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Show 450 REPORT OF SUPERINTENDENT OF INDIAN 8CEOOL8. following answers: "Helen threw a hall." ''Jsmen took two halls, tossed one to Martha and one to 3enry." "Fred caught a red ball. As these sentences are given write them on the board, erase them, and let the child reproduce them. after thoimgh drill eve the hook to the child-question him concerning the pie-tnre. If there are script sentences have him read them, then the printed ones. If the drill was thorough before the hook was taken up, the child wonld readily read the lesson. Oral work should be the baais of the reading legson thronghont the year. Ghil-dren like to see their own name in sentences, and the day work in the class room, introducing the names of the pupils, will form stories that may be written on the hoard by the teacher and read by the pupil. It is an interesting game to tell a story, then have the children each write his own version of it. The teacher w!ll find it a pleasant diversion to have the reading leason told by the children in PIC-tnres drawn by themselves, instead of writing the lesson, which they must explain orally before the clasa. Quad agalust too close confinement to a book. Reading is not calling words. Thought getting and thought giving is the prime object of reading. Phonetic drill should be given with each reading lesson. The success in teaching children to read depends largely upon the ability of the teacher to present the lesson in an interesting manner, and untiring energy and persistent will daily will enable the child to read in a short time. Train children to repeat exactly what is said: this quickens the memory and prediaposes to truth-fulness. Give dictation and have the children write a letter. The following directions for conducting a reading lesson are clipped from the Southern Workman: The teacher wrote on the board the words "kite," "white," "high," ," wind,"" makes." The childrenpronounced thesequickly and distinctly. after wh~chth e books were opened toa lesson on flying kites. As eachsentence was reached, tha teacher put a skillfnl question, snggesting the thaoght to be found in it. The pupils reading to themselves got the thought out of the senteuoe, then read it to the class, not before. After the stories had all been read the hooks were closed, and a small boy ilrew a pioture of a kite on the board, and the story was retold. The teacher was bright and animated, and the children were lea,rning to read, not to call words. The oonstantoriticism from everypart of the field is that pupils do not read loud enough to be heard, and from the start teachers must train the child to read ao as to be heard distinctly from any part of the room. Use first readers and snpplemental readers, and pursue the blackboard-drill methcd with the snpplemental readers. Then review thebook without anch drill. Resort to devices to improve children's articulation, and compel children to read loud enough to to heard 1n any part of the room. spelled phonetically, em hasizing the sounds: and they ahould he pit into wmy sentences original with tgr children. Dictation w11I bexivm dailv hv tho teacher. It is e m t e d that each nunil ml l unko a vookGk, canraining receipts for cooking bverything served i ~ai well-ordered home. These wlll ueuessarily hernmple this year, and may be writton from d~ctariorln~ 6 w nby the teacher. The cookery book most contam simple .-.w.. s,.n,n,a~ -. Ench child must make a hook of drawings, of tools ~EG, stitohas taken, and directions for sewing. Sample bira of cloth may be added, showing tbn actual atitchos. Thia book lnust rontain descriDtions and drawines of e;lments cut. fitted, and made, with full directions for nialdng each and $ttern<of each part drawn. Each childis exoected tomake a book ahowineevervthineleamedinthelanndrv. containing drawings of ntensils used, and of Gu~ilse' naGed in the ocoupatioh: showing tka different stages of the work. The tEaeher &Gt, by drawing& nhow thechildren the correct way to fold ewh garment after iroulng. A full account of the wholo i~rocossf. rom taking the srticles to the lanndrv tosendinr them oot. must be writien in thls book. - The dlctntlun lessons m g~rrdeningw ill bo very full ant1 complete, so that each child ma7 maku hls book of notes on this snhlect intrrostln-e as well as vomore- hensive. In woodwork the dictation lessons will explain the work, so that. any subject may be wed as a readin lesson and the child to able to see before his mmd's eye the work as it has been Jone by him. Cot?.elate geography and history, nsing geographical and historical readers oG3swnally. |
