SCHOOL MANAGEMENT

School management may be considered under three heads: I. Organization; II. Government; III. Conduct of Recitations.

Purpose of

It

School organization is a system of arrangement designed to secure constant employment, effiorganization. cient instruction, and moral control. aims at providing the means of instructing and educating the greatest number in the most efficient manner, by the most economical expenditure of time and money.

Organization puts each child in its proper place; allots to each class proper work,-proper in kind and amount; secures to each subject the time that is justly its due; arranges the work, both as to place and as to kind, so as to preserve a quiet room; and properly distributes the work, so that no interest of the school in any of its parts shall suffer.

The young teacher should not select a difficult school at first. Too many teach for the money, and do not consider whether or not they are adapted to particular schools.

Choice of a school.

The contract should be in writing, and express definitely the conditions. Both parties should

Contract.

have a copy. Like all other business, this should be done in a business-like manner. It is important that the teacher should know both his rights and

his duties, and he should not begin school without a careful reading of Bardeen's "Common School Law for Common School Teachers".

Preparation for the first day's work is all important. The seeds of failure are frequently The first sown the first hour. The teacher should day. have a plan in his mind: just what he will do; how he will do it; and when he will do it. He should not try to accomplish too much the first day. Let him not be too anxious about courting the favor of pupils—good discipline cannot be established in a day; he should use words expressive of friendly feelings and good intentions; he should not let frowns cloud the brow, although all may not be, at the outset, just as one might wish; he should leave nothing to the impulse of the moment; he should be firm, watchful, and uniform; he should en-. deavor to make the first impression pleasant.

Do not attempt to hear recitations the first morning; after opening the school with a general ex- First ercise, let them all join in singing some exercises. familiar piece; this will dispel embarrassment. The importance of singing in school as an aid to school government, can hardly be overestimated. The "Song Budget", "The Song Century ", and "The Song Patriot”, at 15 cts. each, are certainly within the means of every school. Write on the board the requirements, and pass slips of paper, asking all that can write to hand

in the following, viz.:

1. The full name.

2. The full name of parent or guardian.

.3. Residence.

4. Age.

5. His studies and classes for the term before,

Enrolment.

Let some pupils pass around and take the names, etc., of those who cannot write.

Classification.

The

In the highest classes institute a written examination. This can be made a test exercise in spelling, penmanship, and the use of language. questions need not be difficult; ten questions upon the different subjects will test the knowledge of the pupils as well as twenty. The pupils that cannot write. should be examined orally, and record kept of the standing of each pupil. It is not best to make sudden and radical changes; better adopt the classification of your predecessor, if you have not confidence in your own ability. Be especially careful not to find fault with the methods and work of the term before. Choose points to commend, not to criticise.

Make all changes gradually and quietly, and let the pupils see that they are necessary for the good of the school.

After having graded the pupils, attempt a temporary classification. It will be impossible to classify permanently at first, and the pupils

Forming classes.

should so understand it.

There should be not more than four grades in district schools. The primer and the first reader should be the limit of the D grade; the second reader, of the C grade; the third reader, of the B grade; and the fourth reader, of the A grade. The number of classes in each grade should not exceed four, and by class classification they need not exceed this number.

The teacher is now ready to draw up the plan of work,

specifying the number of classes and the time of beginning, ending, and the length of each recitation.

Programme.

The programme should provide for study as well as for recitation. It lessens the labor of teaching, makes the work more effective, promotes good order, cultivates systematic habits, and promotes the ambition of pupils.

While it is well to follow the programme carefully, the organization and discipline must not be too mechanical, or pupils will tire of it. No change in classes should be made for visitors, unless by special request.

of classes.

Pupils should be seated according to classification, so far as practicable, and graded according to Movement height, the tallest pupils seated in the rear. The teacher should have the entire charge of seating the pupils, and should change seat-mates when advisable. As a rule it is not best to place pupils of the same temperament together, and seat-mates should understand that if they are disorderly they will be separated. Class movements should be conducted with precision, and no disorder should be allowed in the room. In no instance should the school-room be used as a play-ground; nor should pupils be allowed to deface, destroy, or in any way injure the school property.

As a suggestion to teachers who do not find a programme of work already adopted in school, we give here the Course of Study adopted for country schools in 1894 by a committee of School Commissioners of the State of New York, and approved by the Superintendent of Public Instruction,

FIRST YEAR

Reading-Word and Phonic method combined. Blackboard work. First Reader begun.

Writing-Much written work on tablet, slate, and blackboard.
Spelling-All words introduced.

Language-See Manual.

Arithmetic-First Term-All combinations from 1 to 5 inclusive.

Second Term-Combinations to 10. Problems involving addition, subtraction, multiplication, and division.

Spelling-Oral and written spelling of all words introduced,

Language-Writing sentences containing given words. Filling blanks. Use of capitals.

Arithmetic-Combinations to 15. Reading and Writing of numbers to 100. Fractions, halves, thirds, and fourths.

Drawing Color, form, ruling.

Oral

General Lessons-Inculcating good habits. Throughout all grades special attention should be given to the effects of stimulants and narcotics. instruction on the parts and care of the body. Elements of vocal music. Items of useful knowledge.

SECOND TERM

Reading-Second Reader begun.

Writing-Same as first year.

Spelling-Same as first term.

Language-Same as first term.

Arithmetic Combinations to 25. Reading and writing of numbers to 1000. Addition and subtraction tables completed. Fractions to and including tenths. Numerator 1. Original concrete work.

Drawing-First term's work continued.

General Lessons-Same as first term.

THIRD YEAR-FIRST TERM

Reading-Second Reader completed.

Writing-Copy book No. 1.

Spelling-All words in various lessons.

Language-Use of such words as is, are, was, were, have, has. Simple letter writing. Picture lessons.

Arithmetic-Multiplication and division tables. Fractions to tenths, using 1, 2, and 3 as numerators. Easy problems in mental arithmetic,