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The hppropriaticat will an

to begin the construction of a building to These pictures are somewhat of a supplehouse the State Historical Society collection ment to the traveling libraries as they are to and the library of the state university. The be kept in each school as long as they desire last legislature extended the levy to seven and then exchanged with a neighboring school years. As the levy for each year will amount for another set. It is intended to supply to $60,000, the total appropriation will amount each school with six pictures which are to be to $420,000. The half of the building de- gotten up in a suitable manner to permit of signed for the use of the historical society is easy moving. All pictures will have like partly completed. The plans for the whole fastenings so that it will not be necessary to building have been made and the commission drive new nails for each new set of pictures. which has charge of the building has authority The only requirement exacted of the schools to borrow money from the state funds to com- is that the school-houses shall be newly kalsoplete the building while prices of building ma- mined and cleaned so as to make a suitable terials are low. The building, as planned, back-ground for the pictures. A pale shade will be a noble structure, worthy of its pur- of olive is recommended as being the best for pose. To maintain the historical society more the eyes and where it is possible to obtain adequately in its new home its annual appro- this color of kalsomine I hope that will be priation was increased from $5,000 to $15,000. used. I trust that the school districts will

The legislature also passed an act which appreciate this generous gift and show their practically increases the annual appropriation hearty co-operation by continuing to imfrom the the city of Milwaukee to its public prove the schools as may be done by enlarglibrary from $35,000 to $47,000.

ing, painting, and otherwise improving the

school buildings, or by building new ones TRAVELING PICTURES.

where necessary.

We do not always realize the importance County Superintendent Elvira Buckley, of

that is attached to our surroundings. The, Dunn county, writes as follows in the Dunn

influence of beautiful and appropriate surroundCounty News :

ings cannot be over-estimated. The best We have long felt the need of having the

and most lasting things are the things that country school-houses made pleasanter and

we learn unconsciously. Many higher and more home-like. Graded schools in the

nobler aspirations of children as well as older country as well as in the city have done considerable in this direction, but comparatively

people are awakened through the influence of

a soul-stirring picture, the grandeur of a little has thus far been attempted in the com

beautiful tree, or by tasty and cheerful surmon country school-houses aside from what the teacher herself feels able or is inclined to

roundings. do.

WISCONSIN SONG. At the last teachers' Institute an offer was made to give to teachers illustrated maga-.

The following was recently written by Pres. zines from the Memorial Library. I have E. D. Eaton, of Beloit college, for a special called for and received many such as Harper's college reunion. It is well worth preserving and Leslie's illustrated weeklies which I have for future use as a state song: distributed while visiting schools and attend

Surge of the saltless sea,

Whisper of forest hymn. ing teachers' meetings, leaving to each from

Laughter of fruitful field, four to six numbers with instructions for

Echoes of mines, deep, dim---

These are Wisconsin's song: mounting the finest pictures and making the

Sweet are the tones and long. best use of the reading as well.

Swelling in harmonies strong, This gift has been appreciated and many

Honor the State! schools have been made cheerful and attrac

Prayer of the saint from far, tive by this means. However, these pictures

Roll of the settler's wheel,

Clash of the soldier's steel, are, of course, not as attractive as new and

Flutter of flags from the war; neatly prepared pictures gotten up for this

These are Wisconsin's song;

Deep are the tones and long. especial purpose.

True were the hearts and strong: To supply this need for something better

Honor the State! as well as to induce districts to improve their

Breath of the glowing forge; schools, Senator Stout has made the generous

Anthem of worship free;

Voices of student throngs, offer to purchase 800 pictures which will be

Leaders of years to be; carefully selected to meet the needs of the

These are Wisconsin's song: school-room. They will be ready for delivery

Full are the tones and long:

True be our hearts and strong; by the beginning of the spring term of schools.

Honor the State!

COURSES AT THE UNIVERSITY FOR NORMAL GRADUATES.

PEDAGOGY AT THE UNIVERSITY.

