Reader,
5-11.
pp.
SECOND
FIRST,
Select
words
the
following recitation. Spell and
ami
separately. Define by using
each
Remember
time
that
new
assignedfor the
them
together
lesson
of
1.
all the
READERS.
THIRD
AND
pronounce
spent in drilling
in different
is time
words
new
on
sentences.
saved.
lessons
Language
should
form
a
part of
every
meaning
of
reading
son
les-
in these
or
grades.
2.
Train pupilsto find
paragraph, and tell it in
Train
3.
pupilsto read
4.
Correct
unnatural
5.
Spell and
the
out
their
sentence
language.
own
they would
as
each
converse.
tones.
by using in
define
words
sentences
from
the
reading lesson.
there
is
first
untrained
and
eyes
letters in the
l.e made
and
ears
etc.
a
nut
and
are
repetitions
ni/esthe
until
the
rained
difficult
or
new
spelling.
organs
difficult word
or
of
clearly and
see.
until
necessary
Bounds
of
it
such
on
his
""!!""""
with
words
can
nunciatio
pro-
From
trained
un-
lips,
tongue,
tion
pronuncia-
nunciation
pro-
difficulty.Many
until
with
litter the WOrds
"
well, the
recognizes the
ear
accurately, and
speech
correct
the
mistakes
few
voice,
speech
in
clearly the
hear
ear
give1 he pupil the
word
word
observation
poor
pronunciationconies
Poor
utters
finally
he
proper
the
organs
sufficient to
It is not
of
word, and
eve
is the
spelling,pronunciation.
largely from
If the
fourth.
spoken word, comparatively
the
in
new
observed,
are
lesson
reading
a
each
cars.
written
of
will
of
spellingcomes
Poor
third and
learning the
in
meanings
instructions
these
securingthe
of
consists
various
Lesson.
of
step in preparing
This
Study.
and
chance
some
The
second
first and
If the
the
ear
certaint
recog
and
\
,
fluently.Now
GENERAL
the third
comes
various
a
definitionof
in three
can
hill."
be
But
is
castle when
a
the
of this
the
of
is
castle
thoughtfor
doors
the
pupil as
"No
one
t be word
get into
can
locked."
are
the
castle is built
With
It is difficult to
the
several
drill
should
teacher
definitions for
give
words
at
pupilsin trainingthe
in advance
once
be trained
words, the eye should
other
of the
one
quite easy
eye
to
to
the
eyes.
take
pronounced.
to act
or
idea
givethe meaning by using them properly in sentences.
Pupilsfrequently"hesitate" in reading,or "drawl"
from
untrained
pronunciation.This frequentlycomes
The
on
the
three
familiar with
but
gratitude, honesty, etc.,.
as
by giving
fortress and
a
"The
pupil becomes
in the word.
alone
ilg
frequently done, but by using it
For
sentences.
example, the child
largebuilding."
and
not
"
to learn
is
it in sentences:
use
word, viz. :
best be done
void of
as
gates
words, such
study
definition
sentences
contained
some
as
different
may
"It
such
the word
the
castle itself.
four
This
that
latter word
a
the
four
or
learn
may
step in
meanings.
47
SUGGESTIONS.
quicklyand
in
In
see
accurately.
We
lesson,
"
full
to understand
the child
when
meaning
it and
to the
come
now
follow
the
state
can
of each
out
second
step in preparing
thought,
"
it in his
own
paragraph,and
the
train
requiresstudy and furnishes
exercise for the pupils.
lesson is thus
a
test
a
of which
Language.
To
reading
is
given
gel the
to be able to
enlargeupon
of thought in different bearings
and instructive
most interesting
a
will be
stumbling
each word
can
on
words, for the organs
fluently
pronounce
and the pupilcan
give his attention to bringingout the thought
Ins mind
is filled after intelligent
with which
study.
teachers expect pupilsto read in natural tones if
How
can
is not ob
such preparation of the lesson as the foregoing
some
words painfullyand
When
the pupil must
served?
pronounce
which
ing
without certainty,words
convey to his mind qo meanthe lesson itself does not Bpeah
most
or
one
vague? When
When
to
him,
a
but
is soulless
and
prepared^ (hen-
no
lifeless? Is it strange that the
pupil
48
HOW
TO
reads
mechanicallyand
if ne
should
that
thought.
Thought
words
by
and
should
well
in unnatural
FOURTH
mind
in
be trained
In
the
2.
To
pronounce
3.
To
tell its
it
aloud
call every
meaning
Select
all
write
them
next,
and
teacher
until
all
words
at
work
which
the
accustomed
work
their
at
should
he
done
but
also to read
able
word
at
sight.
can
them
use
there
when
"
If
one
lesson
new
is
difficult
and
words,
and
Consult
and
the
the class
If this
"stumbling"
no
repeat,
is done
new
over
lesson.
at the
except the
in class.
properly in
the
fluently.
be
can
done
it
use
recitation
previous
to that
After
in this
pupils become
do
way, they may
drill in
pupilsget
well
this
pronunciation, which
a
pronunciation
wrong
with, it will be difficult to correct
to start
reading,pupils
of
be
them
pronounce
preparing lessons
seats,
spoken
dictionary
precisemeanings. Let the
lesson is to be heard.
to
by
"
must
board.
their
learn
be
convey
"
the
in the next
should
is to
they
unfamiliar
on
thoroughly
ways,
study
Hence,
new.
now
two
able to
be
or
assigned let the class
This
strange
correctly.
sentences.
more
language
well aloud,
to read
well
recognizeand
1.
be
READERS.
of
in
read
To
FIFTH
conveyed
only
1.
or
tones ? It would
object
words.
not
To
AND
the
is
written
silently.
SCHOOL.
COUNTRY
otherwise.
read
THIRD,
Bear
A
TEACH
it.
recitino.
In
recitingthe lesson, the followingis
exercise:
read
while
Have
books
tic
tin' rest
listen
substance
of what
attentive
listening,and
out
abilityto firing
closed
was
the
Then
read,
thus
to
notice
and
let one
a
good
call upon
of
occasional
pupilto
one
the class state
trainingpupils to
how
pupilsdiffer
thought(dearlyand
a
fully.
the
habit ""f
in
their
It is almost
GENERAL
important
as
readers.
good
is the
mind
the
of
glean
few
other
3.
as
a
the
author
book
is
however,
the
needed
thev
tin'
power
printed
the
will
the
if
usually
word
is
reading
need
properly
do
I
g
used;
but,
work
better
in
study
properly
Much
differ.
book,
Teachers
of
if
educators
spelling
part
to
the
from
rule
loud
author
reading,
this
by
good
reading
who
lessons
lessons.
FULL
EXERCISE
ON
EACH
NEW
WORD
SHOULD
BE
Pronunciation.
II.
Spelling.
construction.
III.
Use
IV.
Definition.
V.
in
in
Write
4.
Vary
tin'
authors
best
will
author,
be
and
two
writings
from
silent
of
the
of
good
of
test
reading'.
it is abused.
a
the
them
make
to
as
thought
reading
good
with
language
It
their
this,
to
spelling
I.
for
for
done
A
the
rules
of
test
thought
spelling
rule,
make
and
test
that
the
convey
the
the
they
As
be
may
listener;
No
taught.
to
listeners
good
know
pupils
power
quickly
If
page.
pupils
Let
reading
to
make
to
49
SUGGESTIONS.
many
sentence.
exercises.
to
better
then
or
three
of
a
few
author-.
read
before
to
have
Let
the
weeks,
authors,
have
class
and
than
pupils
the
get
thus
to
from
school.
pupil
some
selections
prepare
selections
become
read
give
sketch
a
from
this
a
few
an
author
with
familiar
tnerel)
of
the
extracts
Every
his
a
a
small
not
of
twelve
pupil
seat
OF
USE
THE
the
to
the
lying
consulting
of
estimated.
and
of
use
their
of
readers
into
pupils
doubt
this
habit
but
in
will
readily
will
look
habit
be
life.
after
be
them
If
up
have
pupils
the
together,
(see suggestions
thus
on
the
leading
reading).
ji,
class,
selected
are
board,
precise
diacritical
only
marks.
and
into
words,
school
in
the
the
from
in
the}
the
Let
when
and
his
are
phonics
in
that
lead
of
use
not
teacher
pupils
as
they
drilled
been
possession
will
whenever
them,
reading
words
the
on
or
to
of
use
the
to
difficult
written
benefit
great
brought
and
and
of
understand
dictionaries
lesson,
it
consulting
of
spelling, pronunciation
about
unfamiliar
habit
hardly
can
the
teacher
the
the
for
indispensable
and
If
words,
consider
to
important
as
arithmetics.
or
the
led
be
would
importance
frequently,
of
use
consult
they
The
dictionary
in
have
will
when
once.
precise
should
dictionary
a
the
and
Pupils
Pupils
fifty times
Dictionary
spelling, pronunciation
be
hand
at
should
upwards
Dictionary.
Unabridged
habit
and
old
years
Academic
Webster's
dictionary
go
DICTIONARY.
THE
this
new,
advance
pupils
may
important
52
HOW
TEACH
TO
A
cate, adjunct or modifier.
at
introduce,
COUNTRY
constructions
and
capita]letters
and
them
in
composition. Language
form
by
every
of it in
tc
it.
study
That
medium
for
and
3.
The
words.
be
they,too, can
manner,
are
shown
are
rules
for
by applying
studied
be
pupils
ones
to
not
containing peculiar
should
older
careful
be learned
younger
if the
proper
Show
in
some
easilyled to
the importance
easilyinduced
them"
spoken or written,is
whether
the chief
conveying thought.
That
forciblyin
The
language,
1.
2.
a
of
use
punctuation should
pupil.
be
sentences
anomalous
study language,
should
Teachers
early stage,
an
SCHOOL.
diction enables
pure
the minds
That
to make
one
his
thought felt
of others.
early education
their
show
persons
time
every
they speak.
4.
That
they
without
friends
5.
That
feel that
of their
own
other
.Many
remark
to
in
has
a
in
use,
'"oirect
the
use
course
which
teaches
us
it
while
My
is
dear
before your
lead
of
the
to
speak
pupilsto
a
and
write
applied,and
"
the
clearer
and
of
for
correction
are
the
during
Well
recited.
The
tion
definiwhich
science
correctly" is meaningless,
does
hence
lessons
Letter
use
any
language, either
study.
a
followingthought
Language
the
to
The
study.
see
is the
"Grammar
given
it teaches
they
such
of
use
learned,
teacher,
mind,
in which
rance
igno-
an
be
this
from
without
violated
are
recitation
seldom
show
should
which
rules
the very
language
how
societyif they
taught without
often
tilingapart
a
of
has
they
given, and
is too
It
fact, as
he
in
ease
country schools, "I can't
pupil questionthe
the
may
their
correctlyto
importance of
the
cause.
spoken or written, and
with
sentence
a
be
can
them
show
common
so
Grammar,"
view
they utter
language.
reasons
pupilsto
older
speak
not
can
time
every
letter
a
instruction,
this
they
write
not
can
are
"teach*'
not
should
Mich,
be held
onhj when
of their
expression
tl
thing.
any-
ever
the;,
gilt,
LANGUAGE
in
spoken
written
or
if you
by this,see
pupils
each
much)
stories,
change
to
poems
until
point,to
sentences
in the
prominently
out
mind
of the
pace
with
thought
the
Observe
to
made
retences
sen-
discarded, that sentences
are
arrangement
that
essential
the
catch
the
the
power
words,
of
and
eye
to
points
strike the
express,
credit; aim
tin's way
technical
to teach
and
keep
each
thus
dren.
to chil-
grammar
first step is to leutl children
the
that
and
think, so that the expressionof
trying
of
made
are
secured, that weakening
have
justiceand
it
error
to
to
power
will do
the
escape
reader; aim
assignedsubjects
from
sentences
such
as
so
dictation,from
from
final
the
that
essay,
have
arranged
paragraph,and paragraphsre-
paragraphs is
and
sentences
are
in the
in the best order
placed
are
in their
trill not
you
white
prose, etc.. that
good
your
pronounce
tones, etc.; and
lessons,
from
superfluouswords
and
stand
children
it that
to
see
pictures, from
to
talk,
WEITE.
TO
4.
pupils have
After
of
science
language, and
of
use
may
order
to
know
know
the
study of
use
the
taken
of
the
the
relation
use,
are
rect
thoroughly drilled in 'die corold
enough to understand the
In
up.
the
analysisof
teach
parsing,
part of speech a word
what
power
some
determine
be
been
parsingand
Grammar,
sentences
most
lead
recitation,
the
to
suitable
in
instruction
your
sentences, to speak in well
speak
sentences, to
test
language or compositions(ofwhich
written
also
full
53
GRAMMAR.
in each
day,
in
speak
to speak
properly,
words
AND
language." Now,
do
to
to speak,
constructed
too
LESSONS
of
in
word
pupils
that
tiny musl
Eere
sentence.
a
in
firsi
closer
and
begins,
meaning of words
[f a pupilcan
and judgment
analysis
and
quires
re-
and
meaning
important part;
the
i-.
dimcull
more
the
relation of
he
has the
into
parts "f
words,
classificationof words
Learn
speechis often arbitraryand unimportant Lei pupilword
i-, depend-, somewhai
that the pari of speechwhich
Words
its uso in construction.
but chief!)
its etymology,
differeni pan
be used
of the
same
etymology may
This is
the other.
speech,ami just as native in the
on
a
on
a-
one
as
in
54
HOW
A
SCHOOL.
