WITH the completion of the Primer and First Reader, the children have acquired a vocabulary of more than seven hundred words ; and if the drill on phonics has received proper attention, they should be able to read new matter composed of simple words, with little hesitation. In the Second Reader, therefore, another feature is introduced. It will be noticed that each lesson is in itself instructive, either intellectually or morally. The domestic virtues, morals and manners, letter-writing, natural history, and physics, receive much attention, and open a wide and very interesting field for object lessons and original compositions. The intelligent and conscientious teacher will not neglect the opportunities afforded for imparting much useful information in connection with these lessons; but it should be borne in mind that the first object is to lead the children to think for themselves, and to produce as much original work as possible. This work should then be supplemented by the teacher: wrong ideas should be carefully corrected, and such additional instruction given as the teacher may think within the understanding of the class. Care must be taken as to the last point. Keep on the safe side, and never talk ' ' over the heads " of the little ones, otherwise your time is thrown away, and interest is lost.
The same attention should be given to phonics and the diacritical marks as heretofore, and to articulation, expression, and the daily writing of a portion of the reading lesson. Paper and lead pencil, or pen, may be introduced in place of the slate. The teacher who continues these writing lessons as suggested, will be well repaid in finding that the class fall naturally into the proper spelling of words, and the proper use of capitals and the various punctuation marks, without special drill upon these subjects. Then, as before stated, when the proper time comes to study the formal rules, they will be readily understood and remembered.
It is suggested that the teacher, in drilling on pronunciation, write each day's vocabulary on the board, with the proper syllabication, diacritical marks, and accentuation, and have each word pronounced by the class in concert and individually, distinctly and correctly. After a short drill of this nature, write the words without division into syllables, and without diacritical marks or accents, and again have the words pronounced as before.
The teacher should always explain to the class the meaning of any words which he thinks may possibly be misunderstood before assigning an advance lesson to be studied, and the class should be carefully questioned on these words when the lesson is recited. Making sentences from given words is a valuable exercise to secure the proper use of words. . It is a good test of the child's comprehension of their exact meaning.
LESSON I. — The abbreviations Mr. and Mrs. are introduced in this lesson. As suggested in the preface, these should be carefully explained, not only as to their meaning and use, but as to the reason for their use. Write the words Mister and Mistress on the board; explain that the latter came in time to be shortened to Missis, and that it is now customary to write Mister, Mr.; and Missis, Mes.
LESSON II. — This lesson will afford a good opportunity for an object lesson on the various colors. The teacher should provide himself with a prism, and, if it is a bright sunshiny day, throw the colors on the wall, where they can be pointed out. He should also have a small brush, and the water-colors red, blue and yellow ; then, by mixing red and blue, blue and yellow, and yellow and red, he should illustrate how the secondary colors, violet, green, and orange, are formed. Teach that the absence of all color makes an object black, and that when all the colors are combined in proper proportions they produce white.
NOTE. — A very interesting and simple experiment will illustrate this. Cut out a circle of card-board, and paint the seven colors of the spectrum, red, orange, yellow, green, blue, indigo, and violet upon it, in their order, giving each color the same space proportion ally that it occupies in the spectrum formed by the prism. Bore two small holes either side of the center ; insert a string through these; twist the string into a spiral ; and then, by alternately pulling and relaxing it, cause the card to revolve back and forth as a boy does his miniature circular saw. When the card is in rapid motion, the colors blend and the card appears nearly white [the imperfection of the several colors prevents absolute purity] ; when it stops, the colors re-appear.
Several other experiments may be found in almost any good book on Physics or on Object Lessons which will serve to interest the class, and at the same time give valuable information.
Teach that complementary colors are any two colors which, combined, will produce white ; thus, green and red, blue and orange, violet and yellowish green, violet and orange yellow are complementary colors; that is, the one complements or fills out what is lacking in the other to make white.
