Earlier text: Current MentionPrinciples and Methods
By M. B. Van Kirk
The gift of teaching is named among the gifts of the Spirit in the enumeration made by the apostle Paul. This is conclusive evidence that teaching ability is a positive gift of the Spirit of God. Much significance attaches to the fact that teachers are set in the church, implying that the work of the teacher is, in God’s plan, a part of the legitimate work assigned to the church, and the teacher is as fully an acknowledged element in the gospel plan as any to whom another specific gift is imparted. Again: we are told that the gift must be cultivated if the finest fruit be seen from the efforts of the teacher. To cultivate this gift, one must place himself under the training of a competent superior master, must learn to follow correct principles, must be alert, and with careful observation assimilate the best methods with which he comes in contact. That there are methods of work which are commendable all around us, few would deny. Yet these methods, when they are true, are but the reflection from the Great Teacher,—the beams reflected from the Sun of Righteousness. Why should not we, too, with Nicodemus, acknowledge Christ a great “teacher come from God”? We do this in spiritual things, and yet Christ is the author of the gift of teaching. Therefore when he taught with authority, he used the power which was his own because he is the author of these gifts. Since he is the author of the gift of teaching, to whom could we go for clearer methods, for a more wholesome example? We are told that he is our example. O that all teachers would recognize this beautiful truth—Christ an example to teachers! Christ’s methods were to be followed by those who would successfully perform the duties which are placed upon the teacher. To the infidel and atheist, it is a wonder how these most beautiful truths have stood through all the world’s midnight of darkness, undimmed, shining with the wonderful light of the Spirit of God. It is unaccountable to those who acknowledge no God. To us who believe the Scriptures the statement, “That was the true Light, which lighteth every man that cometh into the world,” solves the problem. This “light shineth in the darkness; and the darkness comprehended it not;” and yet where the darkness contrasts most fully with the light, the beams of this light shine with the brightest glory. This Teacher, sent from God, with his simple methods was enabled to attract world-wide attention; and may not we, as teachers under his authority, go to this the author of our gift and sit as little children that we may gather the beams of light which shine from him and his work, and thus reflect them in our work? If we were always to do this, how different might be the results following many of our efforts in teaching. From personal experience we know that a careful study of his life, of his object-lessons, of his careful, simple, and yet fully intelligent methods, would do more to cultivate in us this wonderful ability which we so much desire, than the study of any other method may or can do. How many times I have been thankful for the gift of the spirit of prophecy, which has so carefully gathered these wonderful methods and placed them at our disposal, that we may have them with but little effort upon our part. And while it is customary and commendable to read of the experiences of the world’s most famous and successful teachers, yet where is the book which contains more clearly developed methods than those outlined in “The Desire of Ages”? Or where is the book that lays down more beautiful principles of pedagogy than the book “Education”? These, together with the simple narrative of Christ’s work as given to us by the evangelists and apostles under the influence of the Spirit of God, worked out in detail as suggested by the experiences of other men and women who have thought as they taught, should develop in each teacher the ability to apply these most incomparable principles to his own work, and thus develop, under the direct guidance of the Spirit of God, detailed methods which will insure abundant success. Among the things which attract our attention in the work of Christ is his ability to interest his hearers. Those of us who teach know that the ability to interest and attract the attention of the pupils of the classes is perhaps the first requisite. Our experience teaches us that a careful study of the operations of the faculties of the human mind, together with a perception of Christ’s manner of teaching, would enable one who yields his heart to the guidance of the Holy Spirit to put into successful operation these beautiful methods. Study the Great Teacher; assimilate his methods; yield to the influence of the Holy Spirit, and expect fruit for the kingdom of heaven. Language
By MRS. A. A. BANKS.
