Orleans County monitor. [volume] (Barton, Vt.) 1872-1953, 1892-08-08
condition of fluent expires


mental pictures desire is awakened
to express them, but the s'smoulder-
ing embers of desire kindle into flame
when mind touches mind" The as
sociative faculty is dormant till this
condition is supplied, and every reel
tation is the teachers opportunity to
supply it.
Fluency pr facility of expression
comes as the result of
8. Training. The pupils must be
led to act,-put forth energy in GER
tain directions, again and again.
Every pupil must be led to exercise
energy for himself. He must act at
the top of effort. Thus all power is
developed. Thus the mind grows in
any direction The lines of growth
in language are, recalling, realizing
and comparing ideas, and associating
them with arbitrary signs for purposes
of expression. The teacher should
try to secure:
ing pupils
1. To tell the truth;
2. To state facts simply and direct
ly;
3. According to the laws of sense
and usuage.
III ARTISTIC Expression. When
pupils have attained fuency of ex-
preston and have been trained to
habits of correct expression, beauty,
elegance and grace may be added.
Language work divides itself into
two parts, that which may be called
direct or systematic and that which
is general or incidental. The latter IS
important, so mach so that aUe ought
never to lose sight Of 1t. The system
attic work may be carried forward by
Conversation and Writing Lessons,
6 steps,, Picture Lessons, q steps,
Action Lessons, q steps, Story Tell
ing, 6 steps,. Letter Writing, q
steps,, Dictation Exercises, g steps,,
Original Composition, 6 steps,, and
The Study of Language Forms q
steps,.
Satisfactory results in Language
cannot be secured by the formal
teaching of language as a separate
branch of study. 1t is only when the
teacher regards every recitation,
every reading lesson and its interpre-
tation, each step of instruction III
Arithmetic, Geography and History,
as a language lesson, that the ulti-
mate purpose of language teaching
may be accomplished with certainty.
For the development of fluent ex-
preston no exercise can be better
than the daily recitations in Geogra
ply and History. Every lesson in
Arithmetic is an exercise in correct
expression, and no better way can be
found to form a charming and arts
tic style than to make the reading
lesson in language. Reading aud Ian
guage are intimately connected, parts
of one whole, and the character Of our
more than anything else, de-
termines the style or character Of oar
The following presents briefly Mr..
Stones work:
REQUISITES OF METHODS.
Simple, Natural, Flexible, Adapta-
BILE. Co. to Child, b. to Study Tf
A method is natural when it is coin
cident with the order Of development
Of the mental faculties: viz.-Observ-
alton, Curiosity, Attention, Memory,
Imagination, Judgment, Reasoning
Faculties.
METHODS OF MEN.
Didactic, ca. Illustrative, b. Parabol-
ic, c. Direct.); Interrogative, "a. Cat
echistic, b. Discussional.
METHODS OF APPLICATION.
Objective, ca. Objective.) Indirect,
ca. Synthetic, b. Inductive.) Direct,
ca. Subjective, b. Analytic; C. Deduc-
tive.)
METHODS OF TEACHING.
Rules, Principles and Definitions ca.
Inductive, b. Deductive.) Presenta-
ton, Co. Subjective, b. Objective.)
ca. Analytic, b. Synthetic.)
Only rules, principles, and definitions
are taught inductiveiy or deductively.
All inductive knowledge is reached
alphabetically, but all synthetic knowl-
edge is not taught inductively. Syn
thesis and analysis always go togeth-
er.
Acquisition of knowledge is Object
i've, Synthetic, Inductive. The Prac-
tical Application is Subjective, Ana
1ytic, Deductive.
METHODS IN RECITATION.
Assignment Of Lesson, ca. 'sInch,"
b. Topic.) Recitation of Pupil, Ca.
Rote, b. Interrogative, c. TopicaD.
81, D11,aiIr L. 81 ,,oorac