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Les cartes, planches, tableaux, etc., peuvent §tre film6s d des teux de reduction diff^rents. Lorsque le document est trop grand pour Stre reproduit en un seul clich6, il est film6 d partir de I'angle sup6rieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images ndcessaire. Les diagrammes suivants illustrent la m6thode. « w 1 2 3 22X 1 2 3 4 5 6 AN OUTLINE SYLLABUS OF PRACTICAL fanguagc- STirainmg IN PUBLIC SCHOOLS i:v R. K. ROW, (he rcnucst of the Pi^hlic Scliool Dcpartjuc. L'. J iv:-;!ic:.i/ 7 t\/i'/u-rs' AssocuUioii. 'I'MltoXTu ''■'"K ('..IT, C'i..vi;k (■ 'Ml'ASV, |,;|i>,. I 'I i! f»n Preparei AN OUTLINE SYLLABUS or PRACTICAL f^ngw^g^ gCtaining IK PUBLIC SCHOOLS BY R. K. ROW, Principal, Model School, Kingston. Prepared at the request of the Public School Department />«/««<»« p '■„ „w Teachers- Assocmt,on. of the Provincial TORONTO The Corp, Clark Company, Ltd. 1892 it !r H77 I ' * f, < " i Entered accordinsf to Art of the Pailiament of Canada, in tJie year one thousand eight hundred and ninety-two, ))y THP: OOPl', Cl.AHK COMPANY, LIMITED, Toronto, Ontario, in the (Jttlce of the Minister of Agriculture. ■s > 1 *-:n^ ">rlj 10 '^-t. :=»;^ I .'l! \ ousand IITED, I r- SYLLABUS. First Year— Part I. Class. r. Abundant practice in expressing real thought as it is evoked in the regular subjects of study. 2. Persistent correction of all false idioms, whenever used. •3. Careful correction of all errors in pronunciation, with special practice on words frequently mispro- nounced. 4. Training out of wrong habits of articulation and enunciation, whether the result of imperfect vocal action, careless habits of speaking, wrong patterns at home, or other cause. 5. Slow pronunciation for vocal and phonic drill. 6. Descriptive sentences about bjects presented for study. Systematic questions shou ri be asked. 7. Observation, imagination and expression lessons on some carefully selected pictures. 8. Short descriptions of actions. 9. Copying with care, aiming at perfect accuracy, words and sentences taught in reading. 10. Short ivritten statements about things studied. 1 1. The use of the period and of the question mark. 12. The use of capital letters to begin sentences proper nouns, and for the pronoun I. 4 SYLr.AUUS. /!, J 3. Reproductipn of suitable stories. 14. Atemorizin^ and reciting appropriate stories. NOTK. — These written exercises, Nos. 9, 10, 11 and 12, assume the possession of considerable facility in using the pencil. The judicious teacher will„kno\v when to introduce them, but they need not conflict with the plan of teaching writing through the elemental principles and a gradation of the letters. Subjects for Talks. The best are those connected with the regular school- lessons; if these are not interesting something is wrong. Only such subjects as it is desirable to lead the children to study should be chosen : The horse. Our cat. The cow, Fur, Stones, An orange, The sheep, Feathers, Pets, Holidays, Wood, Glass, Rain, The sun, Grass, A kind boy, Snow, The moon. A plant, Buds, Frost, The stove. Christmas, Leaves, Winter games, A frog, Easter, Sap, My dog, A bee, Fruits, Bark, My bird. A flower. My doll. Manners, An apple, Our house. Grandmother, Planting flowers Second Year — Part II. Class. K All the suggestions for the First Year apply to the Second Year. 2. Simple oral and written descriptions of objects studied. Thesd should be {a) Simple statements elicited by systematic questions {b) Connected reproduction of the thoughts developed. 8YLLABUH. 5 3- Writing proper names, the word " I " and such abbreviations as Mr., Mrs., Men., Tucs., Jan , I'Vb., St , and initials. 4. How to use : to, too, and tn'o ; is and are ; was and 7veye ; rt and an ; there and their. 5. Oral reproduction of a part or even the whole of a short story read in class. 6. Oral reproduction of short stories told by the teacher or by a classmate. 7. Descriptions of scenes pictured in reading lessons. Note, -Train pupils to confine themselves to definite topics. Third Year. — Second Class. 1. Constant application of the knowledge and skill gained in preceding grades, 2. All the ordinary uses of capitals. The rules should be developed by induction, 3. Writing undivided quotations, 4. The use of the apostrophe in common contractions and in nouns in the possessive case, 5. Dictation exercises to give practice in the correct use of capital letters and common punctuation marks. 6. Oral and written reproduction of stories, f ,, , :7.. ; Origir>al stories suggested by pict.yi^jtir l|:y ,ptary 8, Exercises to teach the correct use of /x and' «/-^/ 6 SYLLABUS. was and zvere ; a and an ; have and lias; did and done ; saw and seeA ; broke and brokeii.''^-^ - '' ' ■' ^''"''':^ 9. Short letters, giving special attention to approved method, of writing and arranging heading, salutation body, subscription and signature. 10. Careful study and memorization of gems of poetry and prose. NOTK.