COUNTRY
and adverbs, prepositions
and conjuncadjectives
tions,
of many
true
TEACH
TO
and
adjectives,
and
nouns
to
degree,of nearlyall
some
parts of speech.
For
"The
Here
it
travels
horse
in the
adverb
an
in the other?
when
a
called
it
is used
to
adverb, it shall be called
what
determines
its
a
the
to
depend
if not,
adverbial
an
used
participle
in"-,the word
as
which
a
phrase
But
adjective;but the
substantive partakes
should
be
to
decide
If
the
called
whether
pupil
words,
let that
adverb
at
his
I have
if not
the
to
nor
call
a
such
throw
while
few
a
it
say
or
substantively
adje"1 ive element ;
an
authors
word
part of
shows
what
substantively,
as
the
substantive
of
this
an
in
verb,
a
line
and
call it
reason-
be culled
far
SO
as
the
it.-;
modifiers
theorizing
spun
or
adjective
meaning, use,
him
above
should
that
say
all
word
a
this latter class of
nature
let
phrase or
according
adjective
an
yet is used
And
adverbs.
Buffice;and
adverb!
an
relations of such
an
Or
adjective
an
pleasure.
lengthto show
topicat
of such
absurdity,
Bqueamishnessin the
Followed
of words
into
Many
intention
of
of the word
use
is used
it is
authors
same
tell the
can
a
modifies such
an
or
adjective,
modify
to
According to
noun.
sec
called,regardlessof
elements;
again when
get into difficulty
speech it is by its etymology,and
a
the
it shall be
grammarians
modifies
element.
the
advert)
Most
verb,
a
Here
an
the
which
makes
adjective
an
pronoun
modify
be used
of adverbial
whether
on
and
one,
it shall be
may
rule.
above
if it is,the word
"
word
in
adjective
or
adverb.
it is neither
into the class
words
will
a
Then
sentence.
not
But
of the word
an
noun
a
to
part of speech
etymology.
fast traveler."
a
grammarianshave agreed that
xised
an
is
use
in the
modify
when
adjective;
fast,in the sentences
the
and
adverb
an
Simply because
word
an
but
same,
in determining
help
not
horse
"The
firstsentence
why call
And
ond.
the word
fast,"and,
etymology is the
the
etymology does
part of speech,take
the
"
in which
example
an
to go
this
some
parts of speech.
others
I have
taken
might easilybe cited,but
into details.
the
ity,
futil-
tion
classifica-
but
one
it is not
ample.
ex-
my
LANGUAGE
LESSONS
AND
55
GRAMMAR.
has fallen into disfavor and
study of English grammar
is very generally
neglectedthroughout the rural schools; and
the reason
is,in a great degree,the senseless way in which it
is taught. In many
cases
see
pupils cannot
any end to be
The
much
gainedby
study,and frequentlythere is none.
begin by teaching more
English language,
would
If teachers
and
of this
if
they would apply their lessons dailyand
show
the practicalutility
of the study,and
less grammar,
hourly
to
as
so
pupilsfeel their need
want
criticism, pupilswould
of
make
it
as
readilyas
Let
branch.
to
impart
Reading or
recitation in ever}
every
habit of
a
but judicious
by constant
study English,and would take
Arithmetic.
take
they
to
it
using
study be
other
any
made
vehicle
a
and pupils
will
language,
correct
importance of this branch.
One
leave this subject.
thought more, and then I must
Teachers
superficial
exaggerate the importance of little,
gram
and overlook
the development of the power
matical errors
to
or smoothly.
fully,forcibly,
fluently
convey thought accurately,
In broaching this subject to bodies of teachers, 1 have had some
to inform
who
that this part of Language work
hastened
me
belongs to Rhetoric and could not properly be considered in
for the country
schools.
I
connection with Language work
realize the
soon
have
sometimes
wished
"Rhetoric," nor
in which
way
The
aim
such
ever
of Rhetoric
thought in
comprehend it when
This
a
of teacher and
guage
work-, spokin
of
enable the student
and
possible,
Sun
Hut
work
to
fully
^\"n-" that
or
mediate
Inter-
l_\not
constantlyheld
uppermosl
in the
in all ban
ssential t liing
tl
the
thoughthon
possible,
elegantly.I regretthat
written,is
if
as
frequently
taught.
is to
conveyed to
Primary Language
be
term
a
the
considering
branch,
manner
pupil,that
or
such
was
him.
thus
ami,
estly,fully,
forcibly,
(
science
the best
thought should
teachers
a
grade work?
Grammar
minds
some
never
distinctive
as
the aim
from
or
there
it is generallyregarded and
to convey
differ any
that
sider it such
a
to convey
error
grave
to
misspell a
ly from an adverb,but think nothingof a
sentence,or a thought but half expressed,
poorly constructed
word
or
omit
an
pupil his "begun anywhere, ram hi.'.I
but
things,
everywhere,and stoppeduowhere," hit at many
discussed
More attention to th* cut of the garment
nothing.
or
a
theme
in whi
-h th
"
"
and
less to the color
for both teachers and
wholesome
pupilsin Language work.
of the buttons"
is
a
sentiment
COMPOSITION.
This
study
child
can
1st.
To
the
2d.
with
begin
the
at
question
close
3d.
To
be
Language
As
write.
to
in
taught
some
soon
as
it:
with
mark
capitalletter.
a
the
at
end
questions,
of
sentences, the
apostrophe
etc.
in short
write
teach
declarative
of
possessive case,
the
learned
has
sentence
every
a
use
child
with
connection
It should
sentence,
a
in
taught
Rhetoric.
the
write
To
periods
time
the
from
be
and
Grammar
Lessons,
form
should
fill blanks
To
sentences.
and
velop
de-
abstracts.
To
4th.
of
to
a
write
To
the
up
substance
paragraph just read,
6th.
To
write
7th.
To
change
work
steps.
Many
pupils
subject
the
panding
ex-
make
mistake
a
as
to write
first lesson!
Many
describe
to
short
gradually by
advance
outset,
flowers, leaves, etc.
a
incidents,
Gems.
Thought
or
reading lesson, or
the
into prose;
poem
teachers
the
at
a
should
The
(a) by
"
story told.
a
or
of
pictures,from
from
sentiments,
elaborate
ways
etc.
sentences,
5th.
in different
thing
same
(b) by abridging sentences, (c) by
words,
different
using
the
express
in
asking
composition
steps should
from
and
too
an
precede
simple
much
of
assigned
this
cult
diffi-
only experienced teachers will fully appreciate
ties
Varieimportance of making each Btep simple and easy.
work, and
the
of work
in
At
1
the
to write
Uminaries
development
age
essays
for
given under
be
of
on
this
:
twelve
each
the
followingsteps
(5)original
to
fourteen, pupils should
topic- assigned b)
work
of
tion;
filling;(2) abstracts; (3)reproduc-
(1)blank
order:
their
( 1
should
are:
50
the
teacher.
he
prepared
The
pre
57
COMPOSITION.
An
1st.
book.
essay
In
this
nothing but
should
essays
be written.
2d.
and
the
books
teacher
The
should
write
it in ink
pupils copy
the
the
on
followingon
first pages
of
the
board
their
essay
:
The
I.
subjects for
over,
and
outline
an
treatingeach
essay,
Write
IV.
your
of
in
Copy
the
and
"essay"
only
on
in
small
a
thesubjectis assigned.
criticise
capitals,spelling
ink, on
(a) Write
(b)Keep
their subject
purpose.
sentences,order
of
corrected
is thus
after
down
pencil;then
lead
of
topics,use
them
for that
week
in construction
After the work
V.
write
think
to
three
or
synopsis of the subject. Second.
topicsin logicalorder.
Third, write
topicin the order arranged.
first with
work
first week
occur
one
be
or
subordinate
the
arrange
the
pocket
to write
Begin
First, write
take
in the
assigned two
reading them.
for
day
thoughts
as
carried
note-book
III.
should
Pupils
II.
your
of the
in advance
weeks
will
essays
line
red
rect
cor-
ment
arrange-
punctuation.
'"trimmed"
"
paper.
side of the
one
and
and
the sentences
and
to
the
paper.
left,and
do
not
write
it.
over
the
(c)Number
and
pages,
sign
your
at
name
the
close.
VI.
in
you
Think
words, and
begin to
VII.
VIII.
each
if it
see
Use
short
Learn
When
to
or
you
can
in construction
improved
it
say
before
teacher
about
the
or
spelling
meaning
of
dictionary.
but by
paragraph your work, no" bj figures,
spaces at the beginningand end ""f each miI"
the
correctly in your
The
that
sentences.
uncertain
When
leavingbreaks
topic.
X.
be
can
so
write it.
words, consult your
IX.
through
sentence
teacher
essay
should
has
corrected
your
each
book, noticing
mark
the
mistakes
essay, copj
correction.
od
the h
It hand
it
58
HOW
TO
TEACH
Whenever
margin.
essays, his
attention
should
will find the work
but
which
should
Till:
The
by
country schools.
is perhaps no
the
mind
is an
which
develops
I have
lived."
"There
Also
sides of
two
are
schools
Tin'
are
much
very
refuses
to
to those
who
ted,
admit-
But
a
manage
there
School
mind
true
Jour
is the other
lead
to stimulate
so
I
mi
is
which
to action.
the former
is broad
that
educational
fact that
Only
scholarship. There
absorbent.
mere
our
the
a
of
subject:
essential.
The
there
powers
this
on
that in turn
inclined
become
recognized
not
facts,thoughts
of the latter.
the expense
have
of
the creative
but
facultythat acquiresreadily,and
out
task,
and
process,
Says Emerson
much
manufactures
The
arduous
an
composition is
unfolding
subordinate
the
fact.
in
yet it is greatlyneglected,especially
scholar
of Education:
this
to
tive
consecu-
COMPOSITION.
writing and
composition.
as
in two
slighted.
OF
Education
I know
mistake
called
'"Action is witli the
do
SCHOOL.
correctingessays
be
essay
exercise
like
be
IMPORTANCE
and
one;
of
never
importanceof
every
COUNTRY
pupil repeats a
a
teacher
one
A
and
It is not
at
orous
vig-
able
credit-
institutions thai
scholarshiphas
they
dual
a
life."
When
will
materials,until by
are
formed
into webs
become
why pupils find
it
are
so
atizingtheir
intrinsic value
facts, to
of
the
lire and
that
mind
composition.
Bui
raw,
gested
undi-
though! they
from premises to
it-elf!
On:-
is
compositions.
their
formulating
deducing conclusions.
to
but
are
to
friction of
part of the mind
a
committed
facts
data, worked
difficult to write
accustomed
not
the
on
of mental
conclusions,and
they
learn
impressionsmade
and
memory
teachers
our
ideas, to
Herein
it bas other
reason
because
system
lies the
benefits also.
The
and
rh" toric is of the
of the rules of grammar
application
tesi importance; in fact,neither of these
studies
be
can
without composition,i have visited schools
taught successfully
where
pupilscou Id recite fifteen rules for the use of capital
letter-, and
as
maii\
more
for
punctuation; and
vet
the}began
RHETORICAL
connection
In
should
this
be
is
order
prepared
it does
not
say
A,
B
in
two
every
committed
his
material
crnde
it is in
The
general
mostly
selection
first
few
rides
or
of
to
work
into
the
school
On
to
serve
the
make1
divisions
for
sition,
compo-
but
exorcise
When
he
memory,
He
one
pupil
a
has
should
stanza)
declamation
for
has
thoroughly
merely
now
drilled
in
delivery
of
be
now
until
his
the
finished.
lessons
may
bo
principles; after
individual
only
three
one
upon.
be
may
degree
some
pupils merely
thereby.
and
be
corrigible
were
composition.
piece (it
one
grace
must
before
benefited
them,
to
If
them
say
be
division
each
to
speaking,
C.
and
give
will
divided
be
may
instruction.
then
injury
first
at
in
of
object
profitable, teachers
give
to
The
ease
Avork
some
position.
work
they
an
declamation.
or
and
that
that
will
This
the
and
be
school
The
and
memory
follow
chronic
faults
to
compositions,
expression,
gesture
criticise
of
reading
recitation,
make
it may
contrary,
that
in
pieces
the
cultivate
to
to
to
commit
for
in
propriety
In
with
done
work
and
EXERCISES.
instruction.
CO
given
this
in
the
class
work
to
illustrate
should
the
consist
WRITING.
Pupils
insist
teachers
If
have
generally
1st.
pupils
and
be
cannot
good
Have
a
and
them
3d.
