Evening star. [volume] (Washington, D.C.) 1854-1972, 1879-05-20
What the Teachers OF Our Public
schools Say About the Course OF

| Stu0ys
! From the communications sent In to the COM
mittee Of the school board we present the fol.
lowing as an epitome OF the recommendations
| Of the teachers:
| teacher says: 81 was advised by teacher
OF over ten years experience not to write, loi
| by writing. might perhaps lose my situation.
Another paper says: 'The teachers OF the 49,
present limit Of study includes far too much te
| enable us to do justice to ourselves or our pu,
pills. respectfully submit for your afher docu.
I men dooS We the teachers of grade
division, know by experience that the limit Is Is
oanons Of as regards
ybe a,cb ,,efded changes In the course OF study,
a teacher In the county says
I. 1.-The books now In use are good. would,
however, choose different system OF mathe.
metics, and in the interest or economy and
simplicity would substitute another geography
fer SWintons which would contain the same
fir Information practically and would cost one
third less. / would also carry the phonetic
system higher than the second grade.
2. No text book relating to the natural SCI
enceS or other extra studies should be placed in
the hands OF any but advanced pupils The in
s:rnetion in these branches should be Insisted
upon, but should be entirely oral; in other re-
spects In my opinion the present course is good
for graded schools, with the exception of physi-
OlOgy in the 9Th grade.
8. Pupils should not be allowed to study more
than three subjects cOntempOraneOuSly, except,
perhaps, In grammar schools A greater num-
Der neceSsitates alienation, which destroys con-
tinuity of thought, a thing of as much Import
ance to children as to adults; as necessary In
exercises pertaining to the mind as to the body.
Rather shorten the term than increase the
number OF studies. In framing a course OF
study would make this trinity of subjects my
central idea. All other instruction should come
in general exercises.
pupils In the school room, including general ex-
erciseS, should be occupied in recitatiOnS.
Teachers should classify accordingly.
5. The board should furnish all books No
distinction should be made between Indulgence
and wealth. Education il not compulsory
should at least be free.
A distinction should be made between city
and country schools. Since the city system
has been applied to my school | have been
hampered by rules and overloaded with text
books. In six grades OF small children use six
reading books: there is no necessity for more
than four, at most; and what is true OF this is
applicable to the other branches believe the
grades. from one to eight, inclusive, could be
successfully taught In one room if the teacher
in other respects from the rules for graded
schools. Only six grades can be taught TO ad-
vantage In single school; and with them there
Is much useless friction and loss OF time An
other evil is the gaugtng of the salaries OF
teachers by the highest grade. This is a con-
slant source OF annoyance, is not economical
and is not just: principal OF a single school
teacher OF graded school. The county has
made more progress In the last three years than
In any corresponding period OF its history. This
improvement, however, Is not due to the sys-
tenn Of grades, but to efficient superintend-
ence"
city teacher says: sit is in the third grade,
or GoI farther n back where the mistake II any,
lged to take pupils In my third grade class who
were totally untitled for it, though always
brought to the notice of the powers that be,
yet when examination day comes round am
held responsible for their standing, and the
whole class marked for their failures" A lady
teacher says: 81 wish to call attention to the
grade schools. A large number OF the extracts
there used are as far beyond the comprehen-
sion, and therefore beyond the execution of the
average hfteen-year-old school girl, as one Of
knowledge and experience OF life to read INTEL
ligently ''The Battle Of FlOdden Field" page
40; 'srhe Reform That is Needed, page 2l5;
Infinite" page 212; while the despair with
which they attack "Carlyle's Boston Tea Catas-
trophe, page 314. Is both cOmical and pathetic.
ter and manner Of letter-wrIting, In all its
branches. The different forms of friendly, So
cfal, and business letters, they do not compre-
hep am apPfsa TO- to ys
ance or regret, or an application for employ
ment. There are not enough hours in the
school year to give practice In this in addition
to the fifteen branches Of which we are now re-
quired to render an account at the end OF the
year."
SUMMARY OF ALL THE CHANGES PROPOSED IN THE
PRESENT COURSE OF STUDIES.
The following changes are recommended by
teachers;
FIRST Year.-No change proposed.
Second Year or Grade-Reading-Use the Sec
Limit too great, Impossible to do it justice; in
stead of III lessons take 81; drop Primary Speller
and use words In Second Reader. Arithmetic
The multiplication table to be mastered: instead
ri md
stop at page SO; pupils should not have to pur-
chase Primary Arithmetic; teach addition and
subtraction, and do not take up multiplication
and division. Language-Conf1ne lessons to
making sentences; omit writing compositions
Musc-Take only ~ charts instead of II. Ma
tural Sc.ence-Om1t Childs Book OF Nature as a
Third Year or Grade.-Reading-U only
Third Reader. Spelling-Too much spelling;
abolish Primary Speller, and use words In the
Third Reader. Arithmetic-Dispense with Da-
to be purchased as text book, but used
teacher. Music-Through the 10Th chart only.
Natural Science-Omit Child's Book OF Nature.
, Fourth Year or Grade.-Reading--Use 4th
Reader only: Spelling-Use the New Pronounc-
ing Speller through lesson 103; "Limtt to long;'
ENTIRELY too difficult" Arithmetic ad-
OF decimals;" 'Limit too long; dectmals should
be taught In Sd grade; mental arithmetic Stop
at page 81, end OF lesson 7. Natural Science
Omit Childs Book OF Nature. Language
Fifth Year or Grade.-Spelling-New Pro-
nouncing Speller through lesson III and review;
"Limtt too long, "Use only the words In
reader" Arithmetic "Lfmit too great" take
| all OF fractions; review decimals. Mental Arith-
| metic-ShOuld stop at section s, chapter Is;
| should stop at lesson IS; "Davies' Intellectual
| too difficult "Omit mental arithmetic" Lam
| guage Adolph KerlS Language Lessons
| through part I. Geography-Review the first
| 81 pages; maps OF North and South America
/ sufficient; omit review OF 4th grade work. omit
| review OF United States. Writing-Too much
requir ed for exhibition; give more time to capt.
| tai letters. Draw1ng-TOO much required foI
| exhibition; limit too great. Natural Science
| Omit Hotze's Physiology; teach lessons orally
| Si1th Year Grade.-Reading-Use q book
| for variety like Dickens Childs History OF
England. Spelling-USe New PrOnouncine
| Speiler through lesson 261; "Too much tG
| review" Arithmetic-U. s. currency and de-
| nominate numbers only. Language-USe nc
| textbook, teach orally; have something more
! simple than kerls Common School Grammar
omit the many rules relative to properties o.
| nouns and prOnOunS. HiStOry-IiInit too long
| Revolutionary period should not be introduced
DraWing-ToO much map-drawing; omit design.
and copies. Music-"Very Objectionable as con
Quoted in this grade" Natural science-Teach
| Ing to be entirely oral do away with "HotZe ,
Serenth Year or Grade.-Spelling-Us New
PronOuncing Speller, finish and review it
| A1ithmetic-Omit stocks and brokerage: omit
mental arithmetic. Language-Finish and
review KerIs Language Lessons. Geography
Omit review OF the 9Th grade. Hstory-Om