Newspaper Page Text
THE MAUI NEWS, FRIDAY, DECEMBER 7, 1917.
Story Work Method
For First Grade
One Of The Papers Read Before The
Teachers' Convention At
le a help to you.
At the teachers' convention held in
Paia school last Friday Miss Lurene
r.mlf r..ml the following Paper on the
subject: "FtsI grade work.
l,..i method of teaching it. Its
unitization." She said:
Storv telling is being recognized as
a pi-Vine factor In primary education
everywhere. It plays r.n especially
important part in primary work in
our Islands, because of the large ele
ment of foreign-speaking children:
as it is an indirect means of teaching
English and acquiring an English
vocahularv. That chldreii need stories
for their full mental and moral devel
opment is a recent discovery of Ch id
Studv I well remember my fust strug
gles in trying to find a way to help
inv babies grasp the stories outlined
in' the Com so of Study. 1 gathered
some valuable information and help-
from various teachers. 1 shall en
deavor to tell yc-u what I have gamed
thronuh observation ami expeucni.
a method which has
ful. I hone it will
We all know that some people tell
stories better than others. The first
storv I told was an nbsolute tailure
The" children looked at nte as i! I
were talking Creek to them. So I de
cided that the only way to be a story
teller was to practice. It is a socia
asset and one of wlr.ch mothers am.
teachers are the chief Inventors; a
gift that, like singing, writing .ami
paAnting. can be cultivated. Trailing
in this art involves a sMidy ot child
psvchologv, so as to know what ap
peals to the child mind; a knowledge
of dramatic expression, to hold liter
est; and control of the voice ,to hold
attention. The teacher must lose her
self in the story .that is, laugh, cry,
bark, or s'ng as the occasion de
mands. This is easy because the at
tention of the children is on the bark,
not on the one who is harking. ou
cannot expect the children to enter
ivto the spirit of the story if you your
self cannot The story of "The T hree
no,,,." l an excellent one on which
.he asnirine story teller may practice
some good moist clay for modeling,
which is sold for t went v-flvc cents
After telling the story, it i- a gool
plan to talk it over with the children
to bring out the essential facts. II
is a great help to pick out the impori
nnt objects and talk about them such
as the well', a red hood and cape, and
a basket, in the story of 'Tod Kidiiv:
Then ask questions about the sever
al scenes. More1 advanced pupils
can take turns at being teacher and
doing the asking. First, ask some
one, "What is our story about?" The
answer will he, "Little lied Hen."
Hut this is not cornet. We should
say, "Our Story is about The I-iltlc
Rod Hen." The children must an
swer in complete sialemi nls so as to
learn the order of words in sentences.
After the child has j.iven the stal '
ment, call on the class to p;ve it.
here. If you ask
the wolf ask Red
will answer 'n a
be developed right
: child. "What did
Riding Hood?" l.e
say it for him, exaggerating the ex
pression, and after a number of at
tempts votl will begin In notice a
Chemist Das Leaves
Baggage At Lahaina
When Chemist Has left Maui for Ho
nolulu and the Coast to appear as a
w'tivs-s in the Hindu conspiracy
rases, his baggage was left behind at
I.nh: ina. He requested United States
Marshal Smiddy to get It, which the
latter did. Snrddy also searched a
part of it, and a Honolulu paper tells
the following story as to what was
When Saranghadhar Das, sugar mill
chemist at the Paia Plantation, Maul,
and his wife, who are wanted as wit
nesses in the Hindu plot trill in San
rrancisco, sailed for the mainland re-
eently they did so minus the bulk of
their pt rsonal baggage, three su't
cases and a wooden box having been
left tin the wharf at Lahaina in the
rush to catch the inter-island steamer
Instructions were left by Das to turn
the baggage over to United States
Ms'i-.-hal J. J. Snrddy.
An inspection of the suit cases was
nvn'e vesierdav bv the marshal who
found 'that, in addition to the sub-
summoning itas ana nis nut
to the mainland, and the evidence
Das was ordered to produce at the
trial, there were a number of books
which bore the signature of "Tarak
nath Das," one of the persons indicted
in the Hindu plot conspiracy. Among
the volumes were the following:
Myths of the Hindus and Buddhists ';
Secret History of Egypt;" "The
Prince of Machiavelli," and "The
Theory of the Leisure Class." Copi
ous notes were made on the margins
of the books and many passages underlined.