[From the new catalogue of the University of Wisconsin.] We extract from the new Catalogue just

The following special course for normal grad- issued the following, showing work in pedauates has been arranged (for graduates of the

gogy as at present outlined. An additional normal schools), leading in two years to the instructor will be added to the department degree of Bachelor of Philosophy in philoso

before the opening of next year: phy. It is intended especially for those grad

1. History of Educational Theories and Inuates of normal schools who desire a wider stitutions, Greek, Roman and Modern; lectraining for the profession of teaching than is tures, readings and essays. First semester; offered by the normal courses. The course M., W., F. at 9. contains a minimum required amount of ad 2. School Supervision. The making and vanced studies in philosophy and pedagogy, administration of courses of study, examinawith opportunity for further elections in those tions, promotions, inspection, etc. First subjects. It requires also a continuous study semester; Tu., Th. at 9. of foreign language during the two years of

3. The Philosophy of Education. Lectures, the course. In other directions the student readings and discussions on the nature, forms may elect his studies either with entire free and elements of education. Second semester; dom, or under certain restrictions. It is ex

M., W., F. at 9. pected that the normal graduate will give es

4. The Herbartian Pedagogy. Herbart's pecial attention to fitting himself for teaching Science of Education; Rein's Pedagogics; in one or two of the main lines of instruction,

Lange's Apperception. Second semester; and the requirements and electives have been twice a week at 8. so arranged as to permit him to attain this

5. Methods and Management in Grammar end. He may devote himself especially to and High School grades. Second semester; science, to literature or to history, or to any Tu., Th. at 9. practicable combination of these studies. He 6. Problems in Applied Psychology. The will be required, however, to make one of these training of faculty: child study; mental and lines of study his major work, and will not be bodily defects, etc. Second semester; Tu., permitted to elect a large number of short. Th. at io. scattered courses of instruction, since it is the 7. Modern Educational Systems. A comespecial design of this course to enlarge and parative study of Education in England, complete his knowledge in certain definite di- France and Germany. First semester; three rections.

times a week. For graduate students. The attention of the student is called to the 8. Child Study. Second semester; twice necessity of directing his work from the first a week. to the preparation of a satisfactory graduation 9. The Foundations of Pedagogy. A rethesis. In most cases the thesis will probably view of principles of psychology, logic and be written on some topic suggested by peda- ethics involved in the science of education. gogy or philosophy. If, however, the student 10. Seminary in Pedagogy, for the discusis capable of pursuing advanced work in any sion of current educational problems. Open department, he may arrange for his thesis in to those who have done one year's work in that direction; but in such cases it will be nec- pedagogy. Once a week throughout the year. essary for him to plan his course from the be 11. School Work. Study by observation ginning with the view of satisfying the re and practice of school work in the high school quirements of a thesis.

and in supervision will be provided for gradu

ate students who desire it. COURSES OF STUDY.

Special courses for those intending to teach Funior Year: Latin. French or German 4; are offered in the departments of Greek, Latin, philosophy 3; advanced pedagogy 3; language,

German, English and History, to which the history, English, advanced mathematics or

attention of students is called. In the sciscience 5; electives 3 to 5; 18 hours per week

ences special instruction of this character is required.

given in the summer school, an announcement Senior Year: Continuation of Latin, French of which appears on subsequent pages. or German 4; philosophy and advanced peda

OBSERVATIONS UPON CHILDREN'S READING. gogy 5; electives from language, science, history, economics, mathematics or English 7; Prof. James E. Russell, of the University of also 2 courses of synoptic lectures and thesis; Colorado, is engaged upon a systematic study 18 hours per week required.

of the kind and amount of reading done by children, based upon careful statistical inquiry which the best known after Uncle Tom's Cabin in the public schools of Colorado. His invest- were: Dred, The Minister's Wooing, The igations have not yet been concluded, but are Pearl of Orr's Island, Agnes of Sorrento, and sufficiently systematized to afford some ground Old Town Folks. for the following propositions:

