The Abilene reflector. [volume] (Abilene, Kan.) 1883-1888, 1888-01-12
Difficulties in Grading Country
Schools and the Way out of
Them.

Them.
Mr.. Chairman and Friends Of Educd
ton:
have not the eloquence of Jeffer
son nor the perception of Madison t
exhaust my subject in clear, loglca
! manner, but what say is the result o
experience. You will please pardon
me for adding just little to the sub
j3ct assigned denominating it thus
Difficulties in grading country school:
and the way out of them.
My reason for the change is, that
discussion of the subject proper would
not do Justice to a cause in which an
so much devoted.
IN SCHOOL.
~ Teachers Term Report.-On tax,
ing charge of a school you are con-
fronted with a report from your prede-
cesSOr. This is Il valuable auxiliary
for it gives the ensuing teacher some
preconception as to the ability of bis
pupils. But, unfortunately for him be
finds after weeks of patient trial that
the harness does not exactly fit many
of the boys and girls.
do not wish to reflect upon any
action of our country teachers, how
ever there is great tendency toward
making glowing reports. 1t may arise
from a misguided judgment as to what
practical thorOughness means. Again,
where thirty pupils have been arranged
into three classes in arithmetic it is i'm
possible to have an even scholarship.
Yet the good, bad and Indifferent bear
the same record. Can a teacher who
desires to classify into five grades USE
such a report to advantage? This
seemingly is our first obstacle, and |
see 10 remedy for it.
To establish a graded school then, a
personal knowledge of the entire school
must be obtained. 1t may require two
months to cl; SSify properly, but the adj
vantage gains d will more than compen-
late for time lost.
~ The Pupils.-One of the advan-
tn ges claimed by advocates of graded
schools is, that it makes education easy.
To develop strong mind all its powers
must be fed at the proper time with
normal food. This is not done in IN
graded schools. John has been accus-
toned to arithmetic and reading, there
fore when he is invited into the
language class he revOltS at the very
idea. He says. l can't study it. L
don't like it and l 'front.' study it. To
round it UP he goes home with per-
feet TRADE on the teacher. What is
the cause of all this trouble ? Abnor-
mally developed intellects. And this
results in One-sided individuals.
Locating pupils in new and neglected
studies is then the greatest difficulty
inside the schOolroom. To overcome
this objection 60 slow. Give some talks
first on the rudiments, and some easy
work without books. In few days
you will overcome the dislike, when
you can enter into the work proper
amid the satisfaction of the whole class
81 Holding a pupil back in one de-
partment and pushing him in another
is a thought fraught with anxiety.
John can compute interest right well,
yet he does not know what country he
lives in, or even how to back an en-
velope. What shall be done to bring
him up in the grade? Spend more
time on the neglected studies and less
time on more familiar work. He may
desire to put more time on arithmetic,
yet if pleasant employment be given on
he may be cOntented, and
thus the whole mind be made stronger
by these natural methods.
a. Everlasting teacher.-It is
hnt
many grades successfully. The in
creased number of recitations makes
The average teacher nervous, impatient
and fretful. What shall be done to
tighten the care and maintain the
equilibrium =? Here is a field in which |
.he teacher will be rewarded by bring
ug forward all his reserved forces of
TACT, energy and dispatch. A we'll ar
ranged program, short recitati)ns, and
lies. Two history classes may recite
At the same time-one orally. the other
On blackboard. Again, when two
grades are in same reader or geography !
recite the same lesson.
BY this mode of procedure manage
nent is made prominent feature of
The schoolroom. How to manage is a
potent factor in all the affairs of life. |
If a lady teacher in the Abilene schools
IAN manage IL SCHOOL of four grades,
why can not a country school of five
grades be managed with equal success ?
We can not reduce our schools to fine |
system of graduation owing to circum-
stances, but we may emulate to some |
extent.
Then, fellow teacher, do not become
discouraged at this seeming bugbear.
There is a remedy for every evil.
'If at first you find your task is hard,
Try, try again.
Time will bring you your reward;
Try, try again.
OUT OF SCHOOL.
~ Opposition from Patrons.-Soon