1898_03_NormalRecord.008 |
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THE NORMAL RECORD. There now followed a ride that few can ever have so much as an idea of ! Down lanes, out into the country, past farm houses, over bridges, through villages, across streams, horse and rider galloped, the silence broken only by the sound of the horse's hoofs and by Paul's cries of alarm. Through all the night we rushed on. In the earliest dawn, as we reached a small town, Benedict, almost ex hausted from the ride, a way as to cast me horse nor rider again. Here 1 lie, content quietly now that my formeJ. Even L have cause my master loved ward—the satisfaction done his best. I am with that. struck a rock in such off, and I never saw to end my existence mission in life is per- done my little for the And I have my re- one feels when he has more than contented A True Story. DEBORAH ROBSON. =TUST two years ago next June I was on an GJ outing trip in the mountains, and had tha pleasure of visiting a district school at Er beck. As I entered the school I comprehended the fact that the teacher was not a graduate of the Chico Normal School, for the pupils seemed to be brought up by the " hair of the head," and cultivated as wild turnips. The teacher, having seated me, proceeded with her primary lesson. She called upon a child—a trembling little shadow, who seemed hopelessly, eternally stupid. The child for half an hour stumbled helplessly through a recitation with little aid from the teacher, excepting a sharp word now and then. The surroundings made me think of another teacher I had known under similar circumstances. This t?acher was an enthusiastic young professional, who had put her impetuous nature under a rigid and dignified course of training. The child, .just such another as this one before me, was afraid of her and she was rather afraid of the child, but clearly doing her best. The child could make and say her letters, and write, grotesquely, her name, Perle. From these accomplishments the teacher drew the conclusion that Perle was not quite the idiot that she looked, and began in a scientific way to teach her to read. The first attempt to comb the tangled hair and wash the dirty face caused such a spasm of trembling terror that improvement in that line had been indefinitely postponed. The teacher showed pictures, flowers, bugs and toys, and told and wrote stories that called forth volcanic bursts of words and applause from the other children, but Perle stood mute and motionless, save for her trembling eyelids, which were never raised. In vain were the soft voice and firm face of the teacher. In vain were the proud, patient efforts repeated ;day after day. Perle would not speak, nor look, nor move. The term was drawing to a close ; lines of weariness had gathered and deepened around the teacher's handsome mouth,'and little Perle could write*,the single ".story,;" "I s?e a pig," which was the result of the teacher's having grasped.'her hand and traced the words over many times, each time repeating the words and showing a picture of a pig. : At last the teacher became vexed with the child's slowness, and, giving Perle a shake, she commanded her to go to the board and> write three "stories" ail .by,-herself. The short, sharp tones and angry movement caused a thrill of surprise in the school, but in one minute the impatience, .was subdued and she was working with her usual hard, clear earnestness, and little Perle was forgotten. When it was time for dismissal the child was trembling by her board in the corner, with her little face .flushed by her mental exertions. This is what she had written: "lam a pig ", "I seen".; "ura pig", " u. lae down." The teacher translated this at a glance into: " I see a pig", "I see you", "You are a pig", "You lie down," and, when she realized.the strong effort the child must have made to reason this out with her scant knowledge of spelling and the sound of letters, she forgot her dignity again and caught the littld one up in her arms. She told the children, in the passionate, enthusiastic way she used to have when she was at school, all about inductive and deductive reasoning. She pointed
Object Description
Title | The Normal Record. March 1898 |
Original Date | 1898-03 |
Description | The Record. Published by the Associated Students of Chico State College. |
Creator | Chico State College |
Location of Original | Archives |
Call Number | LD723 C57 |
Digital Collection | The Record: Chico State Yearbook Collection |
Digital Repository | Meriam Library, California State University, Chico. |
Description-Abstract | The Record served as both a student magazine and a commencement program for Chico Normal School. In the year 1898, it was published almost monthly. |
Date Digital | 2013 |
Language | eng |
Rights | For information on the use of the images in this collection contact the Special Collections Department at 530.898-6342 or email: specialcollections@csuchico.edu |
Format | image/tiff |
Filename | index.cpd |
Description
Title | 1898_03_NormalRecord.008 |
Original Date | 1898-03 |
OCR- Transcript | THE NORMAL RECORD. There now followed a ride that few can ever have so much as an idea of ! Down lanes, out into the country, past farm houses, over bridges, through villages, across streams, horse and rider galloped, the silence broken only by the sound of the horse's hoofs and by Paul's cries of alarm. Through all the night we rushed on. In the earliest dawn, as we reached a small town, Benedict, almost ex hausted from the ride, a way as to cast me horse nor rider again. Here 1 lie, content quietly now that my formeJ. Even L have cause my master loved ward—the satisfaction done his best. I am with that. struck a rock in such off, and I never saw to end my existence mission in life is per- done my little for the And I have my re- one feels when he has more than contented A True Story. DEBORAH ROBSON. =TUST two years ago next June I was on an GJ outing trip in the mountains, and had tha pleasure of visiting a district school at Er beck. As I entered the school I comprehended the fact that the teacher was not a graduate of the Chico Normal School, for the pupils seemed to be brought up by the " hair of the head," and cultivated as wild turnips. The teacher, having seated me, proceeded with her primary lesson. She called upon a child—a trembling little shadow, who seemed hopelessly, eternally stupid. The child for half an hour stumbled helplessly through a recitation with little aid from the teacher, excepting a sharp word now and then. The surroundings made me think of another teacher I had known under similar circumstances. This t?acher was an enthusiastic young professional, who had put her impetuous nature under a rigid and dignified course of training. The child, .just such another as this one before me, was afraid of her and she was rather afraid of the child, but clearly doing her best. The child could make and say her letters, and write, grotesquely, her name, Perle. From these accomplishments the teacher drew the conclusion that Perle was not quite the idiot that she looked, and began in a scientific way to teach her to read. The first attempt to comb the tangled hair and wash the dirty face caused such a spasm of trembling terror that improvement in that line had been indefinitely postponed. The teacher showed pictures, flowers, bugs and toys, and told and wrote stories that called forth volcanic bursts of words and applause from the other children, but Perle stood mute and motionless, save for her trembling eyelids, which were never raised. In vain were the soft voice and firm face of the teacher. In vain were the proud, patient efforts repeated ;day after day. Perle would not speak, nor look, nor move. The term was drawing to a close ; lines of weariness had gathered and deepened around the teacher's handsome mouth,'and little Perle could write*,the single ".story,;" "I s?e a pig," which was the result of the teacher's having grasped.'her hand and traced the words over many times, each time repeating the words and showing a picture of a pig. : At last the teacher became vexed with the child's slowness, and, giving Perle a shake, she commanded her to go to the board and> write three "stories" ail .by,-herself. The short, sharp tones and angry movement caused a thrill of surprise in the school, but in one minute the impatience, .was subdued and she was working with her usual hard, clear earnestness, and little Perle was forgotten. When it was time for dismissal the child was trembling by her board in the corner, with her little face .flushed by her mental exertions. This is what she had written: "lam a pig ", "I seen".; "ura pig", " u. lae down." The teacher translated this at a glance into: " I see a pig", "I see you", "You are a pig", "You lie down," and, when she realized.the strong effort the child must have made to reason this out with her scant knowledge of spelling and the sound of letters, she forgot her dignity again and caught the littld one up in her arms. She told the children, in the passionate, enthusiastic way she used to have when she was at school, all about inductive and deductive reasoning. She pointed |