Mower County transcript. [volume] (Lansing, Minn.) 1868-1915, 1888-10-03
EDUOATIONAI AL.
G. D. BELDEN, EDITOR.

Miss Lillian B. Hayes. of LIE Roy. has
returned from her years studies in Ohio.
Dist. 50, Udolplo, has voted $40 for the
commencement of q State School Libra !;
ry.
Miss Amber M. Evans, of Racine. is.
teaching this winter near DeSmet, Da-
kota.
List of the School District Clerks Of
tile County may now be had by teachers
needing them. on application to supt.
Belden.
Miss Allie Kirkland, of Red Rock. has
resumed her studies at Usage Qowa
Seminary. *.-..
District Clerks are required by law to
send in their statements of taxes voted
for school purposes to the County Audi
tor before Oct. 10. Do not fail to do
this in time. - -,.s
Our distjcts need to take care that they
do not pay two or three prices for expen-
sivc apparatus purchased from travelling
AGENTS.
Drill betiees in Primary Reading.
From School Education.
PRINCIPLE. The pupil tt1nst learn the
form of the word and to ihtariably asso.
ciate it with its idea, before he attempts
to read sentence or selection contain
ing it. ~
PRINCIPLE. Repetition insures memo
ry. But this is true only when repetition
is accompanied by attention.
DEVICES.
I. Word-hunting. Same words in sew.
eral places and children find a chosen
word simultaneously. .,>..g...-.
2. Simultaneous drill from board
Re,nark.-This is liable to the abuse Of
inattention. :
8. One pupil point and another or 9TH
ers pronounce. ~-
4. Writing words. This will always
be one of the most efficient means of i'm
pressing the forms of words.
5. Teachers pronounce and pupils find
in books.
|. g. Pronouncing the sentence and par
agraph backward, around the class. To
keep this lively, pupils may be taken ir:
regularly at the call of the teacher. Such
an exercise pre-supposes considerable ia.
miliarlty with and is useful to secure fa
cility in the use of words.
Z. Guess exercise. Covering words
and removing cover for an instant. Put
ting consonants on board and leaving out
vowels.
8. Building words out Of peas, pegs,
etc.
8. Tracing on lim lines.
10. Puzzle words. Printingwords and
cutting them into irregular pieces and
then piecing them together.
II. Parts of words put on board chill
dren guess out remainder and write in
full.
IL. Making words with the finger in
the air and requiring pupils to guess.
Is. Teacher spell by sound and have
children find the word in book. Remark.
The memory of the eye should be EN-.
| ployed whenever possible: =
H. Pronouncing words together in
books while one pupil points to the writ
ten word on board.
Is. Teacher or pupil who stands be
fore the class. alternates with the whole
class, or pupils one by one in order: Ev
cry word thus pronounced should be
seen.
16. Writing together all words thai
(
eng the list. -, -.
II. Building words and sentences out
of separate letters on cardboard. Re
mark: ibis is one of the most useful de
wees yet improyised. >:.-.
49, Turning a lesson into an imagina
ry rebus and letting pupils guess eacl
word. Thus, "The bell had rung ani
the pupils had run out into the brigh
sunshine, wild with laughter and fun,
may be represented word by word. 1A
equals 7, 'tastch" and e; bell equals bet
| tbe insecD and two US; etc:
| 10. Omit a word or words in the sen
tence and have the pupils supply in writ
ing. ~
20. PRINT words on cards and distrib
ute cards. The child who has any par
ticular card, when the word is called
holds his card up and spells and pronoun
ces it. @,, = ..+ 49,, -s...
! 81. Old-fasAioned spelling.
90. Finding the word in chart OF