USA > Massachusetts > Essex County > Saugus > Town annual report of the officers and committees of the town of Scituate 1885-1891 > Part 23
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Second Year. First Readers.
Third Year. Second Readers.
Fourth Year. Third Readers.
Fifth Year. Third Readers. Sixth Year. Fourth Readers.
Seventh Year. Fourth Readers.
Eighth Year. Fifth Readers.
Suggestions : Good reading is obtained by cultivating fluency, naturalness, and a correct use of the voice.
Progress in the first years should be very slow. Do not allow pupils to read word by word. Have them look the phrase or sentence through silently, and then read it aloud as a whole. Teach them to think of the meaning of what they read. Use great care in the choice of selections. Aim at quality rather than quantity.
To read fluently is to read with ease and smoothness. It depends upon recog- nizing readily the words, and seeing at a glance, the whole phrase or sentence so as to get the sense. Consequently, before reading any selection, the teacher should pick out all words difficult to pronounce, or whose meaning is not clear, and go over them with the class. . Much practice should be had in easy reading.
It is well to turn back often to an easier book, especially when the one in use is difficult.
Naturalness in reading is reading as one would talk. Keep up a running con- versation on the subject matter that is being read so as to make the whole scene or event seem real. Have the pupil read so that it may seem real to the listeners.
If a pupil does not read naturally, he does not understand what he is reading or
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he is not thinking about it. The teacher, by a few questions, or by asking for a short resume of what has been read, will be able to tell what is the trouble and at the same time will help to awaken an interest in the lesson.
To secure a right use of the voice there should be daily practice in some of the following : on the vowels to secure a pure tone; on the consonants, especially on difficult combinations, to secure distinctness of utterance; on pitch and force; on emphasis; on pronunciation.
Have good selections memorized by the school and have them properly rendered.
Select pieces of different styles and practise these frequently and thoroughly, as models of their style.
At all times cultivate an easy, pleasant, conversational tone. The drill in music will be found a great aid in obtaining good results in reading.
Spelling.
Spelling will be taught, incidentally, in all studies.
In the first year, spelling exercises should in the beginning consist only in copy- ing from the blackboard words taught.
Afterward, when the names and sounds of the letters are known, oral spelling of the words in the reading lesson may be had.
During the next two years, have oral and written spelling of words from the reading and language lessons.
Words are to be copied from the blackboard and spelled from memory, alone and in short sentences, from dictation. Drill on short words in every-day use.
Third Year. Harrington's Speller, Part I., pp. 1-21.
Fourth Year. Harrington's Speller, Part I., pp. 21-47, and from reading, lan- guage, and geography lessons.
Oral spelling three times a week; written, twice.
Fifth Year. Harrington's Speller, Part I., pp. 47-77, and as in fourth year.
Sixth Year. Harrington's Speller, Part II., pp. 1-30.
Seventh Year. Harrington's Speller, Part II., pp. 30-60.
Eighth Year. Harrington's Speller, Part II., pp. 60-90.
During the last three years, have oral spelling twice a week and written three times. Review lessons may be made up of misspelled words. Use also words found in the lessons of other studies.
The length of the lesson should be determined by the difficultness of the words.
Writing.
Children in the first year will begin by using slates. They will learn to make marks, then the letters i, u, o, a, etc. After they have learned to make a few letters, begin to combine them into short words. Then write names, dates, sub- ject of lessons, etc. Follow the same general plan, in dictating letters, words, and sentences, in all grades.
During the second and third years, use pencil and paper. In the last part of the third year begin the use of pen and ink. When a new letter or word is taken up dictate each movement made to form the letters. Then dictate by letter and word. Finally dictate by allowing pupils to write a number of letters or words or a whole sentence. Review constantly, by means of the words and sentences given, the letters already practised.
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Dictate very slowly until pupils have learned to form letters with reasonable accuracy. Then, to secure rapidity, increase the rate of dictation very gradually.
Put the copy on the blockboard at each lesson. Let it be correct. Send pupils to the board to write the copy. Point out to them their errors. Insist on neatness and precision in all written work. Every written exercise should be a lesson in writing.
Have a brief drill in ovals, slides, etc., at least three times a week, to give free- dom of movement and to prevent the drawing of the forms of the letters. Insist upon correct pen and pencil holding, and a proper position of the body, at all times. Use ink in all written work in classes of the last four years.
