The Manning times. [volume] (Manning, Clarendon County, S.C.) 1884-current, 1898-04-13
RendiRg.

Inc ODlect OF LeRcNlDS IS Tie oeEet-
opment of the child mind. Each
branch Of educatioa brings into play
different set of mental activities:
mathematics develops exact reason
ing; geography excites latent imagi-
nation; history is Pope's proper
study OF mankind;" language is the
interpreter between man and man,
nation and nation, age and succeed
ing ages; literature, language refined
is the courteous exchange of thought
between cultured minds; and poetry,
the essence of literature, is the finest
thought in the fttest language.
Reading is of two kinds, as some
one has aptly classified them; "silent
reading" by which the thought of
the author becomes the thought of
the reader, and ':oral reading" by
which the reader transmits the
thought of the author to the mind of
the listener.
Every practical teacher knows that
it is far easier to teach the correct
pronunciation OF series of words and
even to elicit the mechanical empha-
sis and infection of the voice, than it
is to insure the printing of the pro-
per precept npon the sluggish brain
or to stir the inert mind to reproduce
the concept once formed, and again
transmit it to language,-the COM
mon carrier Of thought. "Oral read
ing" however mechanically perfect,
is but the voice of a human phono-
graph, unless the "silent reading"
which precedes approzimates perfec-
ton.
How, then, shall the teacher teach
the meaning as we'll as the pronunc-
iation and enunciation of words?
The advancement of the pupils must
be judged to nicely. The selection
must be adapted to the capacity Of
the class. The limit of time both for
study and for recitation must be con-
sidered. During the study period,
recommendations, definitions, localities
and illusions should be carefully
looked up. A few well directed
questions at the opening of the rec
ilation period will be sufficient to
bring out the main facts of the story
in the language of the pupils. A free
but brief discussion of geographical,
historical and my biological illusions
may follow. Let the work be con-
yersational rather than stereotyped
question and answer. Follow this
by the oral reading, permitting the
class TO enjoy the thoughts of the au-
thor and the beauties Of expression
without the N onotonous round Of
questions concerning the place and
reason.
knowledge of men is the compre-
hension and appreciation OF mind by
mind; then let the pupil "know the
author" not through some brief his
torical sketch and outside criticism
or eulogy, but by direct communica-
ton with the authors best thought
so far as the pupil can appreciate it.
Realizing IN some measure the
sublimities of thought and language
in the poem selected for his class,
the teacher stands before the little
band in which it is bis duty and plea
sure to awaken the dormant soul; too
often the sleep is not the sleep of the
healthy growing childmind, but the
spirit rests dull and stupeied by the
widespread narcotics of the intellect,
light novels and sensational papers.
To raise the standard CT appreciation
is the teachers work.
Expressionless faces gaze blankly
at the selection and the teachers
heart, if not bis face, reflects the
blankness of that look.
How shall the teacher bring the
beauties of thought within the child's
capacity? How can he develop that
capacity for receiving? He can be
ready to meet the needs of the case
only when his own mental picture is
clear. For every page, yes, for every
line, there is a thought clear and dis
tinct of the authors. Let the teach
er's "silent reading" be perfect and
the authors thought become the
teachers thought; then, and only
then, is he ready to help each men,
be1 of the class to form a like concept
for himself lf.-Selected.