USA > Ohio > Annual report of the State Commissioner of Common Schools, to the Governor of the State of Ohio, 1892 > Part 19
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(3.) Townships having only one sub-district are not divided into sub-districts, and hence are not subject to the provisions of this law and will continue under the same management as heretofore.
218.
ANNUAL REPORT.
ORDER OF BUSINESS.
(4.) To facilitate and simplify the work of the boards of education at their meetings, the following or a similar order of business is sug- gested:
1. Election of president.
2. Reading of minutes of previous meeting and correction and ap- proval of same.
3. Presentation of petitions and memorials.
4. Reports of standing committees.
5. Reports of select committees.
6. Unfinished business.
7. New business.
8. Election of teachers and employees.
9. Presentation of accounts and action thereon.
10. Appointment of standing committees.
(5) In order that the work of the board may be systemized, it is suggested that the following standing committees composed of not more than three members each, be appointed:
1, Committee on school house sites, buildings and furniture.
2. Committee on text-books and course of study.
3. Committee on rules and regulations for government of teachers and pupils.
4. Committee on fuel and school house supplies.
5. Committee on finance.
6. Committee on teachers.
The titles of these various committees indicate the character of the work to be performed by each of them; but since the selection of teachers is one of the most important duties to be performed by any board of edu- cation, it is suggested that some plan similar to the following may be adopted :
All teachers desiring positions in the schools of the township should apply, in person, if possible, to one or more members of the committee on teachers appointed by the president of the board, and leave with this committee a certificate, or copy of one, covering the time for which application is made; if an experienced teacher, recommendations from persons living in the district where the applicant last taught, should also be presented; if an inexperienced teacher, statements from competent persons regarding the applicant's general fitness for the work, should be filed. The committee on teachers should also inform themselves as fully as possible as to the needs of the different districts, and the wishes of the patrons in each.
The committee should report to the board of education the result of their investigations, and make such recommendations as their judg- ment may direct. The board can then act on their recommendation
219
COMMISSIONER OF COMMON SCHOOLS.
always having in view the one object-the good of all the schools of the township. The "Workman Law" does not give the member of each sub- district the power to select the teacher for his school; but while the pref- erence of the people of each district as indicated by their representative should have due consideration and influence with the board, at the same time it should be remembered that the election of each teacher must be by a vote of a majority of the entire board.
COURSE OF STUDY.
The law provides that all boards of education shall determine the studies to be pursued in the schools under their control. This implies that a regular course of study should be adopted; in fact such a course of study is an absolute necessity in every well organized school. The subject of a course of study for country schools is one which has been discussed in many counties of the state, and in some counties such courses have been printed and recommended to the different township boards for adoption.
At a very important educational meeting held at Dayton recently this subject was fully discussed, and the school commissioner was requested to appoint a committee of five to prepare a suggestive course in the different branches required by law to be taught, in all the sub-dis- tricts of the state. In compliance with this request the following persons were appointed :
C. W. Bennett, Piqua; R. W. Mitchell, Celina; Theodore S. Fox, Centerville; W. W. Donham, Lindale; and J. W. Mackinnon, London. Each member of this committee has had a long and successful experi- ence in connection with the work of the country schools, and four of the members are either at present, or have been within a year, township superintendents of schools.
The following course of study, program of exercises, and sugges- tions regarding the teaching of the various branches have been prepared by this committee. They are published with the hope that they may be helpful to boards of education, and teachers. It is very evident, to any one who has given the subject any thought, that a course of study adapted to the schools of a town or city will not apply to the classifica- tion or grading of schools in the country. In fact the close grading which seems to be a necessity in the management of a large system of schools, such as exists in towns and cities, is not at all desirable in the country. While this close grading, which must result in a large multipli- cation of classes, should be avoided, it is equally important that the opposite extreme of no organization or classification should be avoided.
For the benefit of both teacher and school, each pupil should be · equired to do definite work in a definite manner, and, in so far as practi- able, in a definite time; but the opportunity should always be given to
220
ANNUAL REPORT.
each pupil to do his best, and make the greatest possible advancement in his studies, consistent with thoroughness in his work.