HER GREAT SUCCESS. --She wrote other (1) That pupils of a given age read approxi

stories as thrilling, others much more perfect mately the same amount whether the town is in literary art: she made studies of the Yankee well supplied with libraries or not. In towns

character and dialect that are worthy of compoorly supplied with books there is a regular

parison with those of Lowell; she made sketches system of exchange in vogue. Many in

of life and character that are irresistibly hustances have been found of a single book be

inorous and pathetic, and she wrote several ing passed about until every member of a grade

poems and hymns that are of surpassing sweethad read it. This is the natural traveling li

ness, but to the world she is simply the author brary.

of Uncle Tom's Cabin. The story of its suc(2) That the chief influence of libraries, es

cess almost exceeds belief. Seventy thousands pecially of school-room libraries, is to improve

copies were disposed of before the critics could the quality of reading.

write a word; 80,000 more were ordered faster (3) That much more reading is done in the

than the publishers could turn them from their seventh grade (age 131 to 143) than in any

presses. In 1855 the Edinburg Review deother grade, including the high school. Girls

clared that by the end of November, 1852, seem to reach the maximum a year earlier, but

150,000 copies had been sold in America, and in hold over during the seventh.

September of that year the London publishers (4) At the time of most intense reading

furnished to one house 10,000 copies per day for there seems to be a great diversity in the char

about four weeks. It was translated into acter of the books read. Pupils of the seventh

French (three versions), German (fourteen vergrade read everything that comes into their

sions), Danish, Dutch, Swedish, Spanish, Porhands. In the high school the taste seems to

tuguese, Italian, Welsh, Russian, Polish, Hunbe better developed and more uniform; one

garian, Wendish, Wallachian, Romanic, Arareads fiction and little else; another reads his

bic and Armenian, and it has since appeared tory chiefly; another is interested in scientific

in Chinese, Turkish, Japanese and many other books, etc. In any case the tendency is gen

is gen- tongues.Pattee's American Literature. erally well marked. This raises the query

School Life in Cloudland. whether more attention should not be given to reading in the sixth, seventh, and eighth

[From Old Town Folks.] grades.

Mr. Jonathan Rossiter held us all by the These generalizations are based upon re- sheer force of his personal character and will, turns from towns of widely different tastes and just as the ancient mariner held the wedding tendencies; they have yet to be fully worked guest with his glittering eye. He so utterly out, but they give interesting indications of scorned and contemed a lazy scholar, that trithe valuable results that may be expected. — fling and inefficiency in study were scorched Library Journal.

and withered by the very breath of his nostrils. We were so awfully afraid of his opinion, we

so hoped for his good word and so dreaded THE SCHOOL ROOM.

his contempt, and we so verily believed that

no such man ever walked this earth, that he HARRIET BEECHER STOWE.

had only to shake his ambrosial locks and give

the nod, to settle us all as to any matter what1812–1896.

ever. HER LIFE.—Mrs. Stowe was a daughter of In an age when in England schools were Dr. Lyman Beecher, a distinguished clergy managed by the grossest and most brutal exman, and sister of Henry Ward Beecher. At ercise of corporal punishment, the schoolmasthe age of thirteen she was sent to the school ters of New England, to a great extent, had at Hartford, Connecticut, taught by her sister, entirely dropped all resort to such barbarous Catherine Beecher. She afterwards taught in measures, and carried on their schools as rethe same school, and subsequently in Cincin- publics, by the sheer force of moral and intelnati, where her father removed in 1832. She lectual influences. Mr. Jonathan Rossiter began publishing in 1849, but did not attract would have been ashamed of himself at even much attention until Uncle Tom's Cabin ap- the suggestion of caning a boy, -as if he were peared in 1852. She wrote many books, of incapable of any higher style of government.

entirely dropped and, to a great

ards taught in

And yet never was a man more feared and his world had conspired to injure by over-much will had in more awful regard. Mr. Rossiter petting. He appeared resolved at once to was sparing of praise, but his praise bore a change the atmosphere and the diet. For value in proportion to its scarcity. It was like some time in school it seemed as if she could diamonds and rubies, —few could have it, but do nothing to please him. He seemed deterthe whole of his little commonwealth were mined to put her through a sort of Spartan working for it.

