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Reynolds, Annie / The training of teachers for the country schools of Wisconsin

The academic and vocational studies,   pp. 15-51 PDF (9.5 MB)

Page 23

   5 That pupils may learn to listen with Interest to others and later re-
 port what they have heard with accuracy. ease and fullnesr.
   6. That when pupils become skilled In doing at least a few of the things,
 th t the world needs to have done. so weli that listeners wili have conn-
 dence In them when they express an opinion, they may knew how to ex-
 pnss this opinion.
   . That pupils may become accustomed to paving the way with the gra-
 ciwus introduction, the kindly greeting, the good natured jest which will
 help strangers to become acquainted.
 s. That pupils may begin to understand that a person's influence as
 as his power to resist temptation often depends on his many sided interests;
 arid that language study is a close second to the kindergarten in the pos-
 sib lities which it opens of widening anyone's interests. "The subject
 tri ins youth for their fullest and freest communion with their fellow be-
 ings, occupies a position of tremendous importance."
   (b) How to stimulate students to acquire more skill in language.
Many students are satisfied with a low standard of individual achieve-
nent in language because they have the idea that skill in language
is a gift. They have not come to the realization that learning to use
language is learning to use the commonest and most difficult tool,
yet one which all may hope to learn to use with skill.*
  Training teachers should see that the ability of students along
language lines is measured by one of the standard composition scales.
  (c) The study of the Manual. After students have become ac-
quainted with the general suggestions given In this publication, they
should be asked to do much of the work outlined under Suggestions
with Regard to Particular Phases of the Work. They should become
acquainted with Selections for study and Memorizing, Manual, Page 71.
and learn by heart a number of the poems given there. They should
have practice in telling a number of the stories whose names are
given. (Pages 44, 48 and 49.)
  (d) How   this work prepares a woman for service. Training
teachers must see far enough ahead to know that a number of the
students will probably be associated fer many more years than those
in which they teach, with little children bound to them by far closer
ties than those of pupils. If training teachers can get these students
so familiar with the Gingerbread Boy and Epaminondas, with the
Tin Soldier and the Musicians of Bremen that they will tell these
stories to eager, youthful, audiences many times in the future, many
little children whom training teachers will never meet will be hap-
Pier and better.
  (e) Grammar. It will help any training teacher interested in the
relative amount of time that should be devoted to professional work
in language and grammar, to read the grammar outline in the Manual,
Page 58-65, and compare it with the language outline, page 38-58; page
65 79. Since technical grammar is taught for but one year to pupils in
the country schools and oral and written English work for all of the pre-
ceding years, It is necessary that training students receive consider-
'See Buletin on the Teaching of EngiashStewart. Manual, page 79.

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