The Manitowoc tribune. [volume] (Manitowoc, Wis.) 1866-1878, 1876-12-07
EDUCATIONAL.
BY C. L. VIEBAHN.
TIE CLASSIFICATION OF A SCHOOL.

classification, and the difficulties attend
ing this task, have peen pointed out. It
remains to be shown how these evils are
to be remedied and better organization
effected
To do any important work plan for
guidance is necessary. Such a plan for
the teacher is the classification and the
course of study of his school. The sue
cessful organizer should know what are
the most important requisites of prac-
teal education he should understand
the genesis of knowledge he should be
acquainted with the condition and needs
of his school; he should have the prac-
teal sense to treat all existing customs
with respect and prevalent opinions with
Difference he should Introduce changes
slowly, and not Set aside established
practices until he knows them to be det-
rlmental to progress, or other practices
to be preferable. But while he should
be slow to make changes, he should not
leave the classifca ton to be determined
by the textbooks, nor by the whims of
his pupils, nor too much to the preiu-
dices, to the likes and dislikes of the
parents.
The classification of d school should
chiefly depend ON two things: on the
number and character of the studies co
be pursued, and on the relative advance
ment and maturity of the pupils.
The school law prescribes the branch
es to be taught in our schools, but it
does not determine how these branches
are to be Incorporated into course of
study. This is left to the school board
and to the teacher.
The different subjects taught in our
mixed schools might, according to some
systems of classifying knowledge, be
put under fifteen or twenty heads; but
it needs no argument to show the folly
of teaching them as so many different
branches. AS this would make school
work still more ainless and deficient
than it already is: so proper reduction
of studies would enhance its efficiency.
Not many things but much, is an old
maxim. A great number of branches
leaves too little time for the proper
teaching Of each.
There are three principles the appli-
cation of which help to determine the
proper school curriculum.
l. Those subjects Of study which are
not essential i'll ordinary pursuits in life
should be omitted if they consume time
necessary for the thorough teaching of
the more essential branches. The I'M
portance of reading, writing and arith-
metic demands that the study of the sci
ences, of algebra, of civil polity, etc., as
well as many subdivisions of some
branches which may be pursued to
some extent, be excluded from the course
of mixed school not because they are
not desirable, but because other things
are more desirable. The country school
should exclude from the course in arith-
metic, much that is of no more practical
value to the average pupil than the solv-
ing Of puzzles and enigmas have, in
grammar, much that is of use in parsing
only, in geography, much that merely
Grams the mind with strange and I'M
meaning names, in history, much that
gives only the show of learning What
good farmer Or mechanic in Manitowoc
county has ever found it necessary or
convenient to know how to find the 10th
term of geometrical progression, or to
his advantage to know the location of the
Yablonoi Noun tains, or to his detriment
not to be able to parse the word ago, Or
to his happiness to know the dates of all
the battles of the Mexican war.
2. Those subjects of instru ction and
those exercises which naturally belong
together should not be separated, but
always treated as belonging to the same
branch. History and political geography
serve each other, and are therefore one.
Mental and written arithmetic should
simply constitute different kinds of exer-
else on the same lessons. Speaking,
reading and writing are three sides of
the same thing, the understanding and
use of language. The reading lesson
should not only be read, but also spoken
and written. By thus combining relat-
ed exercises, we not only save time, but
the things studied are better understood,
being viewed from different sides and
handled by different means.
5. Some subjects Of study which can
not be taught as separate branches, may
be incorporated in the course with 9TH
er branches, being substituted for them
during part of the term. Some of the
elementary facts of geometry are more
useful than many parts of arithmetic
they should therefore be taught in the
course for arithmetic. Many facts re-
lating to business, to society, to health,
to weather and to many other common
matters, are more important than three
fourths of the geog raphy and history
usually taught they should therefore
occupy a part of the course assigned to
subjects relating to general knowledge.
By the observance of the foregoing
principles the instruction given in our
mixed schools can be put into four
branches. 1. The English language,
including speaking, reading and writing
and also the few grammatical and ortho-
graphical theories that are useful 2.
Arithmetic, including numbers, space
and form. 3. General knowledge, in
Guiding the most useful and instructive
facts in the science of common things,
penoranEY and history 4 Technical