LANGUAGE stands paramount in importance because of its universal existence as a medium of communication. Everywhere her voice may be heard in communion between finite and finite and between the finite and the Infinite. The influence of language on the life and character makes it a prime factor in the establishment of morals, and it should receive attention commensurate with its importance. Language is classified as oral and written. The oral takes the precedence, although it is through the written or printed form that knowledge is, perhaps, more widely diffused. By means of books, the loftiest and most brilliant thoughts of all ages are preserved for future generations, as a means of promoting civilization and refinement, by diffusing in the mind highest ideals and loftiest aspirations. Children should early be taught to express their thoughts with force and accuracy, using only pure language. Childhood is the period of life when correct forms of speech are most easily learned. It has been demonstrated that correct forms of speech may be successfully taught as soon as a child is able to form a sentence, for impressions made in the formative period of life while the mind is yet in the plastic stage, are both deep and lasting, and habits acquired at this particular time become a part of his being as truly as if bestowed by Mother Nature herself. If we allow the child to use incorrect forms of speech, we later have the difficult task of uprooting established errors, often with the unsatisfactory result of making his language appear artificial and affected, as though put on for the occasion. The work of language culture, already begun in the home, should, without interruption, be continued in the school by being correlated with all other subjects. The use of the dictionary should be taught in connection with this work. The study of English grammar, as I understand it, is not alone for the purpose of teaching the correct use of English, but also for the purpose of exercising the powers of thought, making them reflective. To be able to understand the office and relationship of words as arranged in sentences, is to render clear and definite that which might otherwise appear ambiguous, thus enabling the reader to comprehend the meaning intended by the writer. To many the study of grammar seems dry and senseless, but if continued to completion, the familiar terms and distinctions of grammar will mean much, the powers of thought will be trained to a keener appreciation of the significance of language, and a more profound enjoyment of the things bestowed by our loving Benefactor. Christian Education a Soul-Saving Work
By Maude G. Henry.
OUR Lord's commission to his ambassadors was to preach the gospel to every creature, teaching the observance of all things whatsoever he had commanded. The great Example was himself a preacher and teacher, living by precept and example the principles of truth. A fact too often lost sight of among his children, is that God is no respecter of persons. The “whosoever” who may come means all creatures who feel their need of a Saviour, even if they hear the invitation while in the byways and hedges. It is the privilege of this branch of the work to reach out the hand to those referred to in Isa. 58:6, 7. And while our work has its trials and difficulties, we rejoice in the fulfilment of the promises made to those who partake of this fast, and in seeing the salvation of the Lord wonderfully manifested. One of our dear girls, whom friends and family had tried to interest in religion, refused because she saw nothing to attract her to the Bible, until she heard the third angel's message in our school-room. In this message she found that which dealt with each thought, word, and act of the life. A beautiful conversion and faithful adherence to the truth, amid bitter opposition from her relatives, and a sweetness of life that is an honor to her God and his truth, is the result of hearing a plain, practical message attended by the convicting and converting power of the Holy Spirit. This is one of the several instances which we could enumerate of blessed results in our efforts for the precious souls out in the highways. Six of the members of our school this spring buried their past by baptism, and arose to walk with their Lord in newness of life. One of these had been a member of the true fold, but had wandered away by seeking after the26society and pleasures of the world. Through tender loving-kindness and the practical teaching of Christ's word, this dear girl came back into the fold, after years of sorrow and disappointment, and is rejoicing in the truth that made her free. We appreciate the value of Christian education in character building, without which we should fail of accomplishing what God has been pleased to grant us through its influence. Labor—Its Import
By E. C. Jager
To-day many hold the same opinion regarding toil as did the ancients, although not in so marked a form. “Young men are anxious to become teachers, clerks, merchants, physicians, lawyers, or to occupy some other position that does not require physical toil. Young women shun housework and seek education in other lines. These need to learn that no man or woman is degraded by honest toil. That which degrades is idleness and selfish dependence. Idleness fosters self-indulgence, and the result is a life empty and barren,—a field inviting the growth of every evil.” The success of most of our great and noble men is to be attributed to the fact that they possessed a knowledge of practical things, and had, at some period of their lives, been craftsmen. The apostle Paul, so successful in his ministry, was a man of this type. “When not actively engaged in preaching, he labored at his trade as tent-maker. This he was obliged to do on account of accepting unpopular truth. Before he embraced Christianity, he had occupied an elevated position, and was not dependent on his labor for support. Among the Jews it was customary to teach the children some trade, however high the position they were expected to fill, that a reverse of circumstances might not leave them incapable of sustaining themselves. In accordance with this custom, Paul was a tent-maker, and when his means had been expended to advance the cause of Christ and for his own support, he resorted to his trade in order to gain a livelihood. “No man ever lived who was a more earnest, energetic, and self-sacrificing disciple of Christ than was Paul. He was one of the world's greatest teachers. He crossed the seas, and traveled far and near, until a large portion of the world had learned from his lips the story of the cross of Christ. He possessed a burning desire to bring perishing man to a knowledge of the truth through a Saviour's love. His soul was wrapped up in the work of the ministry, and it was with feelings of pain that he seated himself to the drudgery of the craftsman that he might not be burdensome to the churches that were pressed with poverty. Although he had planted many churches, he refused to be supported by them, fearing that his usefulness and success as a minister of the gospel might be interfered with by suspicions of his motives. He would remove all occasion for his enemies to misrepresent him, and thus detract from the force of his message.
