Evening star. [volume] (Washington, D.C.) 1854-1972, 1900-03-23

English sentence.
Seventh Grade.
In the SEVENTH grade the child was eX
pected to correct his own mistakes as he
talked. changing the form of the verb,
changing elements from one class to an
other, using phrases instead of clauses and
clauses instead Of sentences. Here he was
! more than ever to apply the analysis of the
sentence which he had learned to his MAX
ing of language. in all his conversation, in
all his Rotations, in all his written work.
BY the aid of lists of conjunctive adverbs
on the blackboard he was encouraged to
use complex sentences. employing the cor
rect connectives. The correct relation of
thought expressed in the spoken and
written language of the child was earnestly
Striven for. The study of the parts of
speech was finished
For specific reading the Normal fifth
reader to part ) was taken. In poetry es-
pecial use was made of the chambeSed Maui
titus, teachers borrowing from the Smith
sonian Institution the beautifully cut shell,
SO bisected as to show its chambers.
Eighth Grade.
Analytical study was made in the eighth
grade of several classics Sleepy Hollow. for
its refined humor and fgurative language;
Snow Bound, for purity of style and beauty
of description: and Merchant of Venice, for
character study The pupil was reviewed
in formal composition and taught to en-
bellish narration with description, combine
them in exposition. strengthen them by
comparison and contrast and beautify all
by simle metaphor and other figures of
speech, selection, sequence and symmetry
being especially emphasized. AS through the
childs whole previous course in school, he
was encouraged to spell correctly from
desire to do so. Spelling was taught in all
the grades when new words were about to
be used and when the word used was mis-
spelled. He was encouraged to exercise
in ttIN md ha Sa1a
OF words.
Arithmetic.
The work in arithmetic was begun in the
first grade with the number table, which
had its compartments. four to each child,
filled with shells, pebbles, acorns small toys
etc. partly contributed by him, partly by
the teacher. With these he learned to COM
bine and separate numbers and throughout
to speak more and more correctly and ac-
curately. The child was made familiar with
the use of the foot rule. The hand and
eye We're so trained that he could draw
free-hand vertical, horizontal and an
oblique line of given length with reaSonab BILE
accuracy. With paper he made neat.
simple box. an envelope for his pencils and
a calendar.
His eye and hand were further trained
through the use of the Speer models. =
By the end of the year he was familiar
with the combinations, separations and
fractional parts of numbers from one to
| ten.
| In the second grade he learned to
| add. subtract, multiply and divide with
| numbers to twenty. He learned the two
and three multiplication tables, and read
| the first half of Halls second-grade arith-
metie reader. He constructed squares cir
cles. envelopes, penwiperS, bookmarks,
weather reports, calendars, clock faces and
other similar problems
In the third grade he reviewed the second
| grade work. finished Halls second-grade
| arithmetic reader, and read the first fifty
, pages of Halls thftd-grade reader. He had
| the first six charts of SGriffins arithmetic
| and the first lessons blythe same author on
| area and volume. f. He learned all the null
| tiplicatfon tables. not already learned and
| had numerous problems in addition, null
| tiplcation. subtraction and division. He
| also studied the relations of volumes as de-
| veloped by Speer.. II
The child reviewed in the fourth grade the
| work Of the third, using whole denominate
! and whole abstract numbers. verifying the
| results. He was given much oral work at
| sight in addition and multiplication and he
made and solved ssiiany, problems with inte-
| mate. and simple and, compound numbers:
| squares and square ROOTS, cubes and cube
| roots The work was done effectively first,
often in the field. as with the flower beds in
the various public reservations, using the
| numbers of plants in rows. working on
fences. determining the number Of posts,
quantities of materials ETC.. paving side
walks. plastering. papering. finding surface
areas OF models, etc, and then abstractly;
| much practice was had. BY his use Of
Gifin he was enabled to make problems in
| volving fractions in pertmeters and areas.
| and considerable practice was had with
| relativities {Speer). until finally books were
| used to test his strength in the work done.
| In the fifth grade the work was a review
OF that previously DONE the teacher dwell
ing upon. these subjects which appeared to
| need additional attention; but heavier num-
beers were used than formerly, and prompt
| ness as Wei as accuracy was sought Here
Percentage was begun and the child taught
Continued on Thirteenth Page)