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Show THE REVIEW. 23 and others if they need it, how much time is given to 3. Is not too much time wasted in drilling on lists of unrelated, unfamiliar words ? 4. Same as No. 2 for grammar sight-spellin- g? grades. Gp&mmcii' Grades. Is the spelling book the only source of words for the spelling class? If so, which characterizes all the written work good or bad spelling ? 1. 2. Does the teacher seem to rea- oral and written, can be based upon the results of observations made in the study of nature? in his oral language made so conscious of it, that he hesitates to talk at On the other hand, all in school ? are all errors of speech allowed to pass Geography. unchallenged ? 3. Is the composition or story, required of the child to be a written expression of thought gained from some other lesson or lessons, or is he asked to write upon a subject about Is the aim to teach fundamental principles of surface, soil, climate, facts etc., and illustrate these by the of geography, or to have the pupils learn a mass ot unrelated facts ? What use is being made of 2. 1. and other kinds of drawing to illustrate and enhance the chalk-modelin- work? How is the work of the 3. lize: First That good spelling results primarily from (a) close observation of the printed form, and (b) a strong sentimedt in the school, which can be created by the teacher, in favor of correctly spelling every word that is used? Second That the arrangement of words, previously used, into columns according to a vowel sound or an ending, is helpful as a means of classifica- tion? Does the pupils first work in geography consist in actually observing the facts and forces of nature by which they are immediately surrounded, or must they begin by learing the formal definitions and statements of a 5. ? text-boo- k In order to Is there any special effort made to teach pupils how to use the dictionary for spelling and pronouncia-tion- ? Same as No. 3 tor primary grades. fiatat'e Study. Is the object of the work to promote the close observation of na1. ture and the operation of natural forces, or to give a smattering of scientific knowledge and terms culled from text books on the subjects? 2. Is the nature study a vital and fundamental part of school work, or is it treated as a fad, that is, merely run in because it is the fashion nowadays to teach it ? 3. Is there a tendency to allow pupils to draw conclusions from insufficient data? 4. Does the teacher realize that much valuable language work, both assist pupils in vis- ualizing the characteristics of surface impossible for them to observe, is the teacher making an intelligent use of ? Is this moulding in sand regarded as an end in itself, or as the most effective means to some sund-modeli- . ng higher end ? 7. Are natural geography and history called upon to explain most of the facts of political geography, or is the latter studied independently of the other two with which, in the relation of cause and effect, it is so closely connected ? Ofammap Grades. .1 Are the pupils led to reason out things in grammar as in other studies, or is most of the time spent in learning and reciting set rules and defini1. tions ? Is the teacher careful always to keep the correct form, the right expression, before her school, and never more false syntax than obtrudes itself in spite of all efforts to the contrary ? 3. Is some effort wasted on technical grammar, at a time when children should be learning to use lan2. guage rather than attempting to study it as a science ? 4. Questions 2 and 3 for primary grades, are applicable to grammar grade work. . flistopy. What attempt is made to interest the younger children in historical events and personages ? 2. What seems to be the object to have the pupils acquire some leading facts and dates, or to enter into the life and thought and spirit of other times ? 3. To what extent is history correlated with geography ? That is, to what extent is it shown that surface, soil, and climate have been potent factors in the life and thought of a people? 4. Are the questions which supplement the topical recitation designed 1. Iianguage. PRIMARY GRADES. With the beginners, does the teacher first interest them in something, and then allow or irduce them to talk freely with her about it, or is their language neglected because they cannot write ? 2. Is the child who makes mistakes 1. SPECIAL COHNS DSY GOODS STORE, 222 and 224 Main Street. 1 grades! text- book supplemented by the teacher ? 4. What use is made of pictures and clippings from current magazines and papers? 6. 3. 4. g which he knows little, and therefore has few thoughts to express ? 4. Same as No. 2 for grammar . HANDKERCHIEF SALE. We secured (or Spot Cash a 600 dozen lot of Ladies Embroidered Handkerchiefs at a GREAT .BARGAIN. We are able to offer them to the trade AT ABOUT HALF THEIR REQULAR VALUE 15c, 20c and 25c. nt ve selling prices 10c, 12)c, Every piece is worth double. All pur friends should avail themselves of this offering. |
