Correlation of Work in the Primary School by Nellie D. Plugh

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Sep 5, 1907

Correlation of Work in the Primary School

By Nellie D. Plugh

In teaching a subject, the best results come from presenting it through as many avenues as will reach the child's mind, and from more than one standpoint. Throughout his school life, new facts come to the child's attention which are perfectly learned only when they have been related to his previous life in as many ways as possible. Therefore, in planning his work, a teacher should aim to correlate one branch with others. Besides being the most logical way of teaching, the interest is better, and the work is in many ways simplified.

Almost any branch of work will be found to correlate with some other, but language is related to all others. The reading lesson is often more a language lesson than we realize, for every good teacher will have all or a part of the lesson retold in the child's own language. Occasionally, when the lesson extends over several days, it may be outlined, given orally, and later written in the composition books during either the language or the reading study period.

I know of no place where there is more need of language study, and where more actual good, both mental and moral, is accomplished than in the arithmetic class. When a child can rise to his feet and explain a problem clearly, accurately, and concisely, he has learned what years of rhetoric may not be able to do for him, and he has the ability to tell the straight-forward truth in a simple and effective manner.

Nature work and geography are the best adapted to correlate with language study. During the time the class is studying the southern section of the United States, for example, material upon the subject of cotton is gathered, discussed, outlined, and written upon in the language class. While the class is at work upon the Chinese empire is the time to get out the material you have been gathering upon China, and have a composition written on “Chinese Customs” or “Our Girls’ School in China.” Have it written upon uniform-sized paper, and a cover painted or drawn with a Chinese lantern or dragon design, and the title done to look as nearly like Chinese characters as possible.

If the nature lesson is upon the red-winged blackbird, use the facts brought out as the material for an oral or written language lesson. Nature and agriculture are especially good to relate to Bible study. With the sowing and growth of seeds, study the application of it in Christ's teachings. In gardening, study from the Bible the instruction God gave the Israelites concerning the tilling of the land.

Do not forget when hearing the Bible class, that although the truth in the lesson is of great importance, yet if your pupils are to be missionaries, they must learn to read with distinctness and thought, in a pleasant voice, that they may interest and convince their hearers. The words for the spelling lesson can very well be chosen from other lessons, thus dispensing with a text-book in spelling, and giving the child a more practical list of words. Writing should be related to every lesson where writing is

done, requiring every written effort to be the best of which the child is capable, and accepting no other.

The thoughtful teacher will find many other ways in which he can unite one branch with others. It is of utmost importance that with divine guidance the teacher correlate with all he teaches the blessed truths of a life like that of our great Elder Brother.

NELLIE D. PLUGH.