Milford chronicle., 1911-08-11

the rural schools to limit this work
to any number Of grades less than
eight, it is the opinion of this COM
mlttee that
The schools Of the rural districts
shall devote at least two-thirds Of
their time to the first six grades of
the course to be prescribed, and shall
encourage the pupils in the grades
above the sixth, to 60 to the nearest
graded school where they may re-
ceive more time and more detailed
instruction. No teacher in an un-
graded school should be allowed to
teach any subject not in the pre-
scribed course, unless at times other
than the school session.
SUBJECTS IN COURSE OF STUDY FOR
RURAL SCHOOLS.
A great deal of time is wasted on
certain of the subjects commonly
taught in the rural schools. The
cause of the waste is not hard to find
for it lies invariably in the lack Of
definitely planned scheme of the
work on the subject TO be covered
and in the careless methods of the
teacher. In arithmetic. geography.
history, language, writing and es-
pecially in physiology and hygiene,
subjects which run all through the
grades, the results attained are not
commensurate with the time spent
on them. Text books are often placed
in the hands of the pupil merely to
save the teacher trouble when in
most cases the instruction should be
oral. 1t is the opinion of this com
mittee that
'The course of study to be pre-
scribed should state definitely what !
is to be done every year in every |
subject and indicate the amount of |
time which may reasonably be spent |
on its accomplishment. 1t should |
further state on what subjects and |
to what extent the instruction should |
be altogether oral, or based partly
on a text book"
The inexperienced or unskilful
teacher is very apt to depend almost
entirely on the text book as the
guide for selecting the material for
close study. The result Of this cause
has been and is today that there is
little relation between the work of
the school and pupils at home or
State environment. Most naturally
therefore, the pupils does not have
that zest for and interest in his work
that he would have If he realized
what it was all for-but instead
alphabetically allows himself Ito be
The character of the
work in history should be changed
by introducing some local history
and such parts of foreign history
which would throw light on i'm
Oortant facts in out National His
.ory. The work in geography can
be vitalized by introducing the study
If its economic and commercial as
Oecls. The work in physiology and
hygiene can be made useful and
ess pedantic by emphaizing hygiene
md sanitation, and leaving the
lnatomy for the upper grades. The .
work in nature study can be made ,
more valuable by connecting it more
lirectly with the school environ :
nent. The character of the English
work is too artificial and does not
the desired aim. 1t is
he opinion Of this committee that
1.-The course of study should con- {
ain the well-advised changes in the (
haracter ef fundamental subjects {
which are advocated by our intelli s
.ent school men, especially such +
hanges which tend to vitalize the T
ubjects and connect the work with 2
he pupils, school and often school t
And further that the +
curse of study should be so formu- {
ated as to prevent mere text book I
and require constant and in /
elligent preparation by the teachers.
The work of the scholars has very t
lrgely been confined to what we b
allied the common school studies y
eading, writing, arithmetic, gram
lar, spelling, geography, history
nd physiology.
The moral and physical training
the pupils has been almost en-
rely if not wholly neglected by the
shools. What work that has been
one was incidental in character. If
be home took care of the develop
lent of right moral attributes, there ,
-ould still be necessity for work Of a
lis kind in the schools. As to the
aiming in manners and behavior in
ublic places, no one will deny that
lstruction is needed and that the II
IL I