The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1878-08-29
JUST WHAT TO DO AND HOW
TO DO TT, IN TEACHING BEGIN
NFRS IN READING

First let each child De provided WlCh
slate, pencil, and sponge The states
should be Of the same size, if possible,
therefore it is better that the teacher
purchase them. These are all the i'm
plements needed.
For the first work, place in script
characters on the blackboard a fey
simple, one-syllabled words, such as
for example, dog cat, doll, etc.
Have short Conversations lesson
with The children about their pets, and
produce pictures ALSO to excite their
interest; then turn their attention to
the board, wherein are such words as
| have indicated above.
Point to dog, telling the children
that this means dog, is the eoord
dog, and have them look closely to the
word. DO the same with cat and doll;
then dill carefully on the words, plac-
ing them in different parts Of the board,
to see whether they will recognize
them. Let the different children point
out The words as required by the teach
en-. The drill should be very short, So
as not to weary the little ones. After
the lesson is over, have them take
states and pencils, and endeavor to-
make some simple marks, to teach
them how to use their pencils, and to
produce variety.
ReaSo27S.--1. I would begin with
57achboa2d 2oorb, because the children
can have no interest in dull books, in
which they do not know a single char
2cter, nor even know how to hold
them. Besides the teacher can best Sc
cure The individual attention Of the
children by directing all eyes to one
place on The blackboard.
2. [ would use the script characters
instead Of printed ones, because it is
very important that the pupils be
taught writing as early as possible, and
as they are always trying to copy
what's on the board, IN short time
they will have learned to make the
characters, besides fixing the words
they represent more firmly in their
minds.
Again, unless the teacher can print
perfectly the children will not easily
see the resemblance between her print
ing and that in the books, and her work
would be lost. AS / said before, the
children will copy what is ON the board,
and learn to print instead Of to 2Urjte,
which would be time lost
In the succeeding lessons [ would
teach simple familiar 0bject-Words un
til they have learned quite list. Keep
UU the words that the children have
leaned on some part Of the board, for
review,-as a review upon all should
be given nearly every day.
The teacher will be surprised to see
how animated the children will be-
come in selecting the different words
from the group, and how accurately
they will point them out.
After each lesson the teacher should
allow the children to take their states
and pencils and endeavor to copy the
simple words, OF simple strokes, accord
ing to the discretion Of the teacher.
l think they will learn quite easily
twenty-five words in two weeks time,
after which it would be we'll to place
the same words IN simple sentences, as
"The dog is black ETC., always be-
ginning the sentence With q capital,
and terminating with period)
In teaching the sentences. give con-
versational lessons similar to the first
ones, and for the same purpose. Drill
ON these new words introduced us with
the first object-Words, taking one OF
two sentences day, until all the first
learned words are disposed of. would
give three reading lessons in the fore
noon and two in the afternoon, but
they should be very short, and inter
spersed with some light exercises, as
gymnastics, marching, etc. IF the
teacher is ingenious, she will intro
duce such variety into the lessons
that each recitation will seem like a
new lesson to the pupil.
Say not one word get to the children
about the letters composing the words.
Teach the i11djUideJaz z0ord as if it
were but one character