The Emporia news. [volume] (Emporia, Kan.) 1859-1881, 1880-07-09

Report of school taught in district
No. ~, Lyon county, Kas, for the term
of six months ending June Is. 1880:
Total number enrolled during the term,
35; total number enrolled during winter
term, 81; total number enrolled during
spring term, 50; average daily attend
ance for fall term, 2JlI; average daily
attendance tor winter term, 80; average
daily attendance for sprihg term, 20
The names of those that were not alb
sent during winter term: Clifford Soule,
Lucius Soule. Katie Bitter and Allie
Bodine; neither absent nor tartly, Katie
Bitter and Allie Bodinc. During spring
term Paul OsirOm was the only one
neither absent nor tardy. Roll Of honor
for last month: Paul OstrOm, Earl,
Ostrom, Maggie Bitter, Katie Bitter,
Elsie Soule, Rosie Starr, Henry Bratt,
and Susie Hawbaker. Closing ex-
crcises were determinations, reading, etc
Superintendent Wharton paid us
visit the last day and talked 10 the pupils
a few minutes, 10 which they listened
very attentively.
J. w SHORE, teacher.
Teaching Writing In our Public Schools.
Nearly all intelligent teachers who
have ever taught pcnmanship, have felt
in = greater or less degree the need OF
more efficacious methods of presenting
this subject in an interesting, and there
fore profitable manner, to the minds Of
the young. For it must DC admitted that
there are few, ii any, subjects more diff
ficult To get up Il healthy and continued
enthusiasm 1t is indeed too often
thoroughly hated and frequently shun-
ned by b0lh teacher and pupil
While the minds of our foremost cdu-
caIors have been studiously engaged in
making an application Of the pestaloZ-
zian principles, to the teaching of gram
mar, arithmetic, reading, geography,
etc, who has ever thought tina. such an
application could be made 10 the subject
of pcnmanship? Let us see if the APP
plicatiOn of these principles to this sub
ieCt will not show US better way. In
this investigation il may he taken for
granted that the best method of teach
ing any subject is that which, while il
shall give the clearest and most perfect
knowledge of the subject itself, shall at
the same time, furnish the bC st facilities
for training and developing the various
faculties of the mind. The different
faculties are strengthened by exercise,
not by forced labor. All the faculties of
the mature mind may exist from the be-
ginning OF its existence In II greater or
less degree of activity yet they attain their
full development at different periods of
life. The earliest, to come into full ac-
tivity are the perceptive faculties. These,
through the medium of the senses, are
very active in the young child, and are
the only means by which the images of
the external world can enter its mind.
Through their use he is able to obtain a
clear conception of the general and par
ticular form of every thing ofwhich they
can take cogniZapcc. Another attribute
of children is almost unceaSing activity,
Il desire to make everything they see.
Without reasoning further we know
that form and execution are the essen
tIalS of good writing. We see also that
writing is an art, peculiarly adopted to
the tastes of children. They have the
quick eye To perceive, and the ready
hand 10 execute. If our statements are
correct, then we have only to so present
penmanship 10 II child, as to furnish
abundant material for observation,
work for the hand, and even exercise for
its language, and we cannot fail to give
pleasure and success.
In presenting the subject Of penman-
long on the elements or parts of letters.
Elements are more abstract than letters
to children. 1t will do for the student
in Botany To take his flower
to pieces and learn each part separately,
and then by putting calyX, petals, corol
In, and staimens together he finds its
name. To teach child what rose is,
you must have the rose complete, and
when he grows older he can study its
parts. Then, IN teaching writing to
children, we would first give them the
complete letter, because letter is less
abstract than lines or parts. After they
have got the general form and character
istics, it might DC well TO teach them the
elements of the letter; but it is not very
interesting to small childen, therefore,
not very profitable. The advanced stu
dent wants the subject given he will tell
its parts The student in theology, law,
medicine, gets his subject or topic So
in teaching penmanship to children.
Give them letter and let them tell its
parts. They will delight in the work of
finding the elements. 1t is Il principle,
| think. in teaching not to tell child
what he can he led To find out for him.
self y littiernthusIasm in this branch,
and you will find that children will not
need urging To learn to write, in fact
they are always eager for writing hour
Ia come, when that hour is made inter
esting by good instruction. Let US not
compel the rising generation to learn
the very useful as well as beautiful art
as we were compelled To learn it--by
force OF circumstances. Circumstances
may he better than no teacher, but his
mode of instruction is Ia drive and never
Ia lead. w. b. =.