The
freedom
of
each
minutes
eight
they
will
day
Write
it thai
to
see
paper,
wipers
pen
provide
at
the
for
those
of
in win
freezing.
from
cotton
just
as
or
Some
pieces of
placed
ml
t
put them
in
blanket
woolen
stove.
lessons
ten
or
beginning
the
should
training
by
of
each
first month
following
the
collected
be
movement
profitably employed
4th.
kept
the
near
first
writing,
Boards
should
folds
between
place
tools.
voor
etc.
will 'be
ink
basket
wit11
materials
ink, legal cap
School
the
inkwells
The
the
good
teach
to
good
pens,
they provide chalk,
where
good work
having
attempting
blotters.
2d.
their
on
do
to
them.
Before
have
expected
the
on
or
board
be
the
given
to
ing
secur-
muscles.
lesson
Five
be
may
thus
longer.
and
have
the
class
it:
learn
Lesson.
Writing
Aim
1st.
to
secure:
Legibility
"
For
all
practical
Lag
is that
purposes
which
can
the
writ-
besl
be
most
nexl
in
easily
read.
2d.
Rapidity
"
Theabilityto
write
fast is
or
legibility,
ance
to
write
plainly
the
import
ability
to
.
3d.
Beauty
"
This
will
be
Beoured
sufflcientlj
) is secured,
( legibility
6]
if the
first
62
HOW
To
I.
be
TEACH
TO
A
be:
legible,writing must
in
(a) uniform
SCHOOL.
COUNTRY
height,as,
not,
in space,
"o" uniform
as,
not,
'". uniform
in
slant,as,
not,
(d)smooth
will
and
be
free,not cramped and
secured
by
muscular
the
This
nervous.
tioned
practicemen-
(in3).
II.
To
legiblehand,
growing
t uate
The
in mind
problem
to teach
not
teacher
rend
reading should
faster
accordingas
pupilscan
When
be
to
slow
while
them
at
pupilscan
write
firsi luit
write
well
a
they
fair,
write
gradually
and
punc-
alii Lai is read.
Bear
teach
j \"
lei the
is read;
what
rapidity:
secure
n.rrv.
them
that
time
which
the
pupils
how
how
to
importantelement iii writing.
solve is
teacher of penmanship must
nice
hand
to write
a
merely,luit to
write
is
a
an
legible hand
with
in
jiiilil
// and
"""
WRITING.
III.
each
Length
until
day
and
I would
other
rapidity
hence,
;
best
writing
Let
this
few
rules.
is that
the
be
his
lost
saved.
town,"' etc.,
to
until
to
they
the
teacher
the
lost"
ink
"
and
list of
pens,
and
ers
teach-
"because
upset
get
be
ma\
annoyance
was
legal
he
frozen
or
when
some
lias
Pa
etc.
will
to
call
do
a
The
teacher
get him
to
so.
and
meeting
material
provide writing
not
of
board
the
should
have
the
at
which
write
presi
both
Superintendent can explain the expediency,
of
at
furnishing writing material
economy
and
ink
collected
will
the
schoo*, and
school
will
but
paper,
Superintendent
public expense,
Board,
"no
BOARD.
Country
"it
"
SCHOJL
but
County
importance
When
ink
fhe
need
ink, and
to-day
and
easiest.
pens,
much
write
no
Board
the board
and
directors.
read
the
to
scure
ci/'y ob-
beauty,
for
have
how
has
that
THE
convenient
the
educated
are
County
of
dent
School
the
But
BY
any
facility
pupils will
and
FURNISHED
cannot
has
with
the
or
opinion,
quickest and
district, to
the
John
is, in my
enhance
be done
understand
yesterday;'' Mary
goes
facility
System
flourishes
and
more
James
pen;"
branch
cues,
BE
much
for
readily
can
with
Spencer'an
good writing
of
found
the
this
can
purchased by
paper
legible hand
a
seldom
which
test
cheap
as
thereby
curly
SHOULD
It will be
twenty-fiveminutes
to
plain, legible hand
a
no
MATERIAL
quite
in
legibility,and
the
WRITING
using
on
write
to
write
can
aim
The
pupils
Fifteen
"
of rapidity.
insist
not
system.
enable
cap
pupils
good degree
a
exercise:
of
not
above
unnecessary
as
a
ml"
the
board
will
do
1
and
paper
each
day after writing and
"freeze"
annoyances
nor
procure.
are
"be
will
"botherations"
upset,"nor
be
of
dropped
the
it.
the
I .\
School
placed where
the
from
school-roou"
peas
tLt"
"be
long
ARITHMETIC.
A/m.
the
develop
To
"
to
tliink;
to
think
reasoning
think
to
quickly
clearly
things
pupild
cause
think
to
;
think
to
;
to
powers;
accurately
;
thkough.
NUMBERS.
1.
divide
number
language,
teacher
journals, the
material
talk
stories."
in number
things
of these
Tables
etc.
instead
writing
of
be
marks.
Use
the
without
aid
primary
Take
in
work,
but
live
niinub
there
s
with
is
each
a
limit
day
in lower
handle
On
It
subject
by Doing,"
York,
N.
Y.
surprising with
if drilled
numbers
this
is
It
read
in
Anna
published
costs
but
iy
rapid
objects
-Johnson's
E.
thirty
L.
or
to
tion
por-
plates
on
child
can
have
a
be
ma\
grasp
place
in
usefulness.
Grades
for
division
what
work
led
I-j-I-f-I-f-I
of
addition, subtraction, multiplication and
combinations.
as
laid
their
with
them,
being
the
and
pupils
group
They
to
cutting
magazines
pegs,
pegs
them.
By
easily be
to
objects until
of
etc.
can
numbers
Then
by figures.
the
made
I, etc.. the
represented
thought
Pupils
at iirst
boys," "three
Grade
language,
can
I II
11+11=
=1111;
First
corn
toothpicks, etc.,
pegs,
etc., from
furnish
can
"number
for
them,
pigs, dogs,
birds,
of
pictures
out
blocks,
as
of
multiply them,
''two
dog,"
stractly;
ab-
not
"
little time
a
(in groups), divine,
multiply
add, subtract,
objects
them,
Spend
etc.
"one
as
using objects,
hats," etc.; then
subtract
them,
parts of each,
t ake
them,
teaching
Add
counting
pieces of chalk, grains
frame,
objects.
any
"
begin by
numeral
use
bx"ks
should
Counting
rapid
and
work
their
facility pupils will
daily.
little book
Kellogg
"
forty cents.
tion
"Educa-
Company,
New
65
ARITHMETIC.
2.
this
Associate
Give
small
slates;
add
counted.
figures
by
on
pupils
allow
the
with
and
Add
3.
of
do
teacher
Any
cents,
4.
the
associate
Do
the
not
numbers
than
the
on
unity,
as
and
fact, the
also
"Grube
the
study
in
four
rudiments
the
Teachers
together.
Addition
board.
together;
up
or
or
who
cannot
als"
method.**
1
Let
pupils
call
thousands;
In
its
1 be
board
and
trated
by
In
dollars
and
avoid
long
analysis
until
pupils
its
can
position.
for three
write
Then
etc.
the
step
be
should
both
adopted
"borrowing
l"e mastered
"
ma)
on
be
the
illus
etc.
Arithmetic,
Mental
may
subtraction,
cents,
of
etc.
space,
exercises
Various
orally.
In
each
cents).
i. e., first
Bpace,
names,
third, million-,
1 I'.i
names
large enough
by
spaces
75
the
five
for
the
from
name
Piper,
copy
(price
taught
board
teaching multiplication, each
thoroughly.
concise;
in
be
J.
sample
numeration,
should
the
a
Prof.
Helps"
and
on
numbers
required
6.
get
"Primary
periods
four
Write
111., and
notation
by following
successfully
Work."
spaces
second,
5.
Seat
four
each.
figures
work
period, readily telling
three
units;
Hailman's
or
three
each
Mark
"
Chicago,
beginning
In
first
call
Piper's
avenue,
six
jects
ob-
represented
figures.
numbers
Arithmetic,
this
do
can
in
outlined
Wabash
or
the
method."
"Quincy
plan
of
should
successfully
this
taken
taught
be
may
other
at
with
be
to
and
always
written
be
principles
fractions,
objects
objects
but
figures
upwards.
should
fundamental
of
both
columns
single
and
groups
begin
count
subtraction
and
also
objects;
of numbers
by lote,
count
tc
20, 35, etc.,
idea
answers
with
should
repetitions.
be
simple
and
ADVANCED
Arithmetic
Mental
Arithmetic.
When
divisor
permitted.
lay
to
the
basis
illustrated.
be
taken
be
may
Fractions
should
Where
first,they may
be
passed
Decimals
Decimals
should
mon
Com-
places
until
over
rules.
Percentage
of
text- book
the
tions
illustra-
of
and
numbers.
be
decimals
finished.
are
canvassing
After
should
teacher
clearly
to
of whole
be
not
precede
numeration
and
Fractions.
Common
precede
that
pains
Fractions
Common
frequent.
should
Comprehension
Notation
with
up
divisions
be
operationsshould
perform
Decimals,
of
should
Fractions, great
thoroughly.
to
written
accompany
calculation
13, long
than
beginning
and
precede
rapid
In
relations
should
in
is less
readiness
and
The
should
Exercises
the
taken
WORK.
subject.
text-book,
the
hardly
principles
The
make
given
pupils
outside
work
in
the
work
to
make
the
think
work
and
on
ment
supple-
Ires,
can
usually
are
under
not
the
pupils
to
themst
or
Pupils
book
book,
before passing
of this
importance
and
doicn
canvassed
sufficiently emphasized.
be
when
sea"
the
laid
as
supplementary
furnish
understand
next
the
subject
any
"at
a
tain
cer-
''case."
Exercises
7.
almost
two
daily.
goals to
for drill
In
whether
time
the
at
first,but
long
run.
The
should
on
To
be
this
form
insist
hoard,
will
let accuracy
work
reached
be
Teacher^
form,
this
rapid calculation
in
or
end
The
arrangement
II.
The
making
of
paper,
and
is
having
the
the
of
pupils
work
on
frequentlyneglected.
good
etc.
It
will
take
time
and
be
board.
good, plain figures.
(Hi
the
in
should
the
given
work
slates,
of
be
rapidity be
work
of
great saving
a
I.
on
should
labc:
drilled
in
in
"
PHYSIOLOGY.
This
topically,having
the
in
fully
and
that
the
of
that
is
third, by
latter
:
Iso
bow
how
he
made
st
lldied
In
in
the
test
of
presence
with
wit h
of
a
produce.
it will
milky
the
into
in
each
and
organ
from
into
same
wa\
pu-
into
etc.;
that
the
maybe
thus
water,
breath
a
and
wells,
effect
lime
the
Other
this
Also,
combustion,
in the
"lio\i"le
pair
a
l"y putting
second,
water,
breath
For
cup
lime
clear
nature.
one
old
The
In
while
this,
With
entering
color.
carbon
1
;
is
written
or
anatomy.
support
not
before
safety
it
air
and
pictures
indelibly.
their
it
bes"
the
as
respiration,
of
show
the
little oxygen.
interest
studying
of
said
be
may
easily forgotten,
pouring
than
of
a
procured
easily obtained.
first,by
ing
study-
that
Charts,
subject
son
les-
; fourth,
when
so
impressed
are
tirst,
each
on
note-book
"s
cussed.
dis-
topics
must,
organs
be
and
to
be
bj blowing
it is
any
and
systematically.
language,
"What
the
can
work
this
or
understood
it,that
become
the
notes
anatomy.
helps.
it is heavier
some
produced
showing
their
procured
pouring
will
heart,
experiments
shown,
taper
this
that
the
good
dioxide
be
have
the
best
the
teacher
class, they should
be
may
may
is the
discussing
when
carbon
lighted
from
eye,
also
and
lungs
another,
third, review
partially
but
example,
pils
give
the
are
illustrations
some
to
illustrating
drawings
of
the
before
brought
;
second,
lessons
the
manner,
;
as
so
lessons
between
up
this
illustration
bones,
usually
in
note-book,
remember
means
read
oral
chiefly by
taught
subject thoroughly
a
clearly
pupils
instruct
To
know
be
should
study
;
fourth,
experiments
physiology
will
may
be
profit.
set
or
68
of
organs,
teachers
should
G9
PHYSIOLOGY.
only state
not
for these
laws
The
the
and
order
A
2.
Discussion
3.
review
of
hygiene,but
result
the
of
their
from
The
the
of
of
be
the
reason
"
previous oral
such
also show
breaking them.
recitation should
of
1.
gathered
laws
lesson
matter
new
from
the
book.
note-
pupils may
as
have
reading.
advance
oral
lesson
with
illustrations
by
the
teacher.
Much
might
be written
detailingthe suggestionshere
gently
given as to teaching Physiology,but if teachers will intelliin these two
the pupil
apply what is mentioned
pages
more
will not
be
likelyto
suffer
for
a
lack
of
knowledge
this
of
branch.
But
before
question,
of
Is
leaving the
knowledge
a
teaching this
that
and
anatomy
the
is
laws
the
ourselves
sole
As
the
of
in
body
Wo
Hygiene, and
day
object
fact,
teach
that
then
the
of
matter
a
order
every
main
or
actually derived.
violation of the laws
reckless
most
schools?
our
physiology of
understand
better
in
ask
us
Physiology the
of
be all that
to
seems
branch
subject,let
the
we
may
permit
we
in the school
room.