drill, with hard work and small praise. He scorned all conventional rules in teach- Tina had received from nature and womaning, and he would not tolerate a mechanical hood that inspiration in dress and toilet atlesson, and took delight in puzzling his pupils traction which led her always and instinctively and breaking up all routine business by start to some little form of personal adornment. ling and unexpected questions and assertions. Every wild spray or fluttering vine in our woodHe compelled every one to think, and to think land rambles seemed to suggest to her some cafor himself. “Your heads may not be the best price of ornamentation. Each day she had some in the world,” was one of his sharp, off-hand new thing in her hair,—now a feathery fernsayings, “but they are the best God has given leaf, and anon some wild red berry, whose you, and you must use them for yourselves.” presence just where she placed it was as pic

Mr. Rossiter dearly loved to talk and to turesque as a French lithograph; and we boys teach, and out of school-hours it was his de were in the habit of looking each day to see light to sit surrounded by his disciples, to an what she would wear next. One morning she swer their questions, and show them his her- came into school, fair as Ariadne, with her barium and his cabinet, to organize woodland viny golden curls rippling over and around a tramps, and to start us on researches similar crown of laurel-blossoms. She seemed to us to his own. It was fashionable in his school like a little woodland poem. We all looked to have private herbariums and cabinets, and at her, and complimented her, and she received before a month was passed our garret-room be- our compliments, as she always did coin of gan to look quite like a grotto. In short, Mr. Ros- that sort, with the most undisguised and siter's system resembled that of those garden- radiant satisfaction. Mr. Rossiter was in one ers who, instead of bending all their energies of his most savage humors this morning, and toward making a handsome head to a young eyed the pretty toilet grimly. If you had tree, encourage it to burst out in suckers clear only an equal talent for ornamenting the indown to the root, bringing every part of it into side of your head,” he said to her, “there vigorous life and circulation.

might be some hopes of you." I still remember the blessed old fellow, as Tears of mortification came into Tina's eyes, he used to sit among us on the steps of his as she dashed the offending laurel-blossoms house, in some of those resplendent moonlight out of the window, and bent resolutely over nights which used to light up Cloudland like her book. At recess-time she strolled out with a fairy dream. There he still sits, in mem- me into the pine woods back of the school ory, with his court around him,-Esther, with house, and we sat down on a mossy log tothe thoughtful shadows in her eyes and the gether, and I comforted her and took her pensive Psyche profile, and Tina, ever restless, part. changing, enthusiastic, Harry with his sly, re- "I don't care, Horace,” she said, "I don't ticent humor and silent enjoyment, and he, care!" and she dashed the tears out of her our master, talking of everything under the eyes. “I'll make that man like me yet, -you sun, past, present, and to come, -of the ca- see if I don't He shall like me before I'm thedrals and pictures of Europe, describing done with him, so there! I don't care how those he had not seen apparently with as min. much he scolds. I'll give in to him, and do ute a knowledge as those he had, -of plants exactly as he tells me, but I'll conquer him,and animals,—of the ancients and the mod. you see if I don't.” erns,—of theology, metaphysics, grammar, And true enough Miss Tina from this time rhetoric, or whatever came uppermost,—albrushed her curly hair straight as such rebelways full and suggestive, startling us with par. lious curls possibly could be brushed, and adoxes, provoking us to arguments, setting us dressed herself as plainly as Esther, and went out to run eager tilts of discussion with him, at study as if her life depended on it. She yet in all holding us in a state of unmeasured took all Mr. Rossiter's snubs and dispiteful admiration.

