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1. The long sound of A.”

I. The long sound of Aworked out.

Print in a column upon the slate the syllable “ Ad." Let the children be required to pronounce it.

In a parallel column print the syllable " Ade.” The children should be directed to notice the difference in the two syllables. The teacher then pronounces the syllable “ Ade,” requiring the children to repeat it, and to notice the difference in the sound of the two syllables, and to say why they are not pronounced alike. Tell the children that the syllables in the first column have the short sound of “A;” and in the second column the long sound. Prefix the letters 66

• B,” “F,” “H,” “M,” &c. before the syllables, requiring the children to give the sound of each, then to pronounce the whole word.

Method. II. Exercises.-1. The children to read the words in succession two or three times.

2. Read any word pointed to by teacher.
3. Read a word alternately with the teacher.
4. Read the words from a printed board.
5. Spell them without the slate or printed board.
6. Print them on their slates from dictation.

2. Glass.Younger Infants.

Apparatus.-Piece of glass. Some things made of glass.

I. Qualities. Show children a piece of glass; first let them discover all they can by looking at it. By comparing it with leather, or the floor, they will see that it looks prettier—it is bright. To name other things that are bright; to repeat : “Glass is bright."

Place a pencil behind a slate and ask what you are holding up; do the same behind a piece of glass ; they will discover that we cannot see through the slate, but can see through the glass. Children to name other things that we can see through. Let a child feel the glass; he will discover that it is hard and smooth.

Let the glass and a piece of leather fall on the table, compare the results. Children to name other things that will break easily.

Let two children hold a duster by the corners ; pour some water on it. Children to notice what happens. Pour some into a glass dish and require them to notice that the water does not run out. Children to name other things that will not let water through. Qualities to be repeated from the initial letters on the Large Slate.

II. Uses. Require children to name anything they have seen made of glass, in the room, at home; should show children different things made of glass. As each use is given, it should be put into a sentence and repeated, as “ Glass is used for making windows;” “Glass is used for making dishes,” &c., &c.

III. Summary. This to be made as the lesson proceeds, and to consist of the initial letters of the qualities and uses.

At the end of lesson the summary to be read through from the slate. Or, the Summary may consist of short sentences repeated by the children after the teacher.

Note.--In all these lessons with young children, the teacher should pay great attention to the way in which they pronounce their words and should help them to give their answers in sentences.

3. Glue. Matter.

Method. I. Qualities.

Glue is of a light-brown These qualities to be obcolour, and can be partly seen served by the children. through.

In its natural state :

Hard, brittle, soluble in hot Let a piece of glue be broken, water ; hardens as it dries. to show that it is brittle.

Prove that it is soluble by putting a piece into hot water.

Bring before the children several articles which have been glued, to bring out the fact

that it hardens as it dries. In its liquid state :

Show the children some liquid Soft, and very sticky. glue, and let them see that it is II. Uses, and Qualities on

both soft and adhesive. which uses depend : Glue much used in making

Children to be required to furniture, and other articles say where they have seen glue where great strength is re- used, and for what purpose. quired.

Glue useful, because it will Children questioned as to dissolve in hot water; it is why it must be dissolved in very sticky or adhesive; it hot water ; why so important hardens as it dries.

that it is adhesive. By reference to other substances, such as treacle, &c., show the children the value of the hardening

property of glue. Glue is prepared for use in Bring before the children a a Glue-Pot, which consists of Glue-Pot. Direct their attentwo iron vessels, one placed tion to the outer vessel ; why within the other.

it contains water, and what would happen if the water became dried up.

III. Manufacture of Glue :

Made from the hoofs, sinews, and parings of horns and skins of animals.

Process of Manufacture.

1. Steeped in lime water, to Tell the children this, and remove the grease.

question them as to the reason for doing so.

Let them know what effect will be produced by

the lime-water. 2. Boiled, until all the solu- This to be told by the teacher. ble parts are dissolved.;

The children questioned as to

the effect produced by boiling. 3. Strained, to remove all

Refer to the fact that some undissolved parts; and boiled portions will not perhaps disto drive off the water,

solve; the children required to think what must be done. Tell them that after it has been strained it is again boiled, and becomes very thick when

cold. 4. Cut into thin, flat, square

Lead the children by quespieces and dried upon coarse

tions to see that this thick netting.

jelly must be dried before it can be used. Let them notice the marks of the net on a

piece of glue. IV. Summary.

The children to repeat the substance of the lesson; and to be questioned on it.

4. A Letter.--Elder Infants.

Apparatus.-- Any written letter, sheet of note-paper, envelope and postage-stamp.

I. Introduction. Imagine a child away for a holiday. He is very happy. Would like to tell his mother something that has happened. He cannot go home to her. How can he tell her ? He can write to her. What do we call what is written ? On what is a letter written? What is the paper called ? If not known, tell them—"Note" Paper. Show a piece of note-paper, called a “Sheet.” Question as to its colour, size, and weight.

II. Contents. Suppose a child is going to write. How would he begin ļ Show a letter that has been written ; let children notice what is written in the right top corner (place and time). Then teacher in imitation of this to write in the right top corner of the Large Slate, the address of any one of the children when away from home, e.g.,

8, South Street,


Jan. 28th, 1878.

Besides this, let them notice the time is written underneath, and must be put in their letter too. Question as to what is the name of the present month, the date, and the year. If not known, talk to them a little about it (when once explained it is a very good practice to ask the children every morning to tell the date).

Why necessary for the date to be written ? Show the necessity by giving instances of what have happened through forgetting it. Refer them to the letter again, and let them see that you

next address the person to whom you are going to write. Teacher to write on Large Slate what the children tell her, e.g., “My dear Mother.” Then ask them what they would like to tell their mothers. As the various particulars are mentioned they should be written on the Large Slate. (It will require considerable care and attention to form the children's answers into suitable sentences.)

Refer to the letter again, and let them notice the end. Tell them we always have to sign our names at the end of a letter. Why is this necessary? If they cannot tell, they should be told of the numbers of letters lost through not having addresses.

Question as to what is done with the letter when written. Lead them to see that it is first folded. Why? (To fit the envelope.) Why should we use envelopes? What is done with

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