Year: 1876

| chivalry of the nineteenth century.





| TEACHING In GRADED SCHOOLS.
| There has been of late much inquiry


into the competency of certain teachers in


the higher grades of our public schools.


In this we have taken but little part, be-
| cause that, outside of the merits of the


somewhat personal controversy, we have


some views regarding what properly ap-


pertains to the teaching Of graded schools
| as distinguished from those in which all


grades are taught promiscuously. The
present may, perhaps, be an opportune


moment for the submission of few re
Elections on this subject. The object of


teachers, all will admit, should be to aid


the scholar in the acquisition of an edu-


cation. Books are also useful adjuncts in
attaining the same end. But neither will
accomplish the desired end without intelli-
| gent application on the part of the scholar.


The teacher may instruct successfully


without the aid of books, but it will be
only by transforming himself into living,
| acting, illustrated work that all can read.


Teachers of graded schools should be
possessed of those rare qualifications which
mark the successful lecturer. Their pupils
being all of the same grade their studies
alike should be, during school hours, q
course of lectures, each recitation being a
familiar lecture illustrated. In this man
ner competent teacher by suggesting
questions, propositions, &C., will extract
intelligent answers from the pupils, or
ascertain that they have no proper COM
prehension of the subject under discussion.
The deliaquents should be labored with.
The great object of the teacher should be
to first analyze the subject of study or
recitation by series of questions and re-
marks which would teRd to impress cor
rect views upon the minds of the scholars,
and then direct the train of thought to-
ward their dissection and digestion. As
rule scholars are compelled to read and
study too much and are led to reflect too
little upon what they do read. Perhaps
this rule applies to the whole reading pub
lie. What the minds of children
and youth most need is direction.
They do not lack activity. They are
constantly on the alert. If they are not
guided in the right direction, they will very
likely take an erroneous shoot. The sub
jects of study should be invested with inter
est. A teacher who can take up recita-
tion and lead it in the form of discussion,
so as to draw out the reflections of the
various pupils in an analytical manner, will
find every scholar deeply interested in the
subject. If the teacher is capable of 50
illustrating and dissecting it as to satisfy
their inquiring minds he will never have
to complain of dull scholars. Progress in
the text books may be slow, but it will be
sure, because such recitations will make an
indellible impression on the memory and
form the basis of sound reflections in the
future.


To make this system successful great
care must be taken in the grading and allot-
ment of scholars to the different schools
Advancements from lower to higher grades
should only be made upon positive mastery
of primary studies. 1t will be found indis.
pensable to give full attention to the actual
status of the scholars in the several studies
which they are expected to pursue. 1t is
idle to put a scholar in the grammar grade
who is not able to read intelligently and
who is not sufficiently conversant with the
meaning of the words he reads to compre-
hend the subject related or treated of by
the author. The word of the scholar as to
what books he has studied and what pro-
gress he has made in them should not be
taken as evidence of his grade of scholar
ship. All time spent by scholars in schools
that they are not prepared to enter is worse
than wasted. The studies in those grades
are all Greek to them. They should be
first thoroughly inducted into the rudi-
mental branches. Parrot-like reading and
guess-work spelling are much too common
in our public schools. Ability to spell
word correctly IN two or three trials is no
evidence Of creditable orthography. Nor
is the correct reading or pronunciation of
words, phrases and sentences any evidence
that the reader has a true conception of
the authors meaning. There is little use
in attempting to build sound and dura-
bic structure upon q false or imperfect
foundation. As a thorough comprehen-
sion of the construction of words and
their relations to each other, as
well as their true Specification,
are all essential in an intelligent
reader, it is quite obvious that read
ing, spelling and the definition of words
are indispensable prerequisites to the &C.
QUESTION of the higher branches. Hence
the folly of advancing scholars into those
more difficult studies without this prepara-
ton. Our observation leads us to fear that
Q great deal of time is lost in our public
schools by making haste to get through
textbooks regardless of the full compre-
hension Of their contents.


In graded schools properly conducted the
teachers should be thoroughly acquainted
with the real status of each pupil in all his
studies. A few questions at the end of each
recitation will disclose the familiarity of the
student with his subject. If he be too dull
or too obstinate to comprehend it, he should
be raced, returned to a lower grade and
compelled to remain there until his ambi-
ton or industry, or both, are sufficiently
excited to stimulate him to greater attention
and exertion. Proper accent and emphasis
in reading depend SO entirelyupon proper
conception of the author by the pupil that
it is impossible that he should recite or read
well without thorough induction into the
definition of words and Specification of
terms Reading should not be taught
through accent and emphasis marks in text
books, regardless of the students concep- |