“Paul appeals to his Corinthian brethren to understand that, as a laborer in the gospel, he might claim his support, that instead of maintaining himself; but this right he was willing to forego, fearing that the acceptance of means for his support might possibly stand in the way of his usefulness. Although feeble in health, he labored during the day serving the cause of Christ, and then toiled a large share of the night that he might make provision for his own and others' necessities. The apostle would also give an example to his brethren, thus dignifying and honoring industry.” The worker who labors as Paul did, putting his whole heart into his work, will be a blessing anywhere, and will preserve self-respect and win the respect of others. Instead of being a slave of labor, he will be the master of it, and will take pleasure in performing it. He will have the satisfaction which comes from faithful and efficient service. The great educators of this country and Europe have long recognized the good of manual training, and have nobly endeavored to place in our schools systematized courses in manual art. They have been rewarded for their efforts by seeing in the last few years school after school providing workshops and tools for the boys and girls, that their talents in mechanical lines might be developed. The teachers in these schools found that the training affords valuable discipline, and also provides facilities for physical development. Many a boy, bent on leaving school because he was tired of his algebra and Latin, took new delight in his studies after the manual-training course was introduced. The old idea that education consists of knowing a great many facts, whether or not these are of value in active life, is gone, and in place of this we have the higher and truer ideal—the harmonious development of the mental, physical, and spiritual powers. Teaching “Common Sense”
By Mary Ross Lamie
One of the most important subjects which we can teach our pupils is that of common sense. It is possible to get through the world without being able even to read or write, but our progress is indeed slow if we are not sensible and reasonable in our course of action. How queer would appear a portion of the daily program like this: Arithmetic, 9:30 to 10; Common Sense, 10:30 to 11:30. It would appear queer from the simple fact that it is impossible to teach common sense as a subject by itself. No, indeed; but we are to teach it in every class and in our associations with our pupils. When we teach them to be thoughtful, observing, useful, kind, and helpful, we are teaching them common sense. Sincerity is the foundation of all common sense. Our ordinary rules of etiquette are founded upon the principles of the golden rule, and unless sincerity underlies our formal conduct in society, it is of little worth; even our formal greetings and good-byes are a sort of guile if they are not heartfelt, and polite words count for little if we are not sincere. Recently a young girl visited our school who was so helpful and practical that she served as an admirable example of the benefits of common sense. She made herself so agreeable, by assisting in every way possible in the work of the teacher and in the play of the children, that we all could but wish she might be with us every day. She carried this same spirit into her home, assisting in every way in the duties and pleasures of a country home. One admirable way to teach common sense is in the play and recreation of the children. We can assist them and teach them in their plays quite as much perhaps as by any other means. Children have sharp eyes, and they need to learn to use them for good. In their play it is possible for us to teach them principles of usefulness and seriousness and truth. Hints for Teaching Geography
By M. Armilda Bogar
I HAVE found the following suggestions helpful in making the study of geography interesting and instructive to my pupils:— Saturate the end of a crayon with mucilage, and the lines made will be permanent so far as erasure by an ordinary eraser is concerned, but they can be removed by means of a damp sponge or cloth. In map drawing a permanent outline can thus be made, and used as long as it is needed, the pupils filling in the details, which can afterward be erased, leaving the outline ready for use each day. Colored crayons may be used to good advantage for maps. They are attractive when artistically used. To teach the relief of a country or continent, have them make relief-maps in the following manner: (1) Draw the outline of country or continent (as perfectly as possible) on rough drawing-paper,—even rough tablet paper will do,—then cut out; (2) make a pulp of newspapers (the less print on them the better) by putting the paper in a basin and pouring hot water over it, taking care not to get it too wet, then picking the paper to pieces (a wire potato masher is handy to use for this purpose). After (not before) it has been converted into a pulp, sufficient salt should be added to make it taste salty; (3) place