10.50 to 11.00 Written language|Written language ORAL LANGUAGE

1 The recitation periods and those exercises which engage the attention of the teacher are indicated by capital and small capital letters; periods for seat work and for study are indicated by ordinary letters.

2 W.B., writing on the blackboard.

A denotes the most advanced class.

Caution.

When a pupil "jumps a class" or is promoted earlier than his class, let him recite for a time in both grades in those subjects in which he is less strong.

5. Grading of Rural Schools. The rural school of the present day is more easily taught than formerly, because the work is better systematized. In most states there is a definite course of study to be followed, and at graduation there is a certificate granted which admits a pupil to a high school without special examination. No pupil is kept back because of younger or weaker classmates. Each does his work as rapidly as he is able to do it well and without danger of impairing his health. The free delivery of mail in the rural

districts and the introduction of the telephone are also factors that help forward the work of the rural schools. Through their aid school supplies may be quickly obtained, and the daily paper keeps the farmers' sons and daughters in touch with the great centers of thought and action.

Necessarily, the grading of the rural school cannot be as close as that of the city schools. No rural teacher has as many pupils to care for as does the city teacher, but each country teacher has more grades and subjects to handle. In fact, thousands of rural teachers are singly obliged to teach all subjects below those of the high school. Moreover, pupils are so unequal in age and advancement that several classes in each branch of study must be provided for.

To prevent breaking the program into recitation periods of five minutes or less, to accommodate all the divisions studying the same branch, it is better, for example, to have the three or four higher groups in arithmetic recite at the same time. Probably there will be less than ten pupils in the three groups. The teacher may assign one group work at the blackboard; another group may recite definitions and rules, and the third may read problems and give the oral analysis thereof. Each section should have a little of each kind of work to do before the recitation period expires, all the work for each being based upon that part of the arithmetic previously assigned for study and upon the necessary reviews.

The same sort of grouping may be made for geography, spelling and language. Thus no pupil is "put back" and no pupil is overlooked or "left out" of the daily recitation. This is the most satisfactory arrangement that can be made to avoid loss of time. It requires on the part of the teacher (1) most careful preparation of each lesson, (2) the ability to question skillfully and rapidly, and (3) tact in handling the groups so as to be perfectly fair to each.

Consider the model program and notice how every class is occupied while the one is reciting.

6. How Many Subjects Should be Taught? This question has already been pretty well covered by the foregoing remarks concerning the grading of rural schools. In general, however, the number of subjects must be decided by the conditions existing in the school district, and no arbitrary rule can be made here.

The pupils of the rural schools have a shorter school year than those in the city schools, and usually they are hardy, robust children, with but few things outside of school to distract their attention. For these reasons, it is safe to let country children attempt more solid work than would be permitted in the city.

Cautions. 1. The teacher should, at the outset, reserve the right to reduce the number of subjects any pupil may carry if it becomes evident that his health is being impaired, or if his work is not thoroughly done. This understanding between the teacher and the parents of ambitious pupils will often prevent friction in the administration of school affairs, and therefore it should be secured before the pupil is permitted to undertake more than the usual number of studies.

2. Every pupil who is allowed more or less than the usual number of subjects becomes a difficulty in the arrangement of the program. While the teacher is not to consider this a serious matter, yet there are times when the wishes of the one pupil must give way to the good of the school. While teachers are under no obligation to teach out of school hours, yet many do it and are rewarded by friendship that is worth more than money.

7. How Much Time for Each Subject Daily?—This, in the past, has been a most vexatious question, particularly in rural schools and in small villages. In many such neighborhoods, parents, even yet, cling to the notion that arithmetic

is the one important subject of the school curriculum, and expect time to be portioned out in accordance with their belief. It would be well if the county superintendent would fix the time for each branch, as is done in those city schools that are most wisely managed. Thus, arithmetic would get its fair share of time but not crowd out other subjects which are more important. Thus, also, a teacher would be prevented from giving to some pet subject of her own, time out of all proportion to the genuine value of the study.

Cautions. 1. In districts where the time is not fixed, it is not wise to oppose the prejudices of the community too violently at first, because antagonism destroys progress. Confer with the county superintendent or other official in authority and get his aid in your plans. Then make geography, grammar, or whatever study is suffering for attention, so attractive that all the pupils will gladly come into these classes and be willing to give the proper time to them. Careful preparation, skill, tact, patience and unfailing good nature combined will surely win the most obdurate pupil to your wishes.

2. Study the model program particularly in this respect, for it shows a fair and satisfactory distribution of time.

8. The Recitation.-(a) PURPOSE. There are still many teachers who appear to think that the sole purpose of the recitation is to test the pupil's preparation of the subject or portion of a subject that has been assigned to him for study.

This is a mistaken notion, however. While a portion of the recitation period should be devoted to testing the thoroughness of preparation, other and higher ends are to be accomplished. The teacher must discover whether the pupil understands the relation that the present lesson has to those that have preceded it; she must also discover how much of the new lesson has become a part of the pupil's permanent stock of knowledge, i.e., how much of the infor