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Show review. I'HE to bring out merely what the pupil remembers, or to lead him to draw conclusions of his own from what he has learned ? 5. Does the teacher develop the subject in such a way as to show the the relation of cause and effect at every step?. Dtf&uiing. To what extent is drawing used in connection with other subjects of study? Is the value of all the others enhanced by its judicious use ? 1. 1 2. Does there seem to be any drawing for the sake of drawing, that is, for the purpose of learning the. principles of drawing? ' 3. In drawing are pupils encouraged to express an idea which could not be expressed so well in any other way, or is a pretty picture the ulti- 3 Gratnmati Grades. Is the main purpose so to train the mind that it will grapple with the number conditions and relations of to train any problem, or is it merely the child to remember that a certain class of problems can be done in a certain prescribed way? 2. Is any of the number work correlated with other subjects of study ? That is, do other subjects of study, such as geography or nature study, furnish real data for problems, in the solution of which the child is more interested than he possibly could be in the supposed data of a text book ? 1. -- The questions for the primary grades are equally, pertinent for the grammar grades. 3. SCHOOL ON GROUNDS, REPORT OF BUILDINGS, APPARATUS, ETC. mate aim ? , Principal or Teacher. acter, distance from school house, etc. (2) Closets: (a) Number. (b) Distance apart. (c) Distance from school house. (d) Entrance to closets location with respect to each other; with respect to school house. (e) Number of stools in girls apartment in proportion to entire number of girls in school. (f) Number in boys apartment in same proportion. (g) Means of securing privacy in approaching the closets. (h) use: Sewers, cremation; dry earth, vaults, surface excavations ? (j) If any of the three last named are in use, how often are removals made? (k) Grounds. 2. 1. 2. Area: (l) Are the pupils made dependent by being allowed to do too much copy work ? tion. 5. 1 ' - 1 Arithmetic. Primary Grades. 1. Are the childrerf acquiring their knowledge of numbers and of number relations from real objects which they can see, handle, measure and estimate, or almost altogether from the number symbols of the printed page ? ' Does the work require a great 2.deal of doing, such as paper-foldin- g, g, figure-drawin- g, (3) 3. 4. weigh- ing, and actual linear, square, cubic, liquid, and metric measurements? 3. Is comparison a prominent feature of nearly all the number work ? WE ARE READY! (MMaMlMZi!ZIaZZZZ!ZiHlZaMBHMiIZlBalHZZZZiHZZZZZiiZZ!ZS house. (2) Connecting school house with closets. Along street fronting grounds. 7. Apparatus for amusement, exercise, etc. (Swings, horizontal bars, (3) spring, artesian, open ditch, etc. (a) What utensils for supplying water to pupils. (b) How often cleansed. : II. Buildings. 1. Outhouses: (1) For storage of fuel, etc. Char- - word will be substantiated by the Goods themselves. LOOK US THROUGH. for each pupil. Average number cubic feet space for each pupil. (d) Shape of room, oblong, square, etc. (c) (5) Lighting: (a) Light admitted on pupils. (1) Right hand. (2) Left hand. (3) Rear. (4) Front. (b) Combined area of light openings is part of floor area. (c) Extreme distance of seats from window. (d) Color of walls. We beg to announce that our. Entire Line of Spring Goods are now in Assortments Greater and Prices Lower than Ever Before. S'Ev'ery (2) Height of foundation above general ground level. (3) Number of rooms in building class rooms, recitation rooms, cloak (4) Class rooms: (a) Number of sittings for pupils. (b) Average amount of floor space Kind of walks. (1) Connecting street with school seesaws, etc.) 8. Water supply School house: Number of stories. rooms. Gravel, loam, clay rock. How enclsed: Shade. Ornamentation. 6. . paper-cuttin- (1) Exposure N. N. S. W. (2) Drinage overflow or absorp- 5. ' Surface. Means for ventilating closet rooms. I. ct of securing privacy within each closet. . (i) Which of the following are in Is there a tendency on the part the work, of the teacher to over-direto repress spontaneity and stamp out originality in an effort to secure more or less uniform results ? 4. Means (Continued on page 8.) THE LACE HOUSE, 228 Main St, |