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Primary Reading I

MARY F. HALL Supervisor Primary Schools Milwaukee

EADING is a synthesis of ideas of a kind, and in an order determined by the author whose works we read. The characteristic act in reading is the exercise of mental power in getting clear and precise notions, and in recognizing relationships of these notions in the thoughts of the writer. This is fundamental, and should precede all vocal reading. When we read aloud, we simply give vocal expression to the thoughts that we have gathered from the text. The vocal reading should, and usually does, indicate how much, or how little thought the mind collects from the sentence as the eye passes over it.

The mission of the teacher of reading is, therefore, not to train so much on vocables, as to aid children in forming the habit of translating the thought given in the text at sight.

After the primary steps are taken (during which the children learn to recognize words as signifying certain definite ideas), the main thought of the teacher, and the thought which should regulate all her work, is the importance of the mental side of the child's daily work in tracing the relationships of words.

Methods of teaching primary classes in reading have formed a sort of "storm center" in elementary teaching, because each ardent exponent of some one, special mode is sure that she has "found it". the long-hidden secret of how children should learn to read. Very few people rise in conventions to-day and defend the alphabetic method, but the popular verdict of the elderly relatives of primary children would often be in its favor. The language that they use is something like this, "When I went to school, children learned to spell when they learned to read. I believe in children learning their letters." Few teachers of to-day would regard all that can be said of this sort as a reason for using the alphabetic method, though all wise primary teachers should weigh this evidence carefully, and sift this firm belief of their elders to find the grain of truth that may be concealed, therein. The grain of truth will be found to be this somewhere in the child's experience, due attention must be given to the form of words and to spelling.

Then we have advocates of the phonic method, - a method based on much truth; - but a method which usually emphasizes one idea to the exclusion of others that are equally, or more important. Certainly, since we all read the body of the language phonically (and do so whether or not we were ever taught to do so in school) it is important that we grasp the essential truth underlying the phonic method and use it at a time, and in a way, to realize its fullest value.

This, however, does not mean that we shall lose sight of

all other ideas, and make our method purely phonic. Similarly the "word method" and the "sentence method" have their advocates, and each is built on a great fundamental truth. When we take the essential truth that underlies each of these methods, and give it due practical definition in our work, we shall make adequate provision for meeting in a natural way all the difficulties of teaching beginners to read, and we shall teach in harmony with the view of reading proposed above.

The so-called "methods" in reading, when each stands alone, is like the decomposition of a ray of light. Not the red, or blue, or any other color of the spectrum can say, “I am light." It takes all of them together to make the white pencil of light that illuminates and satisfies.

In teaching reading we want all the essential truths of each partial method incorporated into our method. From all of these we shall collect and preserve these truths :Somewhere, and at the appropriate time, and in the proper way, we shall give the child such aid in phonics as will enable him to pronounce new words at sight. This must be done, however, in perfect accord with other leading ideas. At the right time, and in the right way, we must teach him the word in its form and its significance; but we must not do it in a manner that makes the child the depository of numerous and unrelated, and burdensome forms. We must also teach him and this is the largest and most vital truth about the matter to read sentences as sentences. No mere explosive utterance of, "I see-a-dog," (where every word is uttered as though it were finished and done for, and totally unrelated to anything to follow), is, or ever can be reading.

If the child is given for reading matter something that is interesting and important to him, and he is trained in harmony with the idea that to read is to use the mind in grasping ideas as they are related in the text, there must be an end of unshaded, unsympathetic, unrelated vocalization of empty words.

It is this thought that is proposed as the dominant one in our method; but this idea is not to exclude other important

ones.

Boys Make Men

When you see a ragged urchin

Standing wistful in the street, With torn hat and kneeless trousers, Dirty face and bare red feet.

Pass not by the child unheeding: Smile upon him. Mark me, when He's grown up he'll not forget it; For remember, boys make men.

Y

One Thanksgiving Dinner

LOUISA F. BRAY San Francisco

ESTERDAY we took time by the foreclock, and had our Thanksgiving Dinner (on the blackboard). The children served it, the teacher lending a hand only in case of an unexpected difficulty. Miss B., our principal, had paid us a visit in the morning, and after asking how many could spell "soup," had said that she should probably ask the same question in the afternoon. That suggested

the lesson.

