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"Only recently a firm manufacturing insecticides, chose for a trade mark a spider web on which was shown a spider of a red color accompanied by the legend, ‘Kill it sure.' In some correspondence over the matter the excuse was made that most people did not know the difference between a spider of a red color and the common red spider, which is no spider at all and very destructive, while spiders proper are harmless and their death benefits no one, hence why kill them?
“There is one other feature of nature studies to which I wish to call attention, and that is to the desirability of having plain, simple, but exact articles on various natural phenomena published in the daily papers, and introduce these, occasionally, into the schoolroom for a single recitation, instead of the customary readers now so continuously in use.
"If we are to have nature studies, and it is certainly very desirable that we should, then let them be truthful, and, while furnished for the young, let us not forget that those of more mature age are also in need of them.
"One of the essentials to a successful life in any profession or vocation is the ability to observe closely, to see an object as it is — otherwise termed close observation; hence we see that nature studies are conducive to a successful business life. Again, it is but a step from the study of a butterfly or a flower to the study of men and life in general.
“This will do as much as anything to prevent pupils from becoming bookish and the daily reading lesson a treadmill. At present, if a pupil reads correctly it is not necessary for him to understand the nature or teachings of the lesson. A change as above indicated will be to the mind of the child what relishes are to his dinner. Give part of a story in nature, and send them out to find the remainder. Tell them of the birds, and ask them to see if the sparrow hops or runs, or whether the fly on the wall alighted with head upward or downward. Thus the habit of close, careful observation will be formed in youth, and form the basis of a successful life, be it business or professional, it does not
0. T. CORSON, EDITOR. MARGARET W. SUTHERLAND,
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- We are very glad to introduce him should be addressed to Mt. to our readers this month a new Vernon, O. correspondent in the person of Dr. B. A. Fact, whose article on "The
ENOCH W. MATTHEWS. 'Smart' High School Pupil” will, We are again called upon to rewe feel certain, make plain to every cord the sad fact of the death of one one that "he has been there” as a of our best school men. On Janteacher and close observer of the uary 25, Enoch W. Matthews, for work of the public schools. Al so many years the very successful though the “Doctor" is a very busy principal of the Steubenville High man, he still takes time to interest School, died at Bartow, Florida, himself in what is going on in the where he had gone in the preceding educational world, and it is ear- December with the vain hope of nestly hoped that he may fre- regaining his rapidly declining quently give us the benefit of his health. keen observations and wise con- Mr. Matthews was born in Jefclusions.
ferson County, Ohio, January 30, - The teachers and citizens of
1856. At the age of 18, he began
teaching in his home district, and Columbus and Franklin County
after a year's experience there, and were especially fortunate in having
another year's experience in Tazetwo addresses from Hon. Nathan
well County, Illinois, he entered the C. Schaeffer, State Superintendent
Illinois Wesleyan University at of Pennsylvania on February 18
Bloomington where he remained and 19. He discussed the subjects
for one term. Later on he entered of “The Great Teacher," and
Bethany College, West Virginia, "Thinking in Symbols and Things”
from which institution he graduin a masterly manner. No more
ated in 1881, having completed helpful speaker appears before Ohio
both the classical course, and a teachers than Dr. Schaeffer, and the
course in civil engineering. After oftener he comes the better the
graduating, he resumed the work teachers are pleased and the more
of teaching, and in 1884 was elected the schools are benefited.
to the principalship of the Fifth - For the benefit of a number of Ward Grammar School in Steubenpersons who are laboring under the ville. He held this position for two impression that Supt. Bonebrake years, and for the year following entered upon his duties as commis was an assistant in the Steubenville sioner in January, it may be well to High School. In the fall of 1888, state that the change in the office he was made principal of this High will take place July 11, 1898. In School, a position which he filled the mean time letters intended for with marked success until April,
1897, when he was compelled to ruary 18 and 19, and held a consulgive up the work he loved so much tation as to the best ways and on account of ill health.
