CTFRTRTTA'N- HERALD.
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later in the course, and most of Never mind about the “ tens and it is God’s greatest gift; for through
which ought never to be given at units column ” rigmarole. LctJiftn it God spake to man, and man
all. But the equator remains per- add. He w II have quite enough speaks to God in worship, prayer,
Educational Department.
An Impertinent Criticism.
simplified. It is no easier to learn
ary 20th says some sensible things
its definition from a small quarto,
about our western Colleges under
with a picture on the outside, than
the above hoading. We reproduce
a large octavo. If the idea can be
them here with much pleasure:
graftped, it can be grasped once for
“ Oregon colleges ” have been
all, and it should not be given till
at by
thoughtless
Hr . .. much 1 sneered
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T
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-p eopl e an d tn-an easte r n eduua t i n T r-
al journal we find a letter from this of geographies, and of arithmetics
city which descends to downright as well, have their most striking
impertinent criticism. It is assert
success in dulling and stupefying
ed that if “all the so-called col-
1 eges and universities in the State the minds of the children who are
were to unite their resources and ^o unfortunate as to have them. It
faculties, they would not form a i!#,‘(however, especially of arithmetic
College worthy of the name.” This thtatl want to speak. I venture to
is not true. Xa one pretends that express the thought that too much
any of the Oregon colleges can time is spent on examples of very
compare in general excellence with simple numbers when the s.TYne
the old and rich institutions of the practice might be secured by longer
'East. It would be unreasonable to numbers, and something practical
expect them to; but they are all learned at the samp time.
For instance, when children are
respectable in their way, and at
any of them a boy orgirl may ac- adding, why may they not just as
quire “
a good" knowledge ot the 'wel1 perTorm’ examples consisting
sciences and of classical studies— of three or four numbers of five or
in short, may become a thorough six figures each, as to add simply
scholar. There are scores of Oregon orally? and I should not stop at
'graduates whose scholarship will sums which do not exceed nine. If
compare favorable with that of you do not make any difficulty
graduates of the Eastern schools. about the setting down the three
The State University at Eugene and saving the seven (the answer
City is already.. equal, in many of being seventy-three), the child will
the Eastern universities. The Wil find none. One will accept this as
lamette University at Salem, the naturally as he accepts the house
State /Agricultural College at Cor lie lives in. But if you stop him
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vallis, the Pacific University at
Forest Grove, Christian College at
Monmouth, the Ashland College in
Southern Oregon, the Blue Moun
tain University at La Grande, and
Philomath College, and several
other schools of lesser note are all
good institutions and capable of
giving thorough training tn aniy
ambitious student.
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Heterodoxy;
Where there are schools there
must be text books, and where
there are text books there must be
publishers. But because there are
publishers, is it necessary that we
use every kind of text book in
series ? It seems to me that these
series of books on the same subject,
are one of the most insidious evils
of our schools. Readers must be
graded and carefully, too; but it
does not follow that everything
must be graded. There is sense in
■- giving the child
first maps with
Only the general outlines of the
continent and the principal rivers
and mountains, and not confusing
his eye with the innumerable de-
„ -taih which ought to be left till-
to state that ten units makes one
ten ami that seventy-three units
equal seven tens and three units,
and that he must set down bis
three units and save his seven tens
for the column of tens—then he
loses his way and gets tired because
he does not understand. Few
people realize how short sentences
must be, in order that the child’s
mind may hold them. The general
trouble when a child does not un
derstand, is that like old Father
Tayh »r, of Boston, he “ has lost
track of his nominative case.” The
child of seven has not reached the
stage of relative pronouns or con
junctive adverbs. Let him wdHc
simply. Take it for granted that
he can do a simple thing in a
simple way and he will do it. Con
fuse and aggravate his mind with
long explanations, and he becomes
worried and disgusted.
Let him have real examples in
addition on his slate. Teach him
to set his examples down properly
and neatly, to rule his lines straight,
to put his figures in straight rows.
All this is work that’ ought tn lie
done at first. But it cannot be
done if you keep him on real work.
is to save for the next column with
out thinkingwhether it is tens or
Memoriam.
units, and it is of no consequence.
WnKREAR, By the decree of our
The main thing is to give him
Heaveuly Father that man must die.
plenty of varied practice-to make
And
him accurate.
W hebkah , Our ebteemetl Rrn a .1
Baskett has been called to the realities
of the unseen. .Therefore be it
Resolved, That Oakpoint Orange has
lost a zealous member, the community
a good citizen, the wile a devoted hus
band, andlhe children a loving father.
Resolved, That the members of the
Grange extend their heartfelt sympathy
to the bereaved family, beseeching them
to be reconciled to the will of Him who
doeth all things well, and let us all say
in our heurts to God, “ Thy will bo
done.”
Hesolved, That the Grange hall be
draped in mourning | for thirty days
and a copy of these rtsolutions be sent
to the family with the seal of the
Gr ange, a e opy pla ee d uu t he recur tTBf~~
that it is not “what it seems.” the Grange, also a copy sent to the
And after helping him two or three county papers w itli request to publish.
T. II. L ucas ,-
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times he will need only practice
J. W. K ikkland , Com.
S tephen S taats , j
and care. Multiplication is easy,
*7
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addition ? Push on ' An example
in substraction has no difficulty if
the lower figures are smaller than
the upper ones. Then when the
upper number is the smaller, and
the child say.s he “ can’t do it,” and
turns to you to see what can be
done—again do not bother him
with explanations. He can take
one from the next figure and that
makes 13 or 15, as the case may be.
Now subtract; and he goes on.
Then he must be careful to remem
ber when he comes to the next
too. Here he has to be careful as
to the number be is to save for the
next column, but he need not do
this in addition, and don't stop
Go right on. - Short division
will offer no great difficulty. It
needs only care.—A nna C. B rack
ett , in Journal of Education.
The Study of Words.
The study of words may be
tedious to the school-boy, as break
ing stones is to the wayside laborer;
but to tho thoughtful eye of the
geologist these studies are full of
interest;—he sees miracles on the
high road, and reads, chronicles in
every ditch. Language, too, has
marvels of her own, which she un
veils to the inquiring glance of the
patient student. There at e chron
icles below the surface, there are
sermons in every word. Language
has been caTTeTVacreil ground, be
cause it is the deposit of thought.
We cannot tell as yet what lan
guage is. It may be. a production
of nature, a work of human or a
divine gift.
But to whatever
sphere it belongs, it would seem to
stand unsurpassed—nay, unequalled
in it—by any thing else. If it be
a production of nature, it is her
last . * ¿iiffj”."cjowning" j>tt)<Iuction~
which she reserved for man alone.
If it be a work of human ait, it
would seem to lift the human artist
almost to the level of the divine |
Creator. If it be the gift of God, |
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Hear Whet the Dref Say!
>
It has ]>erf<>inifd a miiacle in niy caw.
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My doafucHh helped a great deal—think an
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My hearing ia much benefited.
I have received untold benefit.
My heating is improving.
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Have been greatly benefited, and am rejoiced
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* "Tts virtue* are unqneationable and its
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Only imported by HAYLOCK A JENNEY,
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IJOUNDED FIFTEEN YEARS AGO BY
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