Language.
First Year. In this year the work done by the pupil is mostly language work.
From the first the child should be led to feel at ease, to talk, to ask and answer questions.
Teachers should insist on complete statements always.
Make every effort to have correct forms of speech at all times.
Do not, under any circumstances whatever, allow incorrect language to go uncorrected.
Have talks about domestic animals; their characteristics, differences and resem- blances, and habitat; about common trees, resemblances, differences, and uses; on things used in the house, on the table; on materials used for clothing, etc .; on sun, moon, stars. Teach primary colors. Form, size, direction. Describe things they are seen at the timc, and from memory.
Make objects with clay, paper, and sticks, as busy work.
Teach by talks. Lead the children to do much of the talking. Have stories, descriptions, and dialogues in which the facts learned are reproduccd in the child's own words. Cultivate the observing and imaginative powers. Train the children to think independently.
Out-of-door walks and talks before and after school will aid greatly in awaken- ing enthusiasm in pupils and in drawing them out. This is true for all grades. Use pictures, models, and objects as much as possible.
Second Year. Extend the work of the first year by studying more closely the plants and animals that have been studied.
Place those plants or animals having like characteristics in the same class.
Location, form, size, purpose, and uses of objects in the school-room; the room itself. Direction and distances in and around the building.
House, material, form, parts; a well-conducted home. Streets, parts, buildings on it; trees. Conduct on the strect. Directions and distances.
Light, darkness, heat, air, winds, clouds, hail, rain, snow, ice, water. Day and night, the seasons.
Read and tell stories to children of actual and imaginary scenes, places, people, etc. Fairy stories. Secondary colors.
Have oral descriptions of things observed or talked about.
Reproduction of stories. Lead children to tell storics of their own making.
Write names of objects and short statements about things learned. Avoid set phrases as, I see, I can see, and I have.
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Make forms from clay and paper, and draw on slate objects studied.
Use as a help first sixty pages of " How To See." TRAIN CHILDREN TO THINK.
Third Year. Review previous work. Extend study of plants and animals. Effects of heat, light, moisture, etc., on plants and animals. Talks about birds and fishes. Stories about places and people, of wonderful natural phenomena.
Plan of school grounds .; their location, form, size, use, ornamentation, etc. Means of travel in town, physical features, villages, public buildings, historical facts, business, distances, and directions. Draw map. Forms of land and water. Horizon, sky, sunrise, sunset.
Oral descriptions, reproductions, and very simple definitions of the important things studied. Write short stories. Neutral colors. Begin letter-writing. Com- mon abbreviations. " How To See," entire, as a help. TRAIN TO THINK.
Fourth Year. Study of animals by tribes; their usefulness to man, habits, hab- itat. Same of common birds and fishes. Continue study of plants; parts of plant, parts of leaf, parts of flower.
Preserve as complete a collection of objects studied as possible; also pictures.
Write and give orally, descriptions, stories, and simple definitions of objects studied. Reproduction of stories read or told by teacher or pupil.
Give particular attention to the correct use of the most common punctuation marks. Continue letter-writing. Dictate easy selections of prose and poetry. " How To Talk," sixty-six pages. TRAIN TO THINK.
Fifth Year. Continue previous work. Flowering and flowerless plants; exo- gens and endogens; subdivision of exogens. Extend list of abbreviations. Let- ter-writing. Dictation of selections. Always have written and oral descriptions of things studied. Teach the use of the dictionary; diacritical marks. " How To Talk " completed. TRAIN TO THINK.
Sixth Year. Continue nature study. Give particular attention to the division of subjects written upon into topics. Insist on a clear style, short sentences, and simple words. Choose themes for writing adapted to the age and capacity of the pupils. TRAIN TO THINK. Dictation. Metcalf's Language, Part I.
Seventh Year. Continue previous work. Have pupils learn about the insect life around them, also the more common forms of sea life. Review and complete Metcalf's Language. TRAIN TO THINK.
Eighth Year. Continue previous work. Study about the rocks found in the town, and those used for building material. Parts of Mrs. Knox-Heath's Lessons in English, Part II. TRAIN TO THINK.
Suggestions : The objects of the study of language are, correctness of speech and fluency of expression. It is not a study of grammar, although there must be constant practice in correct forms which depend on the scientific rules of grammar for their existence.
In teaching language the teacher should keep constantly in mind the two im- portant objects just named.
