Wood County reporter. [volume] (Grand Rapids [i.e. Wisconsin Rapids], Wis.) 1857-1923, 1890-03-13
Language Teaching.

In a limited sense, we may count two
definite ends in view of language
teaching: To add new words to the
child's vocabulary, and to afford right
practice in the use of the words already
known. But learning new words al
ready known involves getting new
ideas, and that involves perceiving,
thinking. and feeling. Grouping the
ideas necessitates drill in right
arrangement of thought. The right
use of words means, further, knowI-
edge of the correct forms, choice
of expression, and the power to speak
fuently. Out of our language lessons
should come new ideas, logical thought
and clear expression. Our lesson
should strengthen the habits of close
attention, accurate observation, and
good expression.
Every lesson should be language
lesson" We hear the principle fire.
quently stated and see it variouslv APP
piled. In some schoolrooms it relieves
teachers from teaching language at all.
They take refuge in the belief that
somehow out of the midst of writing,
spelling, and number, the language
lessons are evolved, hence there is ut
ter lack of detiniteness in the language
teaching. Every lesson which involves
use of language helps to fix some habit
of expression. Our aim should be to
Tx right habits and forms of expression
through every lesson. But not all les
sons are equally valuable for language
teaching. Defniteness of thought and
concise expression may be developed
through form and number lessons.
Fluency and ease may come through
story telling. The vocabulary may
be enlarged, connected description
taught through object lessons, picture
lessons, and descriptions of move
ments. Correct forms may be en-
phasized whenever the correct express
sion slips from the child's lips, and all
the lessons work together to the de-
sired end.
But these lessons will prove doubly
valuable if selected, grouped, and
taught in accordance with some defin-
tie plan on the part of the teacher, in
pursuance of some definite purpose.
That plan in detail may be deter
mined by the special needs of the class.
The purpose must be to strengthen right
habits of thought and expression, and
to help the child to gain knowledge
worth the knowing.
The material is abundant and varied.
Lessons on plants, animals minerals,
the human body; lessons on color,
form, size, distance, directions; lessons
from pictures and reproduction of
stories; exercises in dictation and let
ter writing; memory gems and word
pictures; drill in word forms and prac-
tice in description; all these are good
if wisely selected and adapted to the
needs of the class. Primary language
work should contain them all.
No other lessons help in so many
ways as do the observation lessons on
plants, animals, and minerals. Rightly
taught they strengthen habits of obser-
walton and power of expression.
Through them the child learns for him.
self new facts which he is eager to put
into words. Seeing and telling 90
hand in hand. Orderly arrangement
grows to be habit; attention becomes
s'second nature" And furthermore
he is becoming accustomed to see for
himself, is forming the habit of think
ing before he speaks, and is learning
to read the world about him as well as
books. Language lessons based upon
such general LESSONS afford abundant
material for thought, and therefore for
expression.
A good programme gives time to
these observation lessons, usually in
the morning session. The best pro-
gramme relates the language, writing,
and spelling to the observation lesson,
SO that all work together, and so that
every lesson is truly language les.
son. "-SdrGb L. ArROEd