The Seattle post-intelligencer. [volume] (Seattle, Wash. Terr. [Wash.]) 1888-1914, 1892-09-22


into four divisions OF twenty pupils each,
Classifying them strictly according TO abilities
10 one teacher would give the first ana sec
ond divisions: to another the third and fourth.
10 the teachers and pupils OF ali the DIVISIONS
] would say: Now. the theory upon which the
course of study for the fourth year Is con
ssructed il that il will take one year TO com
piete II, but If you can do the WORK thoroughly
and easily in less time. why do so. and then as
once beg n the work OF the nth year, oyeitak-
ing the lowest division OF that class il possible.
| Tbs means daily promotion: progress Is con-
slant. The first division o. one class Will over
take, for a time work with. but finally pass,
| the lowest division of the next higher class,
while the lower divisions will go steadily Tor
| ward, many OF the pupils working up 70 higher
divisions of the same class. In scnooss Ike the
Denny, where there are more than two teachers
| 10 a grade the classification can be still more
| thorough By having greater number OF divis-
ions in each grade.
The report also embodies extensive sugges-
| tions set forth in q communication from Super
| intendent Barnard to the school board some
| time ago, which was published in the Posi-
| ISTELLIsEEcER at the time
The report 10 quite exhaustive on the subject
| Of reading, in which eomEendable progress has
been made. The superintendent proceeds to
say:
The plan followed in selecting the new readers
was 70 have nine entirely different sets, one for
| each building This arrangements affords an
| opportunity for frequent changes between the
| buildings. and the constant supply OF fresh
In arithmetic. the work was satisfactory, but
the following radical changes are suggested:
The work of the first three years should be SO
| changed and extended as to produce more
rapid and ready calculations In the fifth year.
| The course is based on the text books Ia use.
but believe that the primary teachers can dis
| card the outlines aud methods of the primary
| arithmetic and accomplish greater ana better
| results in one-haf the time. We should cut
! loose from the theory that pupils of the first
| year are not able to go ieyond ten or second
year pupils beyond twenty in number work. l
prepared another course Of study for a few of
| past year, and the work done was
very satisfactory. The large mineral frames
made for US by the manual training
class greatly aided the teachers in carrying out
| the work of the new course. l also think that
the grammar school arithmetic should be COM
plcted In the seventh year Algebra or geometry
should be introduced IN the eighth year. am
| not sure but the better PLAZA would be TO begin
| both geometry and algebra. This could be done
by having algebra three times and geometry
| twice week.
Geography novel and ingenious de-
vices were made by the teachers to illustrate
| various topics Beautiful maps were drawn
and relief maps made. Books of travel were
read and studied by teachers and pupils to-
gether. The teachers succeeded in making the
subject Interesting and entertaining Is we'll as
| instructive. The amount of work done by some
| OF the grades, notably the fourth, leads me to
believe that the subject can be completed in the
seventh year, If not in thu sixth. and the time
cordingly.
United States history prominent feature
of the work done in the eighth year grade
was that In history. The work dcns is a credit
| and an honor to our schools. One thing is
necessary, not only for the teachers and students
| OF history, but for those studying geography,
and that is a good working library in each school
building: hope we may soon have It,
spelling-As suggested in the last report, the
text book, "The Modern Speller," was placed in
| the hands of the pupils year earlier than for
merry, We. the third year. Results show that
| It was a wise move.
| Civics aud hysiology-Instruction has been
| given in these subjects, but the routine of the
text books, regularly adopted, has been followed
more closely than in other lines OF WORK. Ii IL
| not possible to successfully teach physiology
and hygiene in any school. and especially in ele-
mentary schools, without the aid of proper
charts and apparatus The schools are not well
| supplied with such charts ana aids.
| Referring to the adoption OF physical culture
| this year, the report says:
Prior to that time the physical well.being OF
| our pupils had been neglected. Not only hnd the
culture OF the physical being received little. if
| any, attention, but the school as a whole, a
military corps, 80 to speak, were lacking in one
| chief essential, viz perfection of discipline
| and movement when handled in large numbers,
| M in marching from aud into rooms and build
| ings. This subject as taught in our schools has
| been under the immediate supervision of Miss
| Anna Lee Goodrich, to whom is due the credit
Tor the outlines OF work, the thor
| oughness of the instruction and drills
| and the splendid results attained. The pro-
gress made has far exceeded all expectations.
| The exhibition drills given at Fairhaven by the
class from the Denny were in precision and
| grace OF movement well nigh faultess. The
| public exhibitions given by the high school stu
dents ut kanke's hall during the year showed
the same careful drill aud attention to details
| These drills and exercises show that every
| movement has for its object the development OF
| some particular muscle or part OF the body. In
short, they show u scientific study OF the hu.
| man frame and its needs
Right In line with this rep0t the superin.
| tendent presents q sub-report from Miss Annie
| Lee Goodrich, supervisor OF physical culture.
| She suggests system a. the only method of real
| development and presents arguments and illus
| trations in support OF her theory. She enIarges
upon the necessity OF showing the pupils how
to stand, walk and sit Notwithstanding the fact
that she was able to give twenty minute lessons
| In each school room but once every two weeks
| the progress in the schools was satisfactory
| as any first year experiment could be. She
| based her system both on the German and Del
sarte methods. the former for the idea oi
| strength. and the latter for grace and beauty
| The result OF the work was that schools, which
tired after five minutes of the drill in the early
| part of the year, could stand the entire drill
| with perfect ease as the session closed. Special
attention was given to the breathing and march
ing exercises. Miss Goodrich suggests the ne
cessity for gymnasums in connection with al
| the schools.
| Prof j. p. Wilson, the supervisor OF tn .
writing department. in his report shows thai
| writing is not mere mechanical art, but sci
enee that all persons may understand.
| The superintendent pays tribute TO Miss
| Emma S. Small aud the Misses Shumway fol
| their faithful work i'll the department of draw
| ing. The superintendent expresses regret thai
| progress in the primary grades was retarded b,
the lack OF proper materials He urges the i'm
| portance of the study, end includes In his re
| port the report of Miss Emma 5. small, the su
| pcrvisor.
| In regard 10 music he says:
The progress in music this year has far ex.
| ceeded my expectations. Teachers aud purili
| alike have given IL great interest This being
| but the second year OF mrsic in the schools "a
regular study, many of the classes are not dol ne
/ she work that will ultimately be done in theii
| grades. ] hope tn be able to arnonnce a serie,
of concerts the coming year as "a practical Illus
! tration IN the public of the m usical ability oil
| our pupils. Prof. Ii. ). Sharpe, the supervisor
| has gwen his best efforts toward making the
| study of music success and Is entitled TO grea,
| credit for the enthusiasm and zeal aroused In
| hts report Prot. sharpe says:
| "N bile a few years ago music was considered
10 be for specially favored few il is due to ouy
| puhiie schools that this Is no longer the case
! and taat every child who pays proper attention
| 10 the art can become proficient in IL, bow.
! inability 10 sing does not necessarily imply
| that he cannot iesrn music. Ii ne cannot sing
| let him whistle the melody. / have not re5
have written notes 10 the prime pal asking him
"a excuse tae!r sou irom the study OF music
5 SnS h alleging as as, reason that the
| vsrisbly refuse their request saving tina,
! an inability To sing does NOT prevent a hoy from
| passing musical written examination on the
laws OF harmony One example OF persever.
auec by the teacher was rewarded beyond nv
| utmost expectations, boy who could no, tmi.
| tate musical sound at the beginning az the
year getting perfect mark at the fnsi vocal ex