The Elementary School Teacher and Course of Study
THE ELEMENTARY SCHOOL TEACHER got itself distributed. This required a somewhat close examination of structure, and in many cases led to search for a description of the plant in books. A classification of methods of distribution was made by the class, and as soon as the materials can be obtained the specimens will be mounted according to this classification on large sheets of cardboard. So far, on account of lack of materials, there has been no painting or drawing. English.-The work in English
... e work in English has been done entirely in connection with the other studies. Every other day the children have been asked to write at least a paragraph on some part of their work: How a (certain) seed gets itself planted; The most interesting thing on my field-trip ; Inscriptions for the clay tablets-were some of the matters thus writteri about. On each occasion a few of these writings were read in class by the teacher, and criticised by the other members. The class is very deficient in spelling. Each member carries, therefore, a small pocket notebook, in which he writes down correctly every word that he has misspelled. Number work. -So far the work in number has not been correlated. The necessity for finding out just where the children stand in arithmetic has been the dominant factor. Questions and examples in fractions have brought out the fact that drill and a thorough understanding of fundamental principles are needed even in this field. One thing proposed is that the teacher make tables of various combinations, each table illustrating several processes of arithmetic, and that the class spend at least five minutes of each number period in this drill in mental arithmetic. EIGHTH GRADE. KATHARINE M. STILWELL AND ELIZABETH ADAMS. THE class will continue the geography and history work indicated in October according to the following outline: I. A brief review of the causes which led to the westward movements during the fifteenth century. (Fiske.) II. The occupation of the Atlantic coast. (i) Simple geological history. (a) The fall line. How both the savage and the civilized man recognized its geological conditions in the sites of his villages and cities. (b) The Piedmont region. Advantages of the limestone belt. How the settlers moved up the southern river valleys. (c) New England settlements; their extension up the Connecticut and the Housatonic. New York settlements, up the Mohawk. III. Life of these colonists. IV. Cause of expansion. (I) Restlesness of the people. (2) Exploitation of the soil due to slave labor and extensive farming. (3) Limestone formations.