The Colfax gazette. [volume] (Colfax, Wash.) 1893-1932, 1906-03-30

section program, which was participated
| IN by leading educators.
The subject Of nature study was dis
| cussed in the rural section with special
| reference to agriculture, and those sub.
| ltcts Of the most practical benefit to the
country boy and girl were presented
The subject Of the soil was discussed.
| Experiments we're performed to show the
Uses OF soil water, the forms OF soil mois-
| ture, those most needful to the growing
plant, the water holding capacity OF
| different types of soils and means of
| increasing it. 10 discussing the subject
| VI seed and seedlings, experiments were
/ gwen that can be carried out in the
I school room to determine the conditions
! under which a seed will germinate and
| grow fast. The propagation of plants
/ BY means Of budding and grating was
! demonstrated and samples OF whip and
/ Cleft grating and of budding were ex-
! hlbited. The structure of flowers and
| the study Of fruits, with special reference
| 70 type, were taken up, and the adopted
| text on nature study was discussed
| La the grammar section the work was
| given in the same order, as in the adopt
ed text on agriculture. The subjects
discussed in particular were the struc-
ture Of plant, its relation to the soil,
| budding and grating, orchard pests and
| the COW, as representative of domestic
animals. The different types of cows,
the relation OF form to purpose, and how
to care for a COW.
In the primary section, material avail
able at different seasons of the wear we're
mentioned, the methods Of teaching ma
ture study to children were discussed and
the subjects OF flowers, fruits. birds and
insects we're mentioned in particular and
outlines given for their study.
lt was the aim to impress upon the
minds Of the teachers that nature study
is not text book subject, and should
be studied from nature alone, and that
all questions arising in the minds of the
children should be answered by the plant
or animal and not by the teacher.
In the school section work Miss Ida d.
Burns gave an interesting paper on writ
ing. Miss Burns advanced the idea that
in teaching scholars in the primary
grades they should be taught to write
nc least three times larger in characters
In her paper she said:
1t is not culture subject, but the
learning Of it helps TO strengthen the
mind. 1t trains the hand az well as the
brain
Ii is easy to impress correct forms
upon the minds of the young child
These correct forms are not forgotten.
Those things learned while very young
are longest retained.
The time was when the writing period
was looked upon as a breathing spell
for the teacher. She gave imperial COM
mands from her chair; it was a rare
thing for her to make personal inspec.
tiOn Of the writing of her pupils. They
wrote a word, a column, line, or two
lines at d time Interest was an un-
known factor, the labOrious effort was
everything. The receptive and reprOduC-
tive faculties were cultivated to excus-
ion OF others, Constructive magma
tiOn was neglected
The teacher Of those days overlooked
the fact that childhood is the period of
activity, that the children committed to
her care lived in their own little world
Imagination. They persOnify every
thing-frOm Mother Goose to Hiawathas
wigwam. 1t is the spirit of the new ed
ucatIOn to use these activities az a
means to en end. Why not extend the
use Of these activities, rambles through
the fields OF imagery, to the writing
period?
One means Of ar0using interest in the
WiitlHG iCSSons - W pciSOlily lblbtIBy
giving them life, making them appeal to
the fancy or Imagination of the children.
With the beginners: Make careful copies
Of some interesting words or groups of
words from their reading lesson, using
words they have learned These copies
correct az to fOrm-large and use the
ruled lines Of their tablets or spaces.
Have the children trace these copies
and make simple drawings, and let them
trace varying by using tissue paper.
They should begin to trace their own
names at once Then teach them each
others names; tracing entirely for few
weeks, until they have learned form, size,
etc, and have gained skill in using the
pencil
Insist upon using long well sharpened
pencils, good paper and pens. Correct
all improper forms. Call each pupils at
tention to his own mistakes. Have
speed drills and drills for movement,
especially in third and fourth grades. In
the first grade encourage slow, careful
work. In this grade the form is all i'm
pOrtant, and at this time writing is al.
most drawing.