The Columbian. [volume] (Bloomsburg, Pa.) 1866-1910, 1895-01-18
METHODS OF PRIMARY READING.
VII
The Sentence Method, Continued Exerci.
ses Before Books arc Used. First Step.
BY William NoetIinn.

1.-The teacher should be provided
with number of objects such as may
be readily handled. AT first those
only should be used that will admit Of
the use of the article before the
name.
"WITH OBJECTS IN HAND First -
Let the teacher and each pupil take
and object in each hand.
"The teacher will call upon one of
the pupils to tell what he has, and in
reply the pupil will probably hold up
the object and pronounce its name.
" Ieacher-Jane, what have youe'
"JaHe-'A pencil
=" Iedcher-'Who has a pencil p
"Jdne-I have
"Iedcher-'Now tell me all about
it,
"Jdne-T have got a pencil
" T6dcher--Very well But will
one of you tell me what he has and
leave out the word got.
=" ChGrleS-I have knife
i" Zeocher-'That is right. Now
Jane will try again. Tell me what
you have?
Jdne-I have a pencil.
" 1t is best to secure the proper ex.
preston from the children, though it
may take some time. But if the
teacher fails in this, she will hold up
her own object, and say, Il have a
book Then call upon one Of the
children who will very likely respond
properly. Il have a knife
" The form of expression once OBJ
tanned, there will be very little difficult
ty in obtaining similar expressions
from each member of the class. Let
each hold up his object and tell what
he has. This done, let the children
change objects, and repeat the exer.
else, telling what each one has.
Second Next let two or three
children take hold of the same OBJ.
ject, and let one of them make the
statement, we have a doll. ="
Ihird-Let one pupil hold an
object and call upon another to make
the statement. If boy has an object,
the response will be, 'He has knife;
if girl, She has pencil.
FOurth-The teacher will hold
an object, and the pupil will make the
statement to the teacher, you have
map
"Fifth-Two or more members of
the class will hold an object, and one
of the others will make the statement
to the teacher, as to the remaining
members of the class, 'They have
book
"These forms of expression will be
repeated and changed in their order
until there is no confusion or tendency
to error IN expression. The children
should instantly respond with the ap-
proprlate expression.
Each teacher will select such OBJ
jects as the circumstances may re-
quire. The following list may serve
as a hint to the kind of objects which
may be used. When the objects can
not be used, a toy or picture repre-.
sentng it may be substituted.
" Book, slate, pencil, paper, knife,
string, board, chalk, desk, seat, table,
door, window, hat. cap, boat, shoe,
clock, watch, doll, knife, match, wood,
stove, gll, boy, man, woman, house,
barn, dog, cat, corn, horse, rat, pig,
sheep, glass, nail. &c.
In regard to words other than the
names OF familiar objects, the booi;
which Is to be used should be taken
as guide.
WITH THE OBJECT IN SIGHT.
EtrSt. Place the object before the
class, and call upon a child to tell
what he sees, and he will respond, Il
see hat
Let another speak for himself and
his companions with 'We see clock
Introduce the other pfonouns with
the verb see, as in previous exercises.
Next introduce other verbs"
In this practical way the children
are taught the use of correct English.
SECOND STEP.
The object of this step is the re-
verse OF that of the first, namely, "to
awaken In the mind of the child the
exact thought contained in oral ex.
preston, and to verify it by appro-
pirate concrete representation"
THIRD STEP.
"The object Of this step is to
awaken in the mind of The child the
exact thought contained in written ex-
preston, and to enable him to express
II In the language used. This is Read
ing
"While of necessity, in reading, the
expression precedes the thought, no
lesson Will be success where the
expression fails to awaken the
thought. X
"The teacher goes to the board,
and in clear bold hand writes a