Western Kansas world. [volume] (WaKeeney, Kan.) 1885-current, 1891-11-28
recitation to blackboard and tablet work

recitation to blackboard and tablet work
and vice versa.
The written work may be introduced
with advantage into the study and reci-
tation Of every class of lessons from the
primary to the grammar grades.
AS matter of course in the grammar
class the call for written work and COM
position is imperative.
In the composition and essay work for
the more advanced pupils care should be
used in selecting subjects for each pupil.
These compositions should neither be
too frequent, too long, or too short in
order to reach the desired end.
Perhaps an essay which fills one side
of sheet Of ordinary note paper every
three weeks is sufficient.
As for myself have no set time for
this class of work.
Care should be used in the criticism
of this work to Gull out every thing which
tends to the fictitious and the correct
usage of the marks of punctuation as well
az fragrant plumbers.
In reading I have found it advisable
for the class to copy an occasional para
graph or verse from the lessons. supple
mented by the diacritical marks as well
as the marks of punctuation, infection
and emphasis.
And. for variety 1 also favor frequent
exercises in changing verse to prose for
several reasons:
1. Though the verse looses that
smooth rhyme and meter so pleasant to
the ear, still by changing them to prose
we may give to them that which is never
attained by rhyming coupiets, viz, life
reality.
2. In this exercise the practice in COM
position will be found very beneficial as
the changing of verse to equivalent prose
is much greater test of the pupils
mastery Of English than would at first
appear to the casual observer.
8. It gives the pupil land perhaps the
teacher also) a clearer insight to the
deeper meanings of some of the most OBJ
cure passages from the works of such
authors as Shakespeare, Byron, Scott, Poe
and others when they are thoroughly d.
gested as they must be to appear in good
English prose.
To be sure these amateur transpositions
may not at first come quite up to the
teachers standard of correctness and may
perhaps lead to some laughable blunders.
We find, however, that by constant exer-
else in this line the compositions Of the
pupil may be greatly improved.
In the spelling class I am in favor Of
one written and one oral recitation daily.
Some teachers favor only written recita-
tons in spelling, but to this am averse
for the reason that many times in the
natural course of our lives it will be asked
of us by the little ones, and sometimes
by the children of larger growth: "How
do you spell such word?" and then we
feel truly grateful for the training we
have received while ranged upon the floor
WdICuluS LUZ q CuouCO " p1CA up 6OAu0
ones misspelled word and Ego to the
head"
Written spelling lessons also have their
advantage which is obvious, for a mis-
spelled word is often the subject of ridi-
Guile in business letter, or if friendly,
"chaff," in social correspondence, though
the author of that word might be able to
epol1 the achOOl down in An oral contest
In conjunction with the written SPELL
ing lesson I find profitable diversion by
having an occasional exercise in original
definitions, some of which, to cay the
least, are very striking
With history, physiology and geogra-
ply the written exercises should consist
principally of outlines OF the lesson 30 far
as canvassed.
In conclusion I would say that the
general tendency of this exercise is too
produce rapid, slovenly system Of PEN
manship which may be kept in check by
constant vigilance on the part OF the
teacher who should promptly criticise
any lapse into carelessness on the part OF
the pupil.
I have given q brief summary of my
exercises with written work in the school.
II I have made grievous mistake
therein, any suggestions from. more ex-
perienced teachers will be thankfully re-
ceived. D. B. ROGERS.
SCHOOL REPORTS.