The citizen. (Honesdale, Pa.) 1908-1914, 1913-05-23

Much depends upon environment and
home life. Pupils should hear cor
rect English in their homes. They
should know the meaning of words
and have a large vocabulary. Have
more composition work and give at
tention to new words.
g. Do you consider the recon-
mendation made by the Educational
Council of Pennsylvania wise and
sane? Prof. H. A. Oday thoroughly
discussed this subject.
4. What technical Grammar could
be profitably omitted in the common
schools? Prof. A. II. Howell told the
teachers that this question was an
swered in the January number of
the Pennsylvania School Journal.
5. On what part of the study
should extra emphasis and time be
placed? Miss Coleman believes time
should be spent upon correct forms
of oral and written speech, the analy-
sis of sentences, and drill on verbs.
Pupils should be we'll equipped when
they enter high school.
6. Should incorrect forms or COM
mon mistakes be placed before the
pupils for correction? Prof. Men
hennett says the incorrect forms
should not be placed upon the black
board. Always keep the correct
form before the pupil. Keep repeat
ing the right form until the pupils
know it.
Z. Should language work precede
every lesson in technical grammar
or follow it to illustrate a general
principle, definition and rule of
Syntax? Mr.. Transue believes that
1n n ey1lo Tnr1y cInt11I 40 -
lesson. We must prepare the mind
for knowledge. Then present it
and associate it with the known.
Apply the knowledge gained.
8. Is there any serious objection
to the use of lengthy sentences for
study or are short pithy sentences
a decided advantage? Miss Drake
would use lengthy sentences for dia-
granting. The length depends upon
what you are going to teach. In
composition work short sentences
give force.
8. Should we require a special
study of homonyms, synonyms and
opposites? How? When? To what
extent? Prof. McCloskey believes
that homonyms, synonyms and op-
posites should receive special study.
Homonyms should be studied in con-
nection with spelling, synonyms and
opposites in language work. One
spelling period week might profit
ably be used for the study of
homonyms. Four or five examples
would be a sufficient number for
each period. Synonyms should be
taught in the grades at an early
period and carried through the Eng
lish classes of High school. Oppo-
sites ought to be studied in connec-
tion with synonyms.
10. How can memory selections
be made to contribute to language
work or Grammar? In discussing
this Miss. Edna Hauenstein said that
much depends upon the selection
chosen. Pupils may learn to use
capitals and punctuation marks by
this means. Memory selections may
be used for diagraming.
IL. OF what use are classics in
the common schools; do they con-
tribute to our language work? Miss
Murray said concerning this that
primary methods should be uniform.
Children should get more meaning
from their reading lessons. Clas-
sizes should be read. They help to
add new words to the pupils vo-
cabulary. The teacher should make
a thorough study of the classic while
the pupils also should look for the
fine points.
~. Miss Gregory interests the
pupils by drawing and describing
and also by giving suggestive ques-
tons. She has her pupils write the
descriptions. Follow the career and
know all about the life of an au-
thor. Study the classics Enlarge
upon them and read them many
times.
Prof. E. L. Blakeslee, principal OF
the Hawley public schools, read a
paper on Culture in the Public
Schools which is given below.
Couture in the Public School"
Among the maXims attributed
with more or less accuracy to King
Alfred the Great there is one con-
cerning the division of the day. Out
OF its twenty-four hours he assigned
eight to rest, eight to work, and
eight to recreation. In his WORKING
hours he was soldier king, who
hrst conquered the invading Danes
and afterwards made them Iowa
subjects of his crown. In his work.
ing hours he laid firm the foundation
of England's navy, established jus,
tice through the courts, made the
highways safe, and in word gave
to his country the benefits of peace
In his hours of recreation he plan.
ned the erection of churches; organ.
lied missions to the heather Danes:
built schools, and opened a college
at Oxford. In his hours of recrea
ton he translated into the Kings
Engllsh such Latin books of devo
ton and of general literature as he
deemed most suited to the needs o,
his people. In his hours of recrea
ton he also found time to attent
banquets and to take part in sucl
state functions as a ruder age de
manded.
Very little has been told in thi!
brief review of his life but sufH
cient to show how profitable were
the hours spent in recreation. II
this he has been followed by more