Newspaper Page Text
Piseamirf;
Copyright
‘Hart, Schaffner & Marx.
441 TP in the air” is a pretty risky place to be; but there are
its who brave the dangers and who are rapidly proving
will sometimes conquer that new realm of science.
There are only a few men up in the air in this way; but a whole lot
of good fellows are “up in the air” on the clothes question. They
don’t know what they buy; pay a good price, and don’t know wheth
er they get value for it or not. There’s really no reason for it;
there’s a very simple and easy way of being sure about clothes;
and we will tell you what it is.
man
othes that you can know about. Every fabric is all-wool, and you know what that
You don’t know of any other clothing that such a statement is true about; even the
^our custom tailor makes; they may or may not be all-wool.
ry garment is perfectly tailored; and the style and fashion are the product of the
style creators in the country. You get a positive guarantee from us and from the
that the clothes will satisfy you in every way.
DR. CLIFTON NEWTON
Dalton.
For Headache. Biliousness
DeWitt’s Little
know
SUCCESSORS TO J. R. WHITE
STAPLE AND FANCY
rics are very
overcoats are also very stylish; in many choice fabrics,
The new models in
We will be pleased to hold a continuance
,pf the trade of Mr. White and will handle a
nice and clean up-to-date stock of goods a f
all times, at prices that can’t be beaten.
All orders delivered promptly.
Yours for business,
& NEAL
Lilt?
vmiuu.
—
This store is the home of Hart Schaffner & Marx Clothes and Regal Shoes.
1=3 Off on Laundry.
8S£s
PAGE THREE
GOOD PAPER ON PRIMARY TEACHING.
Written and read by Miss Hattie
Tbomas before a teachers’ institute at
Greensboro recently.
(From Greensboro Herald-Journal).
In selecting my primer class today,
to exhibit primary methods, I have
been actuated by two motives:
Firstly, I believe that this special
branch of primary work is less under
stood than any other.
Secondly, that the very little child,
the beginners in other words, create
an interest wherever he is found.
I wish to illustrate before you some
of the principles, including the four
so-called methods, the word sentence,
phonic and script, none of them new
by any means, for the youngest of
them, the script, is about one hundred
years old; the oldest, the phonic, was
written about in 1534, making it 375
years old.
My method, if I have a particular
one, is a combination of the four. I
use script because a child has use of
it all his life, and he has nothing to
unlearn. Mfm. ' - ||§lgg
I begin with the word. That is the
method used by the unconscious child
in beginning to talk. I pursue nature’s
method and present the object with
the word. In this way I create a men
tal stimulus not otherwise obtained.
The spoken word is acquired only by
repeated acts of association; the writ
ten word is only acquired in the same
way, and this is one of my objections
to using a Primer or First Reader for
the first two or three months of school.
' No hook can repeat a word times
enough to fix it in the child’s mind,
and I can, with my crayon, put it on
every day if I feel it necessary and
with whatever change I see fit. I never
use the word “read” to the children,
instead I say: “Listen to the chalk,
and see what it wants to tell you.” So
the child gets interested and tries to
find out the thought lying behind the
words.
This is the only use of reading, a
means of obtaining a thought, and
when he gets it and gives it back to
me his expression is easy, fluent, mel
odious, and just what it should be, and
not that half-groaning, wholly agoniz
ing pronouncing of words, which we
have all heard in the school room so
often, and which always follows when
the child is allowed to try to pronounce
words when he does not have the
thought lying behind them. I never
like for my pupils to try to read at
home for the above reason. It is usu
ally word-pronouncing and I have hard
work making them get back into
thought-getting again.
I would prefer the pupil’s learning
at least 150 words before beginning
to read in a Primer or First Reader.
This would he a right good written
vocabulary, and he would have had
much training in getting thoughts from
the written words.
You will find the transition from
script to print most easy to obtain, a
day or so being sufficient, and no time
will he leftt for he will read readily
50 or 75 pages with ease and pleasure
to himself and it will he reading, not
a groan of pronouncing words.
I usually introduce the sentence
early, say when 10 or 15 words have
been learned. They know the word
‘apple” and so “I see an apple” is
easy to learn for the apple is really
there, they do see it, that is why ob
jects, drawings, etc., upon the black
board, pictures, conversation stories
should all be used. Each word is
learned by repeated act of association
of the idea and the word. Anything
that helps in these acts of association
should he used in teaching reading.
The greatest difficulty will he found
in learning the first few words. The
word itself should he subordinate to
the idea which it excites, and it should
be learned consciously as a whole.
Any attempt to analyze it of synthesize
it hinders the act of association by
absorbing the attention. This is why
I do not begin a phonic drill too early.
In the child’s effort to give the sound
of the letter, the act of the association
between the word and the idea is lost.
The child knows how to make all
the sounds in the language in their
word combinations when he begins
school. He is not conscious of a sin
gle separate element. So the first step
to be taken is to bring their elements
slowly to his consciousness. This may
he done by training a child to pro
nounce words slowly, that is, spell by
sound.
One of the greatest activities of the
mind in the coming together of like to
like, it may be called the law of anal
ogies. When we teach the Words in
phonic order, as ran, pan, fan, man,
this law of like coming to like in the
mind is made more effective.
My class of eight weeks is not suffi
ciently advanced to have a phonic
drill. This I regret, as our commis
sioner especially asked for more of
this special work; however, if he will
visit us about December 15, we will
be able then to give him just what
he wants, for the use of phonic drills
is excellent in pronouncing new words
and in assisting clearness of enuncia
tion.
Now, if I have any message for you
today, it is this: Teach the child
through his interest; teach thoroughly
a few words at a time, so that the
idea which the word brings up shall
he immediately with him upon pre
sentation of the written word. Never
allow him to try to give a thought
before he gets it.
I wish this talking with the chalk or
pencil could he carried on in the first
three or four grades, it would be time
well spent, and we would have fewer
complaints of the child’s ceasing to
like school. If a reader is too hard,
drop it for a time or at least supple
ment it with your crayon talk on any
.subject within the interest jofi the
child.
I would never allow a child to do
what is called going through a reader
two or three times. There is abso
lutely no sense in allowing him to
cover ground of which he knows noth
ing, instead of giving these supple
mental lessons, of which I have spo
ken. They will appeal to his interest
as the hook-lesson never will. For
instance, I took a woodland walk one
afternoon lately, and the next morn
ing I told my little second grade,
which, by the way, is the lower half,
that the chalk would tell them what
I did the afternoon before. Of course
they were immediately interested and
for fifteen ^minutes the little folks
really studied that blackboard. When
they came to class they were all eager
to tell me what I did. They were
taught through their interest.
If this method was taught through
out the first four grades, there would
he no earthly use of a formal reading
lesson in the fifth grade. They will
have mastered that part of their edu
cation, which opens to them, all the
erudition and learning of the past.
50 jointed Bisque
Dolls, curly hair,
eyes open and
shut. 21 inches
high. A $2 doll.
Special p r i ce,
$1.25, at
Buchholz.
The next time one of the children
catch cold, give it something that will
promptly and freely but gently move
the bowels. In that way the cold will
at once he driven out of the system.
Kennedy’s Laxative Cough Syrup
moves the bowels promptly and freely,
yet gently, and at the same time heals
irritation and stops the cough. It is
especially good for children. Sold by
all druggists.
KING GROCERY CO.
Telephone 64. 20 S. Hamilton St.,
DALTON, CA.
Glasses as Gifts
will please any member
of the family if they are
having trouble with their
eyes. Examination free.
-»se huil
~N BROS