The Canton advocate. [volume] (Canton, D.T. [S.D.]) 1877-1897, 1884-05-15
EDUCATIONAL.
How to Use Words Correctly in Speak
ing and Writing.
Fomnlc Education from n Medical
Point OF View.
METHODS or TEACHING.

| METHODS tF IENtIilht'
A Boston correspondent of tho Jour-
nal Of Edncation says:
No subject has attraetcd more attcn-
tion among tllr ,cuchcrs of the country
than 'rcadng' rs taught in the public
schools. No one subject compartments
so much, nor is so far reaching in It's
effects upon the training of the child.
In the plan presented the pupil be-
gins by learning II few familiar words,
rs names of objects equally familiar
! A few other common words arc also
| learned, that short sentences may be
! formed and written on the blackboard.
| Tho sentences are carefully copied by
! the children upon their states, more
to impress The form Of the word or the
sentence upon the child's mind, than
because Of its value rs IN exercise in
writing. Constant effort Is made to as
sociatc the spoken or r.writtcn word with
! the idea it is intended to convey. Very
soon the pupils attention is called to
| the sounds of the letters, uttcring them
only in imitation Of tho teachers, that
the ear Of the pupil may be carefully
trained from the first to recognise cor
| rect sounds.
When 50 much has been accomplish
ed the progress becomes exceedingly
rapid. Each new word learned is u
help to the learning of analogous words,
and the skill of the teacher Is shown
in the selection of such now words ms
| will present tho fcwcst difficulties to
the pupil A large number of words
has been arranged in classes, and print
ed in n convenient form in the school
document referred to, for tho purpose
of assisting the teacher in hor selection,
and facilitating hor work in its earliest
stages.
Correctness and facility in the use OF
language depend largely upon ones
skill in tho choice OF suitable words and
idioms to express his thoughts; or in
other words, upon the richness of his
vocabulary.
pupil should be taught to use
words correctly. both in speaking and
in writing. Spelling therefore. Is an
| important branch of language-teaching
Two classes of words should bo dealt
with in teaching spelling; viz. words
whose meaning is already familiar to
the pupil and which are in daily use
by him; and, secondly, words only
pul litiiy w Iilh llohI hNhliup
them in tho conversation Of Others
or from meeting them in tho books he
reads. These two classes Of words
may be termed familiar and spar
tally familiar words. All others may
we'll be left until the future makes some
demand upon thopupil for tho express
sion or tho understanding of u thought
beyond tho reach of his own vocabula-
ry. These two classes OF words, which
must bp taught in connection with
other language, work, will receive quito
different treatment from the intelligent
teacher.
Only ono thing remains to be done
with tho "familliar' words, because
the child already knows how to use them
in conversation, He must be taught to
spell lhcm, that he may use them in
writing. These words may be given to
the pupil In sentences or, whom the
teacher is quite sure that all tho pupils
understand their proper meaning, dis
connectedy. They may be spelled
orally on written in columns on tho
slate. Only ono point is to be gained;
! viz, correct spelling
With the 'parlially familiar" words
two points are to be gained; viz, ability
to use them in conversation, and ability
to use them in written composition.
The teacher who undertakes to teach
such words disconnectedly makes q
grave mistake. Tho work is but half
done when tho mere spelling has been
taught. Partially familiar words
should be taught In connection with
senlencc-making,
In tho use OF II spelling-bo tho
great danger lies In tho temptation that
always comes to n teacher to treat all
clasaes Of words. whether familiar or
not, precisely alike. Words will be
spelled and not used, and so tho work
remains half done; and, worse than all,
tho half that Ii done Is practically uso-
less, Any spolling-book adapted to tho
whole range OF grammar-school work
must contain large number OF words
beyond tho need OF pupils In tho lower
classes. II u teacher uses such a book,
her work should bo confined to the
/ words adapted to the wants of hor