Turner County herald. (Hurley, Dakota [S.D.]) 1883-19??, 1896-04-23

Frank with his big dog Dash. Dash
and Jip ran at a hog and Jip bit it on
the leg. Then man came and made
him and Dash run off,"
The supplementary stories must be
fresh, interesting, short, for the sake
of rapid Interpretation, and beautiful
and helpful to the growth of the child
mind. mature study of which all
progressive teachers know is OF great
benefit to the little one and furnishes
themes for much of the helpful sort of
supplementary reading. There may
also be planned profitable lessons upon
great men as their birthdays occur, on
other children in other lands or condi-
tions. Instead of such sentences as
those just quoted from a common
first reader, the little child can read
with profit, stories like these:
| am baby bud.
/ rock in the tree tops.
I have been asleep all winter.
Now the sun says wake up.
The sun makes me warm.
I cannot keep on my winter wraps.
When take them off you will see
me.
What do you think | am like?
Wait anG see
or
Longfellow was a good man.
He loved little boys and girls
He loved the birds.
He loved the trees.
He loved the flowers.
The birds sang to him,
The wind whispered TO him.
He loved everything God made.
He made songs about the birds and
trees.
He make sengs about the flowers and
the wind.
He made songs about boys and gir s.
He had boys and girls of his own.
They loved him.
All the boys and girls loved him.
They got him beautiful chain.
The chain was to let him know they
all loved him. Etc.
The supplementary lessons should be
made by the teacher preparation for
the reading from the text book. Iftbe
teacher makes list of the new words
which must be taught for the sake Of
the reader lessons, before some future
time, and take pains to use these words
over and over in the supplementary
stories, less or no time need be given
to special preparations before reading
from the book now and then.
A splendid field for work is in class
of little tots, who, because they have
had nothing but C hard, 'sh' and al
short, drag out their sentences, paus-
ing every other second to painfully
sound out word. Let the teacher,
who is doubtful of the efficiency oflnuch
thoughtful sentence work, sieze this
golden opportunity for a surprising re-
suit. Every morning let her strike the
keynote of the days harmony in a
morning talk with her little folks,
Whether it be upon snow, spring
buds, wind or little Indian boys and
girls. this ten or fifteen minutes should
| be helpful to the children in gaining
new ideas, from the teacher and from
each other. While the interest in the
| thought of this lesson is fresh, let the
teacher call up her little class, and
have them help her make a reading
lesson. by telling her 'stories'-sen-
tences-upon the subject of their study,
while she writes them upon the board
one by one in the children's own simple
language.
Then follows the reading of these
stories. They doubtless contain unfa
miliar words. However, each child
can remember his own story, and by
reading it will teach it to those whc
have forgotten its import, Soon the
ichildren read each others stories very
nicely. The children must be com
PEELED to read rapidly these little sen
| tGnceS. Ii one neSlGaIeS anu SGunDIet
another must be called upon to tell ii
hurry what the other attempted. I
the interest in getting the story reaC
for its own sake begins to lessen, use
games to keep things lively. The fol
flowing reading games may be sugges''
i've:
/. s'Tit-tat-toe.- child closes hi.
eyes, takes a pointer and moves i
among the written sentences, saYinG
the old rhyme. at "I'li take this" ht
reads the story upon which the point
er has fallen. TO stimulate still fur
ther the interest," q few OF the storie
may be marked, and when the pointer
lights upon one of them, the child hold
ing it may be given a second trial.
| ,. ssHide and go SEEK One child
points out the stories the teacher AM
other children call for. Two or NOR
children may try this together to Sc
which one can first find the story want
ed.
3. 'Eny meany miny mo-" For thi
came the teacher marks some of th