Sacramento daily record-union. [volume] (Sacramento [Calif.]) 1875-1891, 1880-06-10

The seperatrix and connecting signs IN frac-
lions are not taught In that grade The signs
and parenthesis used in such complication as
in the first question of the ten of the first
grade on examination are not used in the
! fifth grade. If teachers depended on exam
pies from the book alone the classes would
fail on examination because examinations
no questions from textbooks are given out
, Mr.. Brier recalled. He took up an ex-
ample written by Mr.. Young, and explained
wherein it differed from question l, saying
that the principle was not included in ques-
Hinkson talked and worked in algebraic
signs to such an extent that no proper state
ment of the explanations can be given in this
place at this time.
Mrs. Kitchener called. She is teacher
Had seen the ten questions spoken CT. The
same principle involved in question one is in
volyed in question five of the fourth grade,
given out for the examination of 1880. SEN
sation. She read question five, fourth grade,
and said the brackets IN no way change the
character of the complex fraction. She
called the attention of the examiner to the
brackets, who told the pupils to throw out
the inner brackets, or else the minus sign.
The signs of multiplication and division are
closer signs than of addition or subtraction,
and any good teacher in the fourth grade
teaches that. That is all that is at issue re-
garding the dispute about the first question.
No good teacher follows wholly the textbook.
There are scarcely any principles laid down
in the textbook lately used, and she had
heard IL had been dropped, as it should be.
Yet this would be no excuse for scholars fall
ing. Concerning the ten questions in dis
pute used in examining the first grade, she
would say further, that the second principles
in the question are taught in the second
grade; the third might be taught in the
/ IL. L. L.
might be taught in the third grade; the fifth
is first grade work I; the sixth might be taught
in the fourth grade. Itmay be said that it is
too difficult for the average class but no prin-
ciple is involved which might not be taught
in the fourth grade; the seventh is not in the
course, but as in it the same methods are
used as in Colbourn's Arithmetic, in use in
lower grades, scholars should have little diff
Guilty with it. The eighth is mensuraticn,
and is first grade work. The principle is
taught in the xtbook. The ninth and tenth
come strictly within first grade work.
Miss Watson called. Her work is not in
arithmetic, and she had not given heed to it.
except in the fourth grade Somewhat She
had not examined the course.
MRS. HARTLEY CALLED.
| She had attended the investigation. She
knew that the efficiency of the Principal of
! the Sacramento Grammar School is at issue.
| She never had a pupil under Mr.. McDonald's
tuition. Had never been present when he
taught. OF her own knowledge she knew
nothing of his efficiency as teacher of arith-
metic.
The Chair here held that the charges went
only to Mr.. McDonalds competency as a
| teacher of arithmetic.
Mr.. Hinkson said if so, the investigation
had as well cease now.
Mr.. Hancock claimed that his charges |
went to his competency as teacher.
Mrs. Hartley said at the first meeting
many parents attended to prefer complaints. |
They felt deep interest, and thought the |
Board able to conduct the whole matter and |
investigate all things involved. To the sur |
prise Of the parents Mr.. Mcdonald was found |
to be speaking through the mouth of the |
Hon. Grove l.. johnson, lawyer. Then the |
parents who had taken the initiative were
forced to have some one represent them, and
at last they had to employ lawyer also, and !
thus the odium was thrown upon them of
prosecuting with lawyers. She protested |
against that it placed the parents in false
position. To her idea the case was not one
for lawyers. 1t was disgraceful. Mrs. Hart
ley was here called to order.)
ROW ABOUT CHARGES. \
At this point the question arose as to what t
the charges were The Chair said the charge I
Mrs. Foster; also Mr.. Hancock preferred /
charges, and was given four days time in |
which TO file his charges in writing.
Mr.. Hancock now present them.
Mr.. Young-Y on are too late.
Mr.. Hancock-No, this is the fourth day |
After lively debate the Chair held that
the charges should be read, and they were:
6 / charge that the class has failed in arith-
metic for the three last years, and MIR. Nc
Donald is incompetent.
g l charge that in the case Of the pupil /
Viva Slight, in not being able to explain the |
examples under Banking. on page 265 of |
the textbook used, Mcdonald is iucon-
petent.
= | charge that in discriminating question /
No. of the problems in arithmetic catch !
question: and assigning as the reason that I
the shrinkage required instead of the |
cloth left, he is incompetent to teach arith-
metic.
9 l charge that he is incompetent because |
his class, when reaching the High School and |
having had one hour a day extra time, they
have been one-half conditioned or dropped at
the end of the year."
Mr.. Hancock said he had one other charge |
the incompetency of Mr.. Mcdonald in
grammar-but the paper had been mislaid !
He thought he had handed it to the Secre- |
tary. He would reduce it to writing.
Mr.. Hinkson asked leave to amend the |
| charges so as to charge general .incompetency,
and, after lively debate, nothing was done !
about it; the Chair hol,iing however that |
any charges would be received at any time !
hereafter by the Board.
Mr.. Hancock filed his remaining charge IS
follows
81 charge that Mcdonald is not compe- /
tent to hold the position he now does by rea- |
son of his incorrect use of the English Ian /
guage,"
THE BOYS AID GIRLS EXCLUDED.
Mr.. Hinkson here offered as witness Mas |
ter Doane, of the first grade Sacramento
Grammar School. He offered him to test The
question as to whether pupils will be allowed
to testify. He hoped they would be excluded |
The Board unanimously resolved to exclude
pupils as witnesses.
Miss Charlotte Slater called. Been eleven
years a teacher Have not taught in the
Sacramento Grammar, School since last 0:-
tober. She has heard Mr.. Mcdonald teach !
arithmetic to her class occasionally = not
lengthy exercises. She had not heard
him teach CROUCH to enable her to
Judge of his method of teaching
arithmetic or grammar. From his in
correct use of the English language
in addressing the classes and in explaining
examples, she did not deem him aproficient
in the proper use'of the English language
one Hit IEditl MN say " SStlOltstSf AIS lpu
finished ? s" instead of " Have you finished "
TO Mr. Young)-Did not know that such |
expressions are permissible, or that they are
INDUCED in by classical scholars Did not
recall any other examples at the time. The |
expression referred to conveyed the idea to
the pupils but it was very inaccurate.
Mr.. McCiatchy-Do you, Mr.. Young,
deem this OF sufficient Importance to dwell
on it?
Mr.. Young-No, sir, do not, but they |
have deemed it efficient to keep witness |
here until after 10 o'clock.
Miss Slater Ito Mr.. Hinkson)-His i'm |
proper use of language is frequent. 1t causes
pupils to use improper language. They learn
by example greatly. It impresses the teach !
ers with the idea that the Principal is def |
Gent in scholarly attainments. Her scholars |
had commented upon Mr.. McDonald's incor- |
rect use of language. They were of quite |
frequent occurrence. She told her pupils |
that it was not polite to speak Of the gram
NAUTICAL inaccuracies of Mr.. Mcdonald. ITO |
Mr. Youne) Should say that Mr.. Mcdonald !
is not good grammarian. Have received
grammar questions for her class from him
where the construction was wrong. Authors |
differ as to construction and punctuation, but |
not IS to such errors as she referred to. AS
nearly as she could recollect in one case it |
was in the structure of a sentence. Could |
not give any OF the sentences.
4 r.