Martinsburg herald. [volume] (Martinsburg, W. Va.) 1881-1920, 1894-02-03
osf the teacher but little effort Il

ftaI"- I1S must De prepared TO meet
and remove all that binders progress
in his work. He will find that the a.
tendance Of some of his pupils is ir-
regular; that owing to the different
text books on the same subject in the
hands of his pupils, or from lack of
proper classification of his predeeess-
or, there are too many classes in the
school; that the preference of many
older pupils for some favorite study
to the neglect of others, has been al
lowed to control in the development
of such culture as they have received. !
Foa,fh. In meeting and removing
these and other hinderances, the teach
er will have to adopt a vigorous but
we'll considered policy. Here he will |
be aided by knowledge of the Out
line of Study. Little or no difficulty
will be encountered in arranging the |
smaller children under the primary
Grade for he will see from the Outline
that those who are reciting in the
First and Second Readers are also |
studying the other subjects belonging
to that Grade, viz: Reading, Spell
ing, Writing, Numbers and Language
Igfh- By similar procedure he
will be able to classify the pupils I'M
der the intermediate Grade, for all
who recite in the Third and Fourth
Readers belong to it, and the Outline
shows the branches to be pursued by
those using these books.
.Sitfh. BY similar procedure, but
with more difficulty, he will classify
all those who should belong to the Up
per Grade, and here for the first time
appears the entire number of branches
required by law to be taught in the
! Primary Schools of the State.
.SezYAH Careful attention should
be directed to securing the satisfactory
classification of many pupils who are
studying those parts Of the branches
assigned to the Upper Grade. Here
the teacher will often find the older
children we'll advanced in some stud
les and very deficient in others. In
those studies in which they are def
cient they should be induced, even at
I the modification of some pride, to
bring forward their standing as speed
! lily as possible. Those who are, for
instance, pursuing Arithmetic and
Writing, and neglecting Grammar
and Geography, should be shown the
great mistake which they are commit
ting in acquiring partial and one
sided education. Before all the mem
5ers of this Grade can be placed the
very potent incentives to prepare for
the final examinations in the Course,
and for the graduation which results
from a successful trial on that occasion.
These the teacher should present with
all the skill and Nigor which he can
command At no time should he per-
nit himself to be discouraged if he
does not Immediately, nor for weeks,
find it possible to organize the older
pupils, under the regulation of the
Upper Grade He should remember
that he is endeavoring to introduce
new measure into the school and that
success in such an effort always re-
quires considerable period for reflec-
ton and change of feeling Earnest
effort here will succeed.
BY frequent reviews and by omit
ting for time the branches with
which the pupils are familiar, and al
lowing him to give the extra time to
those branches in which he is deficient,
the teacher can soon bring up to full
class standing the diligent student.
Teachers should spare no effort nor
labor to classify and keep classified
their schools by requiring the pupils
to pursue aHkhe studies of their respec-
tive classes. Weekly reviews of tie
principal topics in their several stud
les will enable the teacher to keep up
those who may be occasionally absent
during the week.
Pupils may be advanced at any
time from the First to the Second Sec
ton of the Grade, but the best time
for these promotions is in the middle
of the term and at the beginning of the
School year.
I .