Would
it not
be
a
good
branch
to
laws?
Let that form
Would
it be out of order
at
actually cause
doing,
more
at least
seats, in class,while
amendment
to
work
our
in this
practiceof these
more
one-half the wort
in this branch.
to insist oncorreci
pi Bitionsof pupils
standing,etc. f Or to have
walking,
basins,water, soap and towel- provided at cacti srl
and ask the boy with grimy face and
dirtjhands to use th" m
freelyand see that ho complied,or even
go so far as to Bhow
wash
him
what
far to
a
rock
real bed
suggest that
shall
feel at
raise
hands?"
What
was
week
"next
libertyto
said
washing
under
ask
mittingthe rules of Grammar
ever
this
afterward,
n
I
to
memory
and
to
;(
good
bath
aboul
we
to
com
them
violating
this
Learningto
begoiugtoo
thereafter
Bubjeciof Grammar,
"
more
it
every week
have taken
apply equallywell
would
branch, also, wo
and
all who
the
is? Orwould
do
1
branch.
In
bj doing-"
GEOGRAPHY.
LESSONS.
INTRODUCTORY
Train
1st.
table, in
the
on
pupils
the
the
of
3d.
other
villages
Describe
the
country
hills,
to
the
with
which
this
study
rivers,
valleys,
by
the
no
globe;
be
taught
mutual
as
te
as
affected
inclination
of
productions.
introducinga
teacher,
begin
"
with
*p
the
.daily
the
of
the
hook.
in
the
study of
raphy
geog-
to
from
and
extend
in
as
the
heal
equator,
above
work
textcannot
grades.
geography.
70
are,
booh-
etc.
before
subjeel should
should
show
valleys, Lakes, etc., cli-
conversational
lower
different
of
wholes, noting the
axis:
The
shown
homes
learned
facts
the
earth
people
lesson
a
mountains,
earth's
of
timber,
situated
ready
their
continents
up
distance
.Most
texl
about
where
study
to
risers,
by
pupils'
whole
are
now
extend
also
the
shape
pupils
whole;
Take
relation.
to
word,
are
map;
maps
connected
a
adjacent
mostly objectively. The
principal features
in;
and
and
presenting orally
on
with
globe
on
a
They
locations
converse
and
scribing
de-
etc., understandingly.
maps,
require pupils
case
learn
by
by,
pupils' homes
familiar.
are
books,
to
; show
races
In
they
close
creeks, etc.;
etc.; in
in which
country
Represent
Ith.
thus
particular places
of
and
prairie,productions,animals,
of
slates.
etc., and
towns
locating
as
location
the
places.
homes,
resent
Rep-
etc.
on
copy
jects
ob-
compass.
Commence
and
to
pupils
of
topics.
by
Teach
and
positions
play-ground,
buildings, pupils' homes,
Locate
points
the
on
room,
blackboard
positions on
2d.
the
describe
and
observe
to
maybe
take
Map
currents,
ocean
exercises
done
the
on
without
placeofthe
drawing
should
71
GEOGRAPHY.
To
his
recapitulate.The pupil has learned the geographyof
neighborhood,how to locate places,directions on the
own
land
map,
and
land
of
composed
forms, shape of earth,and
water
and
water, the
divisions of the continents.
and
text-book
and
begin the study of
ADVANCED
MAP
1st.
a
The
whole,
forms, relations,positions
He
is
his
own
prepared to get
now
a
country in detail.
LESSONS.
THE
UNITED
physical features
mountain
g., the
e.
OF
its surface
STATES.
and
systems
on
the
of
contour
each
country
as
side, the valley
in the center, the river systems, hikes,etc.
Teach
2d.
by topics.
The
productions and occupations as a whole
agriculture,
(b)mining, (c)manufacturing,("l)grazing.
and
maps
colors
colored
use
for
not
chalk
but for
show
mere
designate
to
a
show
to
purpose
Draw
Use
district.
each
lowland-,
etc.
agriculturaldistricts,
highlands,mining districts,
cities
3d.
Locate
and
the principal
describe briefly
the
note
lines
principal
(a)
"
and
railroad.
of
in detail.
4th.
Map
5th.
County
inn;)
7th.
British
America.
of s'ate
il 'tail ; land
hi
etc.
surveys,
Mexico, Central
America
ami
South
America.
Sth.
Europe.
[slands.
Africa,
Asia.
include
Descriptive Geography should
outlines
of
a
by rivers,climate
modified
as
ments, population,the
work
should
drawn
of
be
done
of
the
r,"nj"s
Europe
should
detail.
The
country should
a
as
simples!physical
Elevations,drainage
whole.
different section-
by
genera] and
Leadingindustries,
thereof,
cause
country
the
four
in
races
local
countries
lie
geography
divisions
political
be
studied;
state
until
pupils have
studied.
to be
presented BO
the
govern
A"
distributioa
their
and
and
B"
to avoid
and
also the
a
largeamount
governmenl
of
each
physicalI
principal
72
HOW
agricultural,mineral
and
historical
and
as
dry details.
his
before
that
or
the
appeal
to
clear
a
in
countries
will
see
oral
through
valleys
through
great
them
and
other
his
aid, will
names
and
the
all
this
the
fair
To
is
c
the
these
what
they
mountains
not
cities,
then
lesson.
let
This
will
call to
dry, stupid study
a
the
to
and
"
teacher
student
growing
interest
in
of
ered
undiscov-
as
avoid
to
need
from
If
day.
given
this
the
and
of the
grasp
order
each
the
etc
the
interest
,
down
if the
can
be
so
much
day,
to
surface
on
of
the
the
be
the
and
topics being
pupils.
the
made
few
teacher
little atten
the
in
by
concept
by
be
may
subject.
matter
clear
a
States
outlines
occupations,
of the
to
taken
United
the
topical
and
to
topical outline
in class
Suppose
age
and
necessary
prepared
pupils
topicaloutlines
through
teaching
This
successfully by topical outlines, but
be
be
details.
unimportant
in
points
important
most
jmprehonsioii
teach
should
have
of
next
wide-awake
explorer,and
of
one
topical outline,
and
for the
writing
be
little learned
over
"
industries
tempting
as
will
great metropolitan
and
Geography
successfullydone
tion
of
every
details, but
Geography
a
heart
bring
through
tours
place
and
there
pictures
to
subject
places described
the
on
place
in
which
render
Probably
has
the
imagination
vivid
; draw
abstractly
day.
to
most
child's
manufactories
to
make
not
can
children
from
pass
devices
countries
day
the
into
reproduce
taught
picture of them,
impressions made, and but
lessons
they
as
teacher
the
be
not
productions,
principal cities
the
;
should
; the
mental
Take
remembered.
lakes
and
graphic pictures of
indefinite
vague,
These
If
such
will get
he
but
mind
SCHOOL.
manufactured
or
places.
interesting,and
COUNTRY
A
plains, rivers
mountains,
as
ures,
TEACH
TO
pupil
up
by
The
text.
the
pupil,
in class
each
both
teacher
We
should
better.
subject.
drainage, productions,
or
many,
according
to
MAP
The
of
object
map-drawing
features, and
location
merely drawing
be
with
maps
When
a
lines.
securing
let
hence,
map;
purpose
map-drawing
time
much
too
a
physical
for the
principal cities,than
consuming
country
or
fill in
from
Let
only.
to
for
moro
politicaldivisions,
their
accurate
not
be
loading
nor
details.
Then
interest
of
an
off-hand,
more
the
should
picture of the countries,
mental
of
DRAWING.
is taken
state
lesson
item
every
the
pupil,
mind
that
placed
and
on
he
that
one
the
lesson
to
draw
first
up,
the
out-
important
the
map
may
be
be
ures
feat-
of
one
expected
to
remember.
in
Bear
Geography
statistics
"
miles,
square
population,
items
should'be
if
of
mountains,
to
the
high,
in
likewise
Do
etc.
with
to make
a
of
or
plete
com-
numbers,
the
height
known
times
high, three
size
or
feet
high object
the
on
acres
in
rivers
learning
as
learning
in
in round
some
is twice
it
pupils,by saving
In
all.
-books
text
states
reference
learned
at
them
compare
of
area
for
there
largely by comparison,
and
in the
Length of
mountains.
placed
are
"
Such
book.
of
height
miles, etc., etc.
of
details
the
of
many
states,
as
conn
tries,etc.
First, get
size
of
the
size
her
the
from
ship
size
child
The
that.
of
In
acres
size
of
besl
the
the
given
farm,
a
miles,
products
idea
the
and
oy
child
of
size
the
from
state
to the
fair
then
and
learned,
countries
idea
square
studying
a
and
states
or
be
can
township,
a
srives the
of
standard
some
of
the
a
with
compare
size
of
county
a
Th"
better, far, than
the
from
county, etc., and
comparison.
town
then
relative
the
aum
etc.
of
...
various
localities,they shonll
74
TO
HOW
not
be
made
forced
Never
time
sufficient
that
the
The
written
still many
are
ful
harm-
more
the
in the
and
principal
pace
with
the
when
it.
this
from
facts
of
The
of
growth
is
the
remembered.
it
ber
remem-
requires
over
would
they
completed,
forms
map
other
facts
a
are
related
if
of
day
(various colored
district, as
the
of
of the
properly
that
chalk
law
be
of
filled
out
cities
keep
studied,
and
cussed,
dis-
is-completed.
a
basis
around
the
relation
association
abstract,
and
will
country
as
day.
lead, coal,
map
country
picture
natural,
to
an
topical lesson,
logicallyclustered,
otherwise
and
from
draw
agriculture, large
mental
clearly perceived, the
would
is to
succeeding
knowledge
the
become
it
of
give
not
would
on
map
growth
way
what
do
country
mining
geographical study
ni/.ed, and
who
each
districts
the
is
of
each
each
railroads.
all the
be
cannot
importance
Geography,
silver, etc.), lumber,
map
glow
the
of
fill in this
Then
product
the
to
cause
they
teachers
based
study
study
is learned
and
on
such
work
surface, drainage, mining
iron, gold
I
can
class,
any
attention.
more
of
teach
to
teachers
If
to the
indicating the
here
and
devoted
what
showing
of
cannot
impressions
are
tvhat
said
time
sketch
much
recitation.
and
step
not
the
drawing
it
what
to memory
map
first
outline
which
which
terms.
them?"
attention.
or
probably give
In
pupil
after
been
there
drawing,
and
facts
indefinite
the
how
commit
pupils
has
as
and
and
for
remember
to
Much
to
of
general
or
lumbering
mind
"What
interest
have
expected
half
numbers
Vague,
to teach
is:
guide
life and
map
with
him.
to
what
deciding
best
with
round
SCHOOL.
helpful.
than
the
in
indifferent
the
upon
In
stated
interest
of
COUNTRY
A
pupil'smind
till the
Do
as
and
generalized
be
TEACH
is recog
unrelated
easily grasped
facts,
and
76
HOW
This
to.
TEACH
TO
additional
such
places
COUNTRY
SCHOOL.
large enough
and
War
Revolutionary
the
made
be
may
map
A
to
as
Civil Rebellion
the
as
so
are
in
by filling
take
to
necessary
for
serve
in
of
note
each.
advanced
Having
with
conducted
facts
so
teacher
as
the
generalize the
perspective as
of
whole
whole, and
a
important
to
of
history to
start
mental
picture as
epoch
epoch in
one
of
much
events
whole
get
with.
If
after
one
pupil could
a
prehensive
com-
a
in
seen
comes
of
such
mean
a
canvassed
get
a
to
each
a
has
view
the
pictureof
understand
could
he
when
better
this I
By
take
can
should
separate parts.
as
he
recitation,
one
to
as
the
"
not
subject quitethoroughly.
whole
pointsso
subject,
pupil
the
give jrupilsa bird's-eyeview
is
It
facts and
The
study is
this
of
the
history.
epoch,
or
be
whole.
object
to learn
should
arranging
connected
a
the
as
period
a
the
that
well
as
important
view
or
mind
memory
canvassed
Having
in
them
in
keep
review
systematizing and
to
associate
to
should
to cultivate
view
a
the
epoch,
an
over
a
tion
rela-
t ho
study them
in
detail.
If you
you would
idea how
wished
to instruct
first show
him
a
a
pupilabout
watch
as
a
the
whole.
parts of
If
he
a
watch
had
no
him
small
a
began to show
body of it out of sight,he
part of it at a time, keeping
have
but a feeble conception of the relation and vise of
would
the separate parts, however
minutely discussed, until he could
the
in History.
it all put together. It is much
same
see
Events
sidered
are
dry, uninteresting,and often senseless things,conof them, and
a whole
separately and abstractly. Make
important and intelligible. To secure
they become
interesting,
this full picture of an epoch, ono
good exercise is to have each
first
of it in the form of a story, from
pupil tell the substance
to last,the teacher
having first told it. This exercise may he
and
each pupil elaborating
continued
few days with
a
profit,
The
story
adding to the story as told by the precedingone.
States
the whole
of United
be enlarged to cover
History,
may
occasionally,with good results.*
*See
a
watch
Welch's
"
How
looked, and
to
you
the
Study," I'age
C5.
