Grant County herald. [volume] (Lancaster, Wis.) 1850-1968, 1884-02-14
Paper Read Before the Teachers Meet
ing at Patch Grove.

WiS.l
Every structure must have founda-
tioni an acceptable use of spoken and
OF written language must certainly be
obtained as the result of careful build |
ing upon suitable and efficient base
We speak of careful building. for few
pupils are SO gifted by nature, or are
so entirely surrounded by the influences
exerted by other persons, that are ac-
customed TO using correct forms of
speaking and writing, that they do not
demand very careful instruction. There
are many elements which are used,
necessarily, in laying the foundation
stones and in building the solid walls,
which taken together form the frame
work of this structure. elaborate it may
become, sometimes, merely beautiful. or
perhaps pleasant only. Unquestionably,
knowledge of the proper use of spoken
and written language, and the ability
to use that knowledge, form an acquire
ment OF no mean pretensions. Without
doubt, the beginning of this important
work deyolyes, largely, upon the teacher
OF the primary and the intermediate
classes in reading, and the responsible
ity assumed by these teachers is certain
ly second to none. In many instances,
a love for those studies which depend
largely, upon the use of language, or a
positive dislike of these same studies is
traceable, clearly, 10 the manner in
which the first, second, and third read
ers have been taught or with what
amount of Incompetence has the study
of subject matter in these books been
abandoned.
A child will learn when he is inter-
ested; he will be interested in that which
he can understand, particularly, while
it is yet new. The teachers province
is right here, evidently, is to be assured
that the pupil understands what he has
read. 1t is much easier then to call out
a form of naturalness in expressing the
ideas that he has obtained. The habit
of allowing pupils to call over words,
frequently with doubtful pronouncia-
ton, with no idea of their meaning, and
of course, with no expression of thought
or naturalness in the work., is sin for
which teacher ought scarcely to hope
for forgiveness.
There is bot little question. that writ
ten work should accompany the study
of reading. from the time that the pupil
is capable of writing the words in SIM
pie sentences, and the reproduction OF
subject matter from the paragraphs
taught, both orally and in writing should
be constant accompaniment of read
ing work, until the time shall have ar
rived when composition writing and
other rhetorical exercises shall render
this form superfluous. The method viii
enable them to acquire the power OF
thinking and the ability to express
these thoughts with something of fluen-
cy and grace.
Pupils using second and third readers
are without doubt greatly benefited by
copying, with eXactness, different para
graphs of their reading work. In this
manner they obtain, unconsciously, to
themselves, the graces OF style and fine
ness of expression which belong to well
written composition; and committing to
memory and reciting before their classes,
nicely written verses, or declaiming Sc
lected paragraphs from the patriotic
productions with which most of school
readers abound, is an exercise beneficial
to the pupil to an unlimited extent.
The science of grammer, be it never so
well understood, is to the pupil compar-
atively valueless, if his oral work is ac-
companied by an undistnct articula-
ton. Naturally, constant practice is
necessary in order to overcome this SER
ious obstacle. We are also told, that a
thorough knowledge of the sounds, used
as oral elements, producing syllables is
Indispensable TO persons of a larger
growth" who would overcome the
grevious fault of imperfect articulation
The teacher must do the best he can BY
drill or continued practice in the use of
correct oral elements, to remedy this
fault in those that are too young to I'M
derstand complicated causes that pro-
duce this effect
The teaching of grammar, or the
science of language is one branch of the
teachers work that calls for the great
est skill and tact in its management,
that the pupil may receive or be at all
aOilling TO receive, the reward of much
time and application, that may be very
prolitably spent upon this subject, and
which cannot be omitted, except with
disastrous effect to the ambitious scholar
How very frequently, this very beauti-
full study seems perfect bugbearto the
pupil that may get 90 or 100 per cent.
upon examination in arithmetic. He
has always regarded grammar as the
driest OF abstract studies, and no part
of the work has ever been to him an in
viting exercise, or has the close of reci-
tation therein, left an impression that
be desired continuance of the subject
These persons were never taught Ian
guage in reading exercises, according
to our previous outline, or the real
beauty of using correct forms of ex-
preston, in speaking or in writing,
would have obtained sufficient sway to
enable them to grasp at once with a de-
termination to master the principles
underlying the language of which he
has already learned 50 much. Exten-
sive thought and,effort, by the teacher,
are certainly needed regarding the best
means of imparting instruction, in
stud., which proves so distasteful TO
many pupils in most of our schools
We believe very strongly in system of
analysis by diagram, beginning at the
very outset of the study, in connection
with a text book or, perhaps, quite indie
pendent OF its use. Diagrams are to the
science of language, what other forms