Seattle daily post-intelligencer. [volume] (Seattle, W.T. [Wash.]) 1881-1888, 1885-07-29

Reod nay Of arranging things Il alpha
D nc4Iiy. Children should De taasht
tae advantages Of axranaemeut. AZ
osner plan Of arrAngemsnt b ehrcpo-
ioRlc4ily. Another 10 The order of de-
rsndsnee. There should be reason or
tAH Tor AL arran9emezt Stzay the
taoie 81 contents Of book, and observe
the order OF arranQemsnf.
Ine other steps necessary IN thinking
uay be developed 10 q number of "a ":
but above all train children 10 put their
thoughts into shape either orally or in
wntlnR. CrIsicise carefully the analy-
sas, comparison, iaiRmert,arra
etc, of all ststsusnts presented
Eloo1sion vas discussed BY Miss A.
k. Luse
Ehe first essential in elocution 10 good
lungs and perfest control OF the organs
OF speech. Open the throat. Use lower
vocal cords as we'll as upper. Practise
innsetlons, remembering to keep the
throat open. The ear must be euIti-
waited In eiocution almost as much as 10
music. Drill on the four principal open
vosel sounds. Don't drill too long az
time.
In reading the 6Fsf error il this: We
CACsfG b1b oC1ScuCc 0a bOD low a DiLH0.
Teach pupils to read as people talk,
Here Miss Luse placed several sen
ten0es on the blackboard, from which
much eloeuiionAry instruction was
drawn.
Words expressing new IDEAS are al
ways emphatic. Wosds not introdac-
ing new ideas are nsver emphatic. The
rising infection Is used in speaking of
that which Is false or wrong. The fall
lag infisction 10 used IN speaking Of
that which IL good or true.
Note the subject of emphasis careful
ly. Use the blackboard in your read
ing exercises. Take stanZa of some
poem, and let il siaad on the board -
dag. Give the history Of she poem
from which 10 is taken. Then talk on
what 10 to be read.
Teach pupils 70 pause after every en-
phatic word. Call the attention of
classes 20 per0rations, and require them
rendered as climaxes. Write only one
sentence as q climax. Teach pupils to
ind the climax. IL is not always al the |
close. Use newspapers and magazines
for this purpose.
Oar readers tell rs how 10 render pa.
renthetic clauses. But when We dnd
important words in parenthesis, they |
should be rendered with emphasis. |
Change the pitch of q parenthesis to q |
higher key when before q large audi |
ence. Otherwise you will not be heard. |
Professor Z ison took up the subject |
OF PENN 4nship.n DIR. Hill Insists |
that the three essentials Cf learning are |
reading, writing and ciphering. We
agree IL this opinion.
In penrnanship the first object is to |
aaauwa 1nashflfkw RauSAffw n. -.wa
in importance, then beauty. In the |
first school days begin script, and never |
teach printing. States properly ruled |
should be used. Such ruling should be |
one space half as wide as the alternat |
ing space, and so sn. Insist upon hsv-
ing good material. when beginning the |
work with ink. Pupils should not use |
pen and ink until the third year.
In the matter Of position, the body |
must naturally bend a little. A left |
position is not advisable, and 20 be. |
tween the right and front positions. the |
front 10 preferable for continued work. |
Proper penholding must be insisted |
upon. The feet must rest squarely upon |
the floor. Never have the writing ex- |
ercise Immediately after recess. The |
left hand should be used to hold the |
paper In position.
Classify pupils, bat have not more
than two or three GLASSES. Use paper |
without copies. Use copy from black |
board, and require the class to execute |
that copy. Traeine letters from tracing |
pager naay be servioesble 10 acquire
correct position With primary pupils. |
Place copy on the board before the |
writing hour arrives. so that your atten |
ton can be given TO the class. Begin
IN ~sf ~. hx aud
than with letters.
Our work in writing should be concert |
scrk. In which counting by sns seacher |
regulates the movement OF the whole |
class. Teach the pupil TO hold the pan |
lightly upon the paper. Insist upon /
light lines. Teach principles after IN
Producing the pen and ink work. In /
primary and grammar grades have dAi. |
~ writing exercises, and In higher |
grades perhaps three exercises q week /
will be sufficient. II prizes are 10 be
awarded tor anything IN sohoel il GER
tainly ought TO be fer progress in pen
manship. Take best specimens and |
pin TO the wall 80 that classes aud visit. /
ors may inspect them. Let pupils use
left hand, II 1t be natural to them. The
Professor said be never had seen left |
handed writer who did not write legibly |
and smoothly. Any one who under
stands the principles of penmapship 1
may be q good teacher of the art. II |
may be thai such teacher is himself net |
Q good penman.
AFTKRNooS SESSION.
The Superintendent appointed as the
Committee on Resolutions j. ". Ander-
son, Mrs. Van do vsnter and I. p. Rich. |
Tue Institute was favored with q fine- |
ly rendered vocal duet by Mrs. Stewart |
and Me. Ysang. Pressns l01.
DR.. Morgan took mp the subject Of |
" OrganizAtien.p An organism conaists |
Of many parts 90 arranged ss 90 perform |
Q definite function. Odganizaticn 10 |
necessary 10 effectiveness In any diree- |
ten. IL enables the accomplishment of |
that which otherwise could not be 40
eomplished. Society 10 an organism. |
Oar Revernin nt is . vast organism. |
Wherever there IL system, snbordina- |
tion, orRzniz ltion, there is efficiency. |
Surely this prineiple Is 10 be brought |
into schools. The machinery OF schools |
is q necessary EVIL. Oar system Of |
schools " not yet complesed.