BUSY
In
nearly
pupils.
The
them
stupid
with
they
recited.
that
the
which
work
of
aim
be
can
prepared
he
and
in
representing
ures
signs
and
each
soon
of
Many
teaching
numbers
summer
busy
forms
with
work,
with
bo
work
this
of
can
they
as
in
constantly employed
work
jects,fillingblanks
for
will
in
also
afford
class
beans,
pegs,
action
words
verbs,
drawing
mew's
many
a
get
a
of
the
E.
L.
kind.
activities of childhood
pidly quiet through
chronic
habits
who
Anna
of
copy
he
might
Teachers
(publishedby
work
hour
other
some
or
""ml
work.
to sub
good
"
Co.,
of disorder
hours
during
77
or
the
work
try
them
tirst years
pupils,
profitable
this
of
kind
other
some
to suppress
little children
allow
With
bj Doing"
or
STork),
will
by compelling
weary
primary
for
for
Barthole
of
use
pleasant and
New
nouns,
used
!""
"Education
teacher
or
pictures.
the
devise
Johnson's
Kellogg
No
in
not
can
make
system
spent
also
may
by
or
words
name
as
like to
teacher
the
cards
tedious
employment.
should
from
profitable busy
Drawing
etc.
Children
work.
little direction
inspection "by
complete sentences, writing opposites of
and, finally,classifying wprds
profitable busy
by marks, fig
board, writing verbs
on
words
or
action
or
teacher's
the
written
questions
Answering
number
group,
slates
on
by.''''Language
a
as
away
they
as
those
give plenty
purpose.
given
play
to
hear
to
wear
mischief
especially
to
may
out
go
ed.
neglect-
necessary
they often
or
teachers,
pupils
some
to
is sadly
grade
sticks, blocks, etc., adding, subtracting,grouping, etc.,
corn,
and
be
is
first
some
time
consequence
allowed
are
class
the
not
amusements
Country
smaller
has
the
there
towns, this
has
such
are
schools, should
in
teacher
often, and
hours
devise, or
have
than
more
country
recite
school
country
every
Here,
WORK
of
the
to sit Btn
to
acquire
school
life.
GENERAL
EXERCISES.
SINGING.
should
Schools
music.
of
also
exercises, but
they
a
provided
be
on
new
song
will
be
the
singing
in
the
voices, and
easily
One
conscious.
and
in
new
led
and
be
see
and
noting
made
musical
(with
the
of
can
copy
a
may
easilybe
that
they
will
many
way
be
entirely
their
may
ear-
ested
inter-
be
improvement
down
the
loud
of their
which
music)
written
collection
wherein
the
when
by adding
may
conscious
tones
be
this
they
drill,tone
little
song
to
music,
corrections
sweet
In
singing.
"ear-singing"
written
may
pitch, so
in
should
but
nice
a
Pupils
the
easily be
a
and
quite
term.
listless,
school
Pupils
purpose,
weeks
also
or
may
pupils
the
the
of
them
with
may,
produce
to
the
from
making
teacher
harsh
to
differs
two
"rote"
of
Pupils
eradicated.
The
help
faults
chronic
each
of notes
length
material
a
for
and
may
book.
session.
a
pupils;
music
the
song
ruled
end
the
by
and
songs
the
closing
by joining
Every
for
so
than
and
during
refreshed
song-books
is
more
opening
minutes.
kind
some
to
tired, dull
and
three
or
school-room
exercise
grow
teacher's
or
for
only
animated
paper
week
each
made
taught
the
the
unnecessary
school
the
singing
in
occasional
or
both
suitable
this
not
whole
two
from
board
the
on
good
suitable
with
done
is not
this
be
for
spirited song
seems
an
enlivened,
be
may
for
if the
example,
For
It is
it here.
mention
it
that
admitted
with
close
of music
importance
The
generally
and
open
they
each
week
and
power
not
were
will
he
sufficient.
SENTIMENTS.
At
he
the
given
opening
h\
the
of
school
teacher,
or
each
by
78
day
some
a
new
pupil.
sentiment
If it is
should
thought
GENERAL
good enough
different
to commit
it should
to memory,
pupils,and
the
by
whole
school
sentiment
should
be
again repeated
evening.
It
be
well
author
last
for three
sentiments
few
a
beautiful
secured
be
can
"Model
before
dismissing in
weeks
from
the
opening and closingof
this subject,"Teacher's
and
the
same
sugffested in the
as
the
on
This
in concert.
reading.
Lesson"
There
should
be
a
song
each
day.
Memory
instructions to the teacher,
cents
thirty-five
for
repeated by
in
little book
with
Gems,"
at
be
cull sentiments
to
consecutive
four
or
selections
topic on
and
A
will
79
EXERCISES.
W.
from
cago,
Chi-
McCullom,
111.
NEWS
In
of
many
of
news
broaden
importance
views
the
of
to the interest of their studies
by
the
to
thirtyminutes
each
United
of the
and
Friday
spent by
of
each
the teacher
in
a
and
add
frequently
and
day
may
be
profitablyspent
"Seven
the
Lee
on
"
on
these
weefc
a
talk
on
might be profitably
half hour
will
general topics,such
and
as
him
read them
li""\\
these
the lives of
can
be made
greal
men.
and
great events
and
interesting
hich
an
the} have
not feel
emu
book
etc.,publishedbj
to the school
Talk-,
Bteel,glass,paper, etc,
ol Largecities
made, the description
about
as
serve
racb
secure
All."
and
w
does
the teacher
Little Sisters,"" Each
Boi
as
general topic,
some
subjectsLet
Shepherd,Boston,
of
LESSONS.
passingglimpses. If
petent to talk
History.
in the Civil Government
Zoology,Geology, Astronomy,etc. This
incentive to pupilsto take up these Btudies of
these
to
interest in the
any,
had
help
will
Stat.
GENERAL
On
is
an
Geography
oral lessons
largerpupils on
their State
countries,
in
day
GOVERNMENT.
CIVIL
Twenty
This
give them
of other
a
good daily,and stating
a
school.
children,
and
affairs of the nation
of
the
to
minutes
five to ten
the columns
givento running over
any
DAY.
schools
best
our
THE
OF
noted
in
instructive
talks
objects,
eta
history,
al]
live
Every
think
work;
yet
much
very
has
of
methods
main
of
as
these
he
has
to
what
may
"How
have
Teach,"
to
of
notes
to
seem
i-
but
as
place
phraseology.
Supervision"
is
chiefly of
schools.
Parker's
been
by
Every
is
good
interest
Primary
methods
the
of
son
per-
on
this
on
up
teacher
on
to
teachers
of
lief..re
reported
as
criticised
than
The
in
language
organization
it.
superintendents
will
80
be
work
Martha's
Miss
by
E.
L.
who
seme
is QOi
studied,
it lacks
interested
in
School
classification,
and
it
but
"Payne's
and
all
W.
The
the
what
pungency
read
should
Francis
by
but
principals
in
a
lessons
substance;
on
is
teaching
subject.
lectures
diction
others.
makes
some
Calkins,
Col.
by
quite severely
stress
more
point, and
the
the
application
grade, including object
Institute, 1SS2,
defended
warmly
to
in
here.
and
Harrison
works
latest
Col.
on
has
It
Patridge.
the
the
off
agree
few
a
Teaching,"
on
the
Summer
Vineyard
instruction
recommend
to
me
gives
It
in every
"Talks
1 'inker, is among
consists
all
least,
at
shake
can
are
into
his
individuality
name
Kiddle,
by
branches
phonics.
I will
so
methods.
on
common
and
there
time,
though
the
asked
frequently
teaching;
on
practical work
the
suit
to
as
Educators
are,
seem
enter
a
he
better.
methods
best
will
where
sooner
of
them.
Teachers
works
the
slightly to
vary
applying
good
the
teaching
and
taught,
methods
who
teach, for
kind, the
acquired,
on
persons
of
will
been
inferior
an
some
individuality
teacher
has
he
books
few
a
methods
many
teacher's
a
every
as
been
as
have
with
agree
are
True,
teachers.
his
cannot
there
that
should
teacher
I
teaching.
TEACHING.
ON
BOOKS
"Sheldon's
of
BOOKS
in
Pestalozzian
a
Gymnastics,"
Object Lessons,"
School,"
"Hooker's
and
Book
Moral
Cowdery's
"Quincy Methods"
"
Talks
and
will
elaborate
more
Teacher's
be
soon
works
Swett's.
read
with
Herbert
teacher
Every
training under
have
to
get what
ho
will
people
schoolgirlsare
get
sufficient
this
with
President
"The
Normal
once
prevalent
for
necessary
very
of the
nearly abandoned
school
boards
he had
ton
would
Bacon
not
practicedthe
not
impart the
a
district
designed
of
and
school
power
without
teaching."
a
attain
careful
long time
to
the
been
to convince
like
profession,
a
All
(he
a
watch
unless
New
navigate ship unless
art of seamanship; and
a
enable
a
to
man
objects for which
study and
of
practice
of
learning
E [saac
all the scient
trade;
I'll. I"..
City:
to make
man
close
I will
only qualification
trade,
captainhad previously Learned the
not
learningof both combined would
a
a
and
have
has
scholarship,
mere
a
time
they
Hunter.
the
medicine.
enable
firs!
would
is
least, to
for the
its
York
New
at
get
schoolboys
text-books.
that
is
teaching
that
long
Thomas
of
assumes
if he cannot
soon
its
hits taken
watchmaking, navigationor
Lord
that
idea
It
and
idea
College,
teacher
school
a
he
before
I
quotation from
a
i^
all classes.
by
methods.
of the
knowledge
Larger
special,professional
teach
to
t""
"Education"
but
some
the
equal
Holbrook's,
teachers, he ought,
of
out
if
The
Page's ("The
on
children:
on
competent
acquireda
topic
books
from
can
Ideas."
reading.
are
Instructor
able
from
and
Baldwin's.
teachers,
Normal
good
a
personal instruction
when
the
teaching
of educating
responsibility
the
worth
Spencer's work
ought
tics
Poli-
American
published,
on
interest,not only by
the
On
"NordhofFs
of
Blackstone"),Wickersham's,
and
of Free
Nature."
of
on
quite BUggestive.
will be well
Teaching"
on
Lessons"
"Lessons
Manual
will find
Manual
Young," "Hopkins'
"
and
"Mason's
Child's
subject of general lessons, teachers
for the
81
TEACHING.
"Calkins'
Object Lessons,"
Objects
ON
the
the
the
manage
it
";i-
principles
THOUGHTS
ON
is
It
not
but
lead
merely
been
prepared
many
others;
come
not
If
to
beckon
will
in
here
guests,
numerously
such
a
feasts
to
have
Sully
could
study,
ject;
subas
way
and
teachers,
country
as
to this
more
this
on
Cousin,
our
better
any
Excellent
Reid,
Porter,
as
works
the
to
new
things
state
of study.
younger
feasts
anything
excellent
words
Haven,
these
to
nor
many
line
the
add
to
try
few
a
this
by
here
the
say
but
to
word
a
in
info
teachers
PHILOSOPHY
Philosophy
stated
already
than
to
purpose
my
Mental
of
subject
MENTAL
be
my
desired.
is
purpose
accomplished.
TEACHERS
WHY
When
and
an
Physiology
law
a
the
as
body,
might
their
and
With
and
reason
the
same
phy
among
time
body,
to
si-tent
more
the
the
teaching
with
its
that
so
pass
iuas
that,
of
development
of
the
its
anatomy"
instructions
Ins
the
Psychology
is
then
of
Faculties
are
laws
of
the
mind
mind
of
the
grow
name
t
Philoso-
Physiology
If
knows
is
far
necessary
they
h, and
have
less.
A
for
the
No
instruction.
if
gently
intelli-
to
necessary
lie
which
at
intelligently develop
to
Psychology
methods
worthy
of
order
in
might
Mental
or
branches."
common
mind
lawmakers
these
"
intelligentapplication of
of
should
argued
the
"
ency.
teacher
the
much
of
teachers
was
for
functions
consist
so-called
develop
knowledge
it
branches
"common
knowledge
included
have
the
is necessary
the
that
care
some
several
PHILOSOPHY.
empirical.
be
not
of
one
branch,
should
have
MENTAL
states
some
this
teacher
should
he
organs
the
in
made
was
in
passed
examination
much
STUDY
SHOULD
are
each
not
odmethcon
for
its
84
Q
HOW
tS
s
."5
I2
P
H
ft,
H
W
B
T3
H
^
fa
O
H
K
"1
H
O
v.
o
3
a
fa
"1
o
TO
TEACH
A
COUNTRY
SCHOOL.
THOUGHTS
ON
MENTAL
85
PHILOSOPHY.
a)
o
S-i
"r-
O
;-
2
"U
o
S
3Q*5
O
U
o
-
o
a
c3
IMS
a
'Saii
o
DgC
o
'3m5
I 7
o
a
-
0"
O
o
W
en
"
o
a
3
a fa
a;
fco
H
O
o
5^
s.
a"
o
O
"e
-""
"
w
*
-
a
"a*
c
"? H
u
if
S5
o
fa
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So
""?