Remembering Miss B.'s question, most of the little cooks were anxious to begin the dinner with soup, though many thought it best to serve the salad first. There being no authority on the etiquette of dinner-giving at hand, the soup, as first choice, held the first position. Next came fish, and for those who did not care for that, shell-fish, etc. Each child who gave a word wrote it on the board, and if, with a hurried phonetic hint from his teacher, he could not spell it, some comrade helped him, for dinner had to be ready by

noon.

The list grew rapidly, the "too many " who wanted to cook at once reminding us of the old law about "spoiling the broth." Paste (macaroni, etc.), vegetables, meat, poultry and game, were suggested in quick succession. Once in a while, we were inconvenienced by having a boy call for "clam-chowder " after his roast turkey, or by a little girl asking for "candy" before she had finished her mashed potatoes, but one was told he could not have his choice till the next party, and the other, asked to wait till dessert.

After the substantials had been disposed of, one young cook announced on the board that next in order would be "desert." We concluded, however, that we did not care for any sand, or roaring lions, or ostriches just then, so added another "s." Next came tea or coffee (weak of

course), and various other beverages. While speaking of them, one child mentioned wine, which, most of the pupils, being of foreign parentage, see used at the table as we do water. The class decided, that though it may be sometimes be good for grown people, it should not appear at a child's feast.

Then all the little cooks were given individual work. We have plenty of blackboard room, and these are some of the lists that were placed on it: utensils used in cooking; articles used in serving; table furniture; things found on the table without being called for (salt, pickles, etc.); ways of cooking fish, meat, vegetables; stores and shops that must have been visited in purchasing; the various countries that had contributed.

When it was all done, the last list corrected, and the teacher on the way from the back of the room to the platform, to superintend the dismissal of fifty hungry cooks, a little hand went up, and a soft little voice said, "But, Miss B., we couldn't eat all that; if we did, we'd bust!" On the objection being stated, in more polite language, it was decided by the claas that such a bountiful supply was provided so that each might find in the bill-of-fare his favorite dishes.

Never does a teacher more need a plan to guide her from overdoing or underdoing a subject than does the teacher of the little ones in getting ready for the Thanksgiving occasion. A series of talks, stories, and exercises, all tending toward the Thanksgiving thought, should begin early in the month and be carried regularly along till the day arrives. The children need to be led to see the reason for thanksgiving, in the plentiful abundance everywhere about them and not to be saturated with an artificial sense of obligation.

The children can understand a good deal about the colonial life of the Pilgrims if it is told in the right way, and will like it better than myths, because it is a "true story." Read them or tell them the story of "Little Ruth Endicott" the governor's daughter (page 316) and her fancy gold beads given her by her stern father for sitting still in church three times to listen to a three hours' sermon (probably timed with an hour-glass) that she couldn't understand "two hundred thanksgivings ago." Margaret Sangster has told this charmingly in verse in Little Knights and Ladies, published by Harper Brothers.

The teachers of third grade pupils, and older, would do well to read it to the children, if they can get it, for the beauty of its rhythmic phrase, and its true colonial "ring." Tell them, too, about the five traditional kernels of corn, associated with the early privation of the Pilgrims.

Be sure that the sentiment of all this preparatory work is a respect for the early sacrifices and heroism of the Pilgrims at Plymouth.

Let us do what we can do to combat the popular feeling with growing-up and grown-up children that the Plymouth fathers were a set of old, crabbed, unlovable men and women, that have become a joke as the world has grown wiser? Let us leave their faults alone for a while we all

have enough of our own-and take the positive side of their characters and tell of their sterling Spartan worth and heroic self-denial. Above all inspire the little ones with a desire to visit Plymouth. Once there the charm of the old town will do the rest.

The custom of bringing contributions of real things for a Thanksgiving dinner for the needy, is a good one if it can be done by the children without creating or nurturing a feeling of patronage toward those they are helping that kills the gift very surely and does more harm than good to all concerned. Nobody but the teacher can manage this so that the givers shall be more benefited than the receivers. To influence children to give graciously and not to give down but out straight from the heart, is not easy, but is it not the end to be desired?

Defaced Blackboards.

