How to teach the fundamental subjects

Front matter

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Preface

This book discusses the teaching of the common fundamental subjects found in elementary schools. It also contains suggestions as to what should make up the course of study in these subjects, and it attempts to set forth some of the principles that should underlie methods of instruction and determine the selection of subject-matter. It is essentially a book for the use of teachers and supervisors of schools and for those who are preparing to be teachers.

The subjects discussed consume by far the greater part of the time of both teachers and pupils in the elementary schools. To say that the teaching of these subjects should be as skillful as possible is a commonplace. Because of the difference in the quality of teaching, one class exercise in reading is of infinitely greater value than another class exercise. For the same reason, one school may be found to be inferior to another school, even in the same system.

To secure better teaching in the plain things of the course of study is one of the needs of the schools, and therefore one of the supreme objects of school administration.

"Whatever is worth doing at all is worth doing well " is as true of the teaching and study of spelling, English composition, and arithmetic, and of the other activities viii PREFACE

of the school, as it is of the business of life itself. To the extent that the teaching of the fundamental subjects is well done, to that extent is good use made of the greater part of the pupils' time. Moreover, there is the insistent public demand for good results in these subjects.

The interests that engage the attention of the public schools have rapidly multiplied during very recent years. The administration of schools, never a simple matter, has become a complex affair — largely because of changes in our social and economic life. Only a partial enumeration of new fields of work either forced upon or undertaken by public-school authorities includes the use of school-buildings as social or community centers, industrial training of various kinds, the vocational guidance of pupils, the training of mentally defective children, the growth of parent-teacher organizations and others of similar character, the broadening of the scope of physical education including medical inspection and the teaching of safety ,the better enforcement of compulsory education laws, the establishment of different kinds of schools for different types of children, better appointed schoolhouses, the increase in the number of special days to be observed, the establishment of summer schools, and playgrounds. This list readily might be extended. By their entrance into social and industrial fields the schools have enormously increased their usefulness.

All this, however, should cause, and need cause, no

PREFACE ix

diminution of interest in the substantial teaching of the fundamental subjects. Indeed, when these activities are properly directed and coordinated with the fundamental subjects, better results in the latter may be expected.

Two other considerations may be mentioned which influence the work of teachers in the elementary field. One is the very great expansion of knowledge; the other is the better understanding of children. The first offers a temptation to attempt too many things; the second reveals the necessity of modifying some of the traditional ways of teaching. It is hoped that in the following pages teachers may find suggestions that will help them to meet the complex requirements of their profession.

Chapter II. English .8

Reading: Reading in the "true" sense — Characteristics of a good system of instruction — Conditions favoring success — Silent and oral reading and study — Grade I — Grade II — Grade III — Grades IV-VI — Grades VII and VIII — Reading tests.

Collateral reading 59

Common Speech: Practical importance — The teacher's influence — Instruction and training. Collateral reading 68

Composition: The nature of composition — The teacher's part — Oral composition — Material — Subjects — Outlines — Oral criticism — Written composition — Criticism — Letter- writing — Vocabulary — Capitalization and punctuation — Dictation exercises — Use of blackboard.

Collateral reading .' . . . . . .' .111

Grammar: Its limited value — Skill in using essentials

— Material for study — Methods of instruction — Summary.

Spelling: Selection of words — Study with the teacher

— Pupils' private study — Tests and reviews — Type lessons — Pupils' interest.

Penmanship: Qualities of good penmanship — The penmanship lesson — Left-handed pupils — Tests — In primary grades — In intermediate grades — In grammar grades.

Collateral reading 162 xii CONTENTS

Chapter III. Mathematics 164

The field of elementary mathematics — Mathematical skill in interpretation, in calculation, in application

— Inductive teaching — Mental and oral exercises — Standards of quality — Tests — Geometry — Algebra — A course of study for elementary grades.

Chapter IV. Geography, History, Cmcs . . 224

Geography: Course of study epitomized — Home geography — Geographical excursions — World geography — Products of an elementary course — Type examination

— Geographical apparatus — Dramatization — Mary Antin quoted.

History: In the first six-and-one-half years — In the seventh and eighth years — Lessons described — Use of book — Debates — Dramatization — Tests — Pictures

— Maps — Use of libraries.

Civics: Teaching civics through the life of the school — The spirit of liberty — School and outside interests — The school as a civic organization — Teaching civics through ♦ school industrial activities — Girls' activities — Boys' activities — Teaching civics through books — Conduct of the recitation.

Collateral reading 287

Chapter V. Hygiene 289

Public and school responsibility — For teachers of grades I-IV — For teachers of grades V-VIII — In rural schools — Class discussions — The general health of the school — "Safety first" — Results in conduct and knowl-

Index 321

HOW TO TEACH THE FUNDAMENTAL SUBJECTS