Page 843 |
Previous | 843 of 1224 | Next |
|
small (250x250 max)
medium (500x500 max)
Large
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
1876-770 Document No. 10. 17
of the animals tliemselves, the pictures and signs have to take
their places. By the time he has iinished these, he knows
how to represent every letter in tlie alphabet on the fingercs
and by Avritten characters. He has learned also that every-thing
has a name, and that these names are different combi-nations
of the same letters. In other words, he has the key
which, in the <'Ourse of time, is to unlock to him the store-house
of knowledge.
Having learned some nouns, the pupil is now shown that
they have qualities. That a book, for instance, may differ
from another in color, size, shape, &e. Adjectives of color
are first taught a« they call forth less exertion of the reason-ing
powers. To teach " blue " we show the color, write the
name, and give the sign. We then say to the pupil in signs,
*' Have you seen a blue box ?" (His knoMdedge in signs is
greater than in language, because he learns the former both in
and out of school, equally well from both teacher and play-mate.)
His answer in signs is " Yes," AVell, then, write " a
blue box," This prevents his joining improper adjectives to
nouns, as " a green cow," " a white crow." The other colors
are taught in the same way. ( Hher adjectives are taught by
comparison as, " a higJi house," " a ImiJ house." The pupil
understanding the office of adjectives, is now introduced to
actions joined to what he has already learned as, "a large boy
walking," " a lean horse standing." By this time his acquire-ments
in knowledge have so enlarged his mental powers that
to teach him a new word all that is necessary is to write it ori
the slate, give its sign and allow him to spell it over two or
three times on his fingers ; but nothing except a great deal of
drilling in composition will enable him to use the word prop-erly
in the construction of sentences.
We now advance rapidly in teaching the formation of sen-tences
containing transitive and intransitive verbs, preposi-tions,
conjunctions, adverbs, &c. The greatest difficulties we
meet with are the irregularities of the language and idiomati<'
Object Description
Description
| Title | Page 843 |
| Full Text | 1876-770 Document No. 10. 17 of the animals tliemselves, the pictures and signs have to take their places. By the time he has iinished these, he knows how to represent every letter in tlie alphabet on the fingercs and by Avritten characters. He has learned also that every-thing has a name, and that these names are different combi-nations of the same letters. In other words, he has the key which, in the <'Ourse of time, is to unlock to him the store-house of knowledge. Having learned some nouns, the pupil is now shown that they have qualities. That a book, for instance, may differ from another in color, size, shape, &e. Adjectives of color are first taught a« they call forth less exertion of the reason-ing powers. To teach " blue " we show the color, write the name, and give the sign. We then say to the pupil in signs, *' Have you seen a blue box ?" (His knoMdedge in signs is greater than in language, because he learns the former both in and out of school, equally well from both teacher and play-mate.) His answer in signs is " Yes," AVell, then, write " a blue box," This prevents his joining improper adjectives to nouns, as " a green cow," " a white crow." The other colors are taught in the same way. ( Hher adjectives are taught by comparison as, " a higJi house," " a ImiJ house." The pupil understanding the office of adjectives, is now introduced to actions joined to what he has already learned as, "a large boy walking," " a lean horse standing." By this time his acquire-ments in knowledge have so enlarged his mental powers that to teach him a new word all that is necessary is to write it ori the slate, give its sign and allow him to spell it over two or three times on his fingers ; but nothing except a great deal of drilling in composition will enable him to use the word prop-erly in the construction of sentences. We now advance rapidly in teaching the formation of sen-tences containing transitive and intransitive verbs, preposi-tions, conjunctions, adverbs, &c. The greatest difficulties we meet with are the irregularities of the language and idiomati<' |
Tags
Comments
Post a Comment for Page 843
