The new manual and guide for teachers; containing a complete system of grading the public schools in all departments

Front matter

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Preface

The constantly increasing demand for the former edition of the Manual and Guide has entirely exhausted the supply and made its further publication necessary. In the preparation of the new edition, the author has taken the opportunity to thoroughly revise the work and to add to it a number of new and valuable features. It is no longer a manual for the teacher of the elementary district school only, but in its enlarged scope and application it will be found equally helpful in all grades and departments of the city and town schools. As now arranged, its aim is to unify elementary school work and to harmonize along essential lines the advanced or high -school courses of study. The principle of uniformity, however, applies only to fundamental requirements common to all school work, while giving the widest possible latitude in the choice of text -books, methods of teaching, and adaptation to local conditions.

This Manual is not intended to be an exhaustive treatise upon school work and management. It is designed rather to be a practical school -room guide for teachers. In plan and purpose, it has grown out of an extended and varied experience in teaching and school supervision, and is, therefore, adapted to the actual conditions, needs, and possibilities of our public school system. In the ideas advanced, the author does not lay claim to much that is new or original in pedagogy. No untried theories are advocated and no impractical work is presented. The hints and

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suggestions as to classification, matter, and method in school work are based upon established principles, and will, we believe, be recognized as fundamental in the successful management of public schools.

The system of grading the rural schools is simple, complete and practicable. Its successful application in more than twenty counties in Pennsylvania has already proved its worth, and secured for it unqualified endorsement. The one -room school is made the basis of grading and outline work. Three divisions — Primary, Intermediate, and Advanced — mark the distinctive periods or steps in the Elementary Course of Study. The first period is devoted largely to objective and illustrative teaching, with a very limited use of text -books. The second period introduces the pupils to a proper use of elementary text -books, and contemplates a thorough drill in fundamental forms and facts. The third period is given mainly to thought development, scientific classification, and correct habits in reading and study, the advanced text -books being used and completed. The further division into grades is indicated, but separate grade work is required only in reading and arithmetic. In other branches, such combinations or divisions of grades may be made as the nature of the work will permit or the necessities of the school may require.

While the outlines are specially arranged for one -room schools, it will require but slight modifications to adapt the course of study to any school of two or more apartments. With the suggestions given for special grading, the plan as a whole will be applicable to all schools in which the elementary branches are taught. The high school courses are briefly outlined, and are so arranged as to harmonize

PREFACE 5

with each other in successive work as well as with the course below the high school.

The author places special emphasis upon the development of proper reading habits in children, and suggests a series of stepping-stones to literature which will lead to the reading of good books from choice. No attempt is made to give an exhaustive list of selections for study, or of books for school libraries. The purpose is rather to point out to the thoughtful teacher the lines of literary and scholarly development, leaving the choice of books and material to those who are in position to know definitely the local conditions and needs.

The Course of Instruction for Rural Schools, as outlined by the Committee of Twelve, is appended, not only for the valuable suggestions it contains, but also to show that the outlines in this Manual are in harmony with its requirements along all essential lines.

The author gratefully acknowledges the valuable suggestions received from teachers and school officials, and the very favorable reception accorded the former Manual. Without any expectation that this little book will rise above criticism, but in the hope that it will prove a friendly assistant and guide in many a school -room, and thus contribute to the substantial improvement of the public schools, it is submitted to a generous educational public.

J. M. B.

Johnstown, Pa., May, 1899.