The Training School Quarterly October, November, December 1916 . test-book in the hands of the children, for theysee relationship of faets and dates to the big event and the significanceof the story; whereas, in studying a text-book merely they are apt togive undue emphasis to these facts and dates and not catch the big idea. Some special points that impressed me in this method of oral presenta-tion were these: 1. Know your subject, then organize and make it over in languagesuited to the group you are teaching. 2. Find all the pictures in the story and present them in such amanner as to impres
The Training School Quarterly October, November, December 1916 . test-book in the hands of the children, for theysee relationship of faets and dates to the big event and the significanceof the story; whereas, in studying a text-book merely they are apt togive undue emphasis to these facts and dates and not catch the big idea. Some special points that impressed me in this method of oral presenta-tion were these: 1. Know your subject, then organize and make it over in languagesuited to the group you are teaching. 2. Find all the pictures in the story and present them in such amanner as to impress them upon the minds of the children. 3. Feel the story; be able to throw yourself into it, then the childrenwill feel it also. For, if the teacher uses her feeling and imaginationit must reflect upon the group she is teaching; her phrases, her gestures,and her facial expression show how great her feeling and imaginationare. I found, furthermore, that after the subject-matter has been presentedproperly there are other tasks ahead. Then comes the judgment and. 1. Third Grade at Model School 2. Tree-Dweller Sand-Table in Third Grade 3. Columbus Sand-Table in Fourth Grade Suggestions 229 self-activity of the pupils, for then, in letting them reproduce the story,came all the useless unimportant questions which took all the resource-fulness and ingenuity this teacher possessed to handle the situation. And this one student-teacher was convinced that history, if treatedproperly, is not to the child a dry fact-to-fact subject, but one that isfull of action, romance, and beauty. Sue Walston, 17. The Child Polylingual What is language? Is it merely oral expression? Is it the writtenexpression? No, language is the communication of ones feelings orideas to another in any manner he chooses. The child can make him-self understood long before he can talk in connected sentences. As ababy he uses language that appeals to the eye in the movements andgestures he makes, or he appeals to the heari
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