The record-union., 1896-01-07

1
! taught by State law, extends over a
period of nine years, and is divided into
nine parts, or grades
The work of each grade is supposed to
be suited to the mean or average pupils
of that grade This will necessarily be
hard for some, easy for others and well
suited to the remainder, which is calu-
lated to be the greater number.
While / feel that l do not underrate
the value of the study of arithmetic in
our schools, do believe that more time
should be given to language, literature
and composition, and less to arithmetic,
| especially in the lower grades. We
speak. write and think in language, and
without a fair knowledge of it much
that is done by the child even in arith-
metic is but mechanical.
/ I would recommend that pupils in the
primary department be taught to add,
subtract multiply and divide accurately
and rapidly without any attempt to
solve problems until they have reached
the fifth grade
DISCIPLINE.
The Board of Education has been for
! tunate in the selection OF school princi-
pals, who, without an exception, merit
! and receive the hearty support and CO.
| operation of their subordinate teachers,
making the work harmonious and ef-
! fectual in the discipline of the schools.
Pupils are taught to recognize obedi-
ence to authority and proper regard
for each other. This, it will be seen, is
no easy matter when we consider the
| home training and associations of
many of the children outside of school.
| This brings to our notice one of the
great benefits derived from our public
| school systematic better class of
| children predominate in such majority
! that the less cultivated are attracted
and fashioned by them. It is not un-
common for a teacher to point to a pupil
with the remark that this used to be
one Of the worst boys in our school,
now he is one of the best"
THE TEACHER.
There is no question connected with
our schools so important as that of the
teacher. Course of study, devices to aid
instructions, and in fact everything
connected with school work is insig-
nificant beside the personality of the
teacher. A certificate affirming that
the teacher has a knowledge of the sub
| jects to be taught, diplomas confer
ring high degrees of scholarship, or a
record of long service as a teacher is
worthy of some consideration, but is
not sufficient evidence that such per
son is, or would be, a success in the
schoolroom. Something more is needed.
/ The successful teacher must possess
! tact, perseverance and patience
There are some who believe that those
| Cd fo1
| city should not be employed as teach
ers in the schools of our city, claiming
that they are liable to follow in the
| footsteps and use the same methods as
| those by whom they were instructed: :
and that our system would be improved
| by going abroad for teachers, who
| would introduce new or different
methods.
This theory was not born in this
| city; it has existed elsewhere: it was
carried into effect in some of the cities
of this State and left regrets. So far as
methods are concerned there is no
lack of them known to the teachers. and
II they were to attempt to follow one
| tenth of the so-called new and best
methods" figuratively speaking, they
would be kept dancing in the air.
/ a
Of Education can render to the schools
IS to avoid constant changing of meth
| DDS. A change does not always mean
! progress, nor does new method al
ways prove to be the better one.
Should this board go abroad excIu-
/ sively for teachers to take positions in
our schools, such teachers would feel in
duty bound to introduce some different
| 1aft N 70 f1,oA
whether or not it possessed merit or
was in harmony with our system.
What our schools need most is the
teacher with sufficient executive abiI-
| ity to carry into effect that which has
proven good, to note and correct de-
fects, if there be any, and thereby as
| sist in gradually building a system
nearer perfection rather than to be con-
| tinually knocking down and build
| ing up.
I l believe that the schools of Sacra-
mento have polished some of as bright
| diamonds as the schools of any city in
this or any other State, and when
placed in our schools, under the watch
full eye of our Principals, and associ-
ated with our welI-disciplined schools,
| they will make as good teachers, as a
years of experience and are hunting a
position. In many cities a rule has been
passed to employ no one as a teacher
who has not had two years experience,
or is normal school graduate.
This has a tendency to drive all who
are not normal school graduates to a
country school to prepare to meet the
requirements. In a country school the
| too ic ico1a+ad from y
surroundings, where there is no one to
! counsel and no one to direct them I'm
/ Ger such conditions the teacher will
profit only by observation.
do not desire to be understood to op-
| pose the employment of teachers from
abroad, when they are the best, nor do
place low estimate upon expert
ence, when such experience has been
properly directed; but I do protest
/ against excluding from consideration
those who have been educated in the
public schools of this city; many of
whom have been tried and found to be
among our best teachers.
I believe we should leave the field
! open and broad from which to select
{ teachers who will serve to the best IN
terest of our schools.
SCHOOL PROPERTY.
The condition of school property in
this city was never better than at this
time All the buildings are provided
with the best of cement sidewalks, six
of which were laid this year School
yards have been graded. buildings
painted, sanitary conditions improved
and much needed furniture has been
| provided