The times. (Owosso, Mich.) 1882-1897, 1889-09-06


many things half learned.
In teaching primary reading shall we use
print or script?
This question is one on which many
teachers disagree. The fact that one method
is newer than another does not always go
TO prove the newer method the better.
Neither does Ii Of necessity prove the OPP
posite. l think we all find 1t necessary to
use our own judgment on such matters
No rule can be given which shall fit all
cases. Some teachers will succeed best
with script, while others say they prefer to
| put the child into the chart or reader on his
| entrance into school. l have used both
methods and think there are several good
reasons which might be given to show that
script is preferable to print in teaching be-
ginners to read.
| 1t is true that script and print may be
used together from the beginning but that
me thod lacks simplicity and is likely to
confuse the mind of the beginner.
One thing which is great help in fixing
a word in child's mind is having the child
copy the word on his slate. If print is used
the child must copy the word in print. 1t
| takes as much time and trouble to teach
child to print as to teach him to write and
he will not use the print after the first few
months. If script is used the child may
copy each word on his slate. The work
will be slow at first, of course, but he will
soon be able, by writing words he has had,
to express ideas of his own and thus begin
the expression of thought by written words
or composition.
On the blackboard the word stands out
clearly. The words taught should be put
into many sentences and the pupil become
familiar with them. No first reader / have
seen gives enough repetition of words in
different sentences On the blackboard
words may be repeated in as many sentences
as desired. l train the child to read from
his slate all he writes.
l have found it easier for children to make
| the change from script to print than from
print to script The change should be made
after the first $50 or 200 words have been
acquired. If necessary it may be made
| sooner.
| When the children enter school they are
accustomed to the association of ideas and
thoughts with spoken words. They are to
learn to associate thoughts and spoken
language with written words.
| The first thing in teaching a subject is to
find out what the children know already,
In the first, talk with the children and try
to find out the extent of their vocabulary.
| Children are likely to be interested in
things which interest us. DiscOve ring what
they are interested in, in the lessons which
follow, we use vocabulary which will be
of genuine interest to them.
Children i'm the city will not be likely to
know much about hens, cows, sheep, and
objects not seen where they live. Neither
will boys and girls outside of town take so
much interest in things unknown to them
selves. The selection of words for their
lessons is important. have selected usual
ly from several first readers, such words as
l thought would interest the children. 1t
is best that the vocabulary be selected and
for that matter, all work done with an aim
in view. The children need not perceive
the aim at first.
| In teaching word there are many meth
DDS of procedure. Sometimes 1 show
picture and write OH the board the name of
some object prominent therein. Or tell
short story in connection with some object
which have to show them and then write
the word. 1t is good plan to make a little
collection of objects to be used in connec-
ton with new words-bird's-n etc.
These may be put up somewhere and the
word written under or near them. After
wards, when the child sees the word, he as
sOciates the word with the object i'm his
mind and readily remembers it. Every
teacher should have some pictures which
| can be cut from past numbers of children's
magazines and gummed to stiff backs.
These will be of use i'm more ways than one.
1t will be still more pleasing to the chill
dren If the teacher can use the crayon to
illustrate the lesson on the board.
No great skill is required to do this. Al
most anyone can represent common objects
with enough accuracy to give the children
the idea. The sketch should be made rap.
idly and before the eyes of the children.
BY noticing the peculiarities of objects
| ng ha tn nf
them with few lines. We should not use
continuous lines. Objects do not appear so
natural when so drawn.e The teacher must
not cOnventionalize too much. Children
are not so critical as we older heads are.
BY practicing a little i'm private, one can
soon represent things in life-like attractive
manner. Nothing elaborate need be at
tempted.
Children look for the idea, not for the de-
tails. have found that by drawing a few
lines to represent some object and writing
the word in connection, the pupils at
tention is gained and the word so given is
remembered.
l have heard some teachers insist tnat
words of similar sound be given first. That
is, beginning with some such word as cat or
rat, to confne the vocabulary for the first
twenty days to cat, rat, bat, mat, hat, and
words similar to these, thus classifying
words and sounds from the first.
1t seems to me that this restriction would
be an unwse sacrifice of variety and inter-
est. Any interesting ''name-wOrd" will de
to begin with. At first, after teaching ono
or two ''name- words" try to secure con-
Meeting words and idiomatic phrases. Then
name describing and action words. Thus
sentence reading may be begun after the
first few words are acquired.
Classification follows gradually and child's
attention is gradually drawn to notice sim
ilarities of sound After q time l begin
sound-analysis of words. The first few les
sons should be brief. Very little should be
written at time Fifteen minutes would
usually be the best length of time to hold a
reading class.
Children like interesting stories from
natural history. / have told my little peo-
pie some stories of the creatures to be found
about our school-yard. They have become
quito observing and enjoy watching ants.
spiders, and various beetles. In the winter
we had stories of animals which make
special arrangements as to winter quarters.
and at the story hour, Immediately after
roll call in the afternoon, we have had
stories about people in the snowy countries