Despite the similarity of the names,
Marshal Sm'ddy said yesterday that
the local Das maintains he is not re
lated to the Das who is a defendant
in the Hindu plot expose. Letters in
the baggage, however, indicate that
the two men are at least good friends.
Reference is also made in seveial of
the letters to the case now being
tried in San Francisco.
From an advertisement of "In the
Palace of the King":
Philadelphia Evening Ledger.
Hawaii Kamaaina Dead
The Hilo Tribune publishes the fol
lowing from its Kohala correspond
ent: Death has carried away an old resi
denter in the person of George Bond,
one of the earliest miss'pnaires, the
local government phys!clan and the
eldest son of the late Rev. Elias Bond,
one of the earliest misslonaires to
the islands. The sad event occurred
Saturday. November 24. Mr. Bond
had been falling for some time past
and his death was not altogether un
expected. The funeral took place on
Sunday morning at the Bond's priv
ate remetcrv in Iole. the funeral ser-
ivlr.,1 l.alnir i-nnri hv tlpv .Tnhn F CoW-
an, pastor of the Kohala Union
Church. The funeral was a private
one, only the family and near relatives
be'ng present. The deceased was
well known locally and counted many
friends in the Islands, who regret to
hear of his death. Many expressions
of sympathy have been offered to the
Bond family in their bereavement.
The deceased was unmarried.
(lonsalves (ilee Club,
nishes music for any
reasonable rates. Tele'
dcz Hotel. Advt.
C B. GAGE
Hawaiian Trust Building
sight difference in hi", replies,
takes the patience of .lob to g
suits, hut "Don't give up the
and you will have your rcwaid.
Wh n stories are reproduced !
children, the work should not, unhr1-,
nceer-.f-ary, he undertaken as a 'on v
al language drill. Bui ;f you f'nd that
the children have no English vocabu
lary, the story will have to be turned
into a language drill and re;-ding 1" '
son. Usually we can find a few pupils
who are ride to express tli stoty e
their own words .even if it Is very
crude, By nil means let them do M.
beacuse so many will not lvsponcl a'
all, especially Japanese. Try not to
bo impatient. Real'ze that the only
English some acquire is lor.', it"! in t':t
school room only. It wr.u'd lie lie
possible for me to tell a story In Latin
or Greek, after having studied them
for four years.
The story should be divided into
scenes, each having a particular 'n
cident of interest, with from two to
four short sentences in a scene some
thing like this form "Jack and the
Bean Stalk:" Scene 1. Jack was a j
little boy. He lived with his mother. I
They were very poor. Tin y had no j
money. Only a cow was n it. jsceno
11. Jack took the cow to market. He
met a man. The man gave him some
beans.. He gave the cow to the man.
These selected sentences must be
very simple, using some words the
pup:ls already know and only a f w
new ones to each seen". One syllable
words shoulU be used as much as
possible. It is well to place the sen
tences on the blackboard in Lot'1
script and printing. I wiote my new
words with colored chalk and found
that the children understood them
much more quickly than they did
when they were not so omphas'zed.
For word drill take the review word s
and the new words in the day's les
son. These also might well he writ
ten with colored chalk.
All children are good at making be
lieve. Wise men and women, who
really study children, say that thi.--love
of play acting should lie made
I I use of in education. Dr. Eliol, late
. .. . i --i - . kiiii i ii ill in ill I I Hi I l I III I
One of the chief del'slits is the loud,
gruff wee of Papa Hear, me iiuuu..
sized voice of Mama Bear, and the
wee, small voice of Baby Bear. All
the stories must be told in very sim
ple language, because the majority of
entering pup'ls have no vocabulary,
also no apperceptive basis for getting
a mental visualization.
Th's is the place to speak of the
effect of concrete pictures on the un
derstanding. If you wish the ch ldren
to remember the story, you must help
them to get very clear, definite Ideas
in the first place. We do not realize
sometimes that we are talking direct
ly over the heads of our pupils. 1
catch mvself doing it every once in
awhile. I was great 1 surprised o
c.i .i,nt uni nf mv first graders, in
.i. ,0;nriiv di'il not know what
i.i. ....... Cn luifove
musn or poi i.uge n. .... , . , - 1Iarvard rnhVrsity. h
Bears," I had to bring a package of
Carnation Mush, and a bowl of cook
ed mush to help them to a fuller understanding.
