The Republican. [volume] (Oakland, Md.) 1877-current, 1894-11-15

well in the grammar schools-it is
a mere question Of curriculum-mak-
ing. The Boston school committee
is accordingly commended for in
Producing Latin, modern languages
and algebra in the grammar grades.
The "barrenness of the ordinary |
grammar school curriculum is critl-
cised. For SIX long years the pupil |
is kept at little else than arithme-
tic, geography, history Of the
United States, physiology and
grammar. This monotony Of in
tellectual diet is exceedingly tire
some and deadens interest. THE
present curriculum is oyercrowd-
ed, says the defender of present
arrangements, land there is no
room for more studies" Very true,
if the list is not to be overhauled
and reformed. But better con-
ception of the amount of time a
pupil should give to his various
studies and better ways Of teaching
will make the required room. To
begin with, much is now taught in
arithmetic and geography that is of
little practical value. The time
given to these subjects can be cut
down. Technical grammar may be
omitted except in the two highest
grades. In the lower grades train
ing in speech and writing may be
given in actual practice in speaking
and writing in the schoolroom.
Good English is not learned by
children from books on grammar.
AS for the study of English gram
mar in the higher grades, "the
study of Latin,'' says the Tran-
scripts correspondent, "would
throw light on English grammar
and English grammar on Latin
grammar to an extent to make both
more interesting and shorten the
time otherwise necessary for both.
In like manner algebra would give
the pupil new point of view from
which to study number Of topics
IN arithmetic.
A much-needed reform is to dis
pense with "readers" altogether,
and stop teaching separately sub
jects that can be taught together.
Says the writer, very forcibly:
reading, composition, spelling and
penmanship should not be taught
as separate branches, but largely, if
not wholly, in connection with what
may be called the Thought studies
of the curricuIum-geography, his
tory, arithmetic, science, literature,
&c. There is no need of regular
special hour in school for reading,
nor is there any need of the tradi-
tional school reader. A pupil
learns to read better and with vastly
greater interest by reading about
the same topics which he is study
ing in the Thought studies than by
reading school readers He ought
tn rnad,I an history. on geography,
He ought not only to learn to
read but he ought at the same time
read to learn In this way the
reading would help him along in
these other studies to an extent
which would save most, if not all.
the time now devoted to aimless
reading, disconnected from the
other school studies. In like man.
ner pupils ought to be trained to
write with facility and ease as well
as with grammatical accuracy by
writing compositions, not on sub
Jects which have no connection with
their other studies, but on topics in
geography, history, science and lit
erature. Much of drawing can, in
like manner, be taught in a way to
have direct ard helpful bearing
on other studies.''
The problem of learning more in
a shorter time is to be solved, it is
clear, not by merely adding or sub
tracing, but by co-ordinating and
directing all the various lines of
work IN the schoolroom to the ac-
complishment of the objects the
educator has in view.-Baltimore
Sun.
Stock.
The State live stock board held a