means of securing a large attendHe was an active member of the ance from Ohio at the National United Presbyterian Church, and in Meeting to be held in Washington all his work both in the school and in July. Representatives of the difout of it, he had the perfect con- ferent railroads met with the comfidence of his many acquaintances mittee and outlined in a general and friends. He was a teacher a way the advantages of the different far more than ordinary ability, and routes to the National Capital. At stood high in the estimation of his this early date it is impossible to fellow teachers.
give any definite information reThe following quotation taken garding the plans of the committee. from the Steubenville Herald-Star As soon as possible circulars of inindicates the high regard in which formation will be issued giving in he is held in the community in detail the plans and expenses of the which he taught:
trip. In the mean time it is ear"In all his walks in life he was a nestly urged that the teachers of the thorough gentleman and was much
state and their friends make aresteemed for his sterling qualities
rangements to join the Ohio Deleand he had the confidence of the parents of his pupils in an eminent
gation for the trip to Washington. degree -- in all discussions of the The expenses will not be great, the positive or comparative merits of opportunity to attend the meetings those connected with the schools of of the great Association, and at the Steubenville we have never heard a
same time visit the most beautiful single adverse criticism of Professor Matthews. He knew his duty
city in America may not soon again and did it well.”
present itself. A few dollars saved
from each month's salary until the ON TO WASHINGTON.
close of the schools will enable any Supt. F. B. Dyer of Madisonville teacher to take advantage of this who is Director and Manager for rare opportunity. Let us all unite the N. E. A. in Ohio is working in aiding this committee to such an hard “to get out a full vote" in the extent as to insure that Ohio shall Buckeye State. He has appointed again be the banner state. as his assistants Supt. J. P. Sharkey of Eaton, Supt. E. M. Van Cleve of
WITH THE GRAMMAR CLASS. Barnesville, Supt. J. A. Shawan of BY MARGARET W. SUTHERLAND. Columbus, Prin. J. F. Smith of In previous articles I spoke at Findlay, and Prin. E. L. Harris of some length upon the value of the Cleveland. The members of this study of grammar; I wish now committee met in Columbus, Feb- from time to time to give some sug
gestions that may be helpful in leading up to parsing, which rightly done, is an intellectual exercise of great value. Shorn of technicalities which weary the mind without de veloping it, parsing does much to train the pupil to look at the sentence in a logical way, to discriminate sharply in noticing real distinctions in the use of words..
The first thing for the teacher to do is to lead the pupil to see that words have different offices in the sentence. For this purpose exam. ples must be selected with care. It will not do to take the readers used in the school or any other text books opened at random and expect to develop the idea that words are divided into parts of speech simply according to their function in the sentence. One should select or make good sentences in which the same word has different functions. It is a great help to the teacher to have several good text books to save time in the preparation of her lesson; but for those who have not at hand such aids, I shall illustrate here what I mean by this preliminary lesson to teaching the different parts of speech. Take these lines from Whittier and then have the pupils notice the difference between the use of the words in italics in the stanza and in the sentences which follow. 1. "I pray the prayer of Plato old
God make thee beautiful
And let thine eyes the good
behold In everything save sin.” 2. The old have a wisdom not gained from books alone.
3. Good men seek the true and the beautiful
“Within himself The danger lies, yet lies
within his power.” 5. “Save from sin and make me pure.
After the idea of parts of speech has been taught, I should present the parts of speech in the following order: — noun, verb, pronoun, adjective, adverb, conjunction, preposition, interjection. Sometimes I think it is a good thing even after pupils have studied grammar for a year or more for a teacher to lead skilfully to the development of a concept as if it were a new thing. Notions tend to become hazy or indistinct from loss of elements by lapse of time. Again a pupil may have failed through lack of mental development to make the right abstracting in the original presentation of the subject. Sometimes his notion becomes inaccurate by his taking into it some element that does not belong there from hearing a number of pupils recite, some of whom have not very accurate notions.
When we begin to teach any part of speech to a class, we must have in mind a good definition but we