" 7.
S""! p*= "
;"
o
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a
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3
d
x
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SS
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h
3
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53 "
86
TO
HOW
niNTS
PRACTICAL
THE
ON
A
TEACH
COUNTRY
SCHOOL.
APPLICATION
OF
STUDY
THIS
TO
TEACHING.
Ask
yourselfthese questions:Which
adapted
Which
developingthe memory?
Which
?
powers
vivid
to
studies
the observation
the
the benefits of
are
develop it?
how
imagination,and
What
?
especially
reasoning
are
What
a
in your
work
appealsto or educates the sensibilities? What is done
the healthful action of the intellect
Does
to develop the will?
and
depend in any way upon the condition of the sensibilities;
school
if so,
what
on
the
of
questionswith
these
answer
it
degree of certainty,
mind
human
given above
any
is necessary to have the chart of the
well committed, with a knowledge of the
their relation and
The
the
observation
which
are
knows
that
reproduced by
and
if the child's
vice
knows
accurate
trains the
laying
observation.
or
She
doubt.
conceptions be clear
perceptionsand
be also his
mist
reproductions and
nitions,
recog-
well-trained
a
ear
is essential
to
an
The
teacher
intelligent
grammar
importance of frequenlreviews, knowing
attention
and
reproductionis
on
she
she is
that
without
memory
pronounciation.
that, while
[hi ids
knows
versa.
also that
appreciatesthe
faculties,
gives clear-cut,well-defined impressions
will
so
well-defined,
She
when
for memory
foundation
or
powers
inter-dependence.
intelligent
primary teacher
Good
and
and
sensibilities,
Etc., etc.,etc.
wherein?
To
division
subordinate
an
observation
essential
form
the
basis of
element, whose
ory,
mem-
defacility
repetition.
is satisfied with
teacher
impressingmere
intelligent
he knows
that good judgment
when
mind
facts on his pupil's
and. that no
judgment can
depends on close generalizations,
No
como
from
sometimes
isolated factsi
made
by
mistake
The
the teacher
in
here
historywho
referred
allows
or
to
is
com-
pels pupilsto commit unrelated facts. Some teachers try to
remedy this by drawing conclusions themselves fortheir pupils,
not
realizingthat the conclusion itself is for the pupil an
THOUGHTS
isolated
the
importance
dwell
this
on
deficient
would
in
pupils
this
little
tends
empiric
the
Hand-Book
Mental
teacher's
he
than
anatomy
of
who
library.
or
is
its
not
more
The
knowledge
the
like
it
is
without
works,
the
a
a
far
inence
prom-
pre
greater
knowedge
of
Teachers'
"Haven's
Mind,"
should
in
who
"Sully's
body.
on
give
to
on
drag
teacher
of
I
pages
to
bul
in
or
subjects.
purpose
my
study.
"Watts
some
few
I
teachers
themselves,
of
Psychology,
on
of
Psychology;1
Philosophy,"
it
far
itself.
views
a
Hygiene
teaches
physiology
and
of
a
writing
by
as
essay
without
teach
to
myself
importance
for
facts
of
was
found
have
comprehensive
gel
an
conclusion
I
the
that
conclusion
because
generalizing
forbear,
manual
the
to
I
but
subject,
this
to
knows
the
than
length
to
indulge
gladly
pupil
at
respect
their
leading
the
to
understands
who
the
led
that
process
teacher
deduced
that
subject
the
mind-development
of
to
with
capable
generalization
87
PHILOSOPHY.
acquainted
more
processes
of
more
is
The
related
power
to
he
deduction.
that
so
until
fact
MENTAL
ON
be
in
ever}
TEACHER'S
THE
PERSONAL
INFLUENCE.
personal influence
The
pupils, is
his
of
acter
education.
than
hurtful
more
self
bottom,
his
pupils be, and
go
to the
is the
the
when
writer,
does
"asunder
the
or
any
done;
the
not
what
what
that
all
dissolves
building of
WOri
of Hie
true
what
he
said,
lor
by
is not.
children
mere
not
the
living of
life talks
and
he
In
talks
more
adidts.
American
an
daughter
should
educators:
"It
than
will
teachers
is
do
done,
deeply
said,
educators
but
it is
now
good
books,
text-
good
work
how
it is
thought;
"the
learning of books, but
teaching
of
morals,
what
he
foreihh
1 have
88
and
no
a
morality in
teacher
is no!
is
it
were
sooner
patiencewith
no!
lire which
it,breathing it,exhalingit,
educator.
It
of
teachers
how
the
characters;
the
his
not
things,
greater importance
lumbering facts, but
of
curse
books."
many
leading
what
but
the
daughter studies,"he
And
Not
thought,
facts;"
but
l"\ rote,
is
in
his
what
good
text-book.
are
into all these
is of
securing good
to
"Half
says,
truths
remark
your
studies."
she
acquisition
mere
half
The
will
it is "to
what
Broaduswell
proverbial among
much
so
it.
friend
become
more
no
his
by
know
enter
course,
more
superficial,so
perilous poison
to
feeling assured
with
Dr.
teaches
be
thinking things to
never
teaching, as
attached
whom
looking
are
As
of
than
life may
teacher
is ho
personal influence
asked
matter
not
of
and
almost
has
study,
habit
probably
things."
bane
teacher's
is usually
than
will
tendencies, of
Constitutional
but
in the
their
more
school
during
formed
are
char
in
element
life
of
pupils think;
they
pulpits
some
his
of
bottom
knowledge
of
so
and
thought
Is he
will
the
important
helpful. Every strong
text-book.
than
teacher, in moulding the
a
most
habits
the
and
knowledge,
the
of
Habits
of
words
is the
leach
cannot
beti
tho
t
believed
people
not
both
who
TEACHER'S
THE
their private lives
speak of
in
especially
and
known
PERSONAL
of
few
a
floor
the
making
the
where
cases
as
thing apart
a
school
of
case
teachers
used
outside
school
pupils; and
those
persons
tried to
talked
teachers
of
tried to conceal
the
opened
their
touched
and
there
hope
a
fact
such
well
as
the
of their children
is not;
one
read
must
not; that tho
or
curves
hearing- the
face, the
speech
numerous
to be what
they
ten
is writ-
opinion
eaments
mouth, the lin-
physiognomy
whole
t r\
to
an
as
the character
BO
transparent,
are
appear
what
th";/
become.
would
make
thai
the elements
scholarship,the
will make
teaching
his
he who
a
success
are.
has
not
"
more
and
will
successful
teacher
truth
to
has these
hitters'" than
from
Self,devotion
thr
to
lements
pleasanithingsin
againslgreal odds and
find man)
work
as
are
character; but, aside
of human
pupils. Ee who
Love of
find in his work
a
up
principal one-,
duty, and
work;
they
do
Be what
thou seemest, live thy creed,
I [old up to earth the torch dh ine;
then
Be what
prayesl to be made,
Le1 the greal Master's Btepe be thine."
elements
as
when
best
there is
of the
through which
avenues
are
appear
its influence.
form
speak,and
The
day,
every
it and
to
"
character
character
that
constantlyexhaled; in short, that people
and
the
they have
teachers
is
are,
dren
their chil-
Could
by precept and example, that
teach
he will
the
parents
reputationis merely heard while
Reputationmaybe concealed for a time,bat
thing as seeming what
so
plainlythat every one
of
the
them, while
on
the
that
such
realized that
have
teachers
whether
in this
no
from
character, like the atmosphere, pervades all with
Let
became
are
where
case
the term.
character
the
is felt.
character
the
to
eyes
I have
differentlyto their
influence
bad
a
to finish out
formed
they might
I
also known
have
retained
was
tions
voca-
in the schoolroom,
tobacco
reputation of the teacher
lest it should
teacher
teachers.
justifythemselves
ground that they always
pupilsand deplored such habits!
I have
their
hours, but to the knowledge of their
the
now.
from
filthywith expectoration,and
intoxicated
on
89
INFLUENCE.
"sweel
MISCELLANEOUS.
VISIT
the
In
who
has
cannot
and
To
community.
acquainted
Become
abiding
abiding
do
with
familiar
with
a
the
As
friend
a
the
hold
in
good
in
Xo
your
if in
be
too
there
ennobles
it.
No
3sary
I 0UR8E
THE
good
The
wins
position
for
lowly
to
to
mote
pro-
a
strong
do
much
to
you
conversation
too
common
it.
elevate
pupils,and
due
sympathy
has
and
He
with
to reward
censure,
pupils frequently if you
sympathy
if
enter
can
and
or
would
of
parents
your
wishes
respect
requests will be granted
your
pupils.
of
desire
pupils
Do
with.
DIRECT
read.
the
affection
his
gained
have
expression you
of your
(lain
pupils,and
.Much
homes
the
will
a
position to praise or
besl
them,
jus! to
complied
life of
the home
Visit
and
thought
pupil,
pupils'lives.
of your
course
each
you
of
occupy
now
should
is in the
punish.
and
You
Get
aspirations.
the
lasting good
any
'
confidence.
their
of
can
or
frequently.
enthusiastic
and
home
pupil's
knows
them,
and
directing the
trivial,
real
they
and
soon
parents, but
All
school
any
gain
literature
"A
district."
a
with
influences
and
but
degree,
same
He
good.
is fortunate.
pupils
and
home
of
me:
immediate
presence
who
be
writ.s
the
for
power
a
pupils' homes
doing good,
to
only the sympathy
not
or
view
for
parents
responsibilities,
amusements,
this
is
sympathy
this, visit
their
with
love
love
in
this
possess
large
a
PATRONS.
elsewhere,
as
and
deep
a
teachers
begei
school,
THE
be
can
teacher
before
he
01
done
who
can
fOUB
in the
tries
this
PUPILS'
way
will
SOME
of
90
suggesting
find
judiciously select
READING.
some
books
book-
to
preparation
and
journals
92
HOW
is shown
work
TEACH
TO
emotions
is without
of
Parents
exercises.
a
once
will
they
year
well
come
work, put in sympathy with
is
to
given
whole
the
arranged
the
pupilscomplete
there
of
be
but
should
to be
CARE
FOR
clothing,are
these
On
things were
calling the
of
course
study,
when
examination,
the
Board
rectors.
of Di-
should
dime
too
of
be
logues,
dia-
often
attention
I visited
to
the
.
and
dirty
judicious sugges
conspicuousto
pitiably
teacher's
r\
MANNERS.
hair
uncombed
have
certainly
acter.
elevatingchar-
AND
teacher's
connec
in the count
an
APPEARANCE
hands,
In
picnics are
enjoyment
PERSONAL
How
culture.
likelyto be,
not
are
and
and
school
all.subjects for the
direction.
tions and
school
impulse
yellow-backed
study
social
PUPILS'
faces
Unwashed
from
time
summer
for
occasions
A
HAVE
diplomasfrom
of
There
encouraged.
too many
educational
creditable
a
pass
not
"
results
the
these, in
with
tion
the
declamations, music, etc.,in all of which
essays,
appear
an
at least
County Superintendent, and
suitable
literarycharacter
a
it,and
with
face
son
closing
exercises,and
to
ent
par-
his
or
graduates the closingexercises
no
no
when
graduating
face
and
course
receive
they should
If
the
adopted by
or
at
neighborhood.
be pursuing a definite
should
school
Every
pleasure
to these
brought
are
and
pride
daughter acquits himself
or
SCHOOL.
parents to good advantage,and
to
up
COUNTRY
A
schools
pass
where
unobserved!
lie
matter,
simply
of that ele
knowingly, saying he had "considerable
whatever
if there was
no
responsibility
as
restingon
ment,"
done
to
in this
what
have
But
him !
improve them
you
smiled
"
respect? Nothing,alas, nothing!
ends
morals,
manners,
these
with
subjects,
Pupils
hearingthe
hence
will differ in
trainingdiffers;but
no
these
lessons.
he
character
Such
has
no
a
teacher's
Cleanliness,
courtesy.
text
book
to look
responsibility
as
things very much
it is not
for the
bility
responsi-
teacher
to
in scl
1
after
them.
their
on
home
look askance
93
MISCELLANEOUS.
shortcomings,
"pass them
at these
his
bewail
fate because
of
some
questionmanfully to yoursolf:
in this
them
What
because
"
it does
the
decry
tion
talk
to
done
you
Put
the
improve
to
BUILDING.
"
talking at things
day
thus.
but
teaching" is the usual heading for this topic,
is suggestiveof hackneyed sermonizing a kind of
it
whether
have
Bide,"and
other
respect?
