The news and herald. (Winnsboro, S.C.) 1877-1900, 1895-02-07
LANGUAGE.

begin the study of grammar? We
might say too, why is it that most
children dread even to think of
grammar lesson after they have been
studying this branch for some time?
The answer to the last might be, that
they had not been properly taught |
from the first.
once heard teacher say, "It is
astonishing how many young men
enter college who are painfully ignor-
ant of the principles of the English
language" These are, seemingly,
very Intelligent young men. If they
don't know English comparatively
we'll, how can they be expected to
make progress in the other languages?
| This teacher said he would sometimes
tell one of his ''intelligent" young
men to parse very simple Latin
sentence. The first question might be,
"What part Of speech is a certain
word in the sentence?" His pupil
would look at him in astonishment
/ and say, "Why, it is noun." Then
| by asking great many questions and
! almost exhausting his supply of pa
tience he would finally ascertain the
gender, number, person and case of
that noun. He said they looked at
him as if they thought he was prying
into some of their family secrets. If
they had been properly taught would
this difficulty have presented itself?
| I am inclined to think not.
! One of the best results of school
training is the ability to express
knowledge in clear, correct language.
We all accept as a guiding principle
that in teaching language as an art,
lsynthesis should come before analysis,
| the facts before rules, henco ~ompo-
sition before technical grammar.
| The first step ia to see that the child
| has knowledge to express. If there is
no knowledge how can it be expressed!
Bear in mind this, "Talking before
| writing" Never expect child to ex-
press in writing what it cannot express
orally. First teach the little ones
to talk and then to express their
}, thoughts in writing.
/ /. Words and sentences should be
taught first. This should be taught
) almost as early as the first reading
lesson.
4 When word is to be learned it
should be written on the slate Or board.
| After the children know these words
Swherever they see them, have them
write very short sentences using the
words. You will be surprised to see
how much interest they will take in
this work, provided the exercises are
I conducted in the proper manner. Be
sure that the sentences always begin
/ with capital letters and end with the
proper punctuation marks. Let this
| be learned at first, and it will save
| Emuch time and trouble afterward.
I 2. Copying maxims, proverbs and
short poems. Write these on the
board and have pupils copy them
neatly on slate or paper. 1t is good
| idea to have them copy paragraph in
| the reading lesson every day. This
!; familiarizes them with the use of capi-
tails and punctuation marks.
| 8 Writing sentences from dictatlon.
This is something that is sadly HDgff gsfnfrr
| with short;7 easy sentences, paving par
| ticuar attention to spelling, and of
course, punctuation and capitals.
| I. Composing sentences expressing
swhat they are able to see for them
| selves.
| Up to this time the child has been
Frequired to copy; now he is required
to construct.
| Show the pupils some object, such
as beck or flower, and have them
write sentences as, "The flower is
pretty" sSThe flower is large" eThe
Flower is fragrant" Then these may
be combined into one sentence as,
"The flower is large, pretty and fra
grant. These sentences should be
Every simple. See that they under
stand and can express them orally be-
! fore any attempt is made at writing.
| 5. The pupil is now prepared to
compose sentences without any assis-
lance. Select words from the reading
lesson and require them to be used in
sentences. In case the words are,
E"threw," sshilr' and "horse," they
might write, 'sThe boy threw the rock
at the dog" "The tree is on a high
hill" ssMy horse can run fast" This
lis an excellent way Of teaching the
meaning of words. Next, two or
! more words are given and pupils con-
struct sentences containing them. The
| word, selected are, "wind," ''blows,"
and "hard" The child writes, "The
| wind blows very hard" This simple
| exercise may be made very pleasant to
class Of young children.
s. Writing short stories that have
been learned so that they can be told
without any hesitation. Tell 3 simple
story; teach the children 10 repeat it,
and then have them write it. Be sure
that the story is interesting and not
so long as to be tiresome. We all
know that story is the delight of all |
children, therefore, they will enjoy |
this exercise very much.
This is only for primary work. In |
another paper will give my method
of teaching more advanced pupils |
l have not had very much experience, |
but think something on this order /
much better than beginning the stedy /
of Grammas before the child has any |
idea what is required of it.
CLYDE. Clayton.