To combine the advantages of classification or grading with this free- dom of the individual pupil should be the aim of the teacher, and since this combination is, in many respects, more easily reached in the country than in the city, there are many good reasons why the work of the country schools should be equal, if not superior, to the best work of the graded schools of the town or city.
It should be kept in mind constantly that the following course of study, program and directions for teaching different branches are intended to be simply suggestive. They may not be applicable as a whole to any one school, but it is believed that they do contain suggestions which are applicable to all schools.
PROGRAM OF RECITATIONS.
The program published in connection with the course of study was prepared by a member of the committee who has had a long and success- ful experience in superintending the schools of a township. It is not in- tended to indicate the order of exercises, but simply to suggest how the time may be divided among the various classes. It is believed that it will never be necessary to have a larger number of classes than is indicated by this outline, and that in many schools the number may be decreased. The wide-awake teacher will always be on the alert to invent or discover methods by means of which both time and energy can be economized. While a program of daily exercises is an absolute necessity, in order that effective systematic work may be done, pupils should also be directed, by an outline furnished by the teacher, when to study certain branches. Such an outline will, of course, be modified very largely by the order of recita- tions and other surrounding circumstances, but its importance in develop- ing habits of systematic study can not be questioned.
SUGGESTIONS AS TO TEACHING THE DIFFERENT BRANCHES.
It is readily admitted by everyone who has had experience in teach- ing, that there is a vast difference between theory and practice; that there are many seemingly fine theories which will not stand the test of actual work in the school room. Yet, while this is true, no one doubts that there are certain fixed principles which underlie all good teaching, and that suggestions coming from those who have spent years in studying and applying these principles, are helpful to all who will earnestly and intelli- gently try to make use of them. The suggestions published in this pamphlet were prepared by the different members of the committee and are submitted for the consideration of the different township boards of education and teachers of the state.
221
COMMISSIONER OF COMMON SCHOOLS.
In this connection it may not be out of place to state that the adop- tion of a course of study will be of very little, if any, benefit unless some one be responsible for carrying out its provisions. In townships having superintendents, of course the superintendent should be held responsible for this work.
In townships not having superintendents, the director of each district should consider it his imperative duty to inspect the work of the school in his district, noting to what extent the teacher has, or has not, carried out the course of study, and other rules and regulations prescribed by the township board of education. In answer to numerous inquiries regarding the law relative to the election of township superintendents, I most re- spectfully call attention to Sec. 4017 of the law. This section has been in effect since 1873, and has not been changed in any way in the "Workman Law."
O. T. CORSON, Commissioner.
Outline of Course of Study.
READING.
First year First Reader. Second year Second Reader.
Third year. Third Reader.
Fourth and fifth years. Fourth Reader.
Sixth and seventh years. Fifth Reader.
Eighth year.
U. S. History.
LANGUAGE.
First year (First Reader). Language lessons in connection with the reading lesson; conversations with the pupils regarding familiar objects.
Second and third years (Second and Third Readers). Some good text-book in the hands of the teacher; oral lessons; easy sentences; correction of mistakes in every-day language; also uses of punctuation marks and capitalization.
Fourth and fifth years (Fourth Reader). Work as outlined by some good text- book which should, in these years, be in the hands of the pupils.
Sixth and seventh years (Fifth Reader). Elementary grammar.
Eighth year (U. S. History class). Advanced grammar.
GEOGRAPHY.
All geography before the Fourth Reader class should be of a local nature, and should be taught orally.
Fourth and fifth years (Fourth Reader class). Elementary geography; text- book to be used by the pupils.
Sixth and seventh years ( Fifth Reader class). Advanced text-book in geogra- phy, including such work in physical geography as is found in all such text- books.
Eighth year (U. S. History class). Thorough review of geography in connec- tion with the study of history.
ARITHMETIC.
First year (First Reader ). Making figures and Roman numerals; easy com- binations in addition and subtraction.