CHARACTER
"Moral
by on the
his pupilsare
to
bad.
any
I
have
good
used
Far
aside
to set
pupils about
better
another
morals
would
heading.
five
and
or
it bo to find
question
minutes
ten
extol
I
the
each
and
good
in every
recita
of
outcropping
nobilityof soul,and a callingattention
to every elevatingthought, and a turning to account
of every
In this way
fittingoccasion.
pupils may be led to know, to
an
feel and
to emulate
is
what
In
order
low,
influence
and
Anecdotes
of
and
and
noble, and
and
spise
to de-
wicked.
emphasize particularvirtues, they
to
be
may
merated
enu-
honesty,
the power
and
examples strongly illustrating
grandeur of each may be occasionallycited.
love, etc.,and
to
and
mean
good, grand
kindness,
truthfulness,justice,
patriotism,
as
manner
is
what
great
in
such
and
good
men
connections
may
as
children, appealing to their best
be
related
in such
a
interest
thrilling
feelingsami leavingdeep
to be of
lastingimpressions.
emphasizethe beneficent infra
the character
of a healthyconsciousness
of duu
and
ence
on
itable
and the degradingand
responsibility,
dwarfinginfluence inevwhen
occasions
they are continuallydisregarded.When
arise,the mere
repeatingof appropriate
quotations, "There
face or flyfrom but the conscious
is no evil which
cannot
we
will do much
to implant Bentiments
of duty disregarded,"
ness
life governingprinciples.
and thoughtsthat will become
Pupilsshould be made to fii i that thej (jroiv in character
Especially should
teachers
as
as
and
they
grow
in
bod)
that
that
degrade inevitably,
selfishness and
evil thought
as
low
well
aims
as
dwarf
evil d"
94
HOW
the character
stunt
should
to
TEACH
TO
be made
feel that
to
in contact, and
deed
every
beautiful.
we
I will
thingsif
INTO
all the
work
powers
and
of
the
ought
follow
should
and
of
study
to
defeat
healthful
as
a
such
study
than
teacher
will
schools
secured
bo
or
and
"
The
of
object
influence
the
of mind
is proper
But
STUDY
AND
of
and
result
structi
in-
THOUGHT.
in vogue
the
Both
of these
with many,
secure
the
development
in such
work
desired
fact, one
cases
maybe
maj
may
methods
tend
other.
of the
judicious. All kinds
jects
ob-
often
exercise
mental
child's
of the
unfortunatelythe
study and
employer;bui physicalwreck
ing,
teach-
moral
OF
of
physicalexercise do not tend to developmuscle and
of the physicallabor
perfect physiques. Much
opposite.direction.The
them;
strong,
one
effort ; in
same
effort to
and
of
development
the
by
thought
in
live
subject of moral
OF
the
"
and
recognizetwo objectsin nearly
the other.
from
the
as
weak
radiant
for all the so-called
HABITS
consequence
and
well
said under
was
feel them
silent
the
CORRECT
our
growth
come
what
they
as
repulsiveor
the
on
convey.
habits
one
and
acquisitionof knowledge.
to
whom
this character
make
does not
he
can
methodical
The
glass,so
as
felt by all with
to
be said
that words
PUPILS
transparent
thought entertained
every
for
give more
life
sacrificing
noble, self
body. They
Influence," that it is useless for the teacher
after all that may
LEAD
is
repeat here
may
Personal
at these
disease do the
amiable, black
or
But
Teacher's
and
that
SCHOOL.
they are
done, contributes
strong, hateful
to talk
and
their character
speak,that
come
sickness
as
COUNTRY
A
The
faculties
only when
and
labor
make
tends
more
in the
ciently,
effi-
be done
accomplishedfor
ensue
to the
the
individual.
of knowledge as in
acquisition
the knowledgemay
be
the accomplishment of physical work
attained
thorough, and quick enough to suit the
sufficiently
It is much
ambitious
ensue
the
same
teacher and
to the individual.
pressedupon
the minds
in the
student;
This
of young
hut
point
mental
cannot
teachers.
stultification
may
im
sufficiently
Individual
growth
be
95
MISCELLANEOUS.
is not made
prominent enough
in their school work.
of the child's powers
principalend
nine
in
to
to be
attained
out of ten
is not
in each
held
and
The
as
the
exercise.
In
enough
up
every
velopmen
de-
the
principalaim is to get the lesson; and
it matters
not hoiv pupilsget it so that it is gotcases
many
ten.
But little attention is given to the methods
pursued or
the habits of thought that are being dailyformed, or to the
cases
effectof that kind
If the
mind,
of work
pupil plodsthrough
so
to
as
Did
the
Were
tend
pursued
the
lesson
faculties themselves.
stamps it upon
reproduce it quiteaccurately,that suffices.
the methods
?
the mental
on
pupil'sown
stimulated?
originality
Was
form
to
habits
good
thoughts aroused
mental
his
and
action
vestiga
in-
of
Was
?
In
quickened?
the
short,was
toward securing
tendency of the method and manner
bright,quick, wide-awake, active,vigorous minds, or
suckers?
book
If
slow, dull,moping, plodding,machine-like
teachers would
ask themselves
those questionsoftener, on the
work
of each
pupil,it would tend to correct many evils that
exist.
now
Habits
from
the
than
of
lead
another
method
volume*
pupils into
of
we
correct
doing,are
importance
more
in school life may
formed
into the
subject in
importanceof
effect of work
more
the
on
detail
der
ren-
harmful.
teachers
tried to show
have
habits
of
life,arising
of
of
study, and
here, hut
desire
we
work"
subjective
pupil'spowers, and
h""w to
to build
how
by special,systematic,
dailyrecitations.
character
the
and
manner
knowledge, and the habits
knowledge useless and even
In
go
of action,habits
thought,habits
We
t"
cannot
emphasize
attention
more
less to
up
tin'
t""
the
acquisi
tion of facts.
Let
as
the
the end
the correct
the
development of
to be
and
attained,not
How
to
powers
the
held
be
solution
constantly
problem nor
up
""f (In-
thorough recitation of the day's Lesson.
questionbe
"
the
more
Study: A Book
by W. M. Welch,
417
frequent1) asked,or
Self-Improvemenl
Dearborn
Btreet," ililca
tor
in
the
school
fact in
and
Lei
some
Home," published
96
TO
HOW
elicited,as
way
whether
idea
known
have
in the
star
been
of
thought was
quickened ;
are
clearlyunderstood ;
thought that cluster about
followed
taken
reworked
until
out
its
pupil'sfamiliar
all been
has
and
occur
until the fact has
ground,
new
ramifications
the various
new
data
whether
to
SCHOOL.
COUNTRY
A
analogous cases
whether
each
TEACH
place and
become
sky, and
his
into
all is familiar
the
well-
a
mental
new
peculiarpiece
own
of
cloth.
In
the
piecesof
useless
lumber
subject to which
the
to recall.
Pull
it is fitted
mind
healthfullydeveloped
with
The
pieceand
one
it.
In
the
absence
undigested facts,the mind
fact,or
vigorously. Give it a new
Such
mind
a
know.
kept
word
brings
"suppose," or
it with
has
it forth
mark
a
to
mind's
coined
If the
purpose
the
amount
work
or
and
will
end
purpose
branch;
"
To
shreds, and
what
it does
and
not
that little
even
"
of
a
the
and
word
guess,"
or
ing
*old," etc.,thus label-
"was
or
which
from
from
crucible, and
not
that
knowledge
that
of
the
become
to all the
train
to inculcate
to the
a
part
recitation be
to
impress facts,that
or
method
of the
discussions,to
the
the
recitation,to
supplementary
school work.
METHODS
IN
such
in each
commit, stamp
give color
of
motive
master
INSTRUCTION
First
and
preface
distinguishit
to
assigned,
done, and
The
its
gold.
develop powers,
ultimate
the
think,"
the
passed through
data, and
certain,assigned by thought
without
"should
ber
lum-
entirelyits own.
uncertainties
of
which
quicklyand
to act
little of the vague,
the
from
effort
no
useless
to tear it to
it knows
what
chamber
never
fabric
new
knows
away
the
to
a
is in it but
There
is
into
shreds
the
weave
this
mental
new
habit,is
its mental
of
has
fitted to
subject to
of
is free
loose
no
and
memory
the whole
of
first act, born
worked
been
relate.
they
up
comes
; all have
found
are
work
pupilsin
method
would
correct
and
STUDY.
OF
be
:
habits of
system;
to lead
studyingeach
them
to such
97
MISCELLANEOUS.
habits of
growth
study and
of
thought
the various
active and
pupils,where
to lead
them
ityfor growth,regardlessof
books
studied;"
with
go
them
them
in
to lead
to
to the
to
and
make
study with interest
over"
gone
and
of
or
avid
"
whal
habits of lift1that will
form
school-room, and
day's work,
healthful
bright,
dull,ploddingand
are
now
"amount
them
the
beyond
each
will conduce
faculties of the mind, and
interested
indifferent ones;
as
guide
and
encourage
and
control
them
nerve
in
fightingeach battle and solvingeach problem that every day
is sure
and thoughtful students, especially
to bring to earnest
to those with
a
Second
To
The
"
healthful
of
sense
responsibility.
Building.
givespecialattention to Character
is led to carefullyobserve
and methodically
teacher
such as truthfulness,
pupilsin the elements of character
unselfishness,brotherly
honesty, chastity,generosity,
valor, nobility,etc.; to note those whose lives
love,patriotism,
rank with the goitresof selfishness and the black weeds of
are
to a
to lead the pupils themselves
impurity and meanness;
examine
"
realization of their defects and weaknesses
and
appreciation
an
they possess or may attain, and to instinct and
drill them, through the inspiration
of noble thoughtsand tinto become,
emulation
of noble
day by day, purer,
persons,
stronger,nobler boys and girls.
of
the
virtues
Third
Fourth
"
Teachers
and
Fifth
83) would
form
selections from
other
page
actors
told
or
A
FEW
SUGGESTIONS
First-
Sic,
nd
The
to
itself (referred
book
for
of noble
assignedessays
by
ON
the
discussion;bul
a
on
historicalchar
each
cussed,
Bubjeoldis-
pupils themselve
CONDUCTING
having books
All
Third,
to the subjectunder
authors,relating
Pupils read
all the class
day.
the basis of the wort
read, and
bo read
may
each
brought in, anecdotes
be
cussion,may
the
class of
one
pupils,in each school,for recitation
Reader
drill in this work
and
easily form
can
"
i.s
I
Mow
each readingone
section,
m
81
paragraph,
open.
pupils close boo)
pi
one
who
reads the
98
flOW
TO
TEACH
first paragraph, and
to
then
give the subjectof
is continued
Third
COUNTKY
pupil
some
the
each
over
A
SCHOOL.
in the
class is called
This
paragraph just read.
on
exercise
of the lesson.
paragraph
pupil of the class givesthe substance of the
whole lesson in his own
language.
Fourth
Teacher
and pupilsask questions
on
pointsin the
lesson and freelydiscuss topicssuggestedby it.
The
teacher
Fifth
pupil to
assigns the lesson to some
of it in his own
write up the substance
language and enlarge
Some
"
"
"
it,his
upon
the class at the close of the
read before
to be
essay
day's recitation.
next
Sixth
One
"
in selections from
different
read
lesson,and
the
assignedthe work of bringing
authors,bearing on the topicof
pupilsare
more
or
them
before
class after the essay
the
is
read.
The
variations
aim
The
is followed
of work
order
modifications
or
should
discussion
free
lesson and
the
make
be to
as
in
each
lesson
each
teacher's
tact
recitation
each
enjoyable.
devise?
may
pleasant
The
originalessay
generalsupplementary reading come
and
such
with
and
the
former
on
at close of
lesson.
each
RECITATIONS
SPECIAL
IN
BUILDING
CHARACTER
education
is to
AND
HOW
TO
STUDY.
the child
physically,
branches
being
mentally and morally, and the common
used
to that end, we
a
means
naturally ask the question,
as
branches
afford sufficient varietyto properly
Do the common
The
develop all
good
end
true
the
exercise
of
power
and
of
of
powers
for
the
the
develop
child?
reasoning
Arithmetic
Assuming
this to be
and
ears
powers
that
see
of
and
expression,and
hear
remains
There
the eye and
properlydone, we
healthy body, keen, quick reasoning
good
ology
appliedphysi-
expression;history for the memory;
hygiene for physicaldevelopment.
"
have
now
powers,
a
the
a
ear.
strong,
retentive
perceptive
powers
quicklyand
the
for
language
powers;
yet the trainingof the perceptive
powers
will afford
ory,
mem-
"
accurately. Are
eyes
we
100
TO
HOW
Build
true
up
brotherlylove.
up
SCHOOL.
COUNTRY
Build
women.
