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educates, and often indulges his child, does it at cost to himself. Lessons of home politeness, kindness, and love are sure to come out of the knowledge that in the homes of other boys and girls these are a part of life.

Read :
Mrs. Stowe's “ House and Home Papers.”

Longfellow's “The Old Clock on the Stairs,” “ The Children's Hour." Whittier's “Snowbound.”

John Quincy Adams's “Man wants but Little here Below.'

The Life of Hawthorne. Irving's “Abbotsford.” George Macdonald's “Warlock of Glen Warlock."

Wordsworth's “ Michael.”

CHAPTER XV.

HOME PAPERS.

(I.) Description of a room; the pleasantest place in the house; the kitchen; the out-look; the yards; the neighbors' houses; “ My Room as I would Like it”; “How I would Furnish my Room if I had a Hundred Dollars ” (an actual estimate of the cost of things by finding out at shops, included); furnishing a house, etc.

(II.) A dinner for six-father, mother, grandmother, three children, each to be named. Dining-room described ; table outlined, with each plate and dish drawn, so as to show the tablesetting ; table furnishings, food, conversation, interruptions, serving, manners, etc.

The teacher may, or may not, as she chooses, name the dishes to be prepared.

(III.) A wholesome breakfast for six (the same or different family, in each composition). Mention materials for the dishes; have the pupils describe dishes and their preparation so far as practicable; draw the table as above, and give details of serving.

(IV.) A good school luncheon for two, neatly put up.

NOTE.—The teacher is again reininded that when any new work is required, the pupils should always be told how to do it, if they need to be, but never otherwise. In general, after a month or two, classes will need only the briefest explanations, often merely hints.

CHAPTER XVI.

ORAL COMPOSITION.

CONSTANT attention should be given to the u language used by the pupils in their oral recitations. Slovenly, or otherwise faulty, habits of speaking should be rooted out as soon as possible, and with these all of the ordinary errors in grammar and diction. (For certain kinds of mistakes commonly allowed to pass unnoticed, see Part II., Chap. XV.) As an aid to this, give, at intervals throughout every month's work, oral exercises in which even the youngest child may take some part. As he sits or stands at his desk, allow him—or encourage, as the case may be to talk connectedly about some place or thing with which he is familiar. With little beginners, choose some subject about which you yourself know little or nothing, so that your desire for information may help to make them forget themselves as they talk.

Every such exercise is best in its results when the pupils are wholly at their ease. It should not, indeed, be very different from a conversation

at home in one's own parlor, and, wisely used, can be made an excellent aid in improving manners and morals.

At the first trial, especially in older, self-conscious classes, the pupils may be timid and irresponsive, but a few attempts will be likely to encourage all to speak, if the subject be familiar. It is sometimes well to let the work take the form of a discussion, or to plan that it shall. The same exercise may be continued for ten minutes, daily, until all have spoken.

As the conversation or discussion goes on, the teacher should take note of errors made in speaking; in some early future lesson on “ Common Mistakes," these should be mentioned, with the correct expressions for them..

Many of the subjects given under other heads will be available material here; current events of importance, both foreign and domestic, are especially good. But indiscriminate newspaper reading should not be encouraged; better read nothing than everything the newspapers contain. In country districts, and, indeed, in any district, the teacher ought to be an authority on the subject of the best family newspapers.

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