Cedar Falls gazette. [volume] (Cedar Falls, Iowa) 1860-1895, 1869-01-01

" ~ Y EN
Average attendance, Il
Per gent. of ATTENDANCE, E.N oil
THIRD PRIMARY. z
MISS RpTH GREEN, TEACHER.
Average whole number, r. 50
Average attendance. 64
Percent. OF attendance, aas. "s9 rs
FIRST INTERMEDIATE.
|. .s~MIss FANNIE dsEERs, TEAcIfER.E ,
Average whole number, 20
Average attendance. = "a },n@ss3 81
Per cent. of attendance, 4h 81
SECOND INTERMEDIATES.
MISS u. A.. CUSNISqHAM, TEACHER.
Average whole number, ,a'aa rs
Average attendance, e .a#t SIS
Per cent. of attendance, 73
FIRST ,GRAMArARs ~
MISS :: A. MouLToN, TEAcHER- 9
Average WHOLE number, 81
Average attendance, $50 " GO
Per cent. of sttendance, 90
e.r,F SECOND GRAMMAR 5
MISS NJ. Il. COOKE, TEACHER.
Average whole number, - i 80
Average attendance, aznt 40
Per cent. of attendance, --- %
HIGH DEPARTMENT.
Average whole number i. n &, 80
Average attendance, %
Per cent. of attendance, a 81
Per cent. of attendance Of all the
schools, S9.5
From the figures given above. it
will be seen that the time lost from
the various schools by reason Of alb
sence, amounts to about one sixth of
the whole time, or, In other words, 1t
is equal to what would be lost by re-
moving one hundred pupils from the
SCHOOLS, there being 600 enrelled,
proyiaing oil the Others Were present
the whole time. Or, TO lock at the
matter in a pecuniary point of view.
II 1t costs 5000 per scholar for term
of fifteen weeks, to sustain tho public
schools Of this city, then there hare
been expended siz hundred dollars
during the past term from. which no
benefit has been derived by reason
Of non attendance, on the. supposi-
ton that the time lost 10 worth at the
rate of 5000 per term to each pupil.
I'm making this calculation, no ac-
count is taken Of time lost by tardi-
ness.
But ii may be argued Chat the alb
sence Of half day Is no loss to the
scholar, that he can make up the lost
lesson and recite the next day. In
reply to this ! would say that IL FREE
quently happens that the lost lesson
contained some principle that re-
CURED thorough explanation by the
:eacher. The absept scl,olar,appears
thclnext day, but not understanding
tho priuciph contained in tire lesson
of yesterday, is unpreparcd on both
lessons. And the case becomes a
more aggravated one when the schOl-
ar is absent several half days In sue
cession.
What shall the teacher do? Shall
she spend the time with uhe absentee
until he comprehends all he has lost
by absence and compel the rest of the
class to wait? This would be mani
fest injustice.
But some one will say, give him
private instruction out of the class
But the teacher has all she can do to
hear her classes, and frequently has
to dismiss them before a thorough
recitation has been heard or expla.
nations given, for want of time. The
result is. the scholar falls behind in
his studies, loses Interest, and be.
comes a dead weight In his'class. -
Many u scholar, who would other
wise have stood at the head of his
class, is frequently found at the foot
for the reasoned above mentioned.
If the injurious effects of absence
were confined to. the absentee him
SELF the subject would be one Of less
Importance; but the influence upon
the lest Of tie school is baneful in
the extreme. The standard of schol
arship Isl lowered, ZEN thlfsiasm i:
checked I'm both teacher and scholar
and the work of the sel,ool room
soon comes TO be regarded not Of tho
first, but of secondary Importance
/ do, not wish to be Understood tc
convey the idea that, In my opinion
all casesIof abseneeitlIat pccur In, oul
schools are avoidable. From long
experience Ina teaching and close Oh
servation, l feel satisfied that at least
Is Per cert. " absences might sbt
avoided. Having. brought this sab
jcct to your notice and pointed ou1
some of its attendant evils, / com
mend it to your careful considera
ton.
T1ttfi4 nlss sc. GeTTexs,ia
II jnIt4J pin. PelliS fshools-
eve are compelled, for want o