Correctness of speech, both oral and written, depends upon correct pronuncia- tion, choice of words suited to the age of the pupil and to the character of the subject which is being treated, and the natural sequence of the words in the sen- tence.
In written language spelling, punctuation, and capitalization are additional elements.
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In the first school years the teacher must exercise great care and discretion in the choice of words and length and formation of sentences, as well as watchfulness over correctness of language. This is true of all years, but particularly so of the first years.
The written work should increase in amount each year. In the fourth year the written and oral work should be nearly equal. Beyond this point, written work should predominate. Oral work should never be discontinued however.
In cultivating fluency of expression, the object should be, that pupils shall have right and useful thoughts, that they shall be able to express these thoughts in clear and distinct language, and that the language shall be direct, simple in form, free and natural. The means of obtaining this end are many. In all the regular studies there is abundant opportunity. It should not be neglected. Every lesson in every grade should be in part a language lesson.
Other means are, copying sentences and paragraphs, correction by the teacher of incorrect forms used by pupils, object lessons, pictures, actions described, story telling, reproductions, dictation of selected pieces simple in style, information lessons, letter-writing, paraphrasing, business forms, notices, advertisements. The memorizing of short selections from the best authors will give pupils a store of good models of expression and of useful refining thoughts.
In teaching from objects each pupil should have an object to handle, whenever practicable. Encourage pupils to make a collection of objects to be preserved for the use of the school. They will take great interest in doing it, and the objects will be very convenient for future use.
Arithmetic.
First Year. Numbers by means of objects to 10. Express by figures. Add in columns; sum not to exceed 10. Subtract; minuend not to exceed 9.
Teach 12 of 2, 4, 6, 8, 10; 1/3 of 3, 6, 9; 14 of 4, 8; 1-5 of 5, 10.
Apply combinations taught, objectively, as far as practicable, to weights and measures; as, two pints make a quart.
Teach objectively use of one-cent, two-cent, five-cent, and ten-cent coins.
Teach signs +, -, X, :, and = for convenience in blackboard work. Roman numerals to X.
Suggestions : In developing the combinations of numbers, use as many classes of objects as possible; as blocks, corn, beans, buttons, spools, etc. There should be a set for each pupil. Let the children tell the story of each operation using the objects. For example: in the operation 2 and I are 3, each pupil takes two blocks in one hand and one block in the other. Then place the one block with the two, at the same time saying, " 2 blocks and I block are 3 blocks."
Teach all the combinations involved in any number before proceeding to the next number. Thus: teach to recognize two objects, then one and one, two ones, two less one, two less two, two ones in two, one half of two.
Teach children to tell all the stories (combinations), about two, three, etc.
Teach each figure as it comes in the development of the number. As each operation is developed, place it on the board for pupils to copy on slate, as busy work. Teach the sign at this time.
Give daily oral review drills and place on board practice work like the following :
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2+ 1 =
×3=3
3
3
+2=3
XI=3
2-I -
I+2 =
3 ×I=
+1=3
IX 3=
I+ =3
3+1=
2+ =3
3+ =3
3
I
3- = 3
I=3
IX 3 X
3-I=
1/3 of 3 =
3-2=
2
I
I | 3
I X =3
1+2+
3× =3
3| 3
This is to be done for busy work at desk. Give each pupil three objects (of same kind) with which to do the work. In the class use concrete problems.
Aim to have accurate, quick work at all times. Drill in making neat figures.
Second Year. Numbers to 25. Add and subtract by twos, threes, fours, fives, sixes, etc., to 25. Fractions 2, 3, 4, 3, 6, 8, 3. Add columns : sum not deci- to exceed 24. Subtract : no figure in the subtrahend larger than corresponding one in the minuend.
Give problems having several operations; as, 3+ 5- 4 × 3 + 2 = ? Divide with remainders; as, 8 : 3 = 2 and 2 over.
Teach weights and measures and also use of coins, as in first year; as, twelve inches make one foot, etc. Roman numerals to XXV.
Suggestions : In teaching numbers above 10, have bundles of splints or tooth- picks, and treat 10 as a group, 11 as 10 + 1, 12 as 10 + 2, etc. Call 20 two tens, 21 two tens and I, etc. Have rapid review drills, by various methods, of some of the combinations taught, daily. See suggestions for first year.
