School; a magazine devoted to elementary and secondary education . of reading—parexcellence—is that of grasping the thought. The sentence methodcomes closer to this standard than any of the other methods whichwe have thus far studied. It gives prominence to the real purposeof reading from the very outset, and endeavours to overcome themore mechanical difficulties, such as word-recognition, through thespontaneous interest created by the thought content. In other respectsits merits and defects are practically identical with those of the wordmethod. As in the word method, the real defect is that
School; a magazine devoted to elementary and secondary education . of reading—parexcellence—is that of grasping the thought. The sentence methodcomes closer to this standard than any of the other methods whichwe have thus far studied. It gives prominence to the real purposeof reading from the very outset, and endeavours to overcome themore mechanical difficulties, such as word-recognition, through thespontaneous interest created by the thought content. In other respectsits merits and defects are practically identical with those of the wordmethod. As in the word method, the real defect is that it does not giveindependent word-recognition power. Raymonds school report was not what it should have been and hisfather remonstrated with him sternly. It isnt as if you couldnt get good reports if you tried, he the beginning of the year you did well, but the standings reportedhere are much lower than they were before Christmas. Well, you see, papa, whined Raymond, seeking any sort of anexcuse, every things marked down after the holidays, you The Use of Canadian Indian Ornament in our School Art R. F. FLEMING Art Instructor, Normal School, Ottawa ISTORIC ornament is not used much in the art workof our Canadian schools; still it is not obsolete. Weremember in the old Ontario drawing books theGreek anthemion, the Maltese cross, and the wingedglobe of Egypt. In many of the present-day text-books in art a few pages deal with historic these historic forms have had a very limitedapplication, more generally for decorating something to which they werenot in the least related. But did it ever occur to us teachers of art, that in whatever little wehave done in the study of historic ornament, we have almost universallyignored the aboriginal art, the Indian art, of our own continent andcountry? And why? Because our art is not beautiful? No; becausewe are not acquainted with it, and have not appreciated the beauty itcontained. Our Indian art is beautiful; it
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