The Ouachita telegraph. [volume] (Monroe, La.) 1865-1889, 1889-07-06
EDUCATIONAL.
ny MISS OLIVE BUCKINGHAM.

Il
Nv u,ss OLIVE DUCKINGHAM. ,
Practical C:rnmmer III Conht's I
A GREAT amount OF time is wasted ID
some Of our schools trying TO teach
Grammar. l once knew an unfortunate,
ak-minded or crazy boy who Illus
tr.,ed this point very well. In MS
,,ou,, life his father had sent him 10
school. but finding it useless, had kep'
him nj home and sent his Drother.
several wears passed and his pro'heF
CONTINUED TO attend school. me weak
minded bay complained to his father
about not sending him to schooi auy
and his brother all the time. uts
| f.tber said: uWhen ! sent you ~
.ohool YOU didn't learn anything.
And the unfortunate replied, "yes
did. / learned something about noun
"a noun-a noun "
mat ia about tho way with NUM-
her of schools, the pupils of whicn
learn something, they don't know wna'
about-pouns-noua
Aoain. a number OF cur country
s.hools nave trouble about suitable
, ard uniform text books. While 1
, H., wa no trouble in this line, believe
Tho method / have followed Will
Greatly aid in that direction, and sup
, n!enaent, in a great measure, the "au'
r of books. ,,,,
In our school Reed and kellogg >
hooks are used. In my class }"
~ ..(,raded Lessons" are pupils all the
a wav from ten years old to twenty
4 So,ne could write when they began
a and some could not. As l 90 no
II tnow how to teach without having
" nv pupils write, l began ut that po'n
. 1T once In short time all cou"
:, write The first work for this clas
AZ ,vas a letter about cats, dogs, morse
o. land similar simple objects. All IN
% forms of the letter were placed upo
r. the board. Some pupils were 10 trans
ir for this letter to the board for criticism
Form, capitals, punctuation, spel''n
If and neatness were noticed. In yer
+, snort time every one could write
nh +cnrrect. neat letter and one importar
Nc ~, might say, a number Of importat
practical results obtained. mgr
., add that every pupil in the class,
w some thirty, tried and succeeded, au
m seemed to enjoy tho effort.
,or next introduced "Home aud Hou
,js I,jfe.u uChincapin or Chestnut linus
,is ga Trjp TO the Woods or Mountains
tn uvyhot YOU did from Friday till Mo
&c. uav.n "What the Public Speak
IIy said ~ or "NVhat you saw and heard
lid the Concert" Such topics AS these III
I'd, nish pleasant language culture as We
ey AS elicit thought.
in, have also had them to make Sc
,y fences out OF such similar soqaui'
,sv work as these; ale, all; air, heir; ai'e
red altar; anger, ango'; ought, aush'; t
,ad sent. ascent; bale, bait; bare, boz
he beech. beach; bury, berry; Dirt
md berth bow, boush cite, site, sigh
Inc write, rite, right, wright; etc.
,,s have used soveTa, hundreds OF su
~ words aud my class can spell ana
no, 1.-The different use OF nearly all.
fu, consider hat excellent gramm
wn though many may diiler from II
,ns- The parts of speech, analysis aud Il
IN cram are all right in their place, but
moi ANYTHING has TO be neglected. better
,Ss them go and teach the practical
20, tho mart that will be needed In eve
1 in day life.
nor i hnu that vi 'eae"s
,pe- this way, the pupils take an interest,"
a., th.ir wCrS. They soon learn VIII
ids, capitsls and punctuation should
, be used; they get corree; spelling and
,,h- good grammar while they had IN
nor. eccises in which they delighted.
MI Another feature gained Is that u
oav learned all by actually ao'ns-'he
,eat- rect method.
rom Teachers in country schools win
rain a uniformity oi text BOOKS ca"
vent topics on the Sentences anu 'S Ps
here on the part Of speech anu the'r use ;
able this msuuer teach most success
that school where hosts vi 'o'o"e'- '"'.
olks the teacher Is i've INA" VI W.
und and knows no" 10 use 'ne ',t
,stIe method. there is no reason why I'll
the eut text books may not prove an
hey vantage instead of being draw.os
bye, The bugaboo OF non uniformity OF Il
men books is a shadow behind which III