The Story in Primary Instruction

is that its main function is to teach the young child to read, write, and cipher. That is, that it has to do mainly with the formal aspects of l

hool life should be devoted to the mastery of the formal phases of instruction. While it may be contended that it is not meant to exclude the giving of a

chool career, are to be empty of any real subject matter. The mastery of written and printed forms is to be set up as an end in itself, losing sig

ge, his deep interest in the widening of his experience,-it is evident that such a course is out of all harmony with his real nature. It is the giving of

ABULARY NOT THE MATE

se acquirements are not a content in themselves. They are not the material of instruction. In themselves, they do not enlarge the understanding or furnish the food which the young mind hungers for-and must[7] have if it is maintained in a condition of health.

f his experience, the formation of interpretative concepts,-these are of greater value from the point of view

not come from the relation of these formal elements to his own needs or activity. The interest has been external and it flags as soon as the external excitement is withdrawn. A genuine interest, an intrinsic one growing out of his own needs and nature, can be fostered only by supplying a subject matter adapted to the various levels of

OSE, GROWING OUT OF THE

it for him. The learning to read will be seen as a step necessary to a fuller expression of activities already going on, and difficulties will be overcome because their mastery is a means in a wider circle of purpose growing out of the child's own life and needs. If, in early y

for instruction in the primary grades. They are, many times, a positive loss[9] in time, and are gained at the expense of dwarfing the mental and physical pow

and nature material as a main purpose. Subsequent progress would be all the more rapid and instruction be all the more educative because a wider range of interest would call forth self-active participation of al

GE TEA

dependent of a content which is not in accord with the pupil's own stage of development. The interest, to be genuine, and productive of self-effort, must always be in the content. An enrichment of his vocabulary

, or from indifference on the part of the teachers, but largely from the over-emphasis of the purely formal aspects of language. The matter is approached from the wrong side. In early years, to

expression,-drawing and music. Skill in aesthetic forms can come

d which is his natural and proper nourishment, the imparting to him orally such material assumes an aspect of gravest importance. Shall his early years of school life be barren and empty? Surely the teacher has a duty

Their pre-school education has been acquired largely through auditory impressions and exists in the mind in the form of auditory im