Fort Worth gazette. [volume] (Fort Worth, Tex.) 1891-1898, 1894-06-11
pose is defeated: the mind is limited

GUS i1t IilhitIltls dTt tOnNtlNtQ ltllO
the lofty, the ideal. 1.-The author OF a
poem or a novel exhibits the ideal
working Of some law of human life."
but exhibited, not In the class, but In
the individual as the type. Each true
piece of literature thus becomes the
embodiment or incarnation OF some
ideal, spiritual principle. As illustra-
tions OF this. The Vision of Sir Leunfal
the Water Fowl, Self-Dependence. The
Great Stone Face and several other
masterpieces Will be studied
The practical value OF this study will
be shown and also It's disciplinary
value to the spiritual life of the child,
particularly as affecting his will, his
life. through his aesthetic emotions.
In the department Of Intermediate
methods Mrs. w. d. House of Waco
has given some lessons upon reading.
Below is given an outline Of the third
lesson given yesterday;
Lesson third of series Of lessons
on methods for teaching reading The
whole series OF lessons Is based upon
the definition OF reading. Reading
means TO form In the mind ideas and
thought by means OF written or printed
signs representing them. and oral
reading is expressing these Ideas and
thoughts so as to be heard, understood
and felt"
Lessons A and AA dealt with express
sion, so as to be heard
Lesson three.
A Preparation OF the teacher.
Reading to be understood
l. General-Her education and Gull
ture.
2. Special-An analysis of the lesson.
a AS to time. (a) Before the event.
(b) The event. (c) After the event.
AA Preparation Of pupil under guild
ance of teacher.
l. Spelling by sound and by letter.
oil ,,,I mi 10
2, Pronunciation at sight, all new
and unusual words.
g. The meaning Of each of these new
and unusual words.
Ca) Define the word. (h) Use the
word in sentence. (c) Substitute
synonym. I'D Tell its opposite, etc.
4. Defining phrases. In hgurative
languages the meaning Of each word
will sometimes fail to give the child an
adequate knowledge of the meaning.
Example: Between the dark and the
daylight when the night is beginning
to lower"
In this lead to the fact that the two
lines mean twilight.
These constitute exercises or drills
for mastery of words. which includes
the power:
/. To recognize and name a word at
sight.
2. To utter it with accuracy. force
and ease.
3. To spell It by letter and to analyze
1t by sound.
4. To know its meaning.
5. To use 1t intelligently
Until the child has this mastery OF
the word he is not prepared to give oral
expression to the thought, and this is
especially urged that his word drill
should precede any attempt to read.
The department of history, civics
and economies is under the care of
Superintendent j. S. Kendall Of Honey
Grove, The outline here given gives
an idea of the work.
In the coordination of these branch
es the instructor seeks to show man
and his actions the basic element of
the study. Thus man, briefly summed
up, ID In his efforts to meet the ply
steal wants of life gives us the origin
of economies; (2) in his efforts to Sc
cure government best suited to his
present needs gives rise to civics, and
go In his efforts to adjust himself in
his manifold relations and duties to
self. to his fellowman and to his Gre
ator. gives general history. The three
studies closely allied; the civilized
man must every day touch all; there
fore he should know them.
History, briefly Defined is: A record
of mans efforts to accomplish some
purpose. Both the facts of history and
the philosophy Of history must be
known to best teachers. The former,
In simple narratives can be and should
be taught early; the latter comes with
advanced study and to more matured
minds
Object sought in teaching history:
To create taste for reading historic
facts, 70 cultivate the power OF eX-
preston, 10 so present the facts they
Will be remembered, to cultivate the
powers of memory, imagination and
judgment. and to show the relation be-
tween events of the past and those OF
the present.
Meers: Simple stories or events in
the lives of historic characters. told or
read by teacher end pupils, and after
wards famili9rly discussed, are valua-
bic In primary classes, The tales of
Hans Anderson, Hawthorne and others
not lost sight of, but correlated with
stories of the childhood of Franklin.
the Printer Boy, "The Father OF His
Country" Mill Boy OF the Slashes."
and many other real characters of the
present and past ages.
Later In school life the facts above
acquired are fitted into historic
framework and studied In chronology
cal order.
order of study; American, English.
then ancient and medieval history is |
perhaps the best order. Others are
used
Methods In the grammar school or |
nigh school period 1t is recommended |
that the topical outline on the black |
board written by the teacher be fol- |
lowed Geography and history closely |
allied, only the most prominent dates |
noticed at first
Next week, prominent periods of |
American, English and ancient |
history as models will be top |
ically outlined and discussed both |
from the teachers and the pupils |
standpoint, Later on the subjects of /
eivics and economies win be similarly |
developed.
In the department of mathematics
the work has been confined to arith-
metic, The first lesson was devoted TO |
the four fundamental processes, the
second to the greatest common divisor
and the least common multiple, third
ana fourth TO common fractions The
next two lessons viii be devoted 10
decimal fractions and percentage. Ac-
complaining these lessons talks have
been made on the following questions:
me Importance of leading children in
uuctiNely up to definitions and rules. |
ma