Build
up
Develop
that
valor, patriotism,unselfishness,
part
of
pupilsthat
the
value
them
the
various
They are
to
indispensable
respect no
as
value
we
tools of
them
as
for their
man
sell
and
men,
Dwarf
rich ?
man
If
his
child,he
not
be
say, "If
would
his
or
heart
no
affections.
limitation
such
full of love
for
a
is called
sound
humanity
that
in
life
and
Lofty;a
staunch
honesty
that
rngs them
pure
concedes
ment
ele-
moral
real
are
man,
these
do
not
or
your
villain still.
a
me
noble, generous,
a
limit his
his
learning,
not
even
-ullicient
answer
soul thai make
fullness
man
and
in
it goes
wrong
others
all
explanation,in
apology and
Give
for.
a
child
to each
body,
sound
out
to any
in
a
to
sympat In-
man;
integrityand
a
pur
liberal
grounds, and
in thought;a sweet
independenceand
promise,
comresponds not to calumny,scorns
to
of
thai
spirit,
rtbilitj
their
for their
limitation let it
a
Give
mind
no
a
We
equipments for
two
be
must
harbors
"
the
be
and
the
between
and
pose
as
are
and
affections,
the
the books
in sorrow,
those
they
his purse.
and
so
and
there
power.
shrewd, smooth, clever
first,
though you
rightfulinheritance"
bis
is
man
clement
choose
must
manhood
true
a
learningof
his morals
on
But
moral
all the
man
any
power
the
have
may
it that
counts
or
him
condemn
things have their price;but
and
the affections,
which
constitute the
invaluable and incomparable. Where
priceless,
exist,what
a
tools to him.
mechanic's
possession,nor
make
acquisitions;
machinery
money,
or
money,
goods, or
valuable
the various
the
are
make
to
All these
absence.
respect,
we
retentive memory,
the
reasoning power, not
the power
not
not the linguistic
power,
manufacture
or
articles,
keep books, or
speech. All these things we prize as
we
manhood
honor.
and
It is not
but
their
up
honor, virtue,
nobility,
courage,
Build
honesty.
integrity,
love, trust
A
and
men
womanhood.
and
TEACH
doubtful
matters
where
his life is
give him all these attributes of mind and
in
of which
demigod,the contemplation
knees bend.
WOUld make
our
perfection
a
101
MISCELLANEOUS.
Give
us
womanhood
that
subordinate
to
neither
wealth
which
ought
door:
hold
is
ncr
a
King."
to
"I
that
by
and
pcwer,
he
when
bo
like
engraven
that
of
we
gave
upon
every
shall
chair
"
subservient
and
kn^w
expression
the
circumstam
worldly
caste,
and
manhood
independent
imtrammeled
conditions
no
desired
Emerson
life
practical
in
what
our
lintels
of
should
be
to
beloved
sentiment
this
to
every
a
is,
throne
room
schooland
GOVERNMENT.
IMPORTANT
If
should
step
he
be
which
these
of
For
our
2.
Prevention.
3.
Correction.
so
hope
of
teachers
leading
inexhaustible
love
speech,
be
be
thorough,
through
firm, be
which
mortals
this
advice
is
and
would
like to be
Bui
('."in
which
which
we
and
not
good enough,
will
select
few
things
all these
admits
a
of
so
to
in
all
inherit
tell
(""" and
to
all
governing principles
will
many
fall in
line?
suggestions, I
102
and
limit
these
on
complishmen
ac-
All
things,
stances.
circum-
acquire
in the
Under
so
and
all
to
in
punctual,
all these
how
(to
your
acquire.
or
under
them
me
be
virtues
know
of
and
journals
kind,
the
a
an
dress, choice
be
are
astic,
alive, enthusi-
be
generous,
teachers
somebody
form
They
school
neat
the
with
them
expressions;
embodiments
light
the
mention
angry;
may
but
with
qualities
all.
large category, comprising
a
strength
just, be
must
dignified; respect
be
vulgar
or
them.
we
do
to
These
in
get
pupils;
slang
use
never
supply
but
much
to
Be
never
your
to
enumerated,
cultivate
as:
pupils; practice patience;
earnest;
seek
discussions
associations, such
teachers'
note
government,
school.
a
to
for
resource
be
it is useless
that
this
do
teacher.
qualitieshave
in number
many
the
governing
To
following:
Personal
in
school, his first
difficulty.
and
might
success
his
school
elements
other
teacher's
the
qualities of
elaborate.
of
wanting,
mention
we
Personal
is
this
of
cause
elements
elements
purpose
Many
the
the
1.
not
find
to
know
should
difficultyin governing
find
teacher
a
ELEMENTS.
the
things?
practiceof
this
myself
heading,
to these:
103
GOVERNMENT.
1.
Be
competent in
forfeited
ever
stands
what
on
knows
he
he
and
womanhood.
cause
them
you
awaken
The
professeshis ignoranceof
what
not.
and
commands
far
respect so
if he is competent
in what
he
pupils with dignifiedcourtesy,always appealing
their
their
to
manhood
saying you do)
honor,
Treat
become
to
in your
pupils
a
if
as
they
Appeal
And
Treat
you.
them
so.
them.
develop
to
not, but always
who
bed-rock
on
son
per-
your
(but not
you
and
knoics
knows
No
teacher
qualifications
go,
Treat
and
he knows
to teach.
teach.
professesto
2.
what
not, stands
educational
as
profess
you
respectby saying he
know
by iiretending to
what
to
remember,
ivill your
and
you
highest feelings
the
feeling*
those
which
pupils unconsciously
and
boy meanly
mean
noble
were
credit
ac-
appeal to
you
and
under
their influence
ho attributes
qualities,
his teacher's
these
to his teacher
treatment
qualitieswhich
and you awaken
in
awakened.
Appeal to his nobler qualities
he was
him
of self respect and dignityof which
not
a feeling
ho at once
accredits to his
conscious; and these very qualities
his
meaner
teacher.
3.
of your
if
so
tii
nster
Accustom
words
or
actions
your
provoked or disturbed.
before
being enacted,
chamber
Senate
thought
your
harmful
actions
the
of
will be
that
mentioned,
tion
should
to
ami
cover
Second
teacher's
The
every
from
he
will be tabled
hurtful
words
and
these
lir-t of
few
item-
This
spotlesscharacter.
teacher's
element
of
of
is
certificate.
school
g" ,\
c
"nilliel
system and
organization and
the teacher'-
jihni
of
it
atten
work
when
carried oui
somes
classes,
questionswhile
one
systematically
Confusion in going
of disorder.
rattlingslates, annoying the teacher bj
detail,and
precludethe
pass
in the
many
holdinga
on
depends largely
to details.
should
fact of
the
a
the
and
a
I'KKVKNTION,
musi
thought
every
many
more
forestalled.
to say
superfluous
sound
is
personal qualities
the
If
much
occasions,and
all
on
mind, and
It is
presupposed in
considerably in advance
to go
is
hearingclasses,going
out
too
often,
104
HOW
TO
TEACH
A
COUNTEY
SCHOOL.
of
tardiness,whispering,playing in school, irregularity
insufficient
are
pencils,
paper, etc.,
pens,
which
of
plan
a
tact will have
provisionsin
each
from
be
may
notice.
Those
seat-mate, and
their
readers
"near
others
and
his
these
Every
plan that
books,
of annoyance
sources
lessen.
of
way
teacher
will aim
and
sources,
of
stall
to fore-
these
visions
pro-
proportionto his tact. I give but
A
class in reading is called without
have
books
at hand
and
"grab them
who
seated
start,"some
of
the
in
numerous
illustrations.
few
of the
few
a
organization may
some
disorder
a
provisionfor pupilsin
tendance
at-
the wall"
shuffle
must
then
bringup
must
their desks
through
the
past
squeeze
their
to find
rear.
A plan
of study
precludesthis,first,by having a program
and recitation by which
all pupilswould
and how
know
when
long to prepare each lesson and when to be ready to recite it;
second, by trainingthem to follow certain signalsas "ready,"
"turn,"
Others
a
"
use
rise,"" pass." For this purpose some
do better,I think,by simply a motion of the
low voice the teacher
three
four
or
another
to
rise,and
the noise
of
attention of the
may
are
this
This
the
the
is not
to be asked
program
indicates
studying at
any
slates much
be trained
Some
snapping
to
never
and
by seeing
may
be
teachers
bother
fingers,but
the
teacher's
the
permission
permit no
questions
recitation.
plan already mentioned"
a
slates
from
Whispering and playingduring school
by
the eyes
of annoyance.
source
a
has
teacher
quiethandling of
engaged.
during
given to turn,
out
withquietly,
covered; also in "slate exercises" when
asking questions,pupilsmay
the teacher
by speaking aloud or
simply to lift tho hand and secure
he
is done
noise
In
when
In
quietsignals.
lessen
drilled in the
to lessen
his
is
of the hand
to pass.
bell,and
pupilsto
all frames
pupils are
done
third
a
call
a
Again, a plan
to it that
motion
seconds, one
hand.
A, ready." After waiting
"Class
says,
call bells.
to
the
given time
pupil
in
a
what
the
hours
study
ened
be lessThis
program.
lesson
day, and
may
he
shows
should
how
be
few
105
GOVERNMENT.
minutes
a
he
similar
work,"
has
preventive may
such
PLAN
The
number
as
CLOSING
IN
dismissed."
The
bonnets, and
teacher
The
etc.
orderly,in
for their
order
better
CORRECTION
and
each
here
but
teacher
This
mentioned
will not
correction
Of
privilegesand
far the
is bv
is
often
we
with
at
five or
LAST
1 M
Ml
pails,
at
higher thoughts
will
NT
a
and
quietly
plans,whereby
may
the
by
"lis
skillful
of which
is
if lie will
devise
GOVEBNMEM
0]
CONSIDERED
HERB
occasion
have
mention
the
other
to resort
two
sufficient: the
Of
elements
two
this.
to
\\\
forms:
by positive
punishment
best, when
tho
seats, and
feu- suggestions, none
proficientin
ma\
At
tiles out
list of
extended
AND
is
who
rises and
country teacher
THIRD
THE
Had
quielis secured,
at their
singing,and
a
is
hats, the girlsfor their
wraps
row
spiritsfrom
THAT
The
"school
says
bring hats,bonnets, lunch
these
on
average
IS
and
of mind
state
by the school,per
of
pupils (one from each row
certain
tho wardrobe
the
this
some
recited
are
gems
the teacher
than
In
made
muscle
of
is sung;
I offer
teacher.
have
may
last recitation
recitingmemory
gems.
is prevented,may
be
from
day
the
memory
better
the
DISORDER.
tho last class is dismissed,
pupils put
signal from
PRECLUDES
DAY
reigns supreme.
closing,
tilings
might be different
to four
haps a song
desks)go to
EACH
paper-
"Busy Work.")
ill-humored.
law
in
beautiful
some
slates,map-drawing,
on
boys leap
the
apian
six minutes
work
providingplentyof "busy
and
concludes
teacher
pupils
younger
in
friction of
necessary
With
bo found
SCHOOL
pupils restive,nervous
the
lesson.
(Seo suggestionsunder
folding,etc.
A
each
to prepare
restricting
the former
these
latter should
be
laal
a
*
resort.
Tim
former
should
l"e
taughtpupils
as
ingprinciple.Make the pupil feel from the
t lint In'
all the rightsand
to have
privileges
with those of others,providedonly
interfering
and
not
abuse
them.
Winn
an
infraction
of
life govern
a
start
can
thai h"
ask
without
thai be will
the
law-
of
use
good
106
HOW
government
TO
TEACH
show
occurs,
him
show
feel it; and
lost.
has
do
they
further
that
and
privilegeof sittingtogether
fact,separates them.
this
at will
of them
some
and
Pupils
are
whim
mere
him
to
at
are
the
use
to sit
privileges
together,but
for
suspended
The
time
a
teacher,after impressing
the
advanced
privilege,
deprivation.
is
deprivationof privileges
of their
consequence
If
of this
for this
reason
room
classes.
deprived
once
a
if he
regained
ipse dixit of the teacher, but
or
inevitable
and
to
make
privilegeof leavingthe
to feel that
be made
should
the
to feel the
made
privileges
whispering,etc.
be
must
granted
it,they
abuse
they
at the
not
been
have
may
from
The
his
be
pupils like
abused, and
been
it has
because
all may
judgment
themselves
control
not
that
instance, and
own
illustrate: two
To
SCHOOL.
wrong-doer
at his
givespromise of strength
he
COUNTRY
the
curtailed
necessarily
are
A
a
sary
neces-
weaknesses, and
own
graduallybe led to feel that this principledoes
through life.
govern them
If punishment must
be resorted
to, it should be given
privately. There are occasions where a public apology is due
from the pupil, when
manly
making such an apology is neither unnor
debasing. But aside from this there should be no
they should
punishment before
his pride,"or "to
make
let
"flogging,"
and
it necessary
found
say it is
never
it where
been
yet
shall
child
on
those
in
me
me
the outside
in.
observation
'lit is
dreads
he
leads
effectual
in
school-room
me
say
to it.
to
resort
to both
me
not
I could
out
get along with-
onlysay
it,and
I don't
reach
never
I do not
of it.
out
I have
think
never
I
pupil.
his reason,
To
pound
his
will,or
only cowardly but absurd;
proportion
as
self
those
that
the
this
mode
child
is
of
resort
to
and
punish
cowardly and
degradation. Let
who
ever
debasing. It
and
and
"whipping"
I have
I
to believe
than
bodilypain more
regardedas a stricture on
for
must.
or
teacher
to
will,""to humiliate
As
barbarous,brutal
in order
to
his
to it who
I do not
it is
degrading
break
example,"etc.
resorted
compelled to
To
"to
resort
the
have
ln's affections,
seems
my
an
necessary.
some
be.
to
seems
a
the school
this
this mode
ol
37i.2
W441H
Welch
How
to
and
teach
classify
organize,
a
school
country
371.2
W441H
Welch
How
teach
classify
organize,
to
school
country
a
071
37
o
c.1
W441H
welch
#
How
to
organize.
UJ
3 0005
and
02013374
3