The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1878-10-31
HOW CAN | KEEP THE LITTLE
ONES BUSY ?

The above question has been asked
by very many teachers, and many
more must have felt that information
would be grateful upon this important
topic. We have spent more than q
wear in thinking upon it, nearly every
day, and trying to find out exactly the
reason why the question was asked.
The trouble chiefly arises from an i'm
proper arrangement of programme,
Even upon this apparently simple top
ic, we venture to speak with extreme
diflidence, realizing the Importance of
the subject.
We will suggest work for each hour
in the day, taking it for granted that
there are four recesses that the young
er classes read four times per day, and
have oral instruction in numbers, or
arithmetic; also something under the
head of primary geography, and that
when the recitatiOns in reading are re-
duced to less than four, if not before,
the spelling is made separate eXer-
else, each half day; that they spend
fifteen or twenty minutes each day in
the practice of penmanship; that they
are in school six hours per day, al
though it is best to keep them in
school not more than four hours.
Storms and distant homes sometimes
make this inadvlsable. Length Of re-
citations from five to ten minutes.
Let us take as an example class
half way through Harper's First Read
en- Others Of low grade should clus-
ter around this.
The recitation should come at 945
in reading. TO prepare for this the
class should study the text until they
can call the words quite readily at
sight. They should print upon their
OlItGGss w WIICC IL pOooLOA0J Ul1N WAOAO
or part of the lesson, as they are able
bring it to the class; read it from their
states, before the textbook is open, the
teacher glancing at each slate and crit
icising or praising the work as it de-
serves.
The printing is valuable as being on
exercise in spelling, in fixing the form
of letters indelibly in the mind, and in
educating the hand to obey the mind.
1t should never be omitted.
AT 49,: AS they should recite in num-
bers, o. arithmetic, TO prepare for
this, they should if quite young, sim
ply write figures upon their states from
a copy upon the board. if they can
make all the figures, then they should
spend the time until recitation in
working examples in addition, suDtrac-
ton, etc., according to their ability, up
On states, given upon the board by the
teacher, and bring the same to the class
for correction, as in reading.
At 11:45 they should recite in read
ing, with the same preparation as be-
fore.
AT 1: 45 the class should read again
with the same preparation.
AT 2: 30 the members should have g
recitation in geography. Topics: the
teachers desk, the school room, play.
ground, district or town, according tc
their ability. The estimation Of dis,
tanCes is an important factor at this
stage. To prepare for this the class
should draw map or q plan of the 10.
Cality considered, or part, or print OF
write lists of products, occupations
minerals, ETC., as the topic requires
and bring them to the class for correc
ton.
At 2:40 the exercise in writing
should begin and last until recess.
AT 3:45 reading with the usual prep
aratiOn.
Probably the above includes thu
least work that amy teacher will claim
is needed for the first reader pupils af
ter a months attendance. But Their,
are several other thinge that must bt
attended to, properly now, of necessity
when they reach the second reader
They must have daily drill in language
at first oral. This may come after tn,
2 P. NJ. recess. The first topics to b.
considered are capitals and punctua
ton marks In other words, correc
writing. Then follows correct speak
ing and use of the Language Primer.
In summer there should be a lesso,
III botany after the P. M. recess. III,