The Jasper weekly courier. [volume] (Jasper, Ind.) 1858-1922, 1893-10-13

BY GEORGE r. WILSON, COUNTY SUIT.
& rading and Classifying Country
Schools.

& rading aud Classifying Country
Schools.
4 By reference to the Course Of Study,
for the different States, we find the
work outlined generally into five grades,
or eight years the time II ordinarily
takes a pupil TO finish the common
} branches. II may take more time, or
less. The subordinate divisions OF the
five grades into years or terms, simply
help TO locate the pupils work definite
] ly.
}, Some Of the objects Of course OF
study and record are:
:. (l.) The work is outlined 10 show
what work each pupil should do In each
grade, aud thus see to it that each pupil
is pursuing all studies he should have at
one time.
(2) To furnish suggestions aud helps
to teachers and pupils that will be adapt
ed to the work they are doing.
(3.) TO keep record of pupils work
aud promote them as their advancement
may warrant.
\ (4) To leave this permanent record
for each succeeding teacher. so that pu-
pills may gradually advance and be reg
nlarly promoted, AS in city schools. until
they flush the course Of study aud grad
uate.
(5) To submit to the county superin-
ltendent at stated times q classification
report, showing him what studies every
pupil is pursuing. what general work
the school ls doing. the number Of class
ies, time for each class, etc, thus giving
him close supervision over the work OF
every school and every pupil. aud ena-
lbling him to make helpful suggestions to
teachers and to cooperate with them in
the work
When there is no record Of the organ
ization and classification Of the school,
the first step is TO fiud out what work
each pupil has done aud what studies
and work each should have. This IL i'm
portant and should be done with delib-
Grafton. The teacher should see 10 it
that every pupil il assigned to classes in
which he will systematically pursue all
the studies he ought to have.
- -
+ Indiana and the Nation.' by Cyrus
{; w. Hodgiu, is published by ID. Z Heath
. Il CO., Chicago. "Civil government, q
;,,prsssnt. has place In the curriculum Of
> slovery high. school This is the proper
!, ,lthiug, a. the necessity for intelligent cit.
2 izenship is crying demand OF the
I times. But, as there Is a large class oi
BOYS and girls tho never reach the high
. school, q younger book than that Ordi.
. bari.y publis he'd was called Tor. The
state machinery in its executive. admin
istrative aud judicial departments is full
:, ly set forth in these pages in simple, vet
comprehensive language. The book
deals very muc with Indiana govern.
ment, and should be carefully read by
u Indiana teachess and pupils. Many
u hundred questions are found in 1t, oil
properly arranged for good reviews
9 "s,ivil Government does not appear az
g a branch at common school examina'
:. lions, but questions on civil govern
y ment are asked under History" 1t Is
;. the intention TO have Civil overnmcnt
as outlined in this book, fully presented
}, At the next County Institute. BY thi:
D means very teacher who attends the
o next County Institute can become fairly
n we'll acQusinted with the workings o.
q our state and nation. II is desired that
u many Of our teachers will procure
copy OF this little took, and prepare
them selves for general discussion eacf
day on Civil Government"
- -
- some Questions For Teachers
ss 1. Do we know that faithful dali.
y preparation is necessary TO the best o
:, = work?
!" 2. DO we know that illustration
;" should be plain and easily unde stood
but not bookish!
er 3. 30 we know that mental foo
r should produce mental muscle. and no
sr intellectual fat?
lt A. DO we know that every truth ha
y Limitations, aud that the wisest metho
e may be used TO exce'sF
r. S. Do we know that time spent i
$, studying principles aud history OF edu
, ,ation yields large percentage on III
lie Investment!
re 6. DO we know that we cannot max
IL the work interesting to pupils unless "
he have thorough, accurate knowlc 'gc Q
rs the subjects taught!
le Z. Do we know that we should b
careful to utilize. as far as possible, bot
gu the good aud bad answers given by pu
n pils in tho recitation2
lr. 8. DO we know that no time shoul
II be spent in telling pupils what they a
tn ready know, or what they can find OF
ire by their unaidcd effort!
er. 9. DO We know that good recitation
RI lessen the burden Of government, beg
OF enthusiasm. and DO away with the wo
err ry Of teaching?
her 10. DO We know that correction
Ike shouId often be given by leading the p
on oil by ques ions TO see his error and
no max, his own correction!
get IL. DO we know that no teacher G.
! ifbe successful who does not realizs I
md prime Importance OF securing the atte
G ton OF the pupils during the recitation
this Il. DO we know THAI we should
out ola with facts ~ bait to draw ut Of
on pupils what we did not directly put
ak and what they did not know was ther
ahlal n Ia m q knnw hat he nrime