St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1893-12-11

every GOOD. G-Good. F-Falr F
Poor.
The Y. g. department indicates at
tention while at school.
The five absent marks could make lit
tie or no difference in recitations. The q
and V. &. ia science ~ implies knowl-
edge of words and language.
am at a loss to understand how
pnpil can be ''P'' in all the necessary
branches and ''G'' in the nonessensial
l know that her composition last
month was copied verbatim from one
placed in her hands by her teacher, and
that one copied, by an older pupil, from
the encyclopedia.
Today / have a specimen of the work
in arithmetic. My child tells me she
has taken SO steps from the school
house to our home, and each step is 12s
feet; required the distance in feet from
the school house to our home. The
child did not know until told her that
she should multiply $40 by 125; and,
after telling her this. she fails to secure
the correct result, making mistake in
multiplying by g. After three attempts
she has to be prompted.
Illustration of her work: q X $40 di-
vided by =1725 X2-35T
When child reaches the age of thIr-
teen. and cannot divide $40 by 8 Tor into
OS) W luOlc NC oOlnOtAALS
somewhere.
If the child is slow or dull In certain
things she should be instructed in those
topics, even at the sacrifice of science,
geometry and German.
AS common people we desire common
schools for our common children. Yet
we are paying nearly $1,000 per year
that our children may be robbed of val
liable time; time devoted to torturlng
insects and reptiles. that should be used
in acquiring useful education.
have no wish to criticise teachers or
methods. state facts that are known
to many parents. patrons of the public
schools. One other Illustration: a
pupil in the Fifth grade does not read
Tor eight consecutive days; complaint
Is made to the principal of the school;
the next day the child comes home
overjoyed:
''Oh. papa. read today!"
'How m1ch?
Two and one-haIf lines"
j. p. Monroe, IN the Educational Re
view, says: 'Given the tools of read
ing, writing and figuring, the good
teacher will make these serve every
purpose of primary education" "Be-
yond giving him the tools of knowledge
| the primary teacher can do little toward
| increasing the child's stock of informa-
| ton. That will come to him outside
| the school ROOM"
"a hasty elutehing at many things is
easier and pleasanter for teacher aud
pupil than thorough mastery of one
| topic"
1t is pleasanter for the teacher to
watch the cricket and the snail than to
teach the dull pupil to read and write
| 1t is easier for the pupil to copy from
the blackboard the description written
| by the teacher than to solve problems
or learn lesson in history. Z. B. Ed
wards, of Brown university, says: TOO
much information in detail confuses the
mind. A little knowledge well grouped
aud ordered is the ideal education."
| The American of today is inclined to
follow ''fads." This can do little harm
when it comes in the line of natural
| things. but when our children are sacri-
| feed that professor of science may
/ ride his hobby. when our teachers are
amused and instructed, instead of being
employed ia teaching what will be use
full to the children, it is time to call a
| halt.
Lessons in ScieneeD by Prof. Scott
in school Education" furnishes de-
lightful review for those who have,
| years ago, passed from the university !