The Salt Lake herald. [volume] (Salt Lake City [Utah]) 1870-1909, 1896-12-25

ana z40 principals and teachers, making
an entire corps of 246
Each school has its principal and
corps of teachers The principal in
each case has the general management
of the school and spends fully one-half
his time in the class room in instruc-
ton. In the larger buildings about
half the principals time is occupied in
] the administration of affairs of the
school, but in the smaller buildings the
principal teaches nearly or quite the
entire session.
Course of Study.
The course of study below the high
/ school conprises a beginners class, in
which the child first starting to school
is taught methods resembling the kim
| dergarten for the first half year, and
thereafter eight grades, numbering
from one to eight, respectively. The
course comprises what is known as the
common school curriculum. In it the
pupils are prepared for the high school,
but it is so nearly complete that If their
Schoolroom education ceases with the
grades they are in possession of a fairly
good English education.
In the graded course, practical ar1th-
metic, descriptive United States his
tory, geography and the elements of
English grammar, besides reading and
spelling are completed
In this connection it may be stated
that at a recent meeting of the board
of education, commission was or
ganized, composed of the city superin-
tendent and IL principals and teach
ers. to take into consideration the
practicability of shortening the graded
course. The commission is now en-
gagged in studying the question and will
be prepared to report about March l.
The work done in the grades of the
Salt Lake schools requires everywhere
eight years, and sometimes more, to
complete There is but one city of any
prominence in the United States (KaE-
sas City, which has a seven-year
course, but there is some probability
that certain eliminations and changes
to be suggested VIII make it possible
to shorten the time occupied below
the High school by some months, or
possibly year.
The High School.
Following the graded course, pupils
enter the High school, where four
years course of study is prescribed.
Completion of this course fits pupils
for admission to any college in the
country for the normal schools and
schools of technology. In general, the
course of study at the High school is
such as to equip with some thorough
ness its graduates for entrance upon
the duties of practical life.
The Methods Pursued.
The methods of instruction pursued
in the public schools are progressive
and in agreement with the most adj
vanced pedagogical teachings. In the
lower grades the children are intro
duced to the various subjects of the
course effectively. Elementary fact of
knowledge is developed for children
by abundant illustration. Hard and
fast rules and methods are not EN-
ployed, and the methods are as few as
possible. Teachers are required to ac-
Quire a knowledge of child nature and
use it not only TO determine the proper
method of instruction, but the KIND and
amount.
Similarly in the higher grades, prin-
ciples and methods of operation and
work are given as much as possible by
practical illustration. Pupils are en-
couraged 10 obtain information for
geography, history and similar studies
from as many sources as possible. in
stead of being required to commit to
memory certain arbitrary facts.
Throughout the course, from the low
est to the highest grades, instruction
in language is based upon the pupils
observations and experiences. which in
a LARGE measure connect themselves
with the simpler facts of nature and
science. By this means large amount
of valuable scientific information is
acquired and spirit of scientific in
quiry stimulated without the expend-
iture of time definitely for this pur
pose.
So complete is this course it may be
asserted without fear of assuming too
much that the pupil who completes
the common school course of today IN
Salt Lake has acquired as much knowl-
edge OF practical value as had the
High school pupil generally of gen
Grafton ago
The methods which prevail in the
Salt Lake schools are such as to bang
the pupil and teacher into genuine
sympathy one with another. Harsh
methods are seldom employed, and
with very few exceptions, children love
their schools and delight in attending
them.
The High School Methods.
The course of study which has been
prescribed for the grades is continued
through the four years of the High
school, with as little break as possible
in the continuity of the work in the
departments. There are few features
characterizing the work of the High
school which deserve mention. Great
attention is given to the study of Eng
the courses of study are so arranged as
to make the English language a strong
feature of each. A large number OF
English and American literary master
pieces are read and pupils obtain from
them a genuine interest and acquire a
taste which will be of permanent
value.
The science work of the High school
is conducted along lines which are gen
orally accepted by teachers of science.
Instead of pursuing scientific subjects
from text books, the pupils are brought
face to face with scientific facts, re-
conclusions from their own obServa-
tons.
The studies of botany and zoology,
physics and chemistry, are all pursued
by the laboratory method. The school
owns a. good collection of dissecting
and compound microscopes and the
other apparatus necessary for the
minute study of plant and animal It's
sues and functions. Each pupil has
notebook, in which are placed draw
ings of microscopical sections as well
as of complete organs, and makes
notes of his or her observations. These
notebooks are a valuable possession.
In some cases pupils who have applied
for positions at leading colleges have
been admitted without examination
upon the presentation of these note
books.
In the department of physics similar
methods are pursued. Every pupil is
provided with appropriate pieces of ap-
paratus and makes measurements and
observes phenomena independently. AS
a result of this kind of training, pupils
become exact observers and thorough
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