LESSON III. — Have this letter copied on slate or paper. It may be used as a guide for future lessons on letter-writing. By the time they are ready to leave the common school, the children should know how to ex press themselves naturally, clearly, and concisely in either a business or a friendly letter. Letter-writing in its perfection is a rare art attained by few, but children can not begin at too early an age to learn its rudiments, and few things that they learn in the school-room will prove of greater practical utility in their after lives. Teach them gradually how to date a letter properly, and why it should always be dated ; where and how to write the various proper forms of introduction ; to arrange the various topics about which they are to write in order, and to commence each new topic with a separate para graph ; where and how to write the various proper forms of conclusion and signature ; how to fold a letter properly ; how to insert it in the envelope properly ; how to direct the envelope properly ; where to place the stamp, and when to use more than one stamp.
A good exercise for the children is to change any of the lessons, or parts of them, into the form of a letter. Also, when a child asks for a particular favor, the teacher may grant it if the child will put his request in the form of a letter.
The abbreviation o'clock, for "of the clock," should be explained.
LESSON IV. — Stories about the stars are almost as interesting to most children as fairy tales. A judicious selection of some of the most important of the simple truths of Astronomy should be made. If opportunity offers, teach the school which is the north star, and how to find it by means of the "pointers" in the "Great Dipper."
See that this lesson is read naturally. The proper expression can be attained only by leading the children to apprehend the true meaning.
LESSON V. — Care must be taken with the pronunciation of minutes (min'its) and New/found-land. The o in the latter is of course silent. The word is often improperly accented and pronounced New-fownd' land. This is an excellent lesson to be put in the form of a letter for composition drill.
LESSON VI. — In the script exercises in this lesson and elsewhere in the book, varied forms of the capital letters are presented simply that children may become familiar with them and recognize them, as they will have to do later in life in reading different styles of handwriting. To this same end children should be required to read each other's written exercises. Neither compel the pupils to follow the exact forms in the book, nor criticise them if they do. A legible, smooth, regular, and rapid handwriting is the point to be aimed at. Aside from the qualities mentioned, individual characteristics should not be interfered with. Individuality should be encouraged rather than condemned.
LESSON VII. — It is not presumed that every teacher of a district school is the possessor of a microscope. If, however, you are so fortunate as to own one, or can borrow one, this lesson can be made intensely interesting and very instructive, and the object lessons can be extended to various familiar insects, plants, etc.
LESSON VIII. — Utilize this lesson by the introduction of a few striking and authentic stories illustrating the instinct of animals. Have the children write and hand in stories of their own. A selection of the best of these may be read aloud in the class.
LESSONS XII AND XIII. — In regard to these and similar lessons of a moral nature, it is well to bear in mind what is said by Mr. Sweet in his work on teaching: "One of the most effective ways of giving moral lessons is through the medium of well-selected stories. ' A moral lesson,' says Bain, 'may be wrapped up in a tale and brought home with an impetus. Stories of great and noble deeds have fired more youthful hearts with enthusiasm than sermons have. ' ' To hear about good men,' says Richter, 'is equivalent to living among them. For children there is absolutely no other morality than example, either seen or narrated. ' When you read a story or fable, let your pupils draw their own inferences and do their own moralizing. It is not best for you to spoil the effect by drawing conclusions."
LESSON XXIV. — This lesson may be made the basis of object lessons on the varied occupations of the farmer, and on the different kinds of cloth, cotton, linen, etc.
LESSON XXV. — Teach how the clouds are formed.. The rising mists of morning are familiar to almost every child who lives in the country.
LESSON XXIX. — See that tiny is properly pronounced as indicated by the diacritical marks. It is frequently mispronounced.
LESSON XXXIII. — Be careful as to the pronunciation of sewing. There are two verbs, sew (sit}, which have a very different meaning from sew (s).
LESSON XXXVI. — Against should be pronounced a-genst and not agunst '.
LESSON XL. — Explain the abbreviation ne'er.
LESSON XLII. — See that pupils in writing this lesson do not use capitals in writing the words summer and autumn. Tell the children that this story is an allegory. Explain in simple language what an allegory is, and what this allegory teaches.
LESSON XLVII. — The word landscape will probably need careful explanation.
LESSON LVIII. — Explain what a dialogue is. See Webster's Dictionary. This lesson may be memorized and acted by two pupils.
LESSON LIX. — Explain when did'st takes the place of did, and see that its articulation is distinct.
LESSON LXIII. — Why are Spring and Winter spelled with capitals in this lesson? (Harvey's Revised English Grammar, Art. 240, 3).
