The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1891-11-19
Can the dog /.

f.. Show need OF IS anu arc, anc their
use.
+ Teach that is is used when one thing
or person. is spoken of at present time of
action or speaking, and are of more than
one. Ask questions of the children
which will bring out these points.
Give a great deal of practice to this,
with elliptical sentences and otherwise.
Then take was, sverc, has and haze in
the same manner.
5. Proper names.
First names of children. Allow child
to go to the board and write first name.
Get as many as time allows. Make lists
and write on board frat. Children copy.
Afterward children reproduce from mem.
ory.
Draw attention to need of more than
fret name. Have full names written, of
children, of teachers, relatives, etc. For
variety let them make out roll call Of
the school, finding out by inquiry out of
school, how names not familiar are
spelled. Let them cut paper into visit
ing card shape and write their own or
friends name on them.
Teach proper names of town or city,
County, State and country, also, how to
write their own address and that of
others. Teach name, and location of
school, of their home, etc.
In this connection, they may be given
paper to construct envelopes and allowed
to placs any address they please upon it,
and place in q box prepared and called
'The Postofice," in the school-room.
Another device, which is enjoyed very
much, is to supply them with pieces of
common ribbon paper, about three inches
in width, which may be obtained for ask
irg at any ribbon store, and allow them
to either cut apart, or to fold as coupon
tickc.s. On these may be written rail-
road tickets, as, Boston to New York
New York to Albany, etc. If scholars
arc not familiar with geography, let them
take their own town to those other places
in the State with which they are well
acquainted. In cities where freight cars
are seen, let children draw them OF
board, putting on the labels as seen by
them.
6. Teach use and need of personal pro
nouns, I, thou, lie, she, it, etc. Occasion
need by. x.sentepces with proper names re-
peated. Substitute pron6un.
T. Lessons on words answering aOhich,
this, that, these, those, either, neither, any,
all, both, first, second, etc.
8. Teach contrsctions and use of apos
trophe: Tn, Tue, they'll, etc. Also pos
sessive case. Ex.: Johns kite, Mary's
book
y. Compound words ano use o1 hypnen.
Undivided quotations.
Common abbreviations Mr., 1UrS ST.,
Hon., Jan., Feb etc.
10. Irregular verbs
The constant misuse Of the principal
parts of the irregular verbs demands the
attention of the teacher There are
about forty which give trouble. The
teacher is advised to make out q list Of
these which she finds need attention. [
think the list would not vary to any
great extent if compared with others.
This list, I think, contains enough for
special work of the year: Began, blow,
break, catch, choose, do, drive, draw, eat,
fly, freeze, get, give, lay, lie Ito recline),
ride, ring, rise, see, set, sit, steal, wear,
write.
Plan for teaching: Take the verb
Jreak.
Take piece Of crayon, candy stick, or
anything you choose. Obtain from
illustrating and questioning that you
broke it, that it is broken, that you were
breaking it, etc.
Let two boys play ball. Obtain catch,
catching, caught
Ask children to think of pond in cold
weather. Obtain .fieese, ifo.e, freezing,
frozen.
Pay particular attention to sec. II
seen him." is too common.
Too much care cannot be spent on cor
rectly using these irregular verbs,