Mower County transcript. [volume] (Lansing, Minn.) 1868-1915, 1885-05-06
EDUCATIONAL.
C. D. BELDEN, EDITOR.
NOTES TAKEN AT THE INSTITUTE
FROM MISS sPRAGUE'S LECTURES.

NOTES TAKEN AT THE INSTITUTE
FROM MISS sPKAGUE'S LECTURES.
LANGUAGE.
Language is any means by which one
may express any thought or emotion.
This subject may be divided into natural
of signs or inarticu]atc sounds, used to
express thought or convey emotion. 1t
is employed by the brute creation, by
very young children, and by adults both
civilized and uncivlliZcd. 1t is sometimes
called the universal language. Artificial
language consists Of any system of words
or symbols agreed upon by people, 1t is
used to express or convey thought or
emotion, or to preserve it in permanent
form. Artificial language IS divided into
written and spoken. Spoken language
or speech, consists of articulate sounds
used in words or sentences. Written
language consists Of written or printed
forms for expressing or preserving
thought or emotion, and usually occurs
in the form OF words and sentences The
earliest form of written language consist
ed Of rude drawing upon stone, barks Of
trees, skins Of animals, &C. A step in
advance of this was system of hierogly
phics, each having definite meaning
vclOpcd the system Of word writing which
has now become well nigh universal
among men.
The reasons for teaching language in
all grades nrc W 1t is every PERSONS
duty to learn to speak and write his own
LANGUAGE correctly and fluently. (2) The
study OF language assists in all other
studies. () The correct and easy use Of
language helps to develop correct think
ing. (4) The habtual use of pure and
refined language, has an elevating and
refining influence upon persons char
actcr. 90 BY understanding the use of
language, we arc able to become acQuaint-
cd with the writings left US by the
authors Of any age. (6) Using good Ian.
guagc extends our influence for good.
LANGUAGE FOR FIRST READER GRADE.
CD Get children to talk freely and easily
about familiar things in which they have
deep interest. If such things are not
found in the school room, then they
should he brought from home In these
talks lead the children to think clearly
and to express themselves naturally. (2)
DO not labor to introduce long words,
but do not avoid their use when they
come in naturally and are understood by
the children. (O Be sure to keep the
style of these conversations simple and
childlikc. (4) As fast as children learn
words in reading, have them use those
words in original sentences. TO avoid
an Unpleasant samcness lead the children
to see that the given word may be placed
in different parts of sentence; also that
different kinds of sentences may be used.
(5 TO help children make longer SEN
fences, the teacher may ask such Ques-
tons as, What kind Of? Whose? Which!
When? Where? Why? &C., &c. (6) Cor
rect all errors Of speech, being sure to
make all the corrections very gently. (7)
Teach the use of the period and interro-
(8) Teach tn at thcna mes of people and
places and the firstword of every sentence
should begin with capitals; also that and
0, when used alone, should be capitals.
10y The work in language in the first
reader grade should be oral, except copy
ing sentences from blackboard or books
Be sure that all copying is done with
exactness. QW Have pupils memorize
brief selections of prose and poetry to
recte before the school. The teacher
must see that these selections are pure in
sentiment. and adapted to the under
standing Of the pupils; also that they are
recitcd in an easy and natural manner.
uD Do not limit these lessons in Ian
guagc to the youngest pupils. Ere
qucntly give lessons upon subjects of
general interest, and see that all the pupils
take part in them. Plants, animals flow
crs, leaves, mineral specimens, kinds of
wood, pictures, shells, &c., &c., will
can be made very interesting by proper
preparation on the part of the teacher.
u2) The sentences obtained in a language
exercise may be used for reading lessons,
or may be noted by the teacher and read
to the class at the close of the exercise.
LANGUAGE WORK FOR SECOND READER
~ Continue all the work of the previ-
Gus grades. (2) Make but little use Of
playthings as subjects Of lessons, but use
the other topics already given. (3) Do
not limit the written work to copying.
but require some original work in writing,
(4) AS new words are acquired in any les
son, have children give simple synonyms
for them. and also use them in original
sentences. (5) Select words from various
lessons to have the children use in writ
ten sentences. co. Lead children to in
terpret pictures. letting them tell what
they can see, giving probable reasons for
the arrangement of the elements of the
picture. Pictures selected for this pur-
character and fairly executed, so as to
cultivate a taste for the beautiful. (7)
Have pupils from memory reproduce the
principal parts Of reading lessons. both
orally and in writing; also let them give
the substance of the general lessons. (9)
Read or tell stories to the children. re-
quiring reproductions from them. These
stories should be very short and interest
ing.
LANGUAGE WORK FOR THIRD READER
GRADE.
~ Continue the work of the other
grades. requiring more written work. ~
Lead the pupils to make more complete
sentences. (S) Give suitable exercises to
secure skill in composition. Have all
the general lessons reproduced IN writing.
az Have stories reproduced and objects,
actions and pictures described. 81 When
reproduction is required, let the teacher
ask or write suggestive questions, the
answers to which, will give the principal
points of the lesson, arranged IN logical
order. This will he p the pupils to form
a clear and concise style Of writing. (6)
Pay good deal of attention to better
writing.
A supply of Mrs. Knox's Teachers Ed
ton of the state series language book ar
rived Friday last. and those teachers who
subscribed for it at the Institute through
Supt. Bclden are requested to send their
names to him at once, that he may for
ward the books to them.
Caught bv an Octopus.
A diver who was trying to find pearls
off the Alaska coast, found none, but
found himself, all of q sudden, in the
grasp of an ugly octopus with arms TWEEN
ty-seven feet long. Such an experience