— Nos. 5, 6, and 7 should lead to a knowledge of practical paragraphing. Subjects fop Lessons. My Mdther, My Father, My Uncle, My Teacher, The Postmaster, The Farmer, 1 he Merchant, My Seat Mate, About Maiy, The Sailor, The Mason, 'J'he Carpenter. What I Saw in the Country, A Visit I made, What I would like for Breakfast, My Ride in the Cars, My Ride in the Steamboat, Our Picnics, . A Dream, Taking care of the Baby, Animals I have Seen, Why Some are Unhappy, The Singing Hour, A Queer Man, A Bai|d of. .Musicians, How to be Helpful, How to make People Happy, Taking Care of Flowers, What I would do with five Dollars, A Polite Boy, A Coward, Gathering Nuts, The Kinds of Fruit I Like, How Animals are Dressed, Where and When to Get Wild Flowers, The Good Done by Birds. Where the Streams Come From, A Picnic Party, A Story I Read. *>' '{•iiu ;>,it,:(,jO ( omn;<-^-j ■ Mon t)ilj f;;/:!.'fi;f'i -J''- SYLLABUS. me ; )ved ion .- » • etry :tical lars, A^ild 3m, ** Fourth Year.— Third Class, Junior. Three years' careful, skilful, systematic training in language should form correct habits and develop con- siderable power in both speaking and writinj^. It is perhaps not too much to expect : {a) Plain, rapid writing. ip) Perfectly correct spelling, punct ':ion, syllabica- tion, and capitalization in the pupil's composition. ic) Ccrect use of all common idioms. {d) Considerable power and freedom in thought ex- pression. ,..,, If these habits are well formed it will require only careful, continual practice to fix them permanently and to increase the language power to the highest degree of efficiency. 1. Exercises of previous grades to be continued if needed. 2. Careful written reproduction of a part or the whole of nearly every lesson studied that supplies a series of connected ideas. 3. Short written examinations. Pupils to be allowed the use of a dictionary, and taught how to use ft. 4. Correct idea of a statement, a question, a command.' 5. The two parts of a statement. The terms subject and predicate may be used. 6. The function of the noun ; proper and common ; singular and plural. •ir 8 SYLLABUS, .7.. How, to write th« different forms of the possessive nouns, singular and plural. 8; ■ The functi'oii of adjectives. .9. The function of pronouns. 10. The function of verbs. 11. The function of adverbs. 12. The subject nominative and the forms of the verb that agree with it. 13. Letter writing continued. Correct form. Para- graphing. Note.— As a rule the grammar should be taught inductively in connection with the reading and literature; but to do this the teacher must have sufficient knowledge, skill, energy and patience to draw from the pupils or supply numerous supplemental examples for the purpose of comparsion and contrast so that function, relation, or law may be clearly discovered. The teacher who cannot or will not do this should have a set of carefully prepared sentences and exercises ready for each grammar lesson. No definitions should h& given, and it is not desirable that pupils should memorize their own during this year. Text-books on grammar in the hands of young children are worse than useless. Fifth Year— Third Class, Senior. " 1. Contmued application of the principles taught in preceding grades. 2. Much careful, original writing, especially in the reproduction of matter studied in regular subjects, liter- ature, ^listory, geography, .science, etc., etc. i;iu:r, SYLLABUS. d 3. Sfaort written examinations. Retui'tt for correction all papers containing mistakes in rhetoric, syntax, spell- ing, capitalization or ordinary punctuatioa At^ this stage pupils should be able to correct nearly all of .their own errors. Marginal check marks such as r, £-, s, c/>, /^ may be used. Accept no careless work. 4. Paragraphing. To be studied in literature and applied in composition. ■ 5. The function of adjective and adverbial phrases. 6. The simpler cases of nouns and pronouns. 7. Easy analysis of portions of reading lessons made incidental to the study of literature for the purpose of making the meaning clearer, and leading to observ- ation of the functions and relations of words and phrases. 8. The correct use of may and can ; stop and stay ; rise and r ise ; fall and fell. 9. Business Letters. 10. Business Forms, as, Promissory Note, Receipt, Order. Sixth Year.— Fourth Class, Junior. 1. Continuation and extension of all the work of the Fifth Year. • 'n..:Hsqqi^ ]^.i>raru: . 2, Sentences and clauses. Their kind and relation. -3^,(ijend"er of nouns., . . ,. , ., 4. Personal pronouris. Gender and number forrrisi'^''^ lOf SYLLABUS. 5V' IR-egiilar and Irregular vert> forms. I'jiimomoU B 6. Simple tenses of verbs. '::> ; - -.dn ~''-^- •-. ■•^^^; 7. Principal parts 01 common verbs. The teaching of these should be accompanied by much practice in the correct use of the past tenses and past participles of such verbs in sentences. 8. Careful study of s/ia// and will ; should and ivould ; ought and should ; like and lovj ; teach and learn. 9. Business correspondence. 10. Original stories and essays. 1 1 . Memorizing choice selected passages, to be repeated often. Seventh Year.— Fourth Class, Senior. ~ 1. Continued application of the principles developed in preceding grades. 2. Completion of the teaching of the functions of the different parts of speech and of their relation in sentences. 3. The Verbs, including Participles and Infinitives should receive special attention now. 4. Relative and Interrogative Pronouns. 5. Correct use of who, which and that. 6. The careful writing of reports of original investi- gations in subjects interesting to the pupils. 7. Original stories. i^ SYLLABUS. 11 8. Memorizing choice selections of prose and poiatry. g. Letter- writing above criticism as to form. ' 10. Debates. »t ' •.;':•! ■;,