The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1898-04-23

mated, as thereby botl perceptiye and
reasoning faculties are stimulated in the
child, and habit OF solving for himself
grows with his growth Here, as in the
previous year, we find margin for object
lessons, which may be varied to suit the
classes For in the several years we will
find the two elements, the one from above,
Descending; that fTom below, ascending,
like the stalactitea and stslagmtes of
geology 1t is in this Year that there be-
gins tempting tendency to grade up,"
a. it were, and to long for the literature Of
/ the third reader before we have pre-
/ pared ourselves for all TIE attendant re-
/ quirrments Of the gradc for here is is that
we encounter that bette noire Of primary
school lifelong division How many fair
hopes wreck on this inconvenent rock
| And yet, unattrGctiva as it may prove, we
must master it before we can pass ON with
profit. Geography is introduced in this
grade orally to he sure, but none the less
thoroughly. The copy book appears, too,
and il cannot be too strongly urged upon
all teachers to watch carefully these first
manipuations Of the pen and ink, for in
these earliest experiences are formed the
habits that Will control the outcome in
penmanship. And just here let me say,
think in no department Of school work
will individuality assert itself so promi-
nently as in writing, not only in the form
alton OF letters, but in the positions as
sumed and the augle Of vision, and often
times we err, fear, in aiming to change
the natural bent. Not that children may
be allowed to assume any position,
prompted by caprice or whim, but if the
regulation attitude is particularly hard for
the little ones to adopt, then allow them to
fall into their own natural position, and do
the best they can. Indeed, | doubt seri-
ously the proprety Or usefulness of aiming
to reconstruct the left-handed subject
We take up language in the thrd grade
too. This is a most important and a much
neglected department. The bylaws say,
'language lessons begun they do not
prescribe 4 text book, nor do they declare
such lessons must be oral, so we use the
combination that may be secured by the
blackboard and One text book, accom-
panied by lectures and explanations from
teacher, and supported by the careful cor,
rection Of each little slip that occurs in the
l,il Enttn,, - IL;
dTen. The English Of Che teacher is, Of
course, sans reproche. In the latter part
OF the third year, original descriptions Of
familiar objects may cultivate the faculty
OF observation, as well as the power of ex-
preston A. in the previous grades the
latitude allowed for individuality is gen
erous and may be made OF almost equal
Importance with the prescribed work.
If haply the teacher can draw, then much
good may result from the simple illuatra-
tons that will appear or the blackboard
from time to lime, and by requiring repro
ducv,ons or original drawings, the germ Of
artistic or mechanical drawing 1nay be
iosterad and developed
In the fourth grade we find Ii, hardest
Of the six; in earlier years 1t was the Gus
tom to divide the work CT this grade, and
distribute it over two years. but in the
thoroughly graded school, especially in
those where each teacher has one grade, the
| entire ground may be covered In read
ing, the fourth reader is finished, and the
| primary speller closes the work in that de-
| partment. In combination with reading
and spelling lessons, we find the dictation
and reproduction exercises, and in this
connection supplemental reading ia used.
/ In arithmetic we complete fractions--we
( do nos Ego over observe the force OF the
word complete, which must carry with it
suggestion of frequent and laborious re-
views, often attended with as frequent dis
may and encouragement to the teacher
( n this grade originates the strength or
/ weakness Of the pupil later, in algebra, for
/ from the beginning OF that study his
/ knowledge Of fractions is in requisiton.
The mental arithmetic, for which, alas.
we are furnished no text book in these
later days, is most useful addsnduI TO
the written work. Geography is taken up
in earnest here, and text bool, is placed
III the pupils band. TIE language lessons
are continued and in the exsras, we find
it profitable 10 iutrolnoc the discussion Of
daily topics, whcthe. the more Important
events Of history that is making, OF of
minor matters Of local interest. Here we
lay foundations for that genuine interest
in municipal and national aTJjga, that rises
above the level of ssnsatioralam aud he
/ gets broad and liberal thinking.
In tie i'th grade we alternate reading
in the fifth reader with United States his
lo,y and in spelling we take up the adj
vanced book. In arithmetic the schedule
calls for the completion Of part second, and
this. in view Of the recent enlargement
and enrichment by added problems in re-
view, makes strong years. work.
The primary geography is completed and
advanced work IS taken up. The schedule
rere il not explicit. We read advanced
/ :. a. Il