The Topeka state journal. [volume] (Topeka, Kansas) 1892-1980, 1906-08-08


ment has been made by the simplihca-
e1on OF the course at certain points, BY
the introduction Of e limited amount of
suppleme ntary material in language
ana reading; and by q read juStmenC OF
the assignment OF certain subjects, e.
g. ~ the transfer Of the history Of
Kansas from the sixth to the seventh
grade.
The subjects of reading. spelling.
writing, arithmetic grammar, geogra-
ply and history are fundamental and
naturally occupy the most prominent
place IN the daily programme. An eff
Tort has been made to connect the
school life with the home and the sur
rounding world by a study of the COM
mon occupations of people and by cul-
tivating observation of natural phe-
nomena and acquaintance with the
common objects in the natural world
Drawing and music should be regard
ed not as extra and ornamental
! branches, but as subjects Of sufficient
importance to be in charge of special
supervisors. In these departments ex-
cellent progress has been made during
ing the past year. The effect of this
pear IN the coming years throughout
the community in improved standards
OF taste in common things and in a
better appreciation of masterpieces of
music and art
An important extension of the in
struction in the schools has been made
IN recent years by the introduction of
manual training. In the fall of 1902
Two rooms were furnished with appli-
ances for work in wood carving, clay
modelling and wood working in the
Branner school, where the details of a
course of study were developed. In
1913 the work was introduced in the
Clay. Sumner and Buchanan schools,
and IN 1904. in accordance with the
wishes of the people as expressed in
pond election to supply funds for the
furnishing of rooms and for equip
nent in certain buildings, manual
training was provided for Grant, La
fayetIe. Monroe, Jackson Polk Low
man Hill, Potwin and Harrison On
the completion of the new building
similar provision was made for the
quincy school in the fall of 1905.
The manual training work as now
arranged begins in the fifth grade and
continues through the eighth. The
3, u, and A classes take clay mod
cling, the A and 8 B classes take
wood carving, boys and girls working
togecher; in A, B and A the boys
take wood working and the girls sew
ing. instruction is generally given to
each class for 20 minute periods twice
week. The pupils of the Washington
Scnool go once week to the Monroe
building, where they receive instruc-
ton in a 80 minute lesson. In the
larger schools the manual training
work requires the entire time Of one
teacher In four Of the smaller schools.
the work is done by two teachers each
Of whom carries on the work in two
sch ools. Instruction in sewing is gen
orally given to the girls by the regular
class teacher, while the boys receive
instruction in wood working from the
manual training teacher.
The results of the work in manual
training already observed are such as
to fully justify the cost of its introduce
ton and operation, and it is important
that the remaining schools should
snare in its benefits q the earliest DOS
sible time This is especially true of
such schools as Lincoln and Garfield,
whose pupils go directly into the high
school where they enter classes with
pupils who have had the advantage of
manual training for several years.
High School.
In the high school the course of study
has been In the process of development
for the past eight years and instead of
seven separate and Independent courses
or study from which each pupil select
ed his studies for the entire four years
on the day of his admission to the
school there is now a single course of
study in Which certain subjects are re-
CURED and the remainder, under care
full limitation and supervision, are open
to the choice of the student This. plan
allows a very limited choice of studies
IN the beginning but permits more free
dom as the advancing years bring to
/ the student and his parents and teach
ers better understanding of his par
/ ticular needs. This is the plan which
/ is most approved by the best authori-
/ ties. Besides its adaptabi1itv to the
conditions in individual cases. it ad-
mits of indefinite expansion with the
| growth of the school without the neces-
sity Of continual readjustment and per-
4 mits the most economical disposition of
/ the teaching force.
When the manual training depart
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