Gallipolis journal. [volume] (Gallipolis, Ohio) 1837-1919, 1869-12-16

o<t olllEzon schools. We
s97 Szown Instances of teachers
being called careless, and indiffer-
emit, if they failed to give SO many
reading lessons. An observer MOTTO
ing the programme of some of our
schools, for one day, would naturally
come to the conclusion that the pub
lie were determined on having read
ing thoroughly taught in our com.
mon 81 thools, and he would warrant
good readers, in short time; but !
fear he would be mortified at the re-
suit, for after years schooling, they
would doubtless leave the school
room poor readers.
There seems to be bnt one method
of teaching reading and if that fails,
the desired object is failure. The
method is by dividing words into
syllables, and then uniting them by
the rules Of pronunciation. No at
tention is given to the rules and
principles of reading. This method
seems to be the grand routine. A
class is called up to read, (the fifth
reader for instance), after a great
noise and hustle, realized only by the
teacher, the class is seated with
Charles at the head, who, perhaps,
ere this time is reading; he is always
at the head of the class and conse.
quently reads first. By the time he
gets the first verse read the next is
ready for the second, if not he may
expect a rebuke from the teacher for
the tardiness.
So, they read, one after the other,
till the lesson assigned is all gone
over, perhaps at the time the teacher
is engaged at the other side of the
room hearing class in Primary
Grammar, or some other branch not
as important as the reading He has
paid no attention to the reading
class, unless some one meets with
some big word which he cannot pro-
nounce. The word is pronounced
by the teacher and the old routine is
resumed When the class is through
the teacher announces the next les,
son without making any remarks on
the reading, or calling the attention
of the scholars to the difficult passa,
ges, or taking any notice whatever of
the different pauses, infections,
modulation, DC. While this is the
method of teaching reading, it is no
wonder that we have go many poor
readers
The art of reading is not acquired
by the amount that is recited, but the
amount Of principle taught. Take,
for instance, the student learning q
new piece Of music, his voice is
trained time and again, if he does
not get the proper sound the first
trial. Perhaps he will make great
many trials before he gets the right
sound, but he continues striving till
he has it perfect, for it will make
poor music till he does.
So it should be with reading But
have we such exertions in reading on
the part Of the teacher and pupil2
We fear not.
1t is often the case that timid
scholars after several unsuccessful
trials, get discouraged, and say that
they cannot read 1t as it should be,
and the teacher, instead of encourag-
ing them to greater exertions, begins
scolding them, calling them block
heads, and tells them that they will
never learn 10 read.
BY these stern acts of the teacher
toward timid scholars, they perceive
their failures, and judging him to be
a man of veracity, their hopes are
forever blasted, while little patience
and few kind words on the part of
the teacher, might arouse their men.
tai faculties, and it would be a start
ing point for them in elocution, it
would cause them to be encouraged,
and when difficulties were encountered
they would consider them as only
looked for obstacles on the way to
emlnence.
Teachers, let us arouse ourselves
to sense of duty in this line, and
devote more time to drilling and
teaching our scholars in reading,
rather than reading a great amount,
merely for the sake of filling the old
programme. Then, and not till then,
may we have good readers.
J. W. V.
Iatrobe Fur. Jackson 20 Dec 1