Phillipsburg herald. [volume] (Phillipsburg, Kan.) 1882-1905, 1885-01-03

nOunce alternate words. (6) PrOnOuH-
&C article the, a, OF an and following
word as one expression, %. Pronounce
phrases as WhOles, etc. Vary ne eX-
ercise 70 keep up iaterest.
". WBI ING.--(I) Require part e
eal h lesson TO DC clpi,-d on states
which should be ruled. ~ Pay pard
cular attention to language lessons ia
the recent re tders and make other aud
similar lessons of your own TO awaken
inlere-t (d) Place selected words or
phrS~e8 on the boa d to be PLACED IN
written sentences by the pupils; emo lur-
age chi dren to make sentences which
shall mean something. To- Use words
IN lesson to make q story. c. Require
written analysis Of previous lessons il
pupils are sufficiently advanced
CAUTION. Give variety e. this work
Go slowly. Be content with an honest
effort, and be sure to give it its due
praise. This kind Of work needs ma ;h
enc, Engagement. Insist on neatnsss and
accuracy until it becomes 3 haJjt.
4. The recitation.
1. Require review t. Be read oaeh
day.
II, WoRK PREPARAT0RY TO READ
ING ADVAhCE LEssON.-''H hat more
prep rLiOry wOrk?'' YES. why so
muahP'' Because children do not
know h6aU to study. This Is true of
niHU-tsnths of the grown people and Of
sOue Whe have 8. finished their sdu-
cation } The N Ist successful education
is that which has taught ii child hOtU
to study. /. Require class 70 read
the sentence or paragraph silently.
2. Ask different pupils to tell with
closed book what the sentence said, 3.
Question thoroughly and in a variety of
ways upon the meaning of a sentence.
EsJuir6 answers IN iull statmeHts.
This develops though t, as the sentence
Is the unit Of thought. AOnOsyllabic
answers develop no thought, bnJ iucuI-
cate bad habits Of thinking. Suppose
the sentence to be cad is this flame,
and Jim went s-hshing for minuOws
this morning in the b COX that runs
through the meadow.
TR. What are we talking about in
this sentence?
ca. We are talking about James
RI. What did james and John doF
ca. james aid John went a fishing
Ia. What did they 90 fishing fOi2
CM. They went fishing for miRnOWs.
Tx. Where dIi they 60 fishing?
CH. They went & hing IL the brook.
Ta- What brook did they 60 6sAing
inP
CR. They went a ashing in the
brook whieh runs through the meadow.
Teacher questions and children tell the
whole Statement.
III. Ii preparatory work thus far
has hsOn thoroughly done, children are
new t0ady to read.
There are two essential prerequisites
90 roading. Eicst: The CHI d must know
the words 50 as to be able ~ recognize
them at sigh and pronounce them cor
rsctly Second The child must know
the me ming Of the " IDS so as to be
able J. use them correctly Ia spoken
and written sentences.
IL in addition to this tho child has
he general idea or thought he will
read with better expression.
CAUrION.-DO not tell words TO child
while reading. If he has To stop in tie
middle of a Sentence because he does
not know the next word, he can not
read the sentence. Stop and do pre-
paratOry work over, till the ,'upil can
eadit a. aunt. Be patient. In this work
the pupils are supposed to know diA-
critical marks a use Of dictionary; il
not, they shOnld be- taught.
5. Have occasional sight reading
from other books Of same grade g. the
readers used.
s. SUPPLEMENTARY READIEG.-
Have this at least onee q weak.
1. Read story to class aad have then
tell it back.
IL. Have pupils select stories.
III. Incidents of travel and books
Of nature for children are Of great value
". Read selections from newspap-
srs: teacher should sxerei5 great care
in selections Discuss news. Have all
places pointed out on map. Use rail-
road maps, etc.
V. By q sub -cription Of q few cents
apiece children can take some periOdi-
cal as, Treasure Tr vo, The Fountain
Pupils. Companion. cot. This viii Be
be beginning of 3 school resdIng-ToOm,
and viii be highly priced
This plan may be followed quite care
tally and explicitly at first, till children
ere trained to right habits Of study. u
q mot. however, g fixed method. II
should be varied to suit circumstance
The preparatory work may sometimes
- omitted altogether as pupils ad-
vance, throwing them upon thsiF own
resources, and devsi Oping Individuality
Cast-irOn Methods do not ~ueCe8d. This
IS the point where some teachers fail.
The underlying principals may remaiB
the same bat there must be room for
variety, adaptabIity, sud, particularly
for individuality.