The Manchester journal. [volume] (Manchester, Vt.) 1861-current, 1914-01-15

in positions requiring arithmetic English This criticism
often turned against those who most satisfactory pupils
The difficulty that these subjects did not receive enough time
school, rather than processes merely and
the memory kept frequent drills
these had practical application consequently the now
edge not organized that became part the chs experience
The remedy to be found such organization of the sumatter
that children it. this respect Vermont often fail
The course in agriculture for example outlines ten experiments for
the testing of Soils but there is suggestion of that
be made of this knowledge Most adults have little need for the
of square algebra yet these subjects taught the eighth
and ninth There frequent directions to the teacher
late the work of subject with other but the makes
this between English and drawing The country
child has the right the city child have the work adapted
to his and needs This not for the of making
of him. but furnish foundation upon which he
organize his knowledge Except for few TOPICS such problems
concerning fences arithmetic and the raising of vegetables SUBJ
jects for compositions there indications that the
intended for rural schools.
years the elementary school heightened from
eight nine years This done because the school the rural
and village schools short that the customary elementary
school could not well be covered eight Now that this
special the longer gradually disappearing would
be in keeping with the practice of most other states to return to
eghyear course In fact would be advisable in many sections
where conditions permit of conveying pupils to end the elementary
with the sixth and to do much of what done
the seventh eighth and ninth in junior high schools This SUBJ
ject is treated in detail in Section w.
icy THE CHARACTER OF THE INSTRUCTION. y
generaze concerning quality
observations made about cent of the schools Because
however discussed with the
of study and the influence of the free tuition examinations
the features of instruction presented here probably typical of those
throughout the state except certain of the larger cities
Much is laid upon certain formal branches Handwriting
probably the emphasized subject in the schools In city
the teachers notified that they would not be contracts for
the unless they presented certificates of proficiency the
method of handwriting employed that school system In another
the teachers which to qualify in similar
Formal is close second to handwriting In
the schools this subject begun the fourth grade and continued
by parsng and dagamng through the remaining five
years paramount the ninth grade Arithmetic also
receives dispropoionae emphasis Such subjects history
apy physiology and hygiene literature art and not ignored
exceptional schools these subjects do receive
a appropriate amount of attention
This general emphasis formal branches results in making drill
the method of instruction This drill too often has but
little thought behind it, the subjects connection
with which is used those which the pupils receive the poorest
standings the free tuition examinations which discussed later
In beginning reading teachers and superintendent have generally
drill methods approach the subject from
the side its thought with the result that mastery of form
about incidentally and of chds
understand the thought In school the English work
grades the third the ninth inclusive observed The
grade pupils asked tell the story illustrated by two pictures
the text One child did this remarkably good FORM Of the
observed however this the only which the children
did said anything that their The work the others
confined technical analysis sentences the dagamng Of these
the parsing the While this the general chaac
tersc of the work English there teachers who rise above it
and put into their English work element of practical reality that