The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1876-12-28

fit>r words IN connection wiit nisle,s q |
having spnud stin,lar 10 shnrt u and n the
a''"uf tie -sine sou d.
fnur papils have now made some advance
ment, aud yon wish t, teach them the sentence
.fhi- il The deg Point TO the picture esd lead
tnem % maze the fall statement, "This IS The
dog" Then, ss at fret. show Them the picinre
OF what they ely In This way, they will learr
the verbs. and adjective, alb ,us W ich, separately
i wrnld be diff nit ~ get ND much interest
Thus Keep on for the q II few nonlhs, the chill
drfn acquiring rev wnrus NV hey have heard
the e ones .pe; spelling seems great thing
n fheif 81 ght. Let them spell, but not by letter.
II II not necessary TO each them the names cf
The letters. uni they enter the First or the Second
Reader and th,n douI make il Il special exercise.
Spelling hy sound is easily acquired, and should
pfecede The spelag by letter Therefore the
b'st way If teaching Primary Reading is by the
Word aud Phonc me- ots combinel Begin
with the Word method In TIE way suggested. and
make some advancement In that. hen go back
ADD beg the Pnnnlc, in manner some hiig
like tnl. : turning them back 10 he frst !eseop
Lremnd them Of the conversation about the cat,
or Whatever the first lesson "as about. Have
| sorle one pronounce he word cat. very slowly,
and zee. IL he chtdteE can detect he hrs
sound. itthey are not able To. give them the
(s"und y'usse!i C; a, d now pronounce The word
in two dl~ilnci parts, C i. at. Let them fnd
an"tl CIR C. giving the sound always and not its
name, ana another, and another. To fix III"
character in heir minds, h we Them print II up
frsf leSsoa In the aext rec IA ion take mp The
Other part 0f the word. at ara proceed with il
in The same manner. new the. have the elements
OF the word cat, c-Gt, and putting them to
ge her have de their FIRST acquisition in spell
ing me words In the successive les-oils Ca be
! taught in the same way, and ae they advance 10
the Word method. lei them keep on slellu9
he Woij bod is made more ban, ic'al, and
e''abtrs The chile t" adyasce mncn more rapidly:
tor hsviug learned the eonuos he eau BY his oe 4
exer ions acquire new woe dr.. You need 10,
make he reaching OF he letters special task
bat accldGnlly. as 1t we're. ~ilhout calling The
attention OF the class to H. name he i.ilers OF y
word as. ''Wha. word IL hn? -''rhe lrd
hey nave h.ard o, aud K before, but nevc,
Knew ~ they looked, and they think ihov'lt
remember them. hue the alphabe, will ht
learned.
Keep ON with the word anu Phonc methoGt
through he First and Sec ma Readers
Heie aie some eusgettWns that viii apply t.
; any methoc: In reading, lille chld CT mes io {
. word whlch he does not II, .derstsnd, don't Lei
3 hu hcs,is to spell it, doul let him guess "a: =
Tell him the wo. d. ar, better, let one OF the Clas.
tell him. Don't lei him feel thar 1t is a disgrace
thar he Goes hoI know The word,-be p bin gu
of the difficulty pleasantly Don't ray, ''J"hI
You ought 10 be ash med you self. hot TO knor
! that word!" you do. you'll make poor read
A er on # Join; for he'll gasp, before each VOID
~ il frightened, aud ii he comes to word w!licl
. he does no. know, rather htn get a -coldiug
!, he'll make dash AZ It, or slide over it In loves
Ton e, hoping % escape de- ecijon
You Ill y have kiow toy ar girl who IL nat
u"ally deliberate; don't spoil such, ty hurryilis
them. I he best way correct b1th efrors, vi
reading io" iast, AID TOO s!ew,-is by concert
: reading then he slow Will correct The fault OF The
F. hur yin2, and II quick nervous reader will help
e The slow. goDd way To help the attention aud
/ interest in Primary classes also to get prom },
recognition nf words, IL b. reaGins round tn
. class, one taking one wold the next the next, aud
go on il one hesitate, have the nexi take 1t i'm
Mediately. Or the teacher read every alternate
word, and the pupils in kucce-sio he others.
: Above all. get Il natural ex preston Don't let
them read Ia DIT ming n.ouotone. II they have
the idea, and understand what tney a G reading,
they vii! be more APT 10 read WE'LL Al gene al
rule tie more imaginative u child Is tue better
reader he will mike. SO cultivate the imagine
ton. 1t lis for this object pictures are placed
in the book and when there are no u ctures
make them see, la their own Imagination the
pictures which the printed words sho ia scribe.
and thus cultivate this very necessary quality OF
the mud
The successful teaching of reading, as vel q.
oil al0the bran chPe. requires tact, and no te:cher
should go sccurao ely by manaal, ur any otler
objection; bat catching the So RI: of the plan
should work 1t out in her own way
MARY l.. DAWSON.