the maps on a slate, and begin by putting the pulp on the outside first, working toward the center. Let the pupils look on their relief-maps of the country and work according to that. Make the map quite thick, as it settles in drying. It should be left in a warm place to dry; when dry, mount it on black mounting board. These maps make pretty school-room ornaments. Care should be taken that the pupils learn the names of the mountains and rivers, the products of the country, etc., while making their maps. Have pupils draw a map of the continent, country, or State that they are studying, and with glue attach the different products in the portion of the country in which they are raised, putting a grain of wheat where wheat grows, a piece of ore where it is mined, etc. They may also draw a map indicating where the different races are located, by giving the proper coloring. They may make a map showing the regions occupied by different religions in the same way, placing a red star for the missions. Maps may be shaded to indicate rainfall, population, etc. Never accept anything but the best work the pupil can do. With each country be sure to teach the history of our work there, locating the missions and learning the names of the missionaries in each, together with the religion and customs of the people27they are working for. This may be fixed in the pupils' minds by requiring them to write an essay on the country or State, including (1) location; (2) boundaries; (3) comparative size and importance; (4) principal cities; (5) surface and drainage; (6) places of interest to visit; (7) its people; (8) industries; (9) products; (10) history, including the work of the third angel's message. From railroad ticket offices may be obtained folders and booklets containing pictures of many interesting places. From the REVIEW, Instructor, and other papers, interesting pictures and accounts may also be obtained. These may be cut out and mounted upon the pages of their essay, at the side or bottom of the paragraphs. This will not only add to the pupil's interest, but will cultivate the habit of neatness and good taste. Booklets may be made of these essays by tying together with bits of pretty ribbon the large sheets of paper upon which they have written. A map of the country may be drawn on the first-cover page. Methods in Primary Schools
By Mrs. W. C. McCoy
Did you ever go out on a fine spring day,
Late in April or early in May,
When robin, bluebird, and all the rest
Were singing their songs, or building their nests,
And the air was as soft as a baby's kiss?
Did you ever go out on a day like this,
And plant your flower seeds, row and row?
Well, our school took pennies and made them grow. This isn't a story made up for fun,
It happened right here in Hamilton;
And we children did it for a surprise,
And the teachers saw it with their own eyes.
The pennies weren't planted in the ground,
But they grew to dollars big and round.
You don't understand me, I hear you say;
I'll tell you about it without delay. Our teacher had told us of children small,
Who knew no kind parents, nor home at all;
No one to keep them from going astray,
No one to show them the heavenly way.
We wanted to help them, but, O, dear me! There was nothing but pennies, and pennies are wee,
And won't buy much, and the orphans need So many things. We were sad indeed. But we remembered what happened so long ago,
The old sweet story that all of us know.
Far away on the hills of Galilee,
A lad with five loaves and fishes three
Gave them into the Master's care,
And he fed the multitude gathered there.
So we each took a penny, determined to try
To make them grow to dollars by and by. Some with their pennies bought an egg that spring
And tucked it under an old hen's wing,
And by and by a chicken was hatched,
And all that summer it peeped and scratched
Till for twenty-five cents it was ready to sell—
All from a penny—wasn't that doing well? One boy did better than this, I'm told.
He radishes planted, and radishes sold,
Then bought celery seed, which was carefully sown,
And when the plants at last were grown,
How much did they sell for? You'd never guess;
Seven whole dollars, and nothing less. Some girls made holders so neat and nice
That they easily sold for a very good price.
Some boys raised turnips, and some raised corn.
Some did chores both night and morn.
Some had good luck, and some had ill,
But every one worked with a right good will. One girl set tomato plants out that spring,
For nice tomatoes good prices bring.
But an army of bugs, she found one day,
Were eating them up, and that wouldn't pay.
She cried and she brushed, but the bugs still stayed;
Then her mind turned to God, and she earnestly prayed.
Every bug disappeared in one short hour,
And came not again. In God there is power.
Two dollars and fifty cents, I am told,
Is what she received for tomatoes when sold. The way we managed can never be told;
We bartered and traded, we bought and we sold,
And over and over the money we turned;
Some of us worked, and gave all we earned.