Is it too much to say that clean blackboards are one of the best proofs of a careful, consistent, "all around" teacher? A good school and a scribbled-over blackboard cannot be conceived of in the same room. A teacher who "don't mind" such things will be sure not to "mind" many other things that can't go unminded. There is something

An art conference was held the other day in a room facing blackboards covered with every sort of line, angle and curve in a rambling, hit-or-miss fashion, that looked as if Art Brownies had been "on a tear." The audience were the elect-directors, supervisors, and teachers of drawing, and they faced those boards all day and talked of beauty and harmony. Why, it was as surprising as to see musicians look calm under continued and distracting discords. Perhaps they had souls above blackboards, but one of the non-elect in the audience longed for an eraser.

Sewing Cards Designs

A series appropriate for fall work will be ready for sale at Twin City School Supply Co., Minneapolis, and at Hammett's Supply Rooms, Boston. Among the list of designs are the following: Fringed Gentian, Golden Rod for advanced work; in smaller cards, Potato, Tomato, Squash, Corn, Cucumber; Elm, Maple and Oak leaves; Acorns, Squirrel, etc. (Special reduction to teachers desiring enough cards for entire school.)

5x7, 4c. each, 40c. per doz. 4x5, 3c. each, 30c. per doz. by mail. 50 or more cards of any one design, 20 per cent discount from above prices. These are the cards mentioned in September TALKING TOGETHER. A specimen of the corn sewing card is given in this number.

The Blaisdell Paper Lead Pencil

Something new, teachers! Perhaps it may meet your personal want in the school-room when one hasn't a knife handy and doesn't like black fingers from pencil sharpening. It is made of paper, instead of wood, and it is filled with the best Hungarian lead; but what renders this pencil attractive is its cleanliness. No disagreeable sharpening has to be performed. When a fresh point is needed, only a snip of the penknife and the tiny paper shaving rolls off, leaving it ready for use.

The Atlanta Exposition

Don't neglect to tell the older primary children about this great Exposition, second only to the World's Fair at Chicago. comprehend this. Show them pictures about it and inspire Their memory of that will enable them to appercept and them with a feeling of pride that this exhibition is all from our own beautiful country, and that the ambitious Southern people who have done all this, of whom they see and know so little, are our very own brothers and sisters. A delightful opportunity to teach the brotherhood of humanity and to create a national pride that the wonderful beauty and resources of this section of the country are all within our own borders.

Our Supplementary Picture

We feel sure it is no exaggeration to say that our Supplementary picture this month is the finest ever sent out by any educational magazine, for the use of teachers.

The quality of the engraving must commend itself at once to every lover of good pictures and it will adorn any schoolroom. The theme of the picture is full of vivid interest and the wee ones will enter into the spirit of the home scene with genuine interest. There is abundance of material here for a series of language lessons and that teacher who wears it out in an unwise over use of it at first will make a mistake. A short study of the picture at one time will yield better results than to attempt the whole at once. No matter how long the picture may be under consideration the teacher is sure that the picture itself is educating the eye and taste of the children.

We believe that all teachers will be glad to know that this picture can be furnished for framing purposes (on heavy paper) for 20 cents.

Sronies

Nuts for Thanksgiving Dinner

"O dear," fretted the walnuts, "I do wish I knew what is going on out in the world," "So do I," said the Pecans; "I can hear children laughing and talking."

"I think the house is full of company," added the Shagbarks; " and I heard Farmer Brown say it was the jolliest Thanksgiving that ever he knew what ever that may mean."

"Just then something happened. Somebody came, and rattled the nuts one and all into a big pan. Then crack, crack, crack, went a funny machine, and every nut lay out in the sunshine. The Pecans rolled straight out of their shells, but the others were content to keep covered so long as they could see.

"What would Thanksgiving be without nuts," laughed Aunt May, and she put them in candy, and cake and on the table. "Sure enough," said the nuts, and they cuddled down into the cake and candy, as if they liked it.

"How easily these nuts come out of the shells," said the children.

"To be sure," laughed the nuts to themselves; "you don't suppose we would make trouble for you on Thanksgiving day!" M.

A Great Surprise

A Sunflower grew in the corner of a garden.

"I wonder what you have been doing all summer?" she said to a Potato plant near by. See how tall I have grown. Look at my big, green leaves and yellow disk. And here are my seeds, too. Hundreds of them! In each brown shell a tiny plant is tucked away. They will grow strong and beautiful like myself next summer. What have you been doing, I say?"

