Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1897-12-31
4 GRAND SUCCESS.
CONTINUED from page s.


f0nDeQuence, make some knowledge of
axvanced mathematics necessary, you
will see not only why place 1t first. but
why also dwell with em, hasis upon the
manner Of teaching the subject in the be-
ginning.
AS matter of mentai discipline need
not enlarge upon 1t. but simply reiterate
that the peculiar mental discipline it
etves: particularly geometry depends
fs5ards geometry L believe the first
teachtng OF It should be. objective. mas
much az clear, mental perception can only
follow clear physical perception. Again
4 believe that the instruetions both In
a,s FAR i an po.s'S shsad e practical
There Is still d third purpose l believe
In placing advanced mathematics In the
elementary schools. and that is to furnish
a better working knowledge and power
for higher work. Our schools have un-
lergone a great change in twenty years.
The demands of life upon young men
leaving the grammar school today are
greater than ever. The education thar
was offered the high school graduate
twenty years ago is now, to a large ex-
tent. demanded of the grammar school
graduate. l say that the exigencies of
life at the present demand now what was
not demanded in the same sphere twenty
years ago. The Improvement of machin-
cry. the rapidity and ease of production.
the quality and style of material. the
multiplicity of invention all demand
more skill and knowledge for the same re-
suit from the same class of men now
than twenty years ago 1t is necessary
therefore, 1 believe that the grammar
school course be enriched I have in
mind. In connection with this, however.
those WHO enter the high school. wherein
the demand for larger course is pro-
porticlate to that of the grammar school,
The power therefore of acquiring higher
knowledge belongs to the province Of the
grammar school This does not mean that
the high school is to be relieved of all
Of no value II pupils starting in the high
school are to be turned loose to browse
& for themselves on the meagre material of
text book work. They may exist hut will
never grow fat. Again, 1t was never in
tended that the grammar school. in tax
ing upon itself any part of advanced
4 mathematics. Latin or any of those stud
d&s which formerly belonged wholly to the
'J<Iutfee of the high school. The high
schools, by the very act of placing adj
Evanced mathematics. Latin. ETC.. in the
grannar grades. have had created for
them greater responsibilities and more
ptessing demands than ever.
1hgecAll an instant wherein was dis
EHu1Bing this question of high school
mathematics with the principal of GER:
tain town which had algebra in the gram
mar school for the first time. He told me
T IN the course of conversation that he
would have less algebra to teach, now
that it was placed in the grammar school,
and he should begin his next algebra
class at simple equations Never was
there more mistaken idea, Still the
question remains before us unanswered
how much? Before answering the ques-
tion there is still another point TO be con-
sidered and you may start at the appar-
ent heresy of the thing when ! invite
Your attention for minute or two on the
topic of not how much algebra and We
are now ready to consider briefly how
much.
B In my own schools elementary algebra
SIS taught in the ninth grade three hours
perweek. alternating with arithmetic. l
still believe that 1t could profitably be in
tRoduced in the eighth or even the sew
@eDth grade. but everything depends upon
the tactful presentation of the subject by
sthe teacher.
Notwithstanding the committee OF ten
ana the opinion of various writer's I have
quoted. tits stnl evident the question
of how much algebra is a disputed one.
As Regards geometry opinions are less
diversified There is a general agreement
that eoncretes geometry should be taught
as "a special study beginning with the
seventh grade, all conditions heretofore
mend0ned @otng favorable. Here too
method dseeacher is everything. text
book nothing, yea oftentimes worse than
nothing. Here too. most decidedly is the
purpose. aim and object distinct from
that of high school work Here toe in
this study is the greater danger of de-
streying the only hope of love and i'm
terest for the study and to hasten that
condition of deep-rooted antipathy so
often seen among pupils pursuing geom-
etry in the high school Elementary
geometry is not a djmcult subject. in fact.
is far easier than much of the arithmetic
laid before the pupil today.
The difficulty which is Often expert
enced by some beginners in geometry
and the meagre achieyements which
d many pupils acquire. is due neither to the
inSuperable difficulties of the subject it.
self. nor the peculiar condition of the
learners mind. ! believe it is due. toe
often. to the method employed both by
Z text book and teacher. If this be so
how much 1t behooves us to guard care
fully the gateway to this most impor-
tant study, geometry. whether it is be.
gun in the high or grammar school But
how much you ask. how much. have
not said. have given you the opinion Of
others. ] do not know. ] did not :ntent
to answer the question when / began.
am less able to now that [ am done
! There is no doubt as to what the theoret
ical idea Is. but the local conditions ar,
very often such, that the question mus
be answered by each one after a grea
deal of prayer and fasting.
The experiment for many -of us here ii
Maine, just emerging from an educational
fevolution. may be hazardous. and man,
hat must first be settled.
leave the question with you with thi
a admonitiOn: BE not the first by whom
the new is tried. nor yet the last to la.
the old aside ss.s
~ Principal H. L. Rand of the Webste,
Grammar school of Auburn. presentes
an excellent paper on methods II
IL Geography" an abstract of which
1bws
Methods in Geography. ia
S. Methods IN Geography was tht slhjee
n spf remarks by Principal Rand Of tht
K sWnbster grammar school Auburn-
x#tEseoeraphy is the knowledge Of Stht
sseafth as the home of man. The wore
home Is expressive of all the relations ex
istlifg between the earth and man. TIlest
.selations of the land. water. ysiosp s
nninerals. plants animals and men 70
heir environments and tOfone a1ltlehet
he the conditions for mans deN4pR
kslfielt. Hence GEOGRAPHIC ~ fnHdime44 la
Knowledge Of man in bis reaat loss. III;
sssiInpliex and necessitates knawictigc Of
V The qualities, habits. changexand uses o.
geographical objects arldlOf the causes
relations. and classes ~ ageographiest1
phenomenal ~ 49, 49, ~ 81 80
C:eograppieal objetts-The eeoggaph!ct
4 objects are relief fDfms. BIS hill, valley
pl.in. plateau, tnountat r3tnges, drain,
:,