But we were all honest, nothing less,
For tainted money God will not bless. And in the autumn there came a call,
“Now, bring in your money, students all.”
So gladly that Sabbath we children came,
To show the sum of our summer's gain.
And counting it, each little lass and lad
Had something to make the orphans glad. What do you think? From the pennies small
Had grown twenty-five dollars; that's what I call
A good investment, and that's how I know
One can take pennies and make them grow. Thoughts on Object-Lessons
By Ida Fischer Carnahan
ALL teachers are agreed that nothing so much cultivates the habit of accurate observation as object-lessons. We can not estimate too highly the importance of this habit, as it is necessary that all reasoning and work be based upon fact, or what is supposed to be fact. Many mistakes are made, not wilfully, but because we do not use care and exactness in noticing things that are noticeable. Indirectly, these object-lessons, rightly conducted, train the pupil to an accuracy of expression not only in drawing, but in language also. Conducted by an enthusiastic teacher, they will excite within the pupil a spirit of inquiry and experiment, and an intelligent interest will be manifested in the production of the object, and sympathy will be created with the people concerned in producing it. The teacher should use object-lessons as stepping-stones to the study of science. To permit the beginner to attempt too much is a means of failure. Often he takes a general view of the object, but fails to dwell upon the qualities and characteristic features of the same. Again, the teacher chooses some object altogether unknown to the child, and instead of passing from the known to the unknown, he reverses the matter and goes from the unknown to the known. If possible every teacher should furnish each child with a specimen, that he may examine it, and describe it himself, or, if it is impossible to furnish each one with a specimen, select an object that can easily be seen by the class. Pass it around and let them all see it, or let them come to the teacher’s desk to examine it. The teacher may treat animals as common objects, observing their appearance, parts, covering, and so on, as well as deal with their peculiarities or habits, as living things. In order to do this, he may draw a large diagram, showing the parts distinctly. In these lessons he may introduce form, color, and other properties of objects. A number of objects will be needed in these lessons in order to illustrate and teach comparison. Be careful to keep within reach of the pupils’ minds,—do not give them more than their brains can digest; avoid cramming them; at the same time do not go to the other extreme, and not give them enough. Let them ask questions on the object which you are treating, and do not be afraid to let them see that you appreciate their information. It does not lower a teacher’s dignity to recognize the fact that one of his pupils has discovered something that he did not know. In these lessons the teacher is a student also. It is wonderful how many little things the children observe that the teacher does not. In these studies, not only the child and the teacher are benefited, but parents become aroused by the questions which the children ask them, and they begin to observe more closely. Once in teaching a lesson to a class of forty pupils on object study, I asked the question, “How many can tell how a cow gets up when lying down? Does she stand first on her forefeet, or her hind feet?” To my surprise, no one could tell me, but the next day the children were seen visiting the barns, and watching not only the cows, but the horses. Again the questions were asked,28“How many legs has a spider, and a fly? And why is it that the fly does not fall when crawling on the ceiling?” These questions aroused an interest in the home, and not only the children talked them over among themselves, but the parents joined in the conversation. WORK drives away depression, whets the appetite for food, invites sleep, promotes digestion, strengthens the muscles and sinews, gives free circulation to the blood, stimulates the intellectual faculties, provides the comforts of life, develops all the powers which it brings into exercise, transforms stupid ignorance into brilliant genius, fills the world with works of art and literature, and develops the resources of nature. Nothing can stand before work.—Selected. LEAVING Washington on New-year's day, I went directly to our training-school for colored students, at Huntsville, Ala., where I met Elders A. C. Daniells and W. C. White. I was pleased to visit this school again, and to note the changes which have taken place since my last visit nearly a year ago. Perhaps the first feature of improvement to be noticed is in the students themselves. There is a much larger enrolment this year than last. The students are, on an average, older, and consequently they can be more quickly prepared for various lines of work. We were very much pleased with their appearance as they gathered at chapel exercises. During the year there has been erected at this place a fine study hall. This is built of cement blocks, and is a good piece of architecture. The business office and recitation rooms are on the first floor, and the chapel and principal's office are on the second floor. A young man's dormitory to replace the one destroyed by fire is in process of erection. They have recently been obliged to cease work upon it, for the funds at their disposal for this purpose are exhausted. This new dormitory is commodious and well adapted to its purpose. It is to be hoped that the additional money necessary will soon be at the