The Dalles times-mountaineer. [volume] (The Dalles, Or.) 1882-1904, 1892-01-30

Spelling-Watson's complete, pages As.
| IS.
Readlug-Fourth reader.
Writing-Copy book No. 2.
eography-Monte1th' intermediate to
map of South America.
Arithmetic -Fish's No. l, from page 81
to 100 inclusive. Drill much for accuracy
and rapidity in the four fundamental rules
and in reading and writing all Roman num-
bers.
Language-Barnes' language lessons, first
part.
FIFTH GRADE.
SpelIing-Watson's complete, pages 49,
los.
Reading-First half of Fifth reader.
Writing Copy book No. 3.
eography-Intermediat completed.
Arithmetic-To common fractions in
Fish's No. 2. Brooks mental, section 1
and 2.
Language-Barnes' language lessons, Sec
ond part
SIXTH GRADE.
Spelling-Watson's complete, pages 100.
l3S.
Reading-Last half of Fifth reader.
Writing-Copy book No. 4.
Geography-Monteith's Comprehensive to
map of South America.
Arithmetic-Fish's No. from page so to
l73 Brooks mental, section 3 and 4.
Language--Barnes', finish book.
SEVENTH GRADE.
Spelling-Watson's, page l39 to close.
Wr1ting-Ward's business forms. Nos. l
and q
Geography Comprehensive completed.
Arithmetic-Fish's No. 2, pages l73 to
245. Brooks mental, section 5 and 6.
Grammar-Sill's grammar.
Hlstory-Barnes' United States to Epoch
EIGHTH GRADE.
Writing-Ward's forms, Nos. and 4.
Arithmetic -Fish's No. 2, page 245 to
close.
Grammar-Clark's normal, special atten.
tion given to analysis.
History-6arnes' United States COM
pleted.
Physiology-Ste Fourteen Weeks,
complete.
GENERAL SUGGESTIONS.
10 Watsop's Complete Speller use the
easy lines in each lesson first, afterwards
the harder ones.
Drawing may be introduced to alternate
with writing at the option of the school.
Iuall grades particular attention should
be paid to correct use OF language. All the
theory of grammar in the world will not
amount to much, If the pupil is not trained |
to speak the English language correctly.
In earlier grades than the eighth physiol
ogy may be taught by object lesson, or the
use of Smiths Primary Physiology.
1t must be remembered that moral in.
struction IS called Cor by the law. and of
is required. The education of the
child Intellectually, without correct moral
principles as the foundation of character,
may be curse instead of blessing. Ethics
for Young People by G. C. Everett is an ex-
celIent text book for such instruction, and
should be IN every school in the county.
No full explanation of the manner of
teaching each branch Is presented untIl the
course OF study is, finally arranged and
adopted.
In presenting this course of study it is
hoped that while waiting for its final adop-
tion, every one interested will give it their
careful study, and the public the benefit of
feared half so much as apathy i'll regard to
it.
That there are grave difficulties to be met |
with in grading the country schools. some of
which cannot be wholly overcome, none |
will attempt to deny. But, that there are |
great benefits, on the other hand, to be de- |
rived from it can be equally well shown. |
Some of them are here presented.
As the work now stands in the country |
school there Is nothing tangible to work to |
Or from. There Is no beginning nor ending. |
There is nothing definite in the mind Of |
either teacher or pupil as to what consti-
tutes completion of his studies IN the |
common school. In the graded course there
would re a carefully prepared plan arranged |
by the best educators of the county, cleaned |
from the ripe experience of others all over
our broad land; and the pupil could have
the satisfaction of knowing that when he |
mad passed through the course and gained a
certain per cent. there was something fin
shed, something completed.
No education is wholly finished in this
ite, but why, we ask, should not the pupil
nave a diploma gwen him when he has COM
pleted the common school course, as re.
ward for his labor, as well as one who fin
shes the university or college course? 1t is
believed that the granting of such d.plo.
ma by the county board of examiners,
which the graded course &contemplates,
would be grand incentive to the pupil.
Lessening the number of classes it would
yive the pupil the benefit of longer recita.
ion, and save the teachers time so that he
could do more and better work with each
class.
An examination would be held at the
close of each term, and a certificate of
standing given each pupil. At the begin
,Ing of the next term if there were change |
If teachers. the place of each pupil would
De accurately known the first day, instead