The Providence news. (Providence [R.I.]) 1891-1906, 1895-10-26
The SCHOOLS.


both classes In this report / am speaking
chiefly OF those students who do US no credit,
those whom In the press Of our work we are
liable TO forget, to permat to learn II they can
This resolution doubtless revlves the
thought that our public schools. or, more
all cases at lea least provide Vs that thorough % % edn,
cation TO our pupils that is desirable and that
the public which supports those schools at
large expense may rlghtfully demand
Now we ought to begin by admitting this
The management is not as definite and etfec-
tive as ~ ought to be Many good teachers
less or inefficient teachers fail TO make the
impression on their pupils that IL important
We work with children whose minds are much
diverted. not 20 say distracted, from serious.
steady, thoughtful work IL our schools are
TO do all that IL necessarily asked OF us We
must have the main time and effort OF the
children during the years or elementary study
There never was time before, and there Is
no other nation now presenting equal DIM
Guilty of securing interested, undivided work
ON the part of pupils
IL Is a common belief that our children have
too much To do. too many studies, 80 that
they become thorough in none. and il is
thought that we teach many more subjects
than formerly
This Is now my twelfth year In Providence.
During my first year physiology was added
To the course by state enactment, and two
years ago calisthenics was added that Is.
chosen who have made more definite work
done before by some teachers and omitted by
others Nothing else has been added to % the
| out year Of geography and reduced the labor
| OF the remaining years 20 per cent We have
| omitted considerable amount OF work in
| arithmetic There is less work in technical
| grammar, but more in composition spelling
| Is easier. fewer hard WORDS are learned
Drawing has been the same in time require
ment. 80 minutes per week, for the last 70
years. .
Tho public is not unreasonable in its de-
| mands. IL asks much less OF the schools than
4 tie teachers seek 10 do, and in most cases ac-
| complish. The public believes in the three
| RS, and the public is right in counting these
| the coro OF school instruction. In the schools
we must first Of all look out for character and
manner, next must come the three RS. which
are essential to practical life, ana beyond that
are the subjects that give intelligence.
| breadth and culture.
| II ali our grammar school graduates read
| well. write a fair hand, are sure OF their
| spelling, write good letters, and are ready and
| accurate in figures, the demands OF those
| ceptions, be met. This standard we ought to
| reach.
| i am not content TO call this an education.
| or the whole duty OF the schools. but IL is an
essential part OF an education and it IL the
| duty Of the schools Co make more OF these
things. So far as these attachments are con.
| cerned. think we ought not 10 be troubled
| about the question whether wo have too
/ much or too little to do. We ought TO teach
these things in any event 20 every pupil, and
The three RS are readin'. ritin' and 'rith-
I metic, As to reading. we are now doing
l
especially in the lower grades Those who
have attended our annual prize readings Of
the graduating classes OF the grammar schools
| during the last eight years will bear witness
that a large number of our graduates read in
| q very pleasing manner.
In writing we not doing so well. To
| improve the penmanship OF all our pupils ex-
| cept the best, ~ the most difficult part OF the
| task j am accepting for our pubic schools.
But II one writes he must spell. one needs
J spell all the words he is likely TO use in writ
ing has sufficient attairments In that branch.
We are taking great pains 10 teach pupils 70
| ing well Everybody has TO write letters and
| ought 10 write thom well. The handwriting
| should be uniform and legible, the letter
should be well arranged upon the page and
the thoughts should be expressed in good SEN
tences. To be able to 60 this well is signi-
| hcant and valuable attainment.
Lastly, everybody should he ready with
| figures and safe in results There Is no better
| preparation for business or for further study
| than the clear understanding and ready use OF
| the principles and processes Of arithmetic,
particularly mental arithmetic, as repre-
sented TO a former generation by Colburn's
! first lessons. selfrelisnce, accuracy, the
| habit OF anblyzing problems and studying re-
lations are some OF the results TO be obtained
| by such study The pupil who ~ well
| grounded in reading, writing and aritbmetic,
though his be narrow course, has a solid
foundation and can broaden this course as
| future opportunits offers
To say that these things ought to be done Is
a very different thing from making sure that
tneF Will bt uOne 10 secure tnlS L propose
10 adopt the following plan: First. di vide up
| the requirements specified into single items
and assign the accomplishment OF each 10 a
particular grade and set OF teachers, and then
| by careful and impartial tests determine
| whether the result required has been gained
| BY this means propose TO make sure that no
| pupil reaches the last year Of the grammar
| school course who does not read in an intolli-
| gent and pleasing manner ordinary literary
| prose, who does not write satisfactory letter
in good style and good handwriting, and VINO
| Is not ready and accurate in figures so far as
fundamental rules, fractions and percentage
| are involved The rules ana conditions of
| promotion would remain the same now
| with single added item, namely. that the
| pupil has previously obtained q certificate OF
| qualification in the portion OF this essential
work designated for his grade.
For example. pupils will be promoted from
| the 6B 10 the GA grade as now, provided they
| have first obtained certificates that they h ave
| been found ready and accurate In the funda-
mental rules of arithmetic This certificate
| would be granted on examination by somo
persons other than their teacher and princi-
| pal
| The effect of this plan will be to emphasize
| in the minds OF pupils and teachers the esseu-
tial character of these fundamental and prac.
! tioal portions of the course
Those failing TO gain the preliminary cer-
tifcate mentioned at tho first trial would
| have a second and even third examination
| after special study and drill but would not
| become candidates for the regular examina-
tions and promotions without obtaining the
| certificate, except for very special reasons, to
be determined by the Superintendent
| IL IL not so much new course Of study
| that we need as IL is better working OF that
| which we have
| 1.-THE suggestions of this report have been
| presented TO the principals of the grammar
| schools as part of more comprehensive
| scheme for the Improvement OF the schools,
| and have gained their cordial approval feel
| sure that by steady and thoughtful effort we
| can accomplish all that Is herein pointed out.
| and that this il being done. the list of those
| OlgCrpUlt