disposal of the managers of this school for the completion of the building. During the year, Dr. Lucy Bascom has connected with the faculty. It is intended to establish a sanitarium at this place soon. Dr. Bascom is conducting class work, and giving treatments in improvised quarters. It would appear that this phase of the work can be made very helpful, not only to the school, but to the work as a whole for the colored people of the South. We trust that this sanitarium may be quickly established. Brother C. J. Boyd, who has recently been connected with the school at Alpharetta, Ga., has been associated with the faculty. In addition to teaching, he has charge of the farm. As the plans for the farm work were discussed, it appeared that there is a very bright future before this phase of the school work. There is need, however, of financial help, to place this school on vantage-ground. The school presented a memorial to the Southern Union Conference, emphasizing its needs and petitioning for help. We hope that it will not be long in coming. From Huntsville we went to the Southern Training-school located at Graysville, Tenn. Marked improvements have been made in this school during the past year. A large addition has been erected to the main school building. This was very much needed. The chapel has been nearly doubled in size by this addition. Library, music, chemical, and recitation rooms have been added. There has also been a heating plant installed. The boilers are in a new building situated between the dormitories and the school building. This building also serves for a laundry and for a printing office. Here, as at Huntsville, there has been an increase in the attendance. There seems to be a very earnest spirit on the part of the students. As they29listened to the talks by Brother Daniells on the mission fields, their interest in the work in these far-off lands seemed to be much increased. The week of prayer was very helpful to this school. We next visited the Nashville Agricultural and Normal School, located at Madison, Tenn. Brethren Sutherland and Magan and their fellow workers seem to be of excellent courage in their work. They can see in many ways the leading of the Lord, and his prospering care. We found here a company of very earnest, devoted young men and women. A sanitarium building is in process of construction. It will be well adapted to medical work and to the comforts of the patients. Dr. Lillian Eshelman Magan is in charge of the medical work of the school and sanitarium. Already there is an interest in the vicinity in our health principles. Professors Sutherland and Magan and Sisters De Graw and Druillard gave a very interesting detailed report of their work at the Southern Union Conference, and expressed themselves as being of good courage. The Southern Union Conference devoted much time to the educational work. We are glad that all phases of the school work in this union are prospering. In the next Educational number of the REVIEW, I shall speak of other schools, which we are to visit. F. GRIGGS. Some “Busy Work” Suggestions
By Mary E. Perin
To keep small children busy I endeavor to vary their work as much as possible. Paper cutting and folding are excellent. They teach carefulness and accuracy. Very likely every child has an old pair of scissors which he could bring from home. If it is quite impossible for the teacher to draw the objects to be cut, patterns can be made for the teacher’s use by one who can draw, of such objects as chairs, sleds, baskets, etc. Folding is involved in the children’s cutting from the patterns. I think this exercise once or twice a week quite sufficient. To increase the neatness in the work, the teacher may hang their best work around the room. If neatly and artistically arranged, it helps to decorate the room, and encourages better work. Pictures may be cut from papers and magazines. The children may paste the pictures in a book, and write the name underneath the objects in the pictures. I also have exercises in geography and physiology every day alternately. It encourages the little ones to think they have more than one study on the report card. In geography I take the State we live in, and teach them the capital, rivers, and large towns. To impress them on their minds I have them draw the map and write in the names of different places as they learn them. It is surprising how much they learn during the term. I simply give oral lessons in physiology, teaching them simple facts about their bodies. A device in number work which I have found useful is to take cards about three by four inches in size, and on these have some simple examples adapted to the class. I hold the card toward the class, and have the pupils answer at sight and in turn. This teaches them to pay attention, and also teaches accuracy. For convenience I have the answer to the example on the back of the card. The child who gets the right answer holds the card until the recitation is over. The children try to see who can get the greatest number during the recitation. Also in teaching multiplication, instead of writing the tables, have the child keep the multiplier in mind and write the figures on the board, and have him repeat the table. To keep up the interest in the little Bible class, have a nature study once or twice a week. Take, for instance, the ant, or something very small; teach them God’s great love and care for even the smallest creatures. Read to them from the Bible where it is found. I find Cady’s “Bible Nature” very helpful in these nature studies. I hope these few suggestions will be of some benefit to others who have the same problems as I to solve. Teaching Phonetics
By MRS. JESSIE G. YOUNG.
