Raleigh High School - Excelsior Yearbook (Raleigh, IN)

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i Lt to c G r jiPicture of the Third and Fourth Gradoseeiic an B THIRD GRADE it RW Glen Mohler Delbert Clawson Pauline Clemenz Bertha Laughlin Laura Beam Edward Gorman Thelma Banks Jeanette Sharp Henry Gilliland Ross Hill Grace Trager Ruth Trager FOURTH GRADE Lawrence Cole Wayne Ertel Dorothy Foust Wayne Bills Karl Ertel llraezilla Martin Francis Glemenz Pauline Laughlin Fred Newkirk Rosa Rogers Gertrude Ertel Lola Keith Jeanette Fox Esther Rice Agnes Kirkham Robert Trager

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...L l -fr-.l Ziiiii-'T-The Work of the Fifth and Sixth Grades'-ll-J-'- Z School opened on Sept. 4, 1916 with an attendance of thirty- three of which thirteen were members of the Sixth grade. From the first we all strove to have a right to climb the stairs next fall. There has been little change among our number for we now number eleven. Tressia Koster left us soon after school commenc- ed. A short time before mid-year examinations were we joined by Ora Parkhurst who stayed but a short time. Next Mildred Rhodes left us. Outside of these there have been no changes. We have had a great deal of trouble with arithmetic, geography and grammar. Percentage problems sometimes look like great im- passable walls, but once we get the key to them they disappear like magic. In geography we have studied the different sections ot the United States. her dependencies and territories, study of the earth as a whole, standard time. winds and rain and ocean movements, their effects. W i4 In grammar the eight parts of speech, correct uses of words and compositions. European history was taken. At first it seemed very hard. But we were told to make ourselves live inhi old times to make it easier. So now we don't consider it so hard. But instead find it very interesting those stories of the beginning of civilization, the de- velopment of the christian religion, the Roman empire in her prime, feudalism, the Crusades and exploration and conquests of the New World. ' In reading, outside of our text books, The King of the Golden River and The Great Stone Face were studied. In preparation of every lesson we studied with dictionary for the meanings of the words not understood. Both written and oral spelling were studied. So we will finish this term with hard Study and many hopes for upstairs. MARY W1LuAMs JUNE Llc:-rrsoor MAE LAUGHLIN

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Aim and Scope of the Workin the Third and Fourth Grades Room Two Q - Come lei as live with oiir children, so shall ilzeir lives bring peace and joy io us, so shall we begin io be and become wise. ln all our work we have tried to use reading as a center of cor- relation. When the pupil is taught to read he makes a beginning in writing and spelling and receives his first specific training in oral ex- pression. Through his reading, even while still in the primary stage, he should come to know somewhat of the grammar of the language, and, as he advances, should make some acquaintance biography, his- tory and geography in its broadest sense. To learn to spell English words is a diHicult matter, requiring years of effort, yet there is no test of literacy or illiteracy quite so rapidly applied as the ability to spell. Solecisms of speech are made constantly, on the rostrum, in the pulpit, in the press, and are pardon- ed or not noticed, but let a man commit himself to writing unless he can spell, or blame his mispelled words on the typewriter and he has fatally blundered. No one pardonsa poor speller. An orthographic slip lon a printed page or in a letterj is a personal affront to the readerg it offends the ear more than an orthoepio slip does the ear. In view of this we have placed spelling next to our reading. The mechanics of composition capitalizing, punctuatng, paragraphing should be almost automatic with pupils in the fourth grade, and this result should be reached mainly through the reading exercises and practice in sentence making in connection with them. - Froebel. In the later primary grades a great deal may be done incidentally in biography, history and geography. It is not best that the reading matter be specifically biographical, historical or geographical, but whenever the literature of the lesson presents these kinds of facts they should be made to yield their full share of stimulus and nutri- ment. This should be done with especial care in descriptive prose and in poetry. The best poetry is the poetry of nature, and it is good in direct proportion to the truth with which it states, in poetic form, the accurately observed facts of nature. In our weekly memory gems we have tried to observe these The following one illustrates: There can't be sunshine every day, At times the tempest lowers, We can't always take our way, Through meadows strewn with flowers. Then, little children, never fear, God knows each want of ours, And sure as comes the tempest drear, As surely come the flowers. facts. GL ADYS A. BARR