The New Bloomfield, Pa. times. (New Bloomfield, Pa.) 1877-188?, 1879-08-26
For THE TIMES.
Course Of Study for Ungraded Schools.
Work for the Respective Grades and appliances
Necessary.
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Primary reading charts should be In every
schoolroom. Where there are none the teacher
must depend upon the blackboard and primer.
The word method Is recommended In teach
Ing reading. At first, each word learned
should be printed by the pupil on the slate
that the forms of the letters may be impressed
upon the mind. As soon as possible, however,
the child should learn the script form of letters,
and thereafter the exercises should be iuritte,t.
Thus with pencil or crayon In hand, and an
occasional suggestion from the teacher In re.
gard to the lesson to be prepared, or the pic
ture or map to be drawn, the child will be
proftably employed, and will scarcely find
time to give the teacher trouble.
Drills in phonic analysis (spelllng by sound)
should constitute large proportion of the
daily exercises In the primary grade. Pupils
should spell by sound every word learned
from chart or reader.
Spelling by letter should accompany each
reading lesson, and no word should be passed
In any branch studied until It's spelling is
mastered. Names of familiar objects should
be spelled when they occur In object lessons
Writing or printing part of each lesson on
the slate will aid In learning to spell.
Children should practice counting as soon
as they come to school. At fret they should
count the real objects of the school-room. Ad-
ditlon and subtraction of number to ten
should be taught, using objects represented on
the blackboard by marks, and using the word
and for plus, less for minus, and are for equal.-
Substitute numbers for figures, and count for
ward to one hundred, and backward from that.
Write and read numbers to one thousand. Add
columns consisting of from six to ten figures.
Aim at accuracy and rapldity. Secure neat
ness In writing numbers.
In geography study directions, and distances
In the immediate vicinity of the school house.
Make actual measurements, determine and
describe the boundaries of the school-room and
premises, draw lines representing them on
states and blackboard. Teach the name of
townships, county and important towns in
county.
Oral instruction on familiar objects, with
reference to their parts, forms, color, size,
properties and uses, should be given. Suitable
objects an apple, knife, book, desk, brick,
chair, flowers, de.
When pupils come to school with little
knowledge of correct forms of speech, their
errors should be kindly pointed out and cor
rect forms given. Great care should be con-
stantly excised by the teacher in correcting the
language of the pupils and in directing atten-
tion to their faulty expressions.
The use of capitals in beginning sentences
should be taught, also, some of the uses of the
period.
Second Grade. - Pupils outfit consists of
slate and pencil, second reader, and primary
arithmetic for latter part of grade, primary
geography, copy-book and lead pencil.
In reading, no lesson should be finally left
until the pupil is able Q) to speak each word
promptly at sight, (2) TO spell correctly every
word in the lesson, (3) to state intelllgently
the meaning of what is read, and (4) to read
with proper tones and modulation of the
voice.
Phonic drill should be kept up In connection
with reading
Spelling should receive careful attention In
the way already indicated. Special attention
should be given to articulation.
Much writing should be done with pencil on
A - tha iAd
be given to the study of forms of letters
commencing with and n, the short, stem,
loop, and capital letters should be studied in
order.
Portions of the reading lesson may be copied
summaries of lessons written, also words and
sentences which are dictated by the teacher.
In arithmetic, accuracy and speed should be
secured In performing the work of the fun
damental rules, and neatness in putting the
work on the slate or blackboard should be
insisted upon. Correct definitions of terms
should be carefully learned when reviewing,
and the leading principles firmly fixed.
In geography, map the school grounds, the
home, farm, giving location of house, barn,
streams, road, &c. After books have been in
troduced, frequent use should be made of out
line maps. After rains, or along streams,
study continents, Islands, CULTS, lakes, chan
nels and rivers. Attention may be directed to
the different kinds of land, farmland, wood
land, level and hilly land, sc. ; to the differ
ent objects composed of water, springs,
brooks, creeks, ponds, &c. to the different
kinds of stone, sandstone, slate, limestone,
&c. to the productions of the neighborhood
to villages and towns to rain, snow, and dew
to the employments of the people, &c.
In language, continue to correct errors of
speech Let pupils write names of objects in
the school-room, objects seen on the way to
school, objects seen from school-room win
dows, of classmates, &c.
Teach the use of capitals, and let pupils
construct sentences containing name words, as
above then give action words to be used in the
construction of sentences
Third Grade. = Pupils outfit consists of
third reader till flushed, then fourth reader,
spelling book, complete arithmetic, primary
geography, till finished, then the intermediate
copy.book, paper for practicing, ink, pens,
pen-holder, and blotter.
In reading, continue as in second grade, and
give much attention to expression. Begin to
use the dictionary.
Phonic analysis and spelling should be
studied as indicated in former grades Place
the key to pronunciation on the board, and
give frequent exercises in uttering the elemen-
tary sounds represented.
Writing in py-books with pen should be-
gin. Have the copy practiced on foolscap
first. Give much attention to the forms of let
tiers. Teach pupils to detect their own errors.
Copying stapzas of poetry, and writing from
dictation should be continued. Uniformity of
copies is essential.
In arithmetic, review fundamental rules
Give special attention to analysis of problems
and the definition of terms. Teach the prop
critics of numbers, factoring, decimals, and de-
nominate numbers. Give original practical
problems.
In geography, each State of the Union
should be correctly mapped. The pupils should
learn the boundaries, approximate area and
population, mountains, principal rivers, and
cities, and the agricultural, mining and man