Second and third years (Second and Third Readers). Notation and numera- tion, addition, subtraction, multiplication, and division thoroughly taught, particu- lar attention being paid to accuracy and rapidity.
223
COMMISSIONER OF COMMON SCHOOLS.
Fourth and fifth years (Fourth Reader). Elementary text-book should be used by pupils, but there should also be a constant drill in mental arithmetic.
Sixth and seventh years (Fifth Reader). Advanced text-book in arithmetic with special attention to denominate numbers, fractions, mensuration, simple pro- portion, percentage and its more practical applications-especially interest.
Eighth year (U. S. History class). Review percentage, complete the text-book, and give a general review in the more important subjects, such as fractions, mensu- ration, etc.
PHYSIOLOGY.
Oral instruction to the whole school with free use of charts and other appli- ances. It is not advisable to use text-books in this subject in the lower grades, but if thought best they can be used in the Fifth Reader, and U. S. History classes.
WRITING.
Everyone knows the importance of having this subject well taught, and a special place in the program should be assigned to it. It is suggested that the best time for teaching it is sometime before the morning recess. A good system of copy- books is found in nearly all schools, and the manuals accompanying these contain many valuable suggestions to teachers.
SPELLING.
Spelling should be both oral and written, but since nearly all the spelling to be done in practical life is written, it should have special attention. Every lesson should be a lesson in spelling in that the pupil should be required to learn how to spell the new words found in it.
The teacher should never lose sight of the importance of this subject.
DAILY PROGRAM OF RECITATIONS.
Monday.
Tuesday.
Wednesday.
Thursday.
Friday.
Opening exercises and Phys ..
15
15
15
15
15
Fifth reader ..
20
20
20
20
Third reader
15
15
10
15
15
"Second reader
10-2
10-2
10-2.
10-2
10-2
First reader
8-4
8-4
84
8-4
8-1
U. S. History ...
25
25
25
Arithmetic, 8th year.
20
20
20
20
20
Arithmetic, 6th and 7th years.
20
20
20
20
20
Arithmetic, 4th and 5th years
15
15
15
15
15
Arithmetic, 2d and 3d years
15
15
15
13
15
Numbers, 1st year ..
8
8
8
8
8
Grammar, 8th year ..
20
20
20
20
20
Grammar, 6th and 7th years.
20
20
20
20
Grammar, 4th and 5th years ..
15
15
15
15
15
+Language, 2d and 3d years.
15
15
15
15
TOral Geography, 2d and 3d years.
20
20
20
20
Geography, 6th and 7th years.
15
15
15
15
Geography, 4th and 5th years
15
15
15
15
spelling.
13
15
15
15
Writing.
15
15
15
15
Rhetorica' exercises
95
Intermissions
80
80
80
80
80
25
25
25
Fourth reader.
Geography, 8th year ..
4 l'his means two recitations of ten minutes each, each day.
+R cite on alternating days
224
ANNUAL REPORT.
READING.
The most important branch taught in the schools is reading. It is a safe test of a teacher's ability. For if reading is well taught, the teacher usually teaches other subjects well. Progress in modes of teaching reading has not been equal to that of other branches. Teachers are likely to be too easily satisfied, and to permit their classes to lose spirit and relish for the subject. Perhaps the greatest error is that both teachers and pupils often mistake the calling of words, for reading. The foundation for correct habits of reading should be laid in the primary classes. Teachers should themselves be familiarly acquainted with the plainest rules applied to reading. They should practice reading aloud. Good reading comes from imita- tion. The failure in teaching it is most likely to occur from lack of the teacher's previous practice upon the lesson. The zeal and interest of the class, can never rise above that of the teacher.
FIRST READER.
Teach the child to recognize at sight, using chart or black-board, easy words, such as are found in the first lessons of the reader in use. Begin to form from these words, short sentences. Let this be oral work at first. Begin as soon as possible some simple slate exercises. The teacher to work from the blackboard. New and familiar words to be taught. Keep a list of words learned, upon the board, add to these each day the new words learned. Drill and review daily from these words. Dictate many forms of easy sentences, children to use words taught them, in sen- tences of their own, with a view to leading them to the meaning and use of words.
