Public school methods . tion, giving in detailand in logical order the questions you would ask, the com-ments you would make and expressions which you wouldplace upon the board. 58 Public School Methods 7. Assume that you have again the same class severaldays later. Rule a half page of your recitation paper torepresent the space on a blackboard, and fill this with expres-sions so arranged as to be used successfully in a drill exercisein review. Tell how you would conduct the drill. 8. Show how methods of teaching reading that are per-fectly satisfactory in one school may be quite unsatisfactor
Public school methods . tion, giving in detailand in logical order the questions you would ask, the com-ments you would make and expressions which you wouldplace upon the board. 58 Public School Methods 7. Assume that you have again the same class severaldays later. Rule a half page of your recitation paper torepresent the space on a blackboard, and fill this with expres-sions so arranged as to be used successfully in a drill exercisein review. Tell how you would conduct the drill. 8. Show how methods of teaching reading that are per-fectly satisfactory in one school may be quite unsatisfactoryin another. 9. Suppose that on the first day at school the childrencome provided with new and attractive primers or firstreaders; would you use the books? If so, when and in whatway? Have the pupils a right to expect that the books willbe used? In whose possession should the books be keptwhen not in use in recitation? Why? 10. Discuss the teaching of capital letters and punctuationmarks during the first year of From the painting by YOUNG FOLK AT THE CANAL CHAPTER THREE SECOND YEAR READING AND PHONICS SECOND YEAR READING 1. Need of Reviews. In graded schools, the teacher ofthe second year reading class, often secretly, and sometimesopenly, blames the first year teacher because the childrencome to her inadequately prepared for their new is particularly liable to be the case when the long sum-mer vacation intervenes between the close of the first yearswork and the beginning of the second. All summer the children have reveled in the freedom ofout-of-door life, and school and school books have been putaside and forgotten. As a natural result, it is an effort torecall word forms and all else that was taught in the firstyear, and to the puzzled teacher the pupils seem to havebeen promoted without good preparation. In most cases,the new teachers first judgment is both hasty and routine of school life soon brings back what had beenlearned before
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