sayings with the most prostrate humility, and The first few weeks that Tina was in school, now we began to learn, to our astonishment, it was evident that Mr. Rossiter considered what a mind the little creature had. In all her as a spoiled child of fortune, whom the my experience of human beings, I never saw

s it' as plainould be as such

subtlety, tha

with which she little puss went at it, the vim

one who learned so easily as she. It was but ing up all the most abstruse problems of grama week or two after she began the Latin gram- mar to propound to us. All that might be mar before, jumping over all the intermediate raked out from the course print and the fine books, she alighted in a class in Virgil among print of grammar was to be brought to bear scholars who had been studying for a year, on us; and the division that knew the most and kept up with them, and in some respects the division that could not be puzzled by any stood clearly as the first scholar. The vim subtlety, that had anticipated every possible with which the little puss went at it, the zeal question, and was prepared with an answer with which she turned over the big dictionary would be the victorious division, and would be and whirled the leaves of the grammar, the al- crowned with laurels as glorious in our eyes as most inspiration which she showed in seizing those of the old Olympic games. For a week the poetical shading of words over which her we talked, spoke, and dreamed of nothing but more prosaic companions blundered, were mat- English grammar. Each division sat in solters of never-ending astonishment and admir- emn, mysterious conclave, afraid lest one of ation to Harry and myself. At the end of the its mighty secrets of wisdom should possibly first week she gravely announced to us that take wing and be plundered by some of the she intended to render Virgil into English outlying scouts of another division. verse; and we had not the smallest doubt that We had for a subject Satan's address to the she would do it, and were so immensely sun, in Milton, which in our private counsels wrought up about it that we talked of it after we tore limb for limb with as little remorse as we went to bed that night. Tina, in fact, had the anatomist dissects a once lovely human produced quite a clever translation of the first body, ten lines of “Arma virumque," etc., and we The town doctor was a noted linguist and wondered what Mr. Rossiter would say to it. grammarian, and his son was contended for by One of us stepped in and laid it on his wri- all the divisions, as supposed to have access to ting-desk.

the fountain of his father's wisdom on these "Which of you boys did this?” he said the subjects; and we were so happy in the ballotnext morning, in not a disapproving tone. ing as to secure him for our side. Esther was

There was a pause, and he slowly read the our leader, and we were all in the same divislines aloud.

ion, and our excitement was undescribable. "Pretty fair!” he said, "pretty fair! We had also to manage a quotation from Otshouldn't be surprised if that boy should be way, which I remember contained the clause, able to write English one of these days." “Were the world on fire.” To parse “on

"If you please, sir,” said I, “it's Miss Tina fire" was a problem which kept the eyes of the Percival that wrote that.”

whole school waking. Each division had its Tina's cheeks were red enough as he handed theory, of which it spoke mysteriously in the her back her poetry.

presence of outsiders; but we had George Nor"Not bad,” he said, —"not bad; keep on as ton, and George had been in solemn consultayou've begun, and you may come to some- tion with Dr. Norton. Never shall I forget thing yet.”

the excitement as he came rushing up This scanty measure of approbation was in- to our house at nine o'clock at night terpreted as high praise, and we complimented with the last results of his father's analysis. Tina on her success. The project of making We shut the doors and shut the windows,a poetical translation of Virgil, however, was for who knew what of the enemy might be not carried out, though every now and then listening?- and gathered breathlessly around she gave us little jets and spurts, which kept him, while in a low, mysterious voice he unup our courage.

folded to us how to parse “on fire." At that Bless me, how we did study everything in moment George Norton enjoyed the full that school! English grammar, for instance. pleasure of being a distinguished individual, if The whole school was divided into a certain he never did before or after. number of classes, each under a leader, and at Mr. Rossiter all this while was like the the close of every term came on a great ex- Egyptian Sphinx, perfectly unfathomable, and amination, which was like a tournament or severely resolved to sift and test us to the utpassage at arms in matters of the English lan- most. guage. To beat in this great contest of knowl. Ah, well! to think of the glories of the day edge was what excited all our energies. Mr. when our division beat!—for we did beat. We Rossiter searched out the most difficult speci- ran along neck and neck with Ben Baldwin's mens of English literature for us to parse, and division, for Ben was an accomplished gramwe were given to understand that he was lay- marian, and had picked up one or two recon

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