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large classes in the elementary branches which fill the school. But a
moment's reflection will show that such a preference is founded on a
very mistaken view. Leading forward one or two minds from step to step
in an advanced study is certainly far inferior in real dignity and
importance to opening all the stores of written knowledge to fifty or a
hundred. The man who neglects the interests of his school in these great
branches to devote his time to two or three, or half a dozen older
scholars, is unjust both to his employers and to himself.

It is the duty, therefore, of every teacher who commences a common
district school for a single season to make, when he commences, an
estimate of the state of his pupils in reference to these three
branches. How do they all write? How do they all read? How do they
calculate? It would be well if he would make a careful examination of
the school in this respect. Let them all write a specimen. Let all read,
and let him make a memorandum of the manner, noticing how many read
fluently, how many with difficulty, how many know only their letters,
and how many are to be taught these. Let him ascertain, also, what
progress they have made in arithmetic--how many can readily perform the
elementary processes, and what number need instruction in these. After
thus surveying the ground, let him form his plan, and lay out his whole


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