The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1881-11-18

Il. Z. THINE
CHRISTIAN ScHExn
county Supervisor Nounly bOard OF
DANIEL B. BENEDICT Canyassers
Register of Deeds
De, then, the reception in the brain of
iormS, not sounds. The most favOra-
DIE conditions of the minds perception
ana retention of correct word-forms,
when ascertained, will give us the
pest possible method of teaching spell
ing. First, then, the closest attention
to a form to be retained is brought
about by the most energetic exercise
OF the sense of sight upon that form
The closest attention to a form is at
tanned by attempting to draw it-that
is to copy it in writing.
All primary study of spelling, should
be by copying words. Let me repeat:
as drawing is the best method of train
ing sight, so drawing words is the most
economical and practical method of
teaching spelling. Trained sight will
take in word-form at one seeing, so
that it can be correctly produced with
great ease.
| Two more very important princi-
Piles, and / will give the details of a
natural method. The forced attempt
to reproduce or express that which is
! vague and indistinct in the mind is de-
trimental. Original mental misrepre-
sensations, or pictures, are The results
of repeated action of the perceptive fac
ulties upon the same objects. They
grow into distinctneSs very slowly in
deed; thus the little child must hear
the same word hundreds, perhaps
thousands, of times before it attempts
to utter it. There comes q time, how
ever, when the accretions Of impress
sions Of the same spoken word, by its
own vividnesS, force the child to utter
! it at the first word.
| In like manner the word form, slowly
produced by close seeing (Writing),
should rot be reproduced until it is
| distinct in the mind. The child should
be prevented, $50 far as possible, from
seeing, or even reproducing, incorrect
forms, for they stamp themselves as
readily upon the mind as correct forms,
and will turn up on paper as unwelcome
intruders. The same is true of all
forms and xpressions-c capitals,
punctuation, and syntdx. The details
of the method founded on these prin-
ciples, which | have endeavored to fol-
low for several years-and | think
with excellent results-are as fol
lows:
/. The first year lowest primary
should be spent in copying words, with
little or no reproduction without COPY.
Language consists of reading (recalling
ideas) and composition Expressing
them). Reading and composition
should be taught together, as two
branches of languages. Every word
and every sentence taught should
be copied from the blackboard, on the
slate, and then read from the State |
No matter how crude and awkward
the first copyings are, they should be
commended, and the writer encouraged. |
They are types of the child's crude per-
cepts. Perseverance will soon bring
order out of seeming chaos. The bet |
ter picture Of the word the child |
makes, the more distinct will the i'm
preston be upon the mind; therefore,
technical writing should be taught |
from the first. The writing of words |
and sentences helps reading essentially,
and if it were done for no other pur-
pose, the time would be well spent
time which would otherwise be given |
to listlessness or tiresome idleness.
2. At the end of the first year, quite
number of distinct mental word-pic-
lures will be stored in the mind, ready |
for reproduction. Begin carefully;
after q word has been copied from the
board, erase it and have it reproduced |
without copy. Do the same with two
words, then three, and so on. Write |
a sentence, erase part of it, and then |
cause the whole to be written. Never
have one word written incorrectly,
if you can possibly avoid it.
3. Teach those words only which |
your pupils use in language. This rule
holds good throughout the course.
BY language, / mean words used in
any and all recitations. When word |
is misspelled, have it corrected i'm
mediately. Keep list of misspelled |
words, and teach no other words until
they are learned.
4. Teach the most used words first
words like is, are, were, was, been,
shall, will, they, there, their, which,
whose, etc.
3. Teach words separately, and in
sentences. The best test of spelling
is writing from dictation.
s. No word should be taught until it
is the sign of distinct idea in the
mind of the learner. The first year
the child should be trained to express
thought orally; the second year to talk
with the pencil, which involves the re-
production continually of words which
he knows. The spelling is made mi
nor branch of language teaching, TAX
ing very little extra time.
I. During the third year, oral spell
ing can be introduced as valuable
auxiliary. 1t will be found, in the
third year if this method has been
faithfully followed, that children will
write correctly most new words after
reading them once; this is trained pro
duct of trained sight.
S. All study of spelling should be by
copying words and sentences in the
best possible handwriting. The cop
led words should be marked and cor
rected just as carefully as any other
lesson. Primary Teacher.