Third Year. Numbers to 100 by tens, and by tens and units. By hundreds, tens, and units to 1000.
Write and read numbers but do not teach principles of notation.
Add and subtract by tens, between tens; as, 5+ 3, 15 + 3, 25 + 3; and from one ten to the next ten; as, 7 + 5, 27 + 5. Add and subtract by twos, threes, etc.
Give easy mental problems in all combinations to 100. Teach I-12, I-20, etc. Simple reductions.
Begin United States Money. Liquid and Dry Measures. Long Measure. Use of foot rule. Estimation of distances, size of objects, etc. Problems in buying and selling; making change, etc. Roman numerals to C.
Suggestions : Use bundles of tens for hundreds.
Show hundreds expressed in third place, tens in second, units in first; as, 4 hundreds 3 tens and 2 units are read 432, (four hundred thirty-two).
For busy work give concrete problems for pupils to write process (not analysis) on slate. Also give review work in combinations, and in adding, subtracting, mul- tiplying, and dividing.
Fourth Year. Numbers to 1,000,000. Multiplier and divisor not to exceed 1,000. Simple operations in United States Money. Decimal notation to 10,000. Much rapid oral work in all combinations.
3-3=
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Simple oral problems in changing integers and mixed numbers to fractions, and reverse, also simple problems in addition, subtraction, multiplication, and division of fractions. Extend work in weights and measures. Simple reduction. Avoir- dupois weight and Table of Time. Roman numerals to M.
Suggestions : This year a great deal of attention should be given to producing rapid, accurate work, both oral and written. Concrete problems should be given as a rule.
Do not neglect the work in fractions, decimals, weights and measures.
Teach these last by objects. It is intended that the work in weights and mea- sures shall be very simple and shall take up only those combinations with which the child is familiar. Give many problems involving decimals.
Fifth Year. Reading and writing numbers to trillions, and decimals to hundred thousandths. Cancellation. Complete fractions. Change common fractions to decimals; and the reverse.
Square and Cubic Measure. Simple computations of areas of surfaces and con- tents of solids.
Teach the meaning and use of 25, 50, 3313, 6623, 75, and 100 per cent. Bills.
Sixth Year. Decimals completed. Review units taught in compound numbers, and add Troy Weight and Circular Measure. Simple work in percentage. Simple problems in interest.
Frequent oral and written drills in fundamental operations and in fractions. Give as many problems as possible involving fractions.
Seventh Year. Compound numbers and applications; masonry, carpentry, etc. Extend work in percentage and interest.
Keep up the drills in fundamental operations, fractions, and decimals.
Eighth Year. Longitude and Time, Interest, Commission and Brokerage, Taxes, Insurance, Custom House Business, Stocks and Bonds, Partial Payments, and Banking.
Suggestions : Pupils should be given frequent review drills. They should be given some mental as well as writen work daily. They should be held responsible at all times for the work of previous years.
When any new process is taken up, easy mental problems should be given first. In compound numbers pupils should measure and compute the cost of flooring, plastering, painting, and carpenter's work on buildings in the neighborhood, and of papering and carpeting rooms.
They should be able to find the cost of building walls with stone or brick, of excavating cellars, and to find by measurement and computation the number of cords in a wood pile.
The making of bills, drafts, notes, and receipts should be taken up at the proper time.
Teach but one method of computing interest.
Simplify work in Partial Payments.
Geography.
Some preliminary work has been given in the language outline for the first three years.
Fourth Year. Review essential parts of work previously given.
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Teach use of plan, globe, and map. With the globe, study the world as a whole. Name and locate hemispheres, oceans, large islands.
Study continents; name them, teach the direction of the others from North America, their distance from it.
Explain what a zone is. Teach the different zones and in a general way teach the climate of each, classes of animals, plants, productions, character of people, etc. Locate the zones in each continent. Name three or four products of each continent.
North America as a whole, inland and coast features, their relations to each other, countries and their capitals.
United States -physical features, climate, soil, productions, industries, people, states and territories, capitals and large cities, means of travel, commerce. Draw map of North America. Follow Morton's Elementary Geography.
Fifth Year. United States by sections, states comprised in sections. Give especial attention to the New-England States, particularly to Massachusetts.
Compare the country with other countries, sections with sections, states with states, in size, population, wealth, agriculture, industries, and commerce. Exports and imports. North and South America.
