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Image from page 28 of "Biennial report of the Superintendent of Public Instruction of the State of Montana" (1894) | by Internet Archive Book Images
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Image from page 28 of "Biennial report of the Superintendent of Public Instruction of the State of Montana" (1894)

Identifier: biennialreportof3614mont

Title: Biennial report of the Superintendent of Public Instruction of the State of Montana

Year: 1894 (1890s)

Authors: Montana. Dept. of Public Instruction

Subjects: Montana. Dept. of Public Instruction Education

Publisher: Helena, Mont. : Independent Pub. Co

Contributing Library: Montana State Library

Digitizing Sponsor: Montana State Library



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Text Appearing Before Image:

m the old in that it becomesmore meaningful since it is adapt-ed to the pupils understanding,rather than becoming entirely amatter of dates and places andbooks. In these activities pupilsnow practice democracy in theirown school government. Theystudy problems of the community,state and nation. They consultlibraries and other sources for in-formation. They visit the citywater system and gather informa-tion relative to water purificationand storage facilities. They findthis information becoming mean-ingful to them, hence newspaperarticles concerning their own stateand community become intelligible. Past history is studied in the light of world problems, andworld problems are presented not only through the media of the textbook but through world af-fairs magazines, films, radio and student discussions. The same development has occurred in the study of English and literature. Where formerlywe might have spent weeks in learning such lines as To be or not to be, without any meaning —27—


Text Appearing After Image:

Automechanics Class—Billings High School to most of the pupils, today pupils study the best in literature of the past and present, they learnto express themselves by speaking and by the written word, to listen intelligently, to use goodgrammar and to conduct a group meeting. The teaching of controversial issues has been discussed at length by school trustees, teach-ers, school patrons and others. It has caused breakdowns in school public relations and has been the cause of resignations andbitter fights. For these reasonssome school boards have forbid-den the discussion of any con-troversial issues and others havehandled them with trepidation andfear. In most cases it is not somuch the controversial subject asit is the manner in which it ishandled. Most educators andothers feel that the discussion ofcontroversial issues has a place inthe public schools. Teachershandling these subjects should bequalified to do so. The principlepremise is to have pupils see allsides of a question, and



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Taken circa 1894