Wood County reporter. [volume] (Grand Rapids [i.e. Wisconsin Rapids], Wis.) 1857-1923, 1889-01-03
SUPPLEMENTARY READING.

supplementary DOCKS are dDuHudnu,
but the teacher must select, as what is
interesting and profitable reading for
him is usually unfit for the child. 1t
is too far above him. The writer re-
members taking Won Holst's History
Into the school and assigning lesson
to one of the pupils. Of course the re-
suit was a failure. The books are few
that can be used constantly, although
there are many that afford good points
here and there. Any of the larger
histories and all special histories can be
used at times.
Those teachers who live in town
where there is public library are
blessed, but those who are less adj
vantageously situated save no excuse
for being without supplementary books.
The scholars can bring many, and are
delighted to do So The teacher cam
not afford to be without Cofin's "Old
Times in the Colonies" Boys of 49,"
and 1.-The Building of the Nation;" al
so Johnston's political History of the
United States" They are written in
language easily understood by any
pupil of ordinary ability and the boys
will give up their recess at any time
to have a chance to read them.
The plan to be followed depends
somewhat upon the time at command
and the class of pupils. Some should
be trusted with books, and expected to
bring in some important information.
In other cases the teacher should indi-
cate what he wanted. With some
pupils it is well to read selections
bearing upon the lesson, expecting the
class to talk it over at the next lesson.
Do not let the pupils get into the habit
of telling unimportant stories, as the
time so spent is wasted. If you have
Lossings Eminent americans, you can
have a good exercise by requiring some
pupils to tell the rest of the class about
a character in the days lesson.
Teachers are too easily discouraged
in the matter of supplementary read
ing. In schools where the pupils do
not converse freely and easily it is up
hill work, but such school is the one
which needs this exercise. No better
language lesson can be found. Teach
ers are afraid to make corrections in
grammar, but a pupil should be made
to tell his story in good language, no
peat it. Another difficulty in country
schools is the lack of confidence and
the low tone of the pupil when required
to use his own words instead of those
of the book. Here is an opportunity for
the teacher to help the pupil to gain
self-reliance.-E.L L. Curtiss.
PREPARATION OF BOYS IN ENGLISH.
The great dislike shown by the ma
iority of pupils to the subject, and the
poor results obtained, both in private
and public schools, seem to indicate
that there is something radically wrong
in the system.
One difficulty lies in the fact that
pupils are not impressed with the idea
that grammar is essentially one, and
he takes up successfully English, La
tin, Greek, and perhaps the modern
languages, and learns the same facts
in somewhat different phraseology,
and as his powers of association are
not sufficiently developed, his ideas be-
come confused. The difficulty is in
creased in English from the fact that
most of the books on the subject are
constructed on the lines of the Latin,
and the pupil is expected to apply the
rules and regulations of a highly in
Elected language to one that has scarce
ly any infections.
A pupil should be impressed with
the fact that grammar is essentially
one, that rules are not arbitrary, but
merely concise statement of the US
age adopted by those whose education
and position give them authority, and
that where there are few infections,
She arrangement of the words is the
all-important thing. He should then
learn thoroughly the few infections of
the language, and then be set to COM
posing short sentences, and as he ac-
quires proficiency, gradually lengthen
them, and after a time make them a
paragraph. This must be accompanied
by careful. continuous criticism, and
every error should be pointed out and
explained.
After fair degree of proficiency has
been attained, the pupil should DC put
to systematic reading of standard
works, and frequent composition based
upon his reading be required. He
should also familiarize himself with
the life and characteristics of each
author.
The pursuit of such a course will fit
boy for his place among educated
people far better than an interminable
drill at analysis and parsng: and if
he is gong to college, the knowledge
which he must have of the grammar
of the classics, will enable him to an
swer all reasonable questions which
may be set to him in English grammar.
DR.. e. W. Fisher.