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Show word. In till effort, If the mind cal orcaijH i teacher would think of the break in the ntin-- : applying tin same remedies to effect a. is a would be employed In i moling ulty of thought Is bridged over and tin cure mind r sunu-- s It course; but if the defect induced by defective mental efmind falls, in its March through tin ass iatlon; nor would be hope to reresource of it experience, t find ilia fect a cure by imply telling and Conducted by J, K. Mi'KNHillT, Principal Normal Trailing School. tirlai out of which t construct the minding the pupil of the defect. What it finally i Deeded ill rase of mechulllcal diffsiappropriate reality-imagImMuch of careful most and imam If questions. l!u largest Heading iculties i constant drill and much pracin despair and you say you up and gives be should lent curriculum. required, In school reading tin portant tice In the art of oral expression. the thought should Invariably be given. do not know' what the word mean. It -- (I. Stanley llall. A correct model should he presented Jv iV n This will necessitate the proper asso. I a symbol for which no corresjMindlng and the pupil should taught to Imhabit In of this c The elation. experiIs found up your reillty-lmngbreaking BLADINGS. itate It until he can reproduce It coris not easily effected, especially if It ence. or with which the renlltv-Imng- e rectly. been permitted to go on until the has never been associated; and In nee has NorCritic C. Teacher, Jensen, Some teacher are much opposed to By 1). the reached has you ' grades; to though pupil means you, It upier nothing mal Training School. imitation In school work of any kind with Increases for the every difficulty visual, have jHTfeot may on the pha that they do not desire to (Continued from Last Week.) It. has which the lesson of r additional pupil Images auditory and New wortls should he associated with Interfere with the originality of the proto satisfied been or, never rather, Is read, mind permitted mature The when the oxterlnce of the child, and, child, but In the development of purely nounce. the because reality-imagwithout the first lntnduced In reading, care should physical habits It should, when needfor Is desire a its actions he taken to have the child associate Nervous currents, like all other cur- motive ed. be used to the fullest extent. In It is very But exfrequently the written word directly with his the first place, bad pronuncatlon frerents, follow the line of least resistance. knowledge. does he since the with child, perience. To insure this result, pupils Constant use has made the paths lead- different quently results from pure carelessness of the realize not Importance e always to the should he required to do much silent ing from visual or Inattention. Again, pupils are not Is. He read. to very therefore, so much deeper and smooth- learning reading, and to produce the thought In always competent judges as to what l, sym-bothe of with images their own words, either orally or in er than those leading to the appropri- often satisfied constitutes good expression and should unto the of a matter as fact, for, have theJr taste cultivated by hearing writing. Constant questioning should ate reality image from the visual, that is a child the instructed thing symbol be used to cause the pupil to think the the former offer, comparatively, little and imitating perfect models. devoid whole thought. A great many acting resistance to the discharge of nervous in itself. His mind is utterly Other pupils are capable of apprecia with it of of habit the associating sentences should be given, and pupils, energy, while the latter necessitate the ating good reading when they hear it associarealty-imag- e unless and this without reading orally, should be per- climbing out of the deep rut, so to from others, but are Incapable of doing reto will continue he is tion effected, difficult mitted to act them out. All it themselves without imitation and speak, and the discharge of the nervous and as words the written things, and unfamiliar words should be con- energy along new and untrodden paths. gard drill. There can be no serious psvcho-logic- al as of the art pronouncing nected with the experience of the child When this habit is effectually checked, reading, objection to Imitation if it be them. before he should be required to read the change cannot escape the notice of used as a drill and not as a reading It will be noticed that what has been exercise where It would interfere with them, either silently or orally, in the the most careless observer. The reader reading lesson. These exercises and de- Is transformed from a mere machine said about defective reading applies the psychical operations of the mind. vices, and a great many others of a into a rational being. The recognition simply to silent reading, or thought- But