The education of the South African native . Iff «SS • S-3S n».Ji?2«|*ga5 n ?S-gSslg^sS II it slip » . — 9 g « 9 O—-3 w il^ ^1 sis 1115^as a is SI Ifllltll^ Hi U ^11 ?3 o m V S3 Pli |.9|fill III ; a 3 I t u S •ippjsnpni 284 THE EDUCATION OF THE SOUTH AFRICAN NATIVE 4. In English spelling, which, as we have seen, is a greatstumbling-block, the words in the ordinary English readere arealtogether unsuitable. The pupil needs only to be able tospell the words he will have to write. Lists of common words,and especially those used in letter-writing, should be preparedand prescribed. The s
The education of the South African native . Iff «SS • S-3S n».Ji?2«|*ga5 n ?S-gSslg^sS II it slip » . — 9 g « 9 O—-3 w il^ ^1 sis 1115^as a is SI Ifllltll^ Hi U ^11 ?3 o m V S3 Pli |.9|fill III ; a 3 I t u S •ippjsnpni 284 THE EDUCATION OF THE SOUTH AFRICAN NATIVE 4. In English spelling, which, as we have seen, is a greatstumbling-block, the words in the ordinary English readere arealtogether unsuitable. The pupil needs only to be able tospell the words he will have to write. Lists of common words,and especially those used in letter-writing, should be preparedand prescribed. The same practice should be followed in thecase of Dutch. 5. The greatest importance should be attached to oral com-position or speech exercises in English or Dutch. To attemptto teach English or Dutch through the medium of formalgrammar is a waste of time. The method used should be theso-called Reformed Method, as illustrated in the text-booksof the Gouin or Berlitz series.^ 6. The necessary information for the instruction i
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Keywords: ., bookcentury1900, bookdecade1910, booksubjecteducation, bookyear19
