Los Angeles herald., 1891-05-18

The above diagram was on the black
board, and from it the little ones were
learning to sing. It was new lesson,
yet the youngsters were soon singing it
in concert, sweetly and correctly, and
that, too, without the teacher having
uttered note herself.
Incidentally the teacher told little
story, explaining to the children what
the waits" were, and lending new in
terest to the verses.
''Down, left, right, up" Do those
words sound familiar? Well, the old
system OF beating time has no place in
the Tonic Sofia system. In beating
time the children in Miss Cory's room
rested their hands upon the desks,
raised their fingers and tapped
for their time. 1t answered
every purpose, involved less muscular
exertion, did not take attention from
the lesson before them, and afforded no
opportunity for cutting capers."
Miss Cory Is, probably, one of the most
successful teachers.of the Tonic Sol Fa
system in her grade in the city, having
received instruction from foreign
teacher, and obtained her diploma from
London.
The room contained two classes. and
at the close of the music lesson one class
was set to writing lesson out OF their
First Readers, while the other class read
aloud. The lesson, of course, was in
simple language, but it was surprising
to see how much was involved in it.
The scholars themselves were the crit
les, and very severe they were with each
other. This necessitated watchfulness
and attention on the part of all, and
there was but little necessity for the
teachers eye to prevent inattention and
disorder. Then they were taught ex-
preston and emphasis by having what
they could understand to read and by
being told why the emphasis should be
placed upon a certain word. Some
scholars differed with the teacher as to
the word that should be emphasized in
a sentence, but they were open to con-
viction.
The reading over, this class set to
work to write the lesson on their states,
while the other class proceeded to read
what they had already written. Some
had written across their states, some
had written lengthwise, but the writing
was all remarkably legible, and better
than many q business-man's hand OF the
present day.
Each lesson had lasted about 15 min
utes. Now, states were all cleaned, and
with the books, were put away the class
came to attention, !" then stood in the
aisles, while all windows were opened,
the fresh air circulated freely
through the apartment and five
minutes were devoted to the graceful
motions of the Swedish system Of gym
nastics. AS q separate article is to be
devoted to this system in various grades,
a description here can be dispensed
with. Les .,
All the children in their seats, rested
and refreshed, and paper and pencils
were distributed. Now came lesson
in writing. Not ''pen drawing" as
Prof. Keyes, of Riverside, calls fancy
penmanship, but plain, graceful, -four
ishless writing. The teacher seemed to
be everywhere, noticing careless capitals
here, defective curves there and encour-
aging and comnending--never severe or
eensorious. Hurting no little ones
feelings, but the friend of all.
Fifteen minutes was well employed,
then paper and pencils were collected,
the little ones learning lesson in order
and system incidentally by being
obliged to place pencils with points all
one way in the box, and lay papers face
uppermost and straight
Now came reading by the teacher,
part Of story from book that was al
most finished. This involved memory
lesson, for the teacher spent several
minutes asking questions about the
part OF the book already read. Then,
during the reading, the child's
descriptive powers were exercised,
for they were encouraged to comment
upon what was read and to detail ex-
periences Of their own, similar to those
Of the little folks in the story book.
The story closed the session, and the
little folks passed out and home; two
polite little fellows lingering for min
ute--one to pick up the reporters hat,