Each important step or scene
. ,.!,,,, 1,1 ) nccuratelv V ,H
in an illustration. If possible, it is
best to place simple line drawings on
the board .talkng about the object as
you draw. If you cannot draw free
hand from memory, I am sure it is
permissable to hold a picture in your
hand and draw from it. Good old
Webster's D'ftionary has a heautilul
lv simple drawing of a monkey ami
one of a crab, which I used for illu;
strafing "The Monkey and the Crab.
If a teacher cannot draw, there ate
other effective ways of illustrating.
It is very easv to make charts. For
most of these stories it is possible to
find illustrations, which we can paste
on brown Manila paper. These can
be tacked to the front board and re
ferred to as the story is being told.
Another effective medium is the
sand table. It is easily made. Any
of the older boys can make one.
sticks miner cut-outs, small blocks
f n-m.d etc.. may be used' to repres
ent animals and objects. A piece
glass with some blue paper under it
-iu maWe beautiful water. The chil
dren can stand around the sand table
while the tftuher tens tne
while she is ask ng
Reproduction by Constructive
Directly after the children have
heard the story, they should eNp.ess
H by tli awing or hand woik so as to
wake it concrete; for reproduction
through constructive mediums helps
the child to a physical applicatVm ol
the knowledge which he has gained,
and so strengthens the impression
which has been made.
In mv own work, the first t me the
children illustrated the story, we all
drew together, line by line. Then
they erased and drew from memory.
While thev were drawing, I went
from child to child talk ng and help
ing occasionally. If the little tot
sees that his beloved teacher can do
the thing that he is expected to do,
he gets Inspiration and ambition,
Clay modeling is very effective. I
visited one of our teachers and found
her with a chalk box full of clay. She ,
gave each child in the class a small j
piece and a lovely time was had mak-
ing crows, pitchers, trees ,and pebbles j
to illustrate the story of "The Crow
and the Pitcher." She held the best ;
ones up before the class, and they
were really a work of art. I was stir- I
t.riseil th'tt thev were so well dom
J. S. Latta, Cedar Falls,
said: "Here is a trcmedous
that should be used by every
in the country and I believe
is going to be." I
Play acting is used in cvciy kinder
garten. The cunning little tots ai"j
flying birds, trotting horses, growl;
bears, hammering lilacksm'ihs, v.v.r
carpenters. Everything has its action ;
which helps to fix the idea. i
Acting or playing the story makes :
It real to the child and gives him vivid, j
impressions. Thus, the several
scenes are made to stand out distinct-
ly, and the child is enabled to ropro- :
duce them in their order. For, when :
a clrJd becomes an actor, he m is1
hold the scenes in mind ai d dci t. i .
work with others. The teacher should j
remember that enteriaimlicnt nr..-! j
show are not the aims, but an accural! ;
interpretation of the stoty or a. !' tt r
seeing !s to be desired. The storios
should be dramatized several times.
With some children it is best to dr i- ;
matize every day. Th's gives all il-o
children an opportunity to take part. ,
Have one child tell the story while .
the others act it out. The teacher '
will have to use her ingenuity in the
pantomine. In the story of "The :
Monkey and the Crab," the b:;y v h' '
takes the part of the monkey can
of stand on the teachers chair, which
has become a persimmon tree. In
this way he is enabled to throw down
hard, green peis'mnions, which are
stones colored with green chalk, upon
the crabs below. The crabs are on
their hands and feet. Be sure tin y
do not get on their knees, because
they are liable to dirty the fine i-rd
only suit or dress that they possess
Dramatization i.s very entertaining.
The little lots Will get excited Mid
want to stand and also laugh. Ii is
good for them; l ilt be careful t'l- y .no
not disturbing the actors or lui'jig the
point of the story in the v i!d eci
ment of the moment.
The dramatization should come h:.
of all after the pup'ls have thoroughly
learned the story so as to h ave a he t
ing impression and a keener appreciation.
Iowa, carr t-s i Jfc
Hawaiian Views and Post Cards
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