Semi-weekly independent. (Plymouth, Marshall County, Ind.) 1895-1897, 1895-12-21
Some First-Weck Com ments.

On the second day of school after the
summer vacation l began to be some
what acquainted with the new element
place of the ambitious class that had
just gone up higher
/ had seen the most of them about
the building for year or two, and the
teacher who had sent them up from
the grade below sent most of their rep
utation along with them.
She did not consider her duty done
until she had reported to me each case
of INSTRUMENTATION usually accompan-
led by remarks commendatory of her
own management, together with sug
gestions to the effect that 1 follow the
same course of management for the
ensuing year.
Thus knew quiteGa bit Of their his
tory, and was fully prepared to see
Janet wiggle until my own nerves be-
gan 10 respond. to see the little Norsk
fellow look at me as if l We're IL spook
whenever | asked him question and
TO be on the qui vive for the chap that
WAS always watching for an oppOrtuni-
" for mischief and was always improv-
ing it.
But ! thought il would have been
more Interesting if | could have found
out a few of these pecularities for
myself, and L felt convinced that
could have met these children on Il bet
ter footing if the rule had not been re-
yiSed and / had not had their virtues
written in nonpareil and their faults in
big long primer"
Next year when my co worker in the
grade below comes TO me with her re-
hearsal | shall kindly but frankly sug-
gest that those mines of hidden wealth
be left all undiscovered to me-
l would like the opportunity just once
to follow the example of the immortal
Garfield when he began Il new school,
and study each little intellect in a free
and untrammeled manner when seek
my repcse ut night
/ am somewhat in the habit of going
immediately to the land OF Nod. but if
/ had all that new psychological mat
rial TO study out, perhaps l might man
age 10 cheat Morpheus Il trifle
There were some early surprises for
me. however. The most startling came
from little girl who was stranger
Her mother had accompanied her when
she first came. and had expressed great
regret that she WAS compelled TO leave
her III my grade. For" she said. "she
reads just beautifully in the Fourth
Reader and you can't think how much
however. was unappreciative. and in
sisted that she be put in Il room with
children of her own age
She had read for me. and seemed TO
understand her work. but when n lit
tie later | distributed some copies of
Happy Days and called on her to
read you can imagine my astOnish-
ment when she utterly failed to make
any Roadway. l asked her what WAS
the trouble. She did not know the first
word.
spell it,
Il can't"
cant: Why not:"
Was the child crazy?
How can you read in the Fourth
READER:
u know the words there
Fast,
.. mystery explained. The poor child
had been taught by method that
made her acquainted only with the
words contained in Swint0n's series
have not decided yet, just what l shall
do with her, but know she is going to
be Il trial
The second surprise I had was when
gave to each pupil a paper on which
/ bad dri WI Il circle: with Instructions
to ill Il continent in this hemisphere.
On looking the papers over. / found
that one little fellow had written in the
circle A continent is large body of
land surrounded by water. This was
his mental picture of Il cOntTent.
But he had not been taught in our
school where every child is expected.
as far Is possible, 10 get the ideas of
geography into form and where pre-
liminary work in geography is made q
delight to every one OF them.
If that little fellow with the word
idea OF the continent had become used
To- our maps of typical land formations.
he would not have needed TO use his
cumbersome definition in the circle.
This September weather is simply
crushing. and when the mercury is up
in the nneties these Irregularities are
an awful drain OH the vitality Of us
teacbers-IOwa Normal Monthly.
Hints ON Teaching Geography.
Among the SO-called common
branches no other one seems To be re-
ceiving SD much attention from persons
interested in education as geography.
There is Il widespread feeling that this
subject is not generally taught i'm such
n way as To be either interesting or
fruitful. Now, We are thoroughly con-
WINGED that no subject of school study
IS better calculated both TO awaken
deep interest in the pupils and to bear
fruit than this, if Ii be rightly taught.
One reasnn is that il deals with things
so intimately connected with daily
life even from the earliest years. An