The Washington times., 1895-06-19

talking. Increased power of expression
is gained by the pupil in reproducing both
in oral speech and in written narrative,
the stories told by the teacher care being
constantly taken that the model is always
a good one, as well as III inventing little
stories # his own about objects and pictures.
The early training in language acquired
in the first three years of the pupils life,
the formative period as 1T were, when the
senses are especially acute is theme So
important, yet so eXhaustleSS, that 1t
not only deserves special treatment by
itself else where in your educational issues,
but also admonishes the writer that If he
wishes To show the continuity of the Ian
gIlage work through the various grades,
he must pass on to the next stage of devel-
Opment But before anything further is
said, the attention OF the reader must be
called To the fac t that in our public school
system, S in every model system of modern
times. the different studies OF the CurriCu-
lum have many topics IN common; that
much valuable time can be saved by So CO.
ordinatiDg these studies that such topics
may be taught together and the pupil made
to realize their identity or intimate con-
nectiun; that this is especially true OF
language teaching which Currellates with
each aud every thuught-produciug sub
ject.
Every thought which the pupil ex-
presses, whether oral or written, is made
q part OF the pupils training in English,
no matter in what grade he may be placed
or upon what subject he may chance to be
| engaged. Natural science, geography,
mathematics, and history all pay tribute
to the language. In this way clear and
correct use of English is taught incident
ally. Technical grammar has in this
way during the past two years been
taught without the aid of text book.
The pupil who constantly constructs
his sentences in accordance with grammati-
cal rules is at a disadvantage in comparison
with him who has developed an uncon-
scious habit, guided, of course, at all times
by correct models and the friendly criti-
cism of the teacher This habit of using
| language with grammatical accuracy, when
| once formed, leads to fluency, freedom,
and case, enabling the writer to develop
his theme as his work progresses without
| violating any OF the laws of composition,
such as selection, completeness. method,
symmetry, and especially unity. Not
| only formal grammar but penmanship and
! spelling are largely taught in this way
| in our schools.
The child is thus trained to use his
| dictionary, to spell correctly the many
hundred words of every day life rather
| than to be on the alert to watch for the
unusual and unfamiliar word-puZZle or
| catch-word of the ancient spelling master.
| He can spell correctly the words employed
| by himself and his associates, the words
| of the home. the school, the playground
| and the workshop; in short, the words of
| every phase of life with which he has
| been in contact, having at the same time
| acquired the habit of search and the in
| clination to find the intricate word-mys-
| terry at the proper time, should the occa-
| sion for It's use unexpectedly arise to
| perpleX him.
1t must not be inferred from the fore
| going that formal grammar, spelling, and
| penmanship are never taught per Sc. A
| glance at the course of study, or a visit
| to any of our schools will disprove tnis
| Due Importance is given to each of the
subjects in its proper place, but the chief
| method heretofore given is constantly
| kept in mind by the teachers. The eX-
! preston of the concepts of the animal,
vegetable and mineral kingdoms, of the
| physical features of the earth's surface,
| of the past social life of the race of
number and its correspon ding symbols,
| all lead to language training ng-training
that may be called objective when the
| thought to be expressed is suggested by
some external object; subjective when
the thought to be expressed is suggested
| by the mind as a reflection of ITSELF
! By thus making the whole course of study
the basis OF language training a knowledge
| of the structure Of the language becomes
a growth, not an accretion.
The careful reading Of books adapted
to the age of the pupil-books of natural
history, of travel. fairy tales, biography,
aud history in connection with the speak
| ing and writing exercises Of the school
| furnishes another means for the study of
| English. This can also be said regarding
| places of ofinterest-the Geological Park. Mti-
scum, Art Gallery, Capitol, and others which