.

"I have been working" the Potato answered. Didn't you see my blossoms?"

"Your blossoms!" laughed a Morning-Glory, climbing the fence close by. "Yes we saw them, Useless things that fell off leaving no seed pods. My velvet bells left me baskets full of seed."

The Potato hung her head and said nothing, while the Sunflower nodded approvingly.

By and by the autumn winds came. The Sunflower began to look ragged for the wind blew away her brown seeds, and her disk was shrivelled and dry.

The Morning-Glory's pretty baskets were broken and her seeds lay scattered on the ground.

The Potato vine was dry and brown.

One morning the gardener came with a basket. He set it down near the Potato and took up a long handled tool.

"That's the end of her," whispered the Sunflower.

Then the gardener raked the vine away, and clinging to her roots and in the mellow earth below were many sound, ripe potatoes.

The gardener put them in the basket and carried them to the cellar.

"Well, well!" cried the Morning-Glory.

"Who would have thought it!" exclaimed the surprised Sunflower."

Thanksgiving Apples

S.

The rosy cheeked apples had been watched over and admired all the autumn by good Farmer Murray; and when he gathered them and packed them away in the barrel, there was a kind look in his eye for every one of them, and the apples knew it and smiled back at him. But when he nailed the cover down upon them-0 dear the apples didn't know what to make of it. Were they never to see the sun again, never be of any use to anybody.

Many days passed by; when one morning, bang, bang, bang! Every apple jumped! It was Mayor Berry's hammer. Off flew the barrel top, and in peered five pairs of childish eyes.

Copyrighted, 1895, by EDUCATIONAL PUBLISHING CO,

"I don't know, but I think not. The air doesn't feel right for flowers."

"Then why do we stand here? I would rather lie down on the ground than stand here all winter."

"We must wait. There must be some reason."

By and by a little girl went by, "Oh! what faded old golden-rod," she said. "It isn't pretty any more."

The poor brown stalks felt quite ashamed, but they stood up bravely for all that.

One warm, sunny day a painter came along with his brushes and paints. It was rather late in the afternoon, and the fields were growing purple under the shadows.

When he came to the little grove of golden-rod he stopped. "It's the prettiest thing I've seen to-day," he said, as he looked at the brown stalks with their dry, curled leaves, and their fuzzy heads.

So he painted them, and the picture hung on the walls in a great gallery. Wasn't that a proud hour for the poor faded flower? C.

The Story of the Ferns

In early spring when the red maple flowers were beginning to show, the fern waked from their long winter sleep. From the thick, brown stem underground the baby ferns came one by one, peeping above ground. At first they were rolled into little balls, partly that they might not take up so much room, partly to keep them warm. You know kitty rolls herself into a ball when she wants to keep warm.

But when they came above ground and found how warm it was going to be, they decided to unroll and shake themselves out, just as your mamma unpacks her dresses from the trunk and smooths out the wrinkles.

A great many kinds of ferns grew together in the wood. Some grew tall and strong; some never would be very tall, let them try as hard as they would, any more than a pug dog could grow as large as a Newfoundland by trying with all his might.

Sometimes people came to the wood and carried some of them away to put in vases in the parlor, or on the diningroom table, or to lay in great bunches with roses and lilies to make music sweeter and people happier at parties. Surely they were worthy of being gathered so, for what is more beautiful than a fern?

But most of them staid in the wood all summer long, for had something else to do besides look pretty. They must get their fruit ready, For you must know that the brown, dusty powder on ferns is their fruit, not good to eat, of course, but fruit, for all that.

Some hang the fruit all over tall stems that grew beside the leaves; but most sprinkle it in little dots on the under side of the leaves. If you could look at these dots through a small magnifying glass, or better still, through a large microscope, you would begin to understand what a wonderful thing a fern is. From this tiny fruit shaken down by the wind, new plants grow by and by.

And now the work of the ferns is over, and as autumn comes they put on beautiful white dresses and stand there in the wood a little longer, bowing and bending in the wind like lovely ladies in a dance.

When the cold winds and the frosts come, the ferns know they have only one thing more to do. They lay their tired heads down on the earth, and the autumn leaves cover them and they go to sleep. C.