The reader not to be used by the child for a few weeks (6 weeks). Blackboard and chart work continued after reader is introduced. Cultivate from the first, proper expression and tones of voice. Pronounce clearly and frequently all new words and sentences. Special attention to be given to the elementary sounds, and the characters which represent them. Daily drill in pronouncing words at sight. There should be, if possible, four recitations a day in the first reader. These lessons should be short, not to exceed ten minutes in length, but bright and spirited.
SECOND READER.
While pronunciation of words is not reading, it should precede the reading les- son as a preparatory exercise. New words to be made out by pupils from their phonic elements through the entire year. Teach carefully the meaning of words and sentences; work out the thought of the lesson; make it clear to pupils. Test the ability of pupils to narrate the lesson in a story, or to reproduce it occasion- ally from slate exercise.
Begin a more thorough drill, in this grade, of distinct articulation and natural tones. Break up from the first the measured, monotonous, unnatural habits. Teach children to make such diacritical marks as are used thus far. Have frequent and careful drill in spelling by sound.
There should be two recitations a day in the second reader, not to exceed fif- teen minutes in length.
THIRD READER.
Special attention given during the year to articulation, emphasis, and punctua- tion as presented in the Reader. These subjects should be made prominent in this Reader, and be held up firmly, by diligent caution and vigilance through all the higher grades. When rules for reading are introduced no pains should be spurred to aid the pupils to make them their own in habit and practice.
Care should be used toward original and independent thought ; also in a free- dom encouraged to have pupils talk freely about the lesson, asking questions, stat-
225
COMMISSIONER OF COMMON SCHOOLS.
ing opinions, giving something the pupil may be familiar with, which may illus- trate the thought of the lesson, stating the meaning of new words and sentences.
Strengthen the pupil's power every day to make out words from the phonic elements.
Two lessons a day in the Third Reader from ten to fifteen minutes in length.
FOURTH READER.
Continue and strengthen the drills in phonic sounds and use of diacritical marks. A careful review of principles taught in the other grades. Pupils taught to use and to make all the punctuation marks. Particular attention given to the meaning of words.
Begin the use of the dictionary in the fifth year, and with it teach pupils how to find words, how to pronounce them, and how words may be applied properly.
Begin the lesson with a few moments practice exercise in articulation, pronun- ciation, emphasis, modulation of voice, etc.
Teach natural tones of voice, and correct former habits of incorrect reading. Give attention to attitude and manner of holding the book.
FIFTH READER.
Dictionary to be in frequent use for definition and pronunciation of new words Pupils to give the thought of the lesson in clear and correct language. Pupils taught how to study the lesson; how to avoid rote reading, stumbling and repeti- tion. Pupils should be encouraged to read proper selections from books and peri- odicals suitable to their age and advancement. These selections should be read before the class and teacher.
Train pupils in silent reading, teach them how to get the thought from the printed page, and to read it so as to cause others to get the sense.
Continue, with great diligence, the short "practice exercise " named, at least twice a week. Break up bad habits. Let pupils have some freedom in the choice of lessons in this advanced work.
SUPPLEMENTARY READING.
Learning to read, like learning to sing, comes from practice, and much of it. · Pupils need more reading than is found in their text-books. There should be sup- plementary reading for every grade. This should be used freely. Supplementary reading should be somewhat easier than the Reader in use, for it is to train pupils in sight reading and readiness to acquire thought from what is read.
Some other series of readers may be selected for supplementary reading. For the first year select some easier first reader or lesson papers. For the second year read some First Reader at sight, or a very easy Second Reader. For the third year a Second Reader, etc .- always being careful to get something not quite so difficult as the Reader in use.
GEOGRAPHY.
To be able to teach geography well requires a wide range of work on the part of the teacher. A knowledge of geography is of excellent service in much of school work in other branches, and the teacher must be well equipped if he means to do good work.
Teaching this branch properly does not consist in having pupils commit to memory the text and learn the bare facts contained in the book. Pupils may be helped very much by giving them supplementary work of various kinds. They will be pleased to hunt up outside information, upon any topic of this study, if they can have a little direction from the teacher as to where to seek, and how to collect.
