Raleigh High School - Excelsior Yearbook (Raleigh, IN)

Page 25 text:

Aim and Scope of the Workin the Third and Fourth Grades Room Two Q - Come lei as live with oiir children, so shall ilzeir lives bring peace and joy io us, so shall we begin io be and become wise. ln all our work we have tried to use reading as a center of cor- relation. When the pupil is taught to read he makes a beginning in writing and spelling and receives his first specific training in oral ex- pression. Through his reading, even while still in the primary stage, he should come to know somewhat of the grammar of the language, and, as he advances, should make some acquaintance biography, his- tory and geography in its broadest sense. To learn to spell English words is a diHicult matter, requiring years of effort, yet there is no test of literacy or illiteracy quite so rapidly applied as the ability to spell. Solecisms of speech are made constantly, on the rostrum, in the pulpit, in the press, and are pardon- ed or not noticed, but let a man commit himself to writing unless he can spell, or blame his mispelled words on the typewriter and he has fatally blundered. No one pardonsa poor speller. An orthographic slip lon a printed page or in a letterj is a personal affront to the readerg it offends the ear more than an orthoepio slip does the ear. In view of this we have placed spelling next to our reading. The mechanics of composition capitalizing, punctuatng, paragraphing should be almost automatic with pupils in the fourth grade, and this result should be reached mainly through the reading exercises and practice in sentence making in connection with them. - Froebel. In the later primary grades a great deal may be done incidentally in biography, history and geography. It is not best that the reading matter be specifically biographical, historical or geographical, but whenever the literature of the lesson presents these kinds of facts they should be made to yield their full share of stimulus and nutri- ment. This should be done with especial care in descriptive prose and in poetry. The best poetry is the poetry of nature, and it is good in direct proportion to the truth with which it states, in poetic form, the accurately observed facts of nature. In our weekly memory gems we have tried to observe these The following one illustrates: There can't be sunshine every day, At times the tempest lowers, We can't always take our way, Through meadows strewn with flowers. Then, little children, never fear, God knows each want of ours, And sure as comes the tempest drear, As surely come the flowers. facts. GL ADYS A. BARR

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i Lt to c G r jiPicture of the Third and Fourth Gradoseeiic an B THIRD GRADE it RW Glen Mohler Delbert Clawson Pauline Clemenz Bertha Laughlin Laura Beam Edward Gorman Thelma Banks Jeanette Sharp Henry Gilliland Ross Hill Grace Trager Ruth Trager FOURTH GRADE Lawrence Cole Wayne Ertel Dorothy Foust Wayne Bills Karl Ertel llraezilla Martin Francis Glemenz Pauline Laughlin Fred Newkirk Rosa Rogers Gertrude Ertel Lola Keith Jeanette Fox Esther Rice Agnes Kirkham Robert Trager

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1-vw O '1oiPicture of the First and Second Gradesataa LL, LL L y I l ROOM ONE E Mildred White, Alton Gordon, Ray Garver, Gayle Heath, Lorene Hill, Margaret Miles, Oved Burch, Mildred Wingate, Hazel Runyan, Miriam Hubbard, Odis Whitton, Mary Pugh, Vinton May, Frances Sharp, Helena Robey, Howard Laughlin, Elsie Beam, Lloyd Cole, Hester C G W' ' ' arson, eneva lngate, Joe Carson, Clara Langly, Alfred Miller, Carroll Kirkham, Charlie Rider, Everet Gray, Roy Davis, Oren Whitton, Golda Clemenz, Marven Gardner, Martha Heath, Omar Gorman. Delilah Ivins, Marion Hubble, Cora Langley, Loyd Cloud, Fern Gwinnup, Fred Gwinnup, Mabel Trager, Barbara Herbert, George Craig, Edwin Graig, Evelyn Vance, Howard May, Herald May.