River Falls journal. [volume] (River Falls, Pierce County, Wis.) 1872-2019, 1879-11-13
Educational.
HIS. BAKER. "A. B.,Editor.
(coUETys SUPERINTENDENT.
SEATING AND GRADING.

itation, but have them recite at thei
seats, standing when called upon O.
questioned.
Try to have those pupils who recit'
together in one branch. recite togeth
er i'll all. Transfer pupils to otheI
classes when practicable to accomplish
this end. Time and confusion will bt
saved if the above plan is followed
Nearly all teachers tried the plan last
summer and the result was highly sat
isfactory, especially when any given
grade of pupils, as the third, were to
gether in all other classes. Work
steadily and perseveringly to secure
such condition. There are more pu.
pills wrongly classified in reading than
in any ether branch. Do not hesitate
to transfer them, when necessary
your grading will often be promoted
by so doing.
The third reader should be seated
adjacent to the second on one hand
and the first on the other, as men,
bers of the third and second may nee
essarily, for while, recite together
in another study. Also there may be
some members of the third and fourth
reading classes. When your school is
graded the matter Of programme is
simplified and there are other advan-
tages too numerous to mention. The
seating above urged does not grade the
school, but it is important as suggest
ing other steps and is usual in village
schools. 1t is a convenience.
SPELLING.
In addition to the work in spelling
suggested in Circular No. 2, you are
requested to have each pupil as he
spells word, put it into sentence
either orally or in writing, which SEN
tence shall be of a nature to show
whether he can use the word properly.
1t is also useful to have them bring to
the class a composition involving the
words of the lesson.
OPTIONAL BRANCHES.
Nearly all teachers give instruction
in drawing, physiology, or both. We
hope all will spend from five to ten
each day with both of the
above named branches during the win
ter term. Let all who can open school
with singing and give instruction in
the rudiments of notation. Have
plenty of practice at all stages of pro-
gress. Next summer let all teach,
daily, botany rs a general exercise.
Many have done it during the past
with the best results. The
study is not only very profitable of it's
elf but it gives thepupils an interest
and enthusiasm which permeates all
other branches. Itcultivates the per-
ceptive faculties of children betterthan
else-facalties whose culti-
walton is ignored By our present course
of study. Try it.
PRIMARY 4RITHMETIC.
The pupil should be taught to count
at first only to IL or Is. But he should
never count without counting some
thing. Let there always be objects
before him to be counted. Adhere
strictly to this.
2. Teach him to make the Arabic
figures as far As he has counted.
When he has counted to five, and has
five pieces of chalk for instance) be-
fore him, then have him make the fig
ure five. Do likewise with the other
carrying the same plan to
hundreds when they are more advanc-
ed.
3. When he can write numbers to
four or five, teach him to add and sub
tract these, both mentally and upon
states or board. Continue until he can
perform the operations very rapidly.
When he can count and write to ten
teach him to add and subtract all num-
bers below ten, and in this manner
continue. At length derive multipli-
cation addition, and division from sub
traction and drill them in these opera
lions.
4. An hour before recitation, which
should occur just preceding the ii A.
n. intermission, place upon the board
examples in addition, subtraction etc.
emitting the answers, for the class to
solve at their seats upon states, and
have the work brought to the class
for the correction of answers and 9TH
er criticisms. During the recitation
some work should be done upon the
board by them and very brief an
alysis required. Examples may be
both abstract and concrete.
5. Intersperse the above work with
drill in rapid combination, in count.
ing by two's and three's, ETC.; by re-
curing them to invent and solve con
crete examples. and by occasional
work in Roman notation up to one
hundred.
6. The common ,errors of method
in this branch are such as the oDlis
sien, for long time, of any writer
work; the attempt to teach counting
in the abstract to thousand, perhaps
without having them count things
the attempt to teach them to write
numbers to billions before they car
add to hundreds; the omission of any
written work at seats between recita
tions.
PRIMARY GEOGRAPHY.
There are some teachers who do no
give instruction IN geography to thu
younger pupils. This is wrong. Blu
the work should be what they cal
comprehend. The first topic shout,
be either the teachers desk or TIN
school room; then the school yard
district. town, county state and adjoin
ing states. In studying the schoo
room they should learn directions, t
estimate short distances, to draw
map of it and to tell why each articl
is placed where it is. Pursue tn