The Corvallis gazette. [volume] (Corvallis, Or.) 1862-1899, 1882-12-29

Let patience have her perfect work. If any
one in the world should be patient It is the
teacher. An ounce Of prevent is worth ton
of cure: Prevent the children from doing
wrong. Let the teacher make this his
study even If lie must lie awake during
nights. It is common for people.to look on
teaching as kind of noble no kind Of busi-
ness; but am glad that the tendency is
upwards. What are the instructions of this
! day, going to do with this country, the
grandest country the sun of heaven ever
shone Upon. Ii. one must punish, the
punishment should suggest the nature of
the offence. There is not, on this globe,
one perfect teacher. A bad boy is but
good car off the track; put him on the track
again. Recommends retaining students in
the room for tardinezs Compulsion must
be d last resort. The teacher should read
the best methods that are presented by the
best teachers. Teach morality, but not
seetarianism Id tho school rooin. Educa-
tion is not necessary to our happiness but it
b means to it. Every teacher must be
firm and kind. School work must be well
done. Cannot the patrons once in a while
say ''Wen done thou good and faithful
patrons" This will encourage the teacher
and he will be stimulated to better work.
Teachers must possess decision and allow
the hatchet to strike when it may, but this
must be done in kindesS:
Supt. Rigler, of Polk county: s.Methods
Of teaching Composition or nothing
Is being done in great portions of our coun.
try to advance students in grammar Let
the child write on the first DAY it comes to
school, Favor the use Of child's speller.
| Have them copy-pay especial attention =
| the 6rthography, capitals and points. They
thus learn the rules of punctuation as a
printer learns the rules of composition.
Composition is furnishing thought in lang
uage. The object of the whole curriculum
is to furnish thought for language. Then
| teach them form of writing or closing let
ter. For students in fourth or fifth readers,
give out a sentence such SIS "Just then the
axle broke" Then allow them to tell what
then happened. Thus they draw OH their
inauguration. After they have written
what they can then carefully correct the
errors in composition. Readiness in speak
ing and writing hey be acquired in this
way. For more advanced students, recon.
mends Hart's Rhetoric or Sumton's Com
position. Allow students to carefully ana
lyze stanza in poetry afterwards write the
same in prose:
Prof. Walker Recommends condensing
expressions as kilograms.
Supt. Milner: Composition and other very
necessary subjects are excluded from the
teachers examination. This Is very un-
fortunate. Introduce letter writing E. eight
or ten years of age. Pay especial aalehtion
to capitals. Then teach them to write short
sentences and the ~se of the period; then
the use of comma is taught Allow them
merely to acquire the practical part in pub
lie school and learn the theoretical part in
colleges.
i Mr.. Childers said 'Brevity is the soul Of
wit" Allow student to use his own lang.
uage to express his own thought in the
finest words.
Prof. Emery favors methods Of suggesting
thought. Throw student on his own re-
sources for thought.
u Miss Spencer: Allow students to describe
some object they have seen such as bird,
etc.
A. F. Hershner: read short stery and
let them write it from memory. Then
correct.
i M. Z. Noftsger: Let children write OF
subjects they know the most about:
Mr.. Ben Childers: Reading Is the mos
dificnlt art taught in school Difficulty Of
, learning d, b. P. g, is learned only by prac
/ tice. I never say cat spells cat; but rathel
teach him tho sound of tho letters Favored
the phonetic system. Have travelled from
, Main to Mexico and outside of professional
! elocutionists have seen not more than 81,
good readers. Rulss concerning the length
of untrue faulty as these vary in differen
. pieces. Black board exercises indispensable.
| Write sentences that were spoken on th'
play ground as they were spoken there.
> Prof. Hawthorne of the State Agriculture
college lectured OH "Shall and Will" 4
{ book is written on those two words-thei
different shades of meaning Not necessary
, for the teacher to teach. the difference peo
3 pie know it. Most of our mistakes ar
l simply blunders-acquire the habit of usin
3 these words correctly. The best way t
teach it is by epample. In order to indicat
the first person, future tense use shall, shal
denotes futurity. Best not to have to-
many rules in this matter-singular, I shal
write; plural, we shall write. When we be
:. gin with will we complete that. Governin
: sentences, 1 shall 60 tomorrow, shall moi
. We shall set out early. shall be present
Future tense of will singular, thou wi
writs and he viii write; plural. you wi
!. write, they will write. Will denotes de
termination. In explanation of this tens
j, confne the students attention directly to il
In case You have difficulty with would an
should come back to will and shall. shoul
like to go is correct. Shall is oftener use
for will than will for shall. I would bel
. you if could, Is incorrect; it is not prom
: ise: Shall denotes command; you shal
hear me out, denotes imperatively that th
!. person addressed is compelled to hear m
;. out. You will hear me out, leaves it oI
:, tional with The person addressed mel
: future action.
In the first person simply shall foretells;
't In will q threat, or else promise dwels.