Language for the Little Ones by Mrs. E. G. Bennett

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Aug 1, 1907

Language for the Little Ones

By Mrs. E. G. Bennett

I find the articles in the Review both profitable and interesting. I have seen very little given in regard to teaching language to the first and second year pupils in our schools. The method which has proved very successful with me, I will now pass on to others.

I usually have all who do not study the language book, recite in this beginner’s class.

I call them to the recitation bench before me. I do not tell them we are taking up the study of grammar, but that we intend to have a little story-lesson to-day.

“How many like to hear stories?” Of course all do, and some one perhaps tells me, “My mama once told me a nice story.” “Yes. Well, our story to-day is about something that is about this long [measuring with hands]. It has feet, and eyes, and ears, and a tail [I speak slowly and with interest], and it can scratch, and ——.” By this time several hands are raised, and eyes are twinkling, each child being sure he can guess what I am describing; so I call on one to tell, but if he does not guess, I ask another, and he knows it is a “cat.” (Often I ask each one what he thinks I was talking about, as they all want to take part.) “Yes, I was thinking about a cat. You have all seen cats. How many have a cat at home?” All are now anxious to tell, so I ask first one then another to tell me a few things about his cat—the name, color, size, etc. Then I usually begin at one end of the class and let them each tell me some one thing about a cat, or about his own cat. As they do so, I write their sentences on the blackboard in short correct statements, about as follows:—

A cat is an animal. They are of different sizes and colors. All cats have two ears, four feet, two eyes, one mouth, and a tail. Their bodies are covered with fur. Will your cat catch rats and mice?

Above this composition I draw the outline of a cat. I now read to them, quite slowly and distinctly, what I have just written on the blackboard, pointing to each word, then let the children take turns in reading, each reading one line only until all have read.

Frequently I have one of the older ones go to the board, take the pointer, and read; and I always say to the class, “Now notice carefully and see if he reads it correctly. If a mistake is made, raise your hand.” Thus better attention is secured, and greater interest created, and others are anxious to be able to stand and read their portion of the lesson from the board.

This is such an interesting class that the ten or fifteen minutes allowed for recitation passes all too soon. I now have those who are able to read and write, copy from the board into composition books, or onto slips of paper, which I give, and collect after they have finished writing. This is good “busy work” for them. Those unable to copy what is on the board, may outline the cat, and write the word “cat” as many times as the teacher thinks best.

For the next word, the conversation can easily be directed from “cat” to “rat.” With this word, as well as with the nouns that follow, I give a description of the object, and all are eager to guess what the object is that I have in mind.

I next teach bat, mat, hat, cap, man, fan, hen, pen, bell, dog, box, etc., each time writing a few short, simple statement on the blackboard about the object as they make it for me, and before long each pupil is able to stand and read the sentences correctly.

The vowels of all the nouns may be learned. This gives opportunity for the phonic method of teaching reading, if preferred.

A little change may now be made in the class work by teaching them that these names are called nouns. The time of at least one or two recitations may be devoted to the study of nouns, or name words. The children may write all the nouns used in former studies at their seats or on the blackboard for “busy work.”

Later on, the adjectives “a” and “the,” may be introduced, and after a while descriptive adjectives may be given, placing these before the nouns already learned, and building sentences with them. Care should be taken that the children do not repeat the same words too often. They should be taught the simple rules for the use of capital letters needed in their work, as well as the punctuation marks, margins, and paragraphs.

I found that three studies a week was all the time I could give this class, but even then the benefit derived from it told in their future language work.

I try to have them recite at a time when they seem tired of study and appear restless, but of course teachers may use their own good judgment as to time and length of recitation.

I take care of their language work until school closes, then I give it to them as a sample of their school work done during the year.

It has been my experience that pupils of these grades who began language study in this way, made much more rapid progress when given the regular book work, than those who began with the book work. The latter are often heard to say, “I hate grammar. It is such a dull study.”

Taught by this method, my pupils find grammar an interesting and delightful study. Mrs. E. G. Bennett.