The national question book; a graded course of study for teachers and students

Preface

Within the past few years there has arisen among all classes of teachers a desire for ampler qualification for their work. This is shown by the formation of Reading Circles, the large and constantly increasing number who subscribe for educational papers, the rapid issue of works upon education, and the establishment of Summer Schools of Methods. Not only are these various agencies indications of a desire for better preparation, but they also give evidence that there is an imperative demand for professional training or fitness.

Professional fitness for teaching consists primarily in a thorough acquaintance with those fundamental studies which are employed to give mental discipline as well as to furnish that equipment of knowledge most useful in the transactions of every-day life. But to know merely the studies he is to teach is not sufficient for tha teacher. He should, besides, pursue those branches of learning which give fulness and ripeness of scholarship.

Whether a teacher's knowledge is broad and general, or whether it is only elementary, there must be coupled with it, to give proper fitness, a knowledge of Methods of Teaching. Certain principles recognized by educators underlie all methods of teaching, but the method itself results from actual practice and experience in applying

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those principles. The possession, therefore, of good methods is a work depending solely upon the peculiar gifts and powers of each teacher. To possess that equipment of knowledge, however, which precedes mastery in methods, the teacher can be helped. If he have some system or plan of study by which he can both test and measure his progress, advancement becomes at once easy and encouraging. A standard so arranged as to make it widely accepted, and by which teachers can help themselves in making professional preparation for teaching, has long been lacking.

The object of this booh is to aiford such a standard and furnish such aid. It gives questions upon a graded Course of Study, and is not a collection or compilation of questions of all sorts. This Course of Study is based upon the average requirements of Normal Schools throughout the country, and is in accordance with the scheme on the opposite page.

The scheme of classifying teachers as Third Grade, Second Grade, and First Grade is very generally in use, though the actual acquirement necessary for each of these grades differs, sometimes even markedly so, in adjoining counties. It has long been desired by county superintendents, school commissioners, and teachers who go from one county to another, or from one State to another, that these differences should disappear. To help toward the accomplishment of such a result has been one of the aims kept prominently in mind in the preparation of The National Question-Book.

In the Course of Study each higher grade supposes, in addition to its own requirements, a thorough acquaintance with the subjects in all the grades below.

PREFACE.

COURSE OF STUDY.

Third Grade.

Second Grade.

First Grade.

Professional.

Arithmetic.

Algebra.

Geography.

Geography.

Physical Geography-

History of U. S.

History of U. S.

General History.

Grammar.

Grammar.

Grammar.

Geometry.

Orthography and Orthoepy.

Rhetoric and Composition.

English Literature

Latin.

Reading.

Physiology..

Physiology.

Zoology.

Bookkeeping.

Bookkeeping.

Astronomy.

Civil Government

Civil Government.

Botany.

Alcohol and its Effects upon the Body.

Natural Philosophy

Physics.

Theory and Practice of Teaching.

Theory and Practice of Teaching.

Theory and Practice of Teaching.

Chemistry.

Geology.

The questions given under what is termed the Professional Grade have been selected from the New York examinations for State certificates, and represent fully the amount required in those subjects for the past ten years.

To the teacher this book will be found to possess a threefold advantage. First, it forms substantially a syllabus to guide in the thorough presentation of a study, and to lead to the discovery of omissions in teaching.

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Containing a great amount of new material, the volume becomes particularly serviceable to those teachers who supplement the work of the text-books by giving their classes other matter.

Second, the book is a source from which to select ■examination questions, as well as to suggest new forms of these.

Third, the book affords help to the teacher when he himself occupies the position of student. One of the conditions surrounding his office is that of examinations — his license to teach and his promotion depending upon these. More or less often he must pass an examination, and to do this preparation is necessary. With but comparatively few exceptions, teachers are obliged to make their advance-preparation alone. In view of this fact, short answers are given to the questions presented in the book. These answers, however, are furnished as mere guides, and it is, of course, supposed that one who is making preparation in any study will amplify these fully, using them as an aid rather than as an absolute end.

It will be noticed that no answers are given to the questions upon the Theory and Practice of Teaching. While to a few of these questions answers satisfactory to all could be given, upon many others such a diversity of practice and, of course, of opinion obtains, that the entire omission of answers has been deemed best.

No questions have been inserted upon Writing or Drawing. The practice constantly gaining ground is not to spend time upon the intricacies of analysis. In drawing, too, through the influence of industrial work, the pupil is brought face to face with models, and

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taught to draw them just as they appear, without any gobetween whatever. In short, the tendency in both these subjects is to come at once to the real thing and do it as best it may be done, without leading up thereto indirectly.

The National Question-Book is put forth with the belief that it will be found a most serviceable work for students, teachers, and examiners. It is prepared with a sincere belief that it will be the means of advancing many a teacher from the Third to the Professional Grade — a position of the highest honor if not of the highest emolument.