15. C. S. S.
226
ANNUAL REPORT.
Such work will increase interest, and that insures more work, and better work in less time. It will show to children that all of this great subject is not bound up within the lids of their small text-book. Let the teaching tend much toward a proper knowledge of the conditions of the earth as a home for man ; as a place where his wants may be well supplied-as a place of life and activity.
Nothing that people use or produce is without its lesson in geography. Every article of commerce has its people, its country, its climate; and every production of our own land may find a market in some other quarter of the globe. Question where it goes and why. Such a field of geographical work is boundless, and is far better than cramming the memory with names of places and things which, of them- selves, have no meaning.
First work in this branch should be oral, and should bear upon those features which come within the observation of the child. Directions of places, and their relative positions, and the meaning of boundaries should be made plain to pupils. Examples of many of the divisions of land and water can be found in every neigh- borhood, on a small scale, which may be used to explain representations on the maps, and thus lead up to map study with some degree of intelligence. Care should be taken to do this right, that the child may have correct ideas of map work.
In text-book work, pay attention to the plan of work and instructions given by the author, not to make them an absolute rule of work but a basis of operations. In using supplementary work, let the teacher use his best judgment-never forget- ting the subject-from the standpoint of the pupil. The use of a good geographi- cal reader will add much interest. Even a single copy on the teacher's desk, to be placed in the hands of the pupil who strives, by faithful work, to secure it for a short time as a reward for that faithfulness, will do very much good in awakening an interest. If pupils can make collections of short clippings from papers, about the places and countries of which they study, they will see that geography is really an every-day matter, always before them.
A review of geography, especially that of our own country, should be made in connection with history. The fact that these two topics are very intimately con- nected, and that each is very much aided by the other, should be kept before the pupils. Let geography be regarded as having very much to do with people, and not altogether with black dots called towns, crooked lines called rivers, and shaded patches called mountains.
ARITHMETIC.
FIRST YEAR.
The work in the first year should be carried on regularly and systematically. Let the work be progressive, commencing with objects. Teach combinations in addition and subtraction by means of the objects until the pupils can perform the operations quickly and accurately, then proceed with the same operations without the objects.
In teaching the pupils to make figures and Roman numerals, have them associ- ate the character closely with the number it represents. The writing of numbers in this grade, need not be taught beyond the combinations which the pupils make.
SECOND AND THIRD YEARS.
For economy of time these grades may be placed together, but care should be taken not to force the pupils of the second year to do all the work passed over by the third year. Let the two grades combine, as far as possible, giving the third year more advanced and supplementary work. Drill thoroughly on the fundamental operations so that the pupils may attain rapidity and accuracy.
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COMMISSIONER OF COMMON SCHOOLS.
FOURTH AND FIFTH YEARS.
The same precaution should be taken in combining these and the succeeding grades as was given under the directions for the second and third years, viz,; not to expect the same work from the two. Omit the more difficult problems for the begin- ning grade, and supplement work for the advanced grade. Give ample drill in men- tal arithmetic.
SIXTH AND SEVENTH YEARS.
Study fractions thoroughly. Some of the more difficult cases in percentage should be omitted with the sixth year to be taken up in the seventh year. Teach one method of calculating interest until the pupil knows that well. In the eighth year the other methods of calculating interest may be taken up. Mental work should be continued throughout the whole course.
EIGHTH YEAR.
This grade is designed to review the more difficult portions passed over, and to take up any subjects previously omitted. Make the work in mensuration as prac- tical as possible by performing actual measurements and computations and compar- isons of lengths, volumes, areas. etc.
LANGUAGE AND GRAMMAR.
Some persons seem to have an erroneous idea regarding the study of language, and as a result consider the time spent in studying it as wasted. A little careful thought will lead any one to conclude that it is one of the most important subjects in the whole course. To be able to use good, clear, forcible English either in speak- ing or writing is certainly of great value to every one in any and all vocations in life.
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