The Press., 1895-07-11
[For The Press.l COMMON SCHOOL STUDIES.
BY J. N. EMO.

BY J. N. EMO.
 Fifty years ago and more, the studies in the common schools consisted mainly of the three r's,-reading, (w)riting, and Ca )rithmetic; hence, for pupil who could read and write passably, great part of the day was left for arithmetic, but, as the relative importance of some other studies has loomed up, that of theoretical arithmetic has been seen to be less: it's importance as an art is seen more, proba- bly,, than then it was. From Colburn's day on, the adaptation of the study to the child's mind has been considered more and more, and not only in regard to arith- metic, but in regard to every other study. Unfortunately, not all those who have the authority to choose textbooks, for the schools seem to have kept pace with or, even in some cases, to be cognizant of this change and progress. Even the best product of a mistaken theory of arith- metic Is depreciated in view of a better theory better applied. It was striking AOHoA VI O w SOuuJJ 6ShOOA Nlo- itor, that he almost wished every one of the old style Greenleaf's arithmetics were burned up, because they were once so popular, though now containing much useless and cumbersome material, that copies were crowded in, regularly or ir- regularly; in so far keeping out the new Greenleaf, or other valuable textbooks. The "common-school arithmetic" was written more than fifty years ago; the practical and the elementary few years later, but all of them contain ancient methods and considerable of antiquated matter, especially in weights and meas ures," compound numbers, numeration, alligation, etc., as easily seen by compar- ison with the new inductive "Greenleaf' series, the Franklin, and others. Great improvement has been made in the print ing of the text, and particularly in the maps of modern geographies but still too many places of minor importance are pre- sented in the map questions of some. Language work is turned largely to prac- tice, as in reproduction, letter writing, composition, but in few studies does more depend on the living teacher. The value of nature-studies is being more and more appreciated, "a knowledge of the things about us, animals, plants, and minerals. Singing and drawing have a regular place in many schools. The experiment. of in- troducing the rudiments of algebra into l OrQT m Gahnn1c iC hninO should be borne in mind that almost the only distinctive characteristic of algebra, as compared with arithmetic, consists in the (algebraic) generalization of problems, not in the use of symbols; for 6 Is as much a symbol as X. If the experiment. shall reveal to the feeble mathematist his ol her weakness, and to teachers the unwis- dom of requiring advanced algebra of all pupils, it will do good. As a means of mental discipline, algebra, with its one, two or more unknown quantities, bears a certain resemblance to checker and chess playing, with their combinations; but we do not require the latter in our schools.
 As to the algebraic processes involved HI BOOhCCLyJ phySlSS3 anu OLulndLy ULlSO- nometry, they are simple fundamentals, in the two former requiring no separate treatment.
 In country schools the strengthening is most needed at the other end of the course, the primary work. Intelligent reading is a first requisite. The best readers should not have the most atten- tion and time, but the less advanced. It would be mistake to suppose the object of reading to be to push the child forward as soon as possible into the higher readers of 8 series. More practice in reading in the grade of the first, second and third readers than is found in one series of text books needs to be given.
 No hard and fast rule for the rate of advance can well be made, either in grasp ing language or mathematics, owing to an
 almost insurmountable difference in the , native capability of the individual child, as we'll as in it's character, and the cir cumstances. The teacher is not the only
 factor in education; the child, the parent,
 the school officers, the surroundings, and to limited degree the textbooks, play
 their part in the results.
 The trite proverb, "As is the teacher so is the school" like most proverbs, is
 not a whole truth. As is the school,
 teacher, etc., included, so is the school.