these drills in imitation are not similar nature, which the Ingenious of thoughts and emotions, occasioned getting. It will also be noticed that the reading; they are physical culture exteacher will hit upon, will tend to have by the printed page, but constructed origin of such defective reading is ercises taken with a view of securing the thought precede the expression, out of the childs own experience, gives found either in a lack of experience better expression in oral reading. Much which alone can result In good read- life and animation to the countenance, or ignorance of symbols. There are more might be said concerning defecand lends a charm to reading which other defects which concern oral read- tive reading, but enough has been said ing. But this is not the only form of de- hitherto was unknown. The voice as- ing only. These are what might be to indicate to the earnest teacher the fective reading. Many pupils are able sumes a natural tone, so unlike most termed mechanical defects. It is evi- course to be pursued both in curing to get over the page at a remarkable of the mechanical reading tones, that, dent that remedies which are properly defects a9 well as preventing their berate, and it is frequently very difficult were one simply listening and unable applicable to the correction of faulty coming habitual with her pupils. would not be likely to to detect whether or not they are re- to see the pupil, he would scarcely rec- thought-gettinJessie Wood says of Lillian Russell: ally reading, by simply listening; while, ognize the two issuing from the same overcome mechanical defects, in fact, now reads natural- they very often serve only to aggra- "Lillian has a sweet Christmas-car- d if questioned, they are found to know organs. The reader almost nothing of what has been ly, with the proper stress, emphasis, vate them. It is therefore apparent face, and you cannot even call her for she doesnt sugpassed over. So far as the thought is pitch and movement, and talks intel- that the teacher cannot exercise too gest that she has ever been steamed concerned, their minds are total blanks. ligently and with interest about what much care in the diagnosis of cases of or ironed out or canned or pickled, or This defect most frequently occurs he has really read. faulty reading since the remedy to be that her beauty has ever deon aid pended other than thick any will with pupils who have been drilled in depend entirely upon the To prevent bad habits in reading applied mutton and old ale. But Lilchops phonics. They can pronounce the most from ever entering the childs reading origin of the defect. lian has no beauty below the chin. difficult words, can enunciate clearly exercises, the teachers aim should be Mechanical difficulties are concerned She could not possibly wear of a yard of silk and a corset the most intricate combination of to have the child, from the beginning, principally with the proper utterance lace with the confident effrontery of as mere symbols of words. and sentences. They are dewords, hut here the association ceases. treat the Edna Wallace Hopper, ajid she moves The teacher cannot fects in enunciation, emphasis, inflec- her grand opera Again, it will be noticed that faulty of reality-imageamplitude with the association is the cause of the defect. guard this point too carefullv. Note tion, pitch, stress and quality of voice. soft heaviness of a nice white elee The visual suggests the this habit in yourself in reading. What They do not necessarily indicate a lack phant. &ie Word is spoken, and takes r, place in your mind when you of familiarity with language symbols The Practical Side of It. the mind process ceases ere the thought meet with an entely new w'ord? In nor an inability to construct proper Uncle Hiram So yew study Latin Is aroused, or before these images are the first place the mind stops, for the reality-image- s and thus secure the an Greek at college, iew ye? connected with the reality image. continuity of the thought is interfered thought. They are physical in nature. Nephew Yes, sir. Dont you apsame The kinds of exercises as were with. The attention is at once directed The mind seems to perform its func- prove of those studies? Uncle Hiram Wal, the Latin might spoken of above will tend to overcome to the new word, and we are conscious tions properly in everything except a come in handy if ye ever work In a this defect also. The pupil's experience of a strong effort to construct an ap- proper control of the vocal organs. drug store, but I dont see what the should be appealed to constantly by propriate reality-imag- e Since these defects vo Greek is good fer. corresponding originate in the to l 1m MK-rvhsfu- EDUCATIONAL,. e, 1 vocal-moto- r, hand-moto- e, la-hin- d word-imag- vocal- -motor g, well-preserve- d, ice-crea- m three-quarte- rs word-imag- s. word-imag- vocal-moto- es -- |