The Delta independent., 1888-11-20
PUBLIC SCHOOL WORK.
rplrrp BY rnE 7rAcHpns.

EDITED BY TIE TsAcEEHs.
II is universally conceded by all tcachers
that tn. best methods Of instruction ar. those
by the adoption, Of which they can secure
the greatest results in the leaai time. A say.
ing Of time aud labor bring the object to be
attained in the accomplishment OF the work.
The methods by which mind may quicken
Eiind to think and act, are numerous. What
ever they may be, tn. teacher must observe
the laws of accuracy. careful analysis, con.
densation, simplicity and illustration. The
rudimeuts OF knowledge should be so well
taught in the schoolroom, and so thoroughly
liked in the minds Of the pupils. that they
may never feel the necessity Of reviewing in
Inter wears. They should be taught to DIS
tinguish between the mechanical processes of
of reading, writing and ciphering, and those
more important processes by which they ac-
quire power to think, to reason. This is es-
pecially true of the art of reading, for to read
understaadingly, requires q constant eIer.
else Of the mind.
With primary classes I have been most
successful, by combining carefully the word
and phohic methods Is given in our best
modern text books. being very particular in
til. development of those elementary sounds
which combine to form words easily atticu-
lated, and the meaning of which the pupil
can readily comprehend. never attempting
to teach the enunciation OF word without,
at the sauie time the idea it represents. At
tempting only to teach the sounds represent
ed By the characters called letters, giving
close attention TO the diacritcal marks. If
any child is back kward in acquiring distinc
articulation, careful attention as TO the
proper positions of the organs of speech and
daily drill 10 quite certain to partially tif
not entirely overcome the difficulty. ! do
not make an effort to teach the primary
names of letters, but instead of hsnpering
the learners mind with terms the use of
which he cannot comprehend, and which
only serve to hinder his progress, devote the
time (Which would he thus uselessly SPENT
10 the acquisition Of terms associated with
objects, or ideas of which he is cognizant,
as well as 10 develope his thinking qualities.
The time for him to learn names Of letters
Of he has not already learned them un-
consciously) is when he can read readily
sentences composed of simple words and is
learning the formation of script letters. BY
the time he learns to form. them on slate or
black BOARD their name will have become
familiar.
At this stage of the pupils progress he
should be not only thoroughly drilled in
proper enunciation, but should be able to
rad iu,elIigibly and with right variations of
the voice or expression. This he can be
more easily taugh, to do than At any other
period in his life, if properly instructed.
While 1T is important to derelope expression
in the child yet, If either must be neglected,
we would prefer to give all attention to ar.
ticuiaiion. For having completed the lay
ing of foundation for superior enunciatiou,
We may well consider the work of primary
Importance, since cpon ii must rest all sub
s-qucut e1ccllencies which may be attained
in elocution; and without which the most
highly talented in rhetoric eau never hope TO
become famed As readers or speakers. We
refer to the possibility of such error on
the part of some poor teacher, only to express
our opinion more forcible thereby, regarding
articulation. A distinct articulation cannot
lie attained when n natural impediment of
speech exists. and when the teacher himself
is thus afflicted, the possibility Of his being
able to teach his pupils by example as we'll
As precept is th~arted and hence his inabili.
ty to accomplish the object which should be
attained. R.ading exercises should pe so
conducted as to interest and keep the at'en-
eion. and should on no account be allowed
to seem tedious and tir-some to the scholars.
The :eaehcr should endeavor to create in the
minds of his pupils love for the daily class
drill. The exercises should be varied in
such a manner as will best entertain and in
struct.
TO DE CONTINUED