Orleans County monitor. [volume] (Barton, Vt.) 1872-1953, 1892-08-22

prism are studied in the same way
Besides the modelling, paper folding
and sticklaying become an importan
feature. Angles are taught from the
solids, tablets, sticks and streets.
The work of the second year is with
six more solids: The ellipsoid, ovoid
equilateral triangular prism, cone
pyramid, and vase form, and THEN
corresponding shapes, the ellipse, ova
and different kinds of triangles.
By this time the children have gain
ed much in manual dexterity and are
more alert in discovery.
The succeeding year continues the
work in construction, largely with
representation, and cultivates an 8s-
thetic taste in decoration. Pattern
making is begun, nature study receives
increased attention, elementary prin-
ciples of design are applied, and some
thing is done in perspective.
The study of Color should go hand
in hand with that of form. Taking
the solar spectrum as unit, we pro-
ceed to analyze it and arrange with
colored papers, the monochrome col
ors of each color. Contrast, compile
mentary relationship and principles
of harmony in combination form es-
sentials of color education.
LANGUAGE.
The first language lessons should be
given by means of pictures and OBJ
jects. They should be of such a ma
ture as to awaken interest on the part
of the child, and SO short and pointed
that the interest will be sustained dur
ing the entire lesson.
In picture lesson, there should be
but few figures; otherwise the child's
mind will become confused and he can
express nothing clearly.
The children are not usually afraid
to express their thoughts, unless crit
icised in their first attempts. If the
teacher shows that she is interested
in their stories they are usually quite
laxative. Question the class freely,
and accept nothing but complete SEN
fences for answers. 1t isn't necessary
for him to repeat the words contained
in the question, unless needed to give
a complete statement. IF the words
''yes'' or "no' would be used by la
dies and gentlemen who speak gram
in answering the question,
| would allow children to do the same.
These preliminary lessons are given
to groups Of ten children each, so that
all may see the picture, or handle the
object, if that is used. Later on, at
the language lesson is given to the en-
tire school. For, if the story be in
the others (who are not in
the group around YOU will listen At
ter they have heard the main points
Of the story, their interest is gone,
and you can not give the exercise adj
again.
After the lessons on pictures and I
objects we have descriptions Of move
ments.
Next comes the reproduction of SIM
pie stories and memory gems. These
stories may be bound in educational
md children's papers, books of selec-
ions, and newspapers. After the
,eacher tells or reads the story, one
pupil is asked to repeat it. This ex-
srcise cultivates memory, language,
and certain ease and self possession
IF manner while speaking
Lessons in morals and ethics are i'm
pressed by means of these short sto-
les.
When memory gems are given for
he first time, their meaning should
De explained.
During the last term of the first
ears work, and in the second grade,
he teacher may read a selection, and
lave the children reproduce it in their
blank books, which are kept for re-
exercises.
The technical work of the first year
S to have the pupils copy their read
ng lessons from the black board-or
'etter from strips of paper, on which
ire written the sentences you wish to
lave copied; also have them copy
essons from the reader, as soon as
hey are able to do so.
The purpose of this is to accustom
hem to correct spelling, punctuation
nd capitalization, by unconscious
The composition of this
;rade is to have pupils (after they
AVE been trained to talk freely
write what they have learned of num-
'ers and form. In this way the com
'osition work will constantly serve as
review of their work in these sub
ects. Have them write descriptions