The record-union. [volume] (Sacramento, Calif.) 1891-1903, 1896-11-24

should be particularly held to logical
| thought. Theorems should be ex-
| pressed as far as possible as complex
sentences. the data given being placed
in the conditional clause, the conclu-
sion to be arrived at being the principal
clause. Using such a book as Chau-
venet (Byerly), the teacher should die
tate to the pupil definitions, axioms and
theorems, and demonstrate the theo-
remS found in Book l. So far as she il
able in the time given to the subject, she
should not expect more Of her class than
which is covered by Book l., nor should
the pupil be required to use a text
book. This subject should be handled
In such way that the minimum of rec
ltation should result and the maximum
of instruction.
lO % In the elementary school pupils
should become familiar with such COM
mon business forms as bills, receipts
and orders. AS the methods of keep
ing DOCKS vary somewhat in different
business houses, there is little to be
gained by teaching bookkeeping to
young pupils.
Your committee realize that the num-
Der and scope of the questions submit
ted 10 US necessitate an inadequate con-
slderat1on of each, if all are to be dis
cussed at this time. Further, realizing
that the time allotted to us in this in
slltute is even too short for the COM
plete consideration of any one subject.
we are reluctant to emphasize our sug-
sesuon that any particular subject be
that the time cannot be ill-spent which
may De used in the careful considera-
ton OF III a. Respectfully submitted,
). ii. Pond, Anna c. Weeks, Sarah NJ
Jones, Committee.
Mr.. Pond said he did not think that
Professor Barnes agreed with the re-
port OF the committee, and he hoped
That neither he nor Superintendent Lin
scott did, as the report was not pre-
scented for adoption, but for discussion
Professor Barnes said that while
there was plenty of room for discus
sion, he thought it would be well TO
give the time to the consideration of the
points suggested by the committee. The
report was a thoughtful and vigorous
one and was creditable to Sacramento.
lie agreed with the report in the MAN.
out ala not agree with part of it, and
probably would not have agreed en-
tlfely with any report, no matter by
whom presented. He did not, for in
stance, agree with the table of per-
centages. They would depend largely
on what the conception of a study was
history, for Observation-Disclosures bio
graphical and NEUROLOGICAL work or
the more difficult and abstruse work of
dates and occurrences. He differed also
from the percentages on the other sub
jects. He did not, also, agree with the
eighth point, in relation to psychology
and sociology, but the ninth was pro-
foundry right.
AS to the tenth, there is so much diff
ference in the quality and limitations of
pupils minds that it is very difficult
of determination. There are some
minds that grasp mathematical proper
ties to certain point, but never pro-
gress beyond it. He believed that
there was great deal of pushing of
children in mathema teal work that is
just as nonsensical as trying to teach a
child to walk at six months. When a
child has hunger, so to speak, for
walking, it begins to walk. So when it
begins to have number hunger it begins
to learn numbers. He believed that
number work could be proitably
dropped from the first grade and when
the people of the State are sufficiently
educated, from the second also The
dealing of mathematics in the con-
crete is crutch to the mind, but when
the proper time comes the crutch
should be laid aside. He would lay
aside the shoe pegs, buttons, etc, at an
early age and would introduce the alb
stract in the shape of easy algebraical
formulas at an earlier period than the
committee recommended.
w. S. Hall of the Elk Grove High
School asked what would be done with
pupils who start in at or 8 years to
come to school, with a fair knowledge
of ordinary things.
Professor Barnes answered that he
agreed with the committee that all
sorts of pupils are found in the schools
and must be dealt with as found. but
he thought this discussion related to
pupils of q years or so.
Joseph w. Johnson said that it was
the first time he had ever heard the
proposition advanced that mathematf-
cal studies stutifed If arithmetic
prepares the mind, which it certainly
does, why should not the pupil take it
up in the High School, where it belongs.
The teaching of satisfaction in algebra
and Of factoring are stumbling blocks
in the High School, and will only con-
fuse the pupil in the grammar school
Mr.. Potter said that arithmetic is
and vice versa, and he thought
that both algebra and geometry in their
forms could be introduced to
much earlier than they are.
He believed many young pupils had
knowledge of geometry in
a practical way.
Mr.. Barnes said that in mass educa-
ton we have necessarily to do the best
We can, and have to often sacrifice in
dividual ability for the sake of adj
yancement of the whole.
Mr. Whitbeck said he thought that
there is a great deal more in arithme-
tic that is taught to-day in the schools
that is more difficult than the simpler
forms of algebra and geometry, and
that the mixture of the two would be
beneficial.
Mrs. Ellison asked If they were in
in the course where would
be found time for the language work,
and thought that if all the number
work were dropped from the lower
grades ii would be detrimental
Mr. Hunter asked what the country
teacher, with his forty or fifty pupils
and his nine grades would be able to
do with these additions to the course.
Mr. Barnes said he would drop more
than he added-such non-essentials as
partial payments, etc.
Julian Johnson said that in his ex-
perience as teacher of the Night
School the young men who came there