Use smaller geography. Draw maps of North America, United States, and South America.
Sixth Year. United States, Canada, and Central America. States of South America. Draw maps of same.
Do not spend much time on Mathematical Geography. Locate places by lati- tude and longitude. Use larger geography.
Seventh Year. Europe and Asia. Standard time. Draw maps. Review.
Eighth Year. Africa and Oceanica. Draw map of Africa. Review United States and Massachusetts. Forms of governments, nation, state, county, town; officers and duties of same.
Mathematical Geography. Review continents by comparison. Commercial Geography.
Suggestions : Study descriptions before map.
In the study of a continent, country, or state take the physical features first; coast features; bays and capes, peninsulas, islands. Then the inland features; mountain systems and ranges, slopes, river basins, highlands, lowlands, plains, plateaus, and their relation to each other, and effect on soil, climate and pro- ductions.
Teach children to judge from the physical features and the zones, of the cli- mate, soil, productions, industries, peoples, and animals.
Locate great product and mineral districts, and give the reason.
It is a good plan to collect pictures (mounted) illustrating parts of the earth studied. A collection of mineral and vegetable products will also be found help- ful. Such collections will be found a great aid in awakening and maintaining interest and in giving a more vivid idea of what is being studied.
Use all the books you can relating to different parts of the world. Descriptions of countries, and the shipping news in the papers and magazines, will be found useful.
Begin the study of any part of the earth from the globe.
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In drawing maps, at first use guide lines, then draw free hand from memory. In all grades take journeys from the part under consideration to all other parts, travelling by actual routes, carrying and returning with such products as are actually exchanged.
History.
Sixth Year. Read elementary histories and other books furnished by the town. Question pupils about what they read.
Seventh Year. Larger history, to the Revolution.
Eighth Year. Complete and review.
In General. In the first five years it is intended that much information about local and general history will be given in connection with language and geography. Many of the stories read and told during these years should be about places and people noted in history.
In teaching history, keep constantly in mind the fact that it is a history of the growth of the nation.
Lead pupils to see that a series of events brought about a certain result, and that this had a direct influence in making the nation what it is.
Compare this nation with others at every opportunity.
Develop in your children a love of their country and a preference for it above all others.
Study the maps and constantly draw maps, that the children may see the country continually growing before their eyes.
Collect pictures and relics.
Use all books available. Encourage pupils to do home reading, and recommend books to read that are found in the libraries. Do not magnify minor details. Do not allow memorizing of the words of the book. Have few dates and let those be the most important.
Assign lessons by topics, not by pages.
Physiology.
Lessons to be given once a week.
Read physiologies and Health Primers.
For the first four years the following order is suggested :
I. External Parts of the Human Body. Pupils name and touch.
a. Principal parts- head, neck, trunk, upper and lower limbs, right and left.
b. Parts of head - crown, hair, ears, face; parts of face -forehead, temple, cheeks, chin, eyes, brows, lids, lashes, nose, nostril, bridge of nose, mouth, lips.
c. Parts of neck - throat, nape, sides.
d. Trunk - chest, breast, back, shoulders, sides, abdomen, waist, hips.
e. Arms-upper arm, elbow, forearm, wrist, hand; of hand - back, palm, thumb, fingers, nails, joints.
f. Leg-thigh, knee, shin, calf, ankle, foot; of foot-instep, arch, heel, ball, toes, nails.
Teach care of parts. Compare with same parts of animals.
Teach the effects of alcohol and tobacco on the body and parts.
Talk about the senses. Explain the organs. General structure of body : skin, muscle, tendons, fat, nerves, bones, blood-vessels, union of parts by joints and ligaments.
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How we live -food, air, exercise, sleep; their uscs.
For the last Four Years study the three great nutritive systems.
Order : I. Principal organs, name, position, connection with each other. 2. Work of system and the part which each organ performs.
Avoid difficult scientific names and terms.
Trace food from mouth to blood-vessels.
Trace the movement of the blood. Carefully locate the main arteries and veins, so that pupils may know where to apply a compress to check the flow of blood from wounds. Show where to find the pulse. Show the necessity of keeping the extremities warm. Evils of tight boots, and of all tight clothing. Show the posi- tion and size of lungs when fully inflated. Teach to breathe so as to fill the lungs. Show necessity of an erect position. Explain the effects of colds upon the lungs and the need of protecting the chest and back by warm clothing.
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