The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1891-11-12

is directed to bat one thing at a time
language. In giving expression to
knowledge gained by the observation
lesson he is concerned not so much with
reproducing a story he can be chiefly en-
gagged in attending to beauty of express
zion, since the thought has been easily
acquired and so is of secondary impor-
lance. Even though the pupil has ac-
cess to interesting reading material the
necessity for the teachers work is still
apparent. Pupils prefer listening to read
ing, so that in the mora advanced stages
the voice often ensures proper self-activ-
ity which the printed page may fail TO
produce. We all know the amount of
care demanded to prevent pupils from
becoming mechanical readers. The pas
sive leaves of the book offer no serious
resistance IN turning them rapidly or
slowly and SO it often happens that when
the ability to read has been acquired the
pupil reads too rapidly to admit of his
getting clear ideas. When the careless
reader Is called on to relate he must pay
SO much attention to the disconnected
thoughts that the exercise loses its lam
guage character. On the other hand
while listening to story his Imagination
will not be crowded by multiplicity of
images in a short time, thus assuring
greater cle2rness of conception. 1t is,
however, mainly in the First and Second
Forms that oral language work should
be taken up. By the time the pupil
reaches the Upper Form he should have
formed the habit of reading with the in
tention of getting out of books what is
in them, and then drill in language of
the above nature will not be SO neces-
sary.
Care must be exercised in the selec-
ton Of stories. Only such as appeal
strongly to the Imagination of childhood,
and which possess recognized literary
value, may properly be used. For the
First Form Fables and Folk Stories is an
excellent book, which may be supple
mented by appropriate selections from
other sources. During the first year of
the Mid die Form Robinson Crusoe may
be used. There is probably no book in
the English language that is more popu-
lar than it, but it Is not selected solely
because of its popularity. The life of
Robinson Crusoe illustrates the progress
of the race from restitution to comfort,
from state of barbarism to civilization.
1t is a magazine OF stories to be told and
retold until the pupils get to identify
themselves with the hero himself, and
thus besides serving our purpose in Ian
guage it lays the foundation for histori-
cal study. During the last two years of
the Middle Form oral instruction in his
tory should replace story telling. Such
books as Eggleston, Higginson, and
Scudder can then be used to advantage
An enthusiast need not confne himself
to United States history in the selection
of historical characters. Even country
school pupils should have some know
ledge Of the heroes of history.
Just one word of caution. If the teach
er is not safe IN his language he may de-
feat to some extent the very purpose he
has in view. The pupils are not suppos-
ed to examine critically the language of
the teacher. Their confidence In his
ability leads them to look upon his
speech as a model of excellence. For
this reason thorough preparation to
tell story must be made. 1t might be
well to initiate closely the language of
the book whence the story is taken. This
demands work, it's true. Yet the direct
benefit accruing both to the teacher and
pupil is full compensation for the time
and effort put forth. The pupil will
show no reluctance to reproduce what
he has heard the teacher tell. He will
no longer seek safety in the Il don't
know His speech will gain in huency
and accuracy through use-the only
natural way. Dreary drills on this and
that will be superf1uous, and when the
stage of reflection is reached all there is
of grammar can be>taught in the space
of year. c. E. PATZER,
Supt. Schools.
Manitowoc, Nov. 10, 1891.