had in mind. Look back at pages 98 and 100. Stop also to read over the titles of all the selections in "Going to School," page 91; notice that several of these titles suggest at once the central idea of their poems or selections. This is not always true. Look over "The Football Game," on page 140. The central idea is not stated in the title. What is the central idea of "The Football Game," of "Revelation," page 136; of "An Indian Boy's Training," page 155? Do you think that the introduction on page 90 states a suitable central idea for all of the selections in this whole unit? Explain. After finding a writer's central idea, a skilful reader tries to see the main parts into which the central idea is divided. Read again the explanation on page 23; look again at the reading directions on page 155, to recall the lessons we have had in finding parts in this unit. A good reader or listener often tries to remember a selection or address somewhat in this way: MAIN IDEA 1. First supporting idea. In a somewhat similar way this book is divided into parts. Look over the "contents" of "Making Homes," page 3, and of "Going to School," page 91. Notice that each is divided into four parts, marked A, B, C, D, with appropriate titles. Notice that several selections, somewhat alike in meaning, are placed under each division. Now look at the “contents" of the next division of this book, "Finding Enjoyment," page 171. See how the main idea, finding enjoyment, is broken up into four parts, each of which has in its turn several divisions. QUESTIONS AND PROBLEMS 1. What are you doing, outside of your school work, that is helping to educate you? Explain how your work at home or some other regular task like carrying papers helps educate you. 2. What parts of your school life in addition to your lessons are helping to educate you? What opportunities do you have to learn how to get on with other people? Why is being able to associate happily with others an important part of education? 3. Do you know any men and women who are attending evening schools? Perhaps you can find out what they are studying. Ask your teacher to tell you about "continuation schools." 4. Go around the class, each telling about "one chance I had to be a good sportsman," or "an act of good sportsmanship I saw." 5. If your school has clubs such as "A Bicycle Club,” “A Camera Club," or "A Hiking Club," tell which you have joined or would like to join, and give reasons for your choice. 6. Which of all the characters in the stories of "Going to School" do you dislike most? Why? Which one do you like best? Why? Who showed the greatest courage? Explain. Who had the greatest difficulties to overcome? What were they? ROUNDING OUT THE MEANING OF "ACQUIRING Assign a committee to work out each of the following problems. Appoint a time when the different committees are to report to the class. 1. Make a list of ten of the most important characters in "Going to School." Write one paragraph about each. After deciding which characters to select, the committee may have each member of the committee write about two of the characters. When the ten paragraphs are ready, the chairman may read them to the class and ask the class to decide (a) whether the committee has chosen wisely, and (b) whether the paragraphs suitably describe the characters selected. 2. Find information about the boyhood of Washington and of Lincoln. Let each member of the committee look through a different book, if possible. Choose I. M. Tarbell, He Knew Lincoln; M. E. Seawell, The Virginia Cavalier; Owen Wister, Seven Ages of Washington; W. S. Cather, Boyhood of Famous Men; J. G. Holland, True Stories of Great Americans; or any other books which the librarian may recommend. Let each member of the committee report what he finds. 3. The boyhood or girlhood of other famous Americans. The committee may choose Roosevelt, Franklin, Ulysses S. Grant, Robert E. Lee, Frances Willard, Jane Addams, or any other famous man or woman. Consult with the librarian. Each member of the committee read parts of the book or article which tell of the childhood experiences and write a brief account to be read to the class when the committee reports. 4. How your class may best serve your school. The chairman may interview the principal and assign other members of the committee to interview the teachers. Before going to the interviews, decide how to state your business. Plan questions to ask. After the interviews, hold a committee meeting and plan to include in one report all of the suggestions the committee has secured. 5. Each of you selected one book from the list on pages 92 and 93 to read at home. What did you find in it that was interesting or helpful in your thought about school and schooling? Go around the class, naming your book, and reporting very briefly what you found worth telling your classmates. TOPICS FOR COMPOSITIONS 1. How a cat educates her kittens. 2. How a colt is "broken." 3. How a bird teaches her young. 4. The way I remember how to spell a word that gave me trouble. 5. What the orchestra means to our school. 6. A meeting of our school assembly which I enjoyed. 7. Why one of our schoolmates is a good hockey player; baseball player; tennis player. 8. School life in Japan; in France; in Italy; in any other country. 9. My "worst" day in school. 10. Why it is easier (or harder) to study at home than in school. TOPICS FOR DEBATES 1. Resolved, That school clubs have an educative value worth the time they take. 2. Resolved, That our class should volunteer to present a program at the school assembly. |