Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1857-10-23

Pupils do not know what We mean by
"s,udying the lesson.' Give them par.
agraph; point out the leading thoughts,
and give them something to think abou
They have too much ground to 90 over.
An incident was then related to show
the erroneous ideas of parents on this
point. We would not recommend a
book higher than the third reader; then
thore ;s no aiming at attaining the high
est class. Take care that pupils secuse
something at every lesson. If the class
is large, let only part read, and then
question them thus upon the subject read;
and thus secure the attention of every
scholar. Impress them with the idea that
it does not depend so much on the
amount read, as on the manner ofreading.
In attempting to teach child his let
ters, first get him interested in you, by
showing him that you arc interested in
him, and he will learn them at once.
Teach him to put them together as he
learns them. Cleanliness in pupils teach
es them to respect themselves. Seek to
inspire them with the necessity of it.
An effort to come down to the capacity
of child, carries us up. When the child
is learning to read, learn him to spell, and
he will be every where learner. for
thus we learn ourselves. Ever avoid hear
ing spe'linglesson in such manner,
that the scholar will spell by the jingle.
Prof. Chadbourne on the stand.-The
cause of Grammar being so dry is, that
no attempt is made to throw life into it.
Children think that Grammar makes the
language. They do not believe that Ed
ward Everett is not compelled to conform
to the Grammar. If the teacher would
speak our language correctly, he must go
back to these authors. Such men as Web
ster and Everett give lao to the language.
They make new word, and we dare not
question it.-They advance new ideas,
and Grammarians gather up these ideas;
thus We have the Grammar. The teacher
must "disabmse" his own language. He
must select standard authors, and read
them again, and again. We ought, as
teachers,to remain ignorant Of many books
that are published, until we have studi-
ed models. When a new book is issued
read old ones. Ifa teacher has class
of small scholars, he should seek to
simplify his ideas. to make him under
stand; and as an inducement to study,
point him to some great author for imita
ton. Excite mis- ambition, and you
have secured an interest. Be careful
to employ words he can define; ii not, de-
fine them.
The pillars of the language are the noun
and the verb. The noun expresses by it's
form, person, gender, number. and case.
The child, by word or action, uses either
the noun or verb. There is nothing in
the nature of the noun. to prevent chang
ing its form; but for the sake of conven-
icnce, we employ the adjective. 1t is
proper to ask questions, that call for the
answer II don't know" for the reason
that nobody knows; but take care that
the pupil does not come to the conclusion
too soon. After the scholar has some
idea OF the noun, proceel to something
else, uutil skeleton is drawn; then 90
back. and fill it up. Interminglc Gram
mar and reading, and thus keep the s,sb-
ject before them. Call on one pupil to
point out one part of speech. and anoth-
or, another.
Wenext listened to Prof Burnham.--
The Impressions made upon the mind arc
lasting. 1--we cannot describe an object,
we can often tell what it is like; if we
can hnd no similar OBJECT, we cannot de-
scribe il.
There are three things which form the
fundamental groundwork in the acqui-
sition of neutrality-suspicious., COM
parison, and individuality.
We gain the elements of language
through the medium of sound-by mo.
ton we combine these sounds, and get
language. We often find that the child
uses things for the sake of learning their
names. The way to success in this de-
partment, is in making words practical.
We then had an exercise in Addition.
Ideas suggested, that things of the same
kind must always go together. Same
ness is the foundation of society.
In adding column, it was deemed ex.
pcdient to drop the ten as soon as yon
get it. The system of ''casting out
mines" was brought up. How do yon
III, - If - l.