The San Francisco call. [volume] (San Francisco [Calif.]) 1895-1913, 1897-12-28

course Of study and discussion thereon.
superintendent J. w. Linscott of
santa Cruz, as chairman of the COM
| m1ttee, in introducing the reports Of
the b-committees, said that while
the committee had been in existence for
three years and was not yet ready to
offer complete course of study, much
had been accomplished toward that
end. He spoke Of the difficulties at
| tendant upon the preparation of sat
tsfactory course of study, and promised
that his committee would continue its
work during the coming year with re-
newed energy, and with the hope Of
presenting a complete report at the
next session Of the council.
| Professor e. q. Brown Of Berkeley
then read the general report. He stat
ed that a sufficient number Of copies of
the second annual report Of the COM
| mittea had been sent to each of the
counties to supply every teacher in the
| State. Several sub-connittees, he
! said, had prepared reports. which were
| appended to the general report. He rec
commended that the report be distribut-
! ed throughout the State and that the
! state association appropriate $3.50 for
! thet purpose, as was done last year
| Professor Irving Stringham of Berke-
| ley, chairman Of the committee on
| report,
| Which said in part:
In constructing a programme Of math-
! emaucal studies the committee has been
guided by two important considerations:
me two-fold character Of the purpose of
| mathematical study in the public schools
| the quite universally acknowledged mea-
| gerness of results now obtained from the
study OF arithmetic in most Of our gram
| mar schools
| Mathematical study serves a two-fold
purpose on the one hand as weapon
| necessary IN the daily warfare for exist
| ence; on the other as a mental discipline
| Without the knowledge that 1t dispenses
and without the ability to use the 1nstru-
! mentS that IT furnishes, the individual
member OF society is incapable of main
| tanning an independent existence He be-
| comes an easy victim for slaughter in
| the midst OF the selfish scramble for pre-
! ferment. It is one of the memorable laws
OF civilization that one must study arith-
| portant is mathematical study as a men
tal discipline. As such it helps to pro-
duce strength of mental fiber, cultivates
the power to strike with precision and
through the consciousness of power slim
ulates self-reliance.
The professor submitted q table CIV
ing the proposed programme of math-
ematical studies in the primary, gram
mar and high schools. In the first and
second grades lie suggests that twelve
minutes daily be devoted to each
twenty-five pupils, while in the next
two grades the time be extended to
twenty minutes. In the fifth and sixth
grades the time is increased to twenty
five minutes, and in the seventh and
eighth thirty minutes daily are de-
voted TO arithmetic and mathematics.
A course of study is prescribed for
each grade, care being taken not to
overburden the pupils, but to accom-
plfsh the best results with the least
work.
In the two lower grades of the High
School he recommends a course, of al
zebra three times a week and geome-
try twice a week for all pupils In the
eleventh grade, pupils preparing for
college should be required to study
algebra twice a week and geometry
three times, While during the last wear
algebra should be heard three times,
and trigonometry twice a week. this
course to be entirely optional with the
pupil.
Professor o. P. Jenkins of Stanford
University in presenting his report on
Mature Studies,'' said in part:
In planning a course of nature study
it must be understood at the outset that
such a plan is presented only as tenta-
uvei that it is to be subject to modifca-
tons in any way or at any time accord
Ing as experience ana development shall
dictate.
The following general considerations
should guide In the choice of subiects.
No attempt should be made to formulate
hxed course-that is, one consisting of
a definite sequence OF selected objects
such as Is usually considered TO be the
meaning Of a course of study. The work
should have as its principal aim the CIV
ing employment to the child in seeing
clearly, thinking accurately in the pres
ence of real facts and in enjoying intel
ligently the world about him, of which
he is a part
The number of objects in nature that
are available for this end are thirty. THE
school period can use but a fraction OF
them. Consequently there is no lack of
objects to make use of, and on the other
hand there are no good reasons for CON
filming the list to a single series Fur
thermore 1t would be impossible from the
natural condition of things TO follow in
two different schools such a fixed list.
In the lower grades at least the sub
jects of the lesson should be simply as
phenomena treated indifferently to their
larger relations. 1t is better in these
grades to select the lessons promiscu-
ously from the various realms of nature
as we usually classify natural phenom,
ena, the choice depending on conditions
of season, locality and opportunity. II is
mistake to dwell long on one subject
or continuously on the same grouD Of
subjects. Phenomena. of the inorganic
world should receive equal attention
with those of animals and plants In
the study of animals and pIants the
most valuable phenomena to make iIse
of as educational means are: The q ctix1i
ties of the organisms their WAYS of a.
ing things, and the adaptation of each
to his particular kind of life As menv
as possible OF the lessons should be those