The Hawaiian gazette., 1912-02-02
NORMAL SCHOOL PRINCIPAL ON
THE WORK OF THAT INSTITUTION

/ will give in brief the plan Of any
lesson as taught in the normal and
I training school. Each lesson is divided
into two parts-tbought getting ON the
part of the pupil and thought expires.
sion on the part of the pupil.
The teacher devotes five, ten, IF.
teen, or twenty minutes, varying with
the subject or the grade, in instructing
the pupil in the subject matter of the
days lesson. The rest of the period
is devoted to expression on the part of
the pupil.
Thought getting-dve, ten, fifteen,
or twenty minutes.
If the subject of the days lesson be
classic story, history subject, or a
foreign geography subject, the teacher
proceeds as follows: She will tell the
ing at the same time by means of
blackboard sketches, pictures, etc.
Where possible, especially in the upper
grades, she guides the pupil in the study
of the text and maps, pictures or
models that are available. She will
use every means at her disposal to make
clear the thought.
If the subject of the days lesson is
home geography or nature study, the
teacher guides the pupil in his observa-
tions of the object which she proposes
to make the basis for the days lesson.
Expression of thought by pupil
Rest of period, thirty minutes or more.
There are three parts of this:
/. Expression through drawing, etc.
9 Oral expressions.
g. Written expression.
L. Expression by some graphic mode.
| After the teacher has instructed the
pupils as described under thought
getting. drawings etc, are erased or COW
cred and the pupil is asked to express
himself by means of drawing, chalk
modelling, sand or clay modelling, or
dramatization. This is the child IS own
expression. The teacher assists where
necessary for technique only
.. Oral expression. The teacher now
has before her each child Is expression.
These expressions differ in detail ac-
cording to the individuality of the
child. The teacher calls on the child
to tell orally as best he can the thought
embodied in his previous expression. If
he hesitates for lack of vocabulary or
otherwise, the teacher assists. In this
way the child is taught to talk.
3. Instruction in writing (para
graph. While each child IS expression
must of necessity differ in matters of
detail the main thoughts of the sub
iect must be the same. The teacher
uses this fundamental principle as
basis for the instruction of the class
in writing English Composition). The
teacher guides the class in the selec-
tion of the main points of the subject.
These main points are placed before
the class in the form of an outline. The
relationship between the various points
is noted and made the basis for the or
derby arrangement of the sentences in
the paragraph. The relationship be-
tween the different headings and sub
headings determines the relatives val
ne of the words, phrases and clauses in
the sentence, The teacher asks skill
full questions based on the outline, and
the answers of the class are written on
the board by the teacher to form a
paragraph.
This is made the basis for instruc-
ton in English composition and gram
mar.
This written expression (sentence or
paragraph) is used for practice in read
ing. 1t is copied by the pupils for
practise in writing and spelling. Sen
fences are dictated by the teacher as a
test in spelling. This is in preparation
, for the child's written expression.
T. The purpose of step three was to
instruct the child in written expression.
l