The evening telegraph. [volume] (Philadelphia [Pa.]) 1864-1918, 1866-09-18

that had anything of interest by which they
could be remembered.
It is very difficult for children to understand
grammar. / can we'll recollect my own short
Comings in the matter | had never heard of a
''noun.n Then how could 1 tell what noun
was The answer, "a noun is the name of per-
son, place. or thing" failed to convey any
meaning; and arguing in my own mind that |
had never heard person called noun, / thought
the whole was nonsense. Nevertheless, what
ever / thought, English grammar had to be
learned; but for years II was a detestable book
to me- and learning a lesson from IL, and the
subsequent examinations, appeared TO me like
walking barefoot over rough and pebbly road.
| studied long before could arrange satlsfac-
factory method for my childrens attainment of
this necessary part of education, nor did
attempt IL till Dot had reached twelve years old
though he was more like child OF nine. The
gentle Edith was taller and stronger, and with
an extremely quick apprehension of most sub
iects. Dot always referred TO her In everything.
One afternoon when all we're seated around
me, sald;-
"a have thought of new game; who will be
the first to learn it?"
There we're many voices, and but one reply;
each would be the first.
"What can il be- mamma 2" asked Dot.
at is the game of words,n replied. 'Now,
observe, | shall take ten pieces of paper, on
each OF which / shall write name;" and so |
wrote article, noun, adjective, pronoun, verb,
adverb partcple, proposition, conjunction, and
inteTjection, each name on a separate paper
and read them aloud. OF course these words
conveyed no idea of their meaning, and might
Just as well have read Greek. All the children
looked very grave, waiting to hear what was
coming next. Then placed the papers in regu-
lar order. ''These shall call classes or dlvi-
sions.n
"Now them said l. "every word which either
Of you can speak belongs to one or other of the
classes or names on these papers. All the words
contained in any book can be divided into no
more than ten divisions. Suppose write this
sentence-'George said he was very happy
NOW | shall cut each word separate from the
Others. must place George on the noun paper,
sad must go to the verb, he to the pronoun, lUdS
to the verb, uely to the adverb, happy to the ad-
jective and all other words in this and every
other book belong to one or other of the names
on these papers so that, you see, all the words
we speak, or hear, or read can be divided into
ten classes. Now see which Of you can learn
these ten names hrst.n And then | repeated
them slowly several times, then wrote them out
on slips of paper, and gave to each that could
read writing and the three elder ones-Dot,
Edith, and Alice-I gave in charge to teac h the
three younger ones but the two youngest, in
Imitation of the elder children, would repeat
also, though as yet but llspngly. The next day
the lesson was perfectly repeated, but conveyed
no sense to theiryoung minds. then explained
to them how they might distinguish which OF
the ten divisions each word belonged to.
Richard, there are great many nouns in
this room-many objects or things"
Yes, mamma there are chairs and tables,
and books and stools"
''And boys and girls" said l, ''who are all
nouns, and belong to the second division of
words. The boys and girls because they are
the names of persons; and chairs and tables
and other objects, because they are the names
OF things"
No very clear perception of my meaning
dawned upon them for u long time, and | found
this task not the most pleasant, for it was very
difficult to convey the smeaning OF every word
SO that they might understand and retain what
they heard
may as well say here a few words about my
manner of teaching spelling. After the chill
dreu bad learned from their hooks to spell
simple woods correctly, they then spelled ro IN
dictatlon-that is, read short sentence of five
or six words, and each spelled word in turn:
this exercised the memory and sharpened the
intellect. Each word of two or more sylabes
was divided into the proper sylables before
spelling; thus rapid and sure progress was
obtained. Writing and spelling from dictation
occupied two afternoons of the week, and these
writing exercises served also for parsing les
sons, which also taught them to think.
During all these years, though l became so
devoted to my children, 1 never allowed them
to interfere with my time when my husband
came home. They were early made to under
stand that mamma then could not be with them;
and would suggest to every mother never to
allow her children TO usurp the time and loving
attention due to the husband. If she does,
home will be no home to him; he will become
irritable and seek comfort else eWhere, Wives
have too often themselves to blame for cold and
Indifferent husbands. Every evening | was
always ready TO sit down in pleasant chat with
Arthur, or go out for an evening stroll, or make
quiet cal-toT regular visiting is out of the
question for a mother OF a family, unless she
chooses to delegate to other hands the culture
OF her children's minds Yet thousands do this,
and reap in after life bitterness and sorrow.
Not that well-born, well bred, and fully compe-
tent teachers do not exist, but they have not
the power in themselves to impart instruction
in the same manner mother can. Too ofteH
rebellion and temper in her pupils-for which
! there is no adequate authority given to the
UOVprOpSs IN nuOiSh-har the and toC
| often the young teacher herself is treated with
! disrespecT by the unthinking parents. 1t is OF
} no use recaptulating evils which are so well
\ known, but which no amount of writing viii
I alter. The example of those mothers in theil
! households, who may be termed the ruling
! powers 1or good or evil in their class, will dc
| much 10 eradicate the suobblshness of NAL
! treating by open insult or contempt the lady
whom they have chosen to imparU knowledge
TO their children.
For Edith, Alice, and Mary as they grew up
| was fortunate enough to ind a good school
and not an expensive one. 1t was conducted
by gentlewomen of good birth; true Christian
women, who endeaVored to make every human
acqunement subservient to the humility anC
meekness OF spirit characteristic of Christ's trut
flock. The girls did not leave their home til
the. youngest was twelve years old. l dreaded
| their contact with the rude ungoVerna blC
natures | so well remembered in my schoo
days, but my husband deemed a school neces
| sary, and submitted, knowing that it must b.
| If he had so decided.
While they were at home and yet very Young
| found it necessary to have an msuuctress il
music Tor them. They all, including the boys
| commenced to learn as each attained the ag
of five years, while their little fingers wer
flexible. must say that both to the children
and myself the note learning was an inexpress
BILE WEAKNESS. L engaged Miss Barton to com
every day to superntend the practice. NO
were they allowed to practise without she wa
present / lnerdicted all tunes: the practic
Woo no N oil ,,ir