The theocrat. [volume] (Zion City [i.e. Zion], Ill.) 1914-1949, 1919-06-28
The Fifth, Sixth, Seventh and
Eighth Grades


each teacher is assigned to one particular
grade; that is, the teachers in each grade
conhne their work to that grade alone. But
in the four higher grades each teacher gives
instruction in one particular branch through
all the grades For instance one teacher
specializes on geography; another, history;
another, grammar; another reading anoth-
er, arithmetic, giving a portion of her time
to each of the four grades.
In this way, work of high order is
accomplished because the instructor lex
plores every known avenue of research to
add to her fund of knowledge in her particu-
lar line. She concentrates on that one sub
Ject and becomes specialist, so to speak.
Grammar
The Bible being the principal textbook,
certain passages of Scripture are carefully
studied - for instance, John ISL and 2,
the verses being illustrated by descriptive
work on grape cultivation.
The Alpha and the Omega were ilustra-
ted and the Covenant of Divine Healing
diagramed.
Instead of using silly story books for sub
Jects, Bible stories are selected and the child
rem are required to relate them in writing,
giving close attention to capitalization, pune
tuation, paragraphing and sentence con-
struction.
One of the practical methods of teaching
grammatical construction is to take incor-
rect forms of expression, such as IF | was
you" This was illustrated in clever draw
| Ill .~1o o.,1 6
them said, Hello" Thu other replied,
IF | were you | would say, Peace to
thee"
Another drawing represented the Lake
of Despair into which lions enemies were
diving headlong A Zion man, standing by,
remarked, Our work is now finished God
is victorious" His wife was near, laden
with LEAVES OF HEALING. Beneath was
inscribed: They gather themselves togeth-
er against the soul of the righteous, and
condemn the innocent blood. But the Lord
is my defence; and my God is the Rock of
my refuge" psalm "a :21, 22)
Correlating the study of grammar and
right living, compositions on the ear were
parts of that delicate organ
AS the children come into the Fifth Grade
particular stress is laid on the correct use
of words; for instance, they are taught the
distinction between 81 think" and Il guess" ;"
in and into;' 81 think and Il expect :"
was" and were" Saw" and "seen :"
don't" and docs not - ''le" and clay ;"
''set" and Isl" and so on
These forms are drilled into the children's S
minds through construction and compost
tion work, until they know them thoroughly
The simpler poems by Browning, Whit
tier and others are studied and illustrated
by picture booklets.
In the Sixth Grade, the children learn
parts of speech; also to reason and explain
causes, giving development and usage; the
compositions, therefore, are both explana-
tory and narrative in character
In the Seventh Grade, analysis and dia-
granting are gone into quite thoroughly and
the compositions are not only narrative and
explanatory but some are descriptive The
first original work is done, the children
choosing their own subjects, and in these
all three styles are combined
In the Eighth Grade, the study of techni-
cal grammar is taken up, covering work
chiefly in verbs, participles, the gerund, the
infinitlve. and verb phrases in passive and
active voice.
1t will be noted from the above, that in
stead of the pupil spending months each
year in learning parsing and dry definitions,
as was done years ago in country schools,
he is passed rapidly on into the practical
side of grammatical work - into analysis.
and better still, into composition work
There is nothing which instructs in the
use of correct language like doing the actual
work itself. One of course must learn the
rules OF grammar; but it would be Just as
reasonable to expect boy to learn to swim
by remaining forever on the bank and study
ing the various strokes as to expect pupil
to become efficient in the use of language
without putting his knowledge to practi-
| cal test; furthermore, by launching out into
the deep, grammatical rules, instead of be-
ing dry as dust, become vibrant with in
! terest.