Little Falls transcript. [volume] (Little Falls, Morrison County, Minn.) 1876-1894, 1894-04-27


Lincoln building Thursday forenoon,
Miss Berry having gone to Anoka to
attend the wedding of her brother.
She returned to this city Thursday
noon.
A young lady came too near a
white pet rat and the audacious ami
NAL sought refuge in her sleeve.
With u scream the young lady
jumped ON a chair, but it did no
good; the sleeve went too and 50 did
the rat.
The Literary society had a fine
meeting lastevening. Atevery meet
ing the society spends an hour Or so
in parliamentary practice. Afterwards
an essay entitled" Julius Caesar" was
read by Chas. Huff. The folio wing
question was debated: "Resolved
that Washington was justified in re-
fusing aid to France" Those who
spoke in the affirmative were: Ned
Huff, Eta Patterson and Emily
Moore. In the negative, Cora Rhodes,
Walter johnson and William Gross
The debate was decided in favor OF
the affirmative.
At a meeting OF the teachers last
evening after school, the following
papers We're read: "rests and quail
ificat tions Of Il good teacher and her
relations to her pupils" by Miss S.
A. JansOn.
If q teacher has The qualifications
OF a good teacher, the tests are SIM
ply e. proof OF these qualihca tiuns.
One educator has classified the quail
iticatiOns of q good teacher into
character, education and power to
instruct or impart.
Without any one of them there
could not be a perfect teacher. Char
acter is worth more than education
and teacher who may possess only
the last two qualifications must
of necessity fail in imparting the
first. There are many other uualiti-
cations that might benamed, such as
punctuality, dicision, etc. A good
teacher is also diligent; constantly
applying herself to her teaching. \
teacher should not be partial. A
true teachers interests are the same
in all pupils. They quickly notice
this and know that she is their CO.
worker and master, yet their leader
and must he obeyed.
Generous praise and true, hearty
interest in the scholars should be the
weapons Of discipline and self-pro-
lection. They are notmachines, and
they resent half-heurted treatment.
At least one-half OF good teaching is
good government. Often the hap
piest relations and most effective
method is by associating with the
pupils during leisure hours, yet ex.
elvising during school hours, that
sweet authority which exists be-
| tween every true teacher and her pu-
pills.
| The next paper was by Miss
Ruth A. TOZier on "DraWing'
! Drawing is a means of expression
place before the children all object;
they with their pencils express to
me their conception Of it. Why does
one draw better than another?
There are two reasons. First, he
sees more, and more accurately; sec.
ondly, he has learned how toexpress
himself. In many schools a special
teacher is employed to teach draw
ing where it would not he necessary
if the pupils had been required each
day to devote as much time to draw
ing as to writing. Many teachers
look upon drawing as an orna
mental branch; but it is as import
ant as writing; form once drawn
is not easily forgotten. No teacher
should fail to teach drawing. a
teacher who can design and draw is
never helpless, for then he can teacf
ii everything else is taken away.