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United States. Office of Indian Affairs / Annual report of the Commissioner of Indian Affairs, for the year 1883
([1883])

Report of Carlisle school,   pp. 161-165 PDF (2.3 MB)


Page 163

REPORT OF CARLISLE SCHOOL. 
163 
Second session.-Continue script work! but begin the study of Roman characters
using charts or lessons prepared and printed for the class. 
Drawing from the first: Illustrative, the pupil being encouraged to draw
the object 
studied-linear, as a means of eye and hand training and the study of form.
Singing, gymnastics, modeling in clay, and other simple kindergarten occupations
alternate with the regular school routine. 
Adult primary, the same, with the exception of kindergarten occupations.
Arithmetic is left indeterminate in amount throughout the course in the lower
grades. Adults can do much more than children in this branch. 
Phonic drill and analysis to aid in securing correct enunciation and in the
discovery 
of new words, begun this year, and continued in all the grades. 
SECOND YEAR. -Continue objective script work. Begin First Reader, using Webb's
Model, Lippincott's First, Picture-Teaching, charts of the same grade or
prepared les- 
sons. Language: Sentence-making, letter-writing, descriptions of pictures
or objects, 
lessons or stories reproduced orally and in writing by the pupil. Number:
Addition, 
subtraction, multiplication, and division-Grube method-as far as knowledge
of 
English permits. Drawing, singing, and gymnastics. 
THIRD YEAR.-Second Reader work; language as in second year. Diaries begun.
Number as in second year, using and learning simplest tables of reduction
and frac- 
tional parts of numbers by use of kindergarten blocks and other objects.
Much ap- 
plied work in first four rules. Geography begun by use of molding-board;
drawing 
and oral teaching. Easy lessons from Mrs. Hall's Our World or Guyot's Introduction,
for reading and reference. 
FOURTH YEAR.-Reading: Third Reader, supplemented by simple lessons in natural
science, history, and geography, from Guyot's Introduction, Our World, Hooker's
Child's Book of Nature, or printed lessms prepared for the class. Language:
Ab- 
stracts of lessons, diaries, letters, descriptions, compositions, "Language
Lessons," 
part first, introduced. Geography: O0 al lessons, the class using a text-book
for ref- 
erence; drawing and learning definitions of natural divisions of land and
water, 
names, positions, and general features of continents and the United States.
Arith- 
meic: Reduction continued practically. Fractions begun. Much practical work
in 
tables of time, measure, and weight, and in finding the cost of supplies
of fuel, food, 
and clothing. 
NOTE.-The following example given to a class of this grade by the commissary
clerk was solved correctly by several pupils. Example: We have on the farm
and 
at the school 5 horses and 4 mules. We are allowed to feed each horse 12
pounds of 
oats and 14 pounds of hay, and each mule 9 pounds of oats and 12 pounds of
hay, 
daily. How many pounds of each will they be fed from January 1 to March 31,
in- 
clusive? 
To another class of younger pupils, same grade, the following example was
given 
as an examination question. Example: Metopa had $4.50, and bought 5 yards
of 
ribbon at 12 cents per yard, 3 collars at 15 cents each. What did they cost,
and how 
much had she left? How many oranges at 4 cents each can she buy with the
money 
left? Solved correctly by fifteen out of a class of seventeen pupils. Eight
of the 
same class worked practical questions in addition, subtraction, multiplication,
and 
division of fractions. Six of the class no errors. 
FIFTH1 YEAR-Reading as in fourth year, introducing new Third Reader, or other
reading of nearly the same grade; prepared lessons reviewing oral teaching
of past 
years in natural science, animals, plants, &c. Language as in fourth
year. Geography: 
Elementary geography as text-book, alternating with history, taught orally
and by 
reading and writing abstracts. Number: Arithmetic continued; study of geometrical
form, using Hill's Elementary Geometry for reading and, reference. 
In this course I have not considered the more advanced pupils, who have come
to 
us from mission and agency schools. Some of them have dropped into third
and 
fourth year grades. A small class have nearly completed the seventh-year
studies of 
the ordinary grammar-school course. Two members of this class have had some
instruction in methods, and practiced teaching, under supervision, with success.
Previous to our public closing exercises, which occurred May 23, all the
classes 
sustained a written review. The papers were carefully prepared, and generally
indicated the standing of the pupil, although no use is made of them for
that pur- 
pose. We have had these reviews monthly throughout the year. No marking is
done, and as there is nothing of a competitive nature, we have seen no evidence
of 
the nervousness and mental strain which is usually attendant upon examinations.
The advance in text-book work, especially in the middle grades, has been
appar- 
ently slower than during any previous year. This is chiefly because our experience
has shown us the wisdom of making haste slowly. Our pupils, as a rule, come
to us 
after the best years for memorizing have passed away, and even with the youngest
of them this faculty is taxed by the multiplicity of objects and events which
come 
under their notice, and duties required, many of which are made the subjects
of con- 
stant instruction. The lessons of the school-room must be again and again
re- 


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