The record-union., 1895-11-28

L w ~.
In Department Two Miss Wilson con-
tinued her lesson on drawing on the same
plan as yesterday, and asked How
many of you children enjoy rainy
day?" She then asked them to notice
the color in the barks of trees, in the
sidewalks, little pools of water, the va
ried and beautiful shades of gray in the
sky. We will find wonderful colors II
we only know how to look for them. She
earnestly advised the teachers to make
a rainy day beautiful day in schools.
She illustrated the use of colored paper
and showed some fine designs OF oil
cloth patterns, borders for wallpaper
and other work Of that order, giving at
the same time very practical suggeS-
lions in regard to the use of this branch
in our schools. The borders and designs
We're cut freehand from the various
colored paper and arranged by being
pasted in position on white paper as
background.
In arrangement, she said, teach schol-
ars to arrange their work from left
to right, and as a general color scheme
in designs the darker colors in the cen
ter and the ligher shades placed
on the outside on the same principle
we notice in the formation of most flow
ers-for instance, the sunflower-dark
center and light petals.
little stories and require the pupils to
draw the answer, not word being
said. For an example, said the
speaker, "the following riddle:
1T swims, but it isn't a fish; it can
catch a fly, but it isn't a hen; it can
jump, but it isn't squirrel"
Miss Wilson showed the class some
of the answers drawn by pupils. In
most cases the figure of a boy, in one
Sh fCOs we ideas
the answer.
Many teachers took notes for the ben
eft of their pupils of the true story of
'Mary's Lamb, which Miss Wilson
then told in a charming manner as
serting that this story is no myth, as
SO many have supposed, but fact, and
that Aunt Mary Tyler sold in Boston
for the benefit of the poor children the
yarn made by raveling two pairs of
stockings she knitted herself from the
wool of "Mary's Lamb" The sum Of
1925 was obtained from this sale. The
poem itself was written by a commit
teeman who visited the school at the
time the incident occurred, and copy
sent to Mrs. Tyler then Mary Sawyer.
Miss Wilson then showed children's il
Illustrations of this story and said fur
Their that the idea is not to make a per-
feet drawing, but to express the
thought.
Following this was the practical work
of the lesson. Each teacher, provided
with paper and pencil proceeded to
draw by Miss Wilson's method, the
first thing to be taught circle-begin-
ming at the bottom with the wrist stiff,
and the motion and movement entirely
from the shoulder; then q square, with
the same free motion of the arm. The
pencil is always held at right angles
with the line to be drawn. The front
view of any object is to be drawn al
ways on a level with your eye. Good
practice is to draw plans of croquet
grounds. baseball grounds, a dining
room locating sideboard, chairs, etc,
the American flag.
In conclusion, Miss Wilson said: Il
want to thank the teachers of Sacra-
mento County and city for the beauti
full spirit with which they have received
this subject. I have been most anxious
to help you in your work and to give
you the aid you most urgently need.
She invited the teachers, if she could
give aid IN any way in their own work,
TO write TO her.
A motion was made by Mr.. Blanchard
to recall Miss Wilson to give lesson in
paper folding, and she responded, and
occupied a few moments more in illus
tIating this branch Of her work
Music was the next subject, the first
talk being given by Mrs. Hetty Dunn:
rs It Advisable to Have Anything but
Rote Singing in our Country Schools"
In teaching children to sing by note We
can accomplish some good, but an extra
stock of patience is required. Many
teachers in q large, unsraded country
school have but q very few moments to
devote to the teaching of music. l am
q believer in the divine influence of
music. but which is the wisest way to
teach this in our schools? To teach ii
so as TO be the greatest benefit for the
many, not for the few. We are required
in the manual to teach music by note,
but If our time is limited, Will not the
words and sentiments OF good songs
have a far more lasting impression?
Superintendent Howard asked for
opinions from other teachers.
Mrs. Ellison said in a graded school
she had had the greatest success in the
teaching of music by note, but agreed
with Mrs Dunn that in a crowded
country school time might be found Tor
the teaching of songs, but by note the
efforts of teachers We're not crowned
with the greatest of success.
SuperiDtendent Howard then re-
ouested Miss Wilson, who is teacher Of
music as we'll as of drawing, to give
her opinion on this most important
matter.
In lower grades she advises rote
singing only. AS some are color-blind
eo some are deaf to sound, and cannot
tell whether you are singing up or
down scale. high or low. Beyond the
first three years of school life note
singing should be taught, as singing by
note IS educative.
Miss de Laguna thought motion
songs gave children confidence and an
idea of what they We're singing.
lvr
saving that a child's energy and force
should be taken up by the singing, and
not wasted in the other way. If time
could not be given to both note and
note singing. the notes should be
| taught. Mr.. Howard is a warm advo-
cate of the teaching of the rudiments
! OF music in the public schols. The
! most successful teacher or music ever
| knew" he said, could not sing the
! SIMPLEST song without his notes. The
seed might fall on some fertile soil and
some day amount to something. Miss
| wilson spoke of her study of cathedral
music in England. Choir boys from I
| tn 10 wears of age are required to sing
nv note. and know only the pieces
taught them. not being allowed to sing
anything and everything
BOY SMOKERS.
Mrs. Annie C. Plummer introduced
| for discussion Nv hat are we 10 10
xyitb Rows Who Are Habitual Smok-
- ~ some. she said, thought this habit
= disease and its cure next TO impossi-
HE where the child is a habitual smoker,
/ not an occasional one. She spoke of the
case of q boy of Il years of age whose
rental faculties are being stunted by
the awful habit
! 4 discussion followed on the question
whether or not the teacher could Go
much with pupils when their parents at
| homo aDproyed or were Indifferent 10
| -, -,.lfoot strong testimony was