I FIND that few pupils have been thoroughly taught the diacritical marks and sounds of the letters. The ability of the pupil to spell and read well depends very largely on his knowledge of phonetics. He is dependent on another for the pronunciation of every new word, if he is unacquainted with the marks and sounds of the letters composing the word. I find that young children just entering school are more easily taught phonetics than pupils who have reached the sixth and seventh grades without such drill. Young children may be taught that it must be learned and applied, but older pupils think that they have advanced so far without this knowledge, and that it must not be very essential, or their former instructors would have taught it to them. Pupils taught to pronounce according to the diacritical marks do not demand so much of the time and attention of the teacher in the preparation of the lessons. I realize from experience that when I have taught a pupil to spell and pronounce by the marks and sounds, and he makes constant use of that knowledge, I have enabled him to climb from the helpless, creeping, infant stage of learning to where he can walk through his lessons independent of my assistance; that I have done much for him, and for the school, from which he would take each day some of my time; that I have relieved myself of the annoyance of being a constant aisle walker. I begin with the child in his early days at school. I find that at first he more readily catches and enjoys giving the sounds of b, c, d, f, g, j, k, l, m, n, etc., than the vowel sounds. In teaching him by the word-and-sentence method (and I like a combination of methods), after pronouncing the word a few times, I sound the letters composing the word, which is simply pronouncing the word slowly and distinctly, when he has forgotten it. Then I have him repeat it. He soon sees that he is almost speaking the names of the letters, and pretty soon he “knows his letters” without any special effort having been made to teach him their names. As he learns to write his words as a spelling exercise, I have him mark the letters, and then have him spell by sound. It is best to introduce but one sound of a vowel at a time, and select words for drill having that sound until it is easily recognized and given before giving another. It may seem to be very slow work, as you can not apparently cover so much ground, but it pays to make haste slowly in starting a child on the True Education road. I find our “True Education” readers very helpful in teaching sounds and combination of sounds. I like the plan of the books very much. I have each of my pupils, as far as possible, get a pocket dictionary and keep it by him. Of course beginners can not at first use it, but children feel a great deal, you know; they gradually learn to use it, as they learn to tell the time of day by the clock, and then you can dispense with “pronouncing words.” It takes much drilling in the different grades, if pupils have not been properly started; so drill, drill, drill, until your pupils, one by one, get above the need of it. MRS. JESSIE G. YOUNG. Extracts from the Report of the Educational Secretary of the Southern Union Conference
By J. E. Tenney
It is well understood that much time and effort have been lost in the past through lack of system and unity of action. An invaluable aid in attaining this desired system and unity in our work were the conventions held at East Lake, Tenn., and at Huntsville, Ala., during the past summer. These meetings demonstrated the importance of concerted action both in studying the situation and in laying plans for the overcoming of difficulties and the introducing of better methods. The convention exercised much care in the selection of text-books, and gradually these are coming into general use. Thus far the department has issued thirty-six certificates; twenty of these being to white teachers, and sixteen (by the request of the Southern Missionary Society) to colored teachers. Other plans and recommendations are receiving attention. About one year ago sets of examination questions were sent by the department to intermediate schools and other schools having pupils in or above the eighth grade. A larger proportion of our teachers hold the diploma of one of our training-schools than ever before. It is not too much to say that the efficiency of our teaching force has doubled within the last four or five years. There has been an encouraging increase in the length of school terms and in the number of pupils enrolled. The Southern Training-school has enrolled eighty-eight students during the year, and many of these are of mature minds, and have come to the school with a definite purpose. The average age of students is nineteen years. The Oakwood Manual Training-school has enrolled sixty pupils the present year, whose average age is twenty-five years. The Nashville Agricultural and Normal Institute enrolled seventy-seven students last year. The average age of these was twenty-four years. There are five intermediate schools for white students in the union conference, and there are two for the colored. The different conferences in the union report schools as follows:—
The total number as reported by conferences ........ 44
Total enrolment in these schools . . 815
Average length of term ...... 6¼ mon.
Total number of pupils in fifth grade and above ............ 408
Average teachers' wage in South $20.30
Total attendance at our three training-schools ................ 225
Attendance at other schools not included in conference reports ... 152
Total attendance ........................................ 1,102