Belmont chronicle. [volume] (St. Clairsville, Ohio) 1855-1973, 1870-06-16
Gdnfational.
TEACHING READING,
By PEN DESNrS.

II 1 were a teacher and couldn't teach
reading, would close my books and
betake NJ yself 10 the corn field or to some
other place where l felt sure could
master the position. My estimate is a
very liberal one when l say that not
more than one out often in the educa.
tional ranks has q proper idea of the i'm
portance of this branch, given it its pro-
per time and succeeds in making pas
sable readers. A really fine reader is
rare; good readers are uncommon, and
vet everybody acknowledges the pleas-
ure arising from listening to good read
ing.
In my opinion the foundation must
be well laid; It is waste of time if the
walls are faulty and require to be laid
anew. believe IN securing the best
possible talent for our Dr mary schools
men and women of experience and
culture, earnest workers who set the
young pilgrim on his journey with moth
ing that shall afterwards check his on
ward career. If the teacher of these
little ones comes down to their level,
talks to them of the pictures in their
lesson, makes he self sure that they
understand what tuey read, that they
do not pronounce Gneir sentences pa-rot-
like, great deal is gained. Ifthey are
taught 10 articuIate distinctly, to speak
in pure tones, and to give proper in
Elections, they will hardy be apG to out
grow the good habits thus formed. One
of the best methods is to compare read
ing with talking-Uo insist that pupils
should read as they talk. e., use the
same infections.
1 once had under my care for little
,l,sI L. al u, ir.d
were bright, intelligent boys and girls,
but they had been accustomed 10 read a
verse apiece, and TO hear their mis-
RECOMMENDATIONS corrected. Tnis was all.
I set them to studying these lessons,
assigning given number of verses; and
each pupil was required to study so
faithfully that I.couldn't puzzle him OF
her by any questions. Once understand
ing what they read, the rest became
easy. 1 labored with this class as L
never did with class before or since,
and from the most miserable readers
that ever heard, they developed into
far better readers than the average.
Glasses need to be put through daily
drill corresponding to the pianist's
scales and the vocalist's runs. Take the
vowel sounds and exercise upon them,
and intermix with light gymnastics.
Monroe's Vocal Gymnastics contains q
good deal of useful matter, and hints of
more. Three minutes exercise will
warm up class and put them in ex-
cellent trim; if their attention lags call
them to their feet by signal, and give
them some eXercisein concert that shall
enliven them. Vary the manner of
conducting the reading; have different
ways OF criticism, and break up the
usual monotony in which the reading
class has so long been smothered. If
possible, praise each pupils reading,
granting an effort TO do WELLS apparent,
even though you criticise sharply.
Nothing helps person SO much as to
be appreciated; in fact proper apprecia-
tion is pleasant for everybody. Text
books need to be changed occasionally.
A class needs fresh material to keep up
a pleasant interest. A class of young
ladies, under my care, had been reading
about three years in a book never very
desirable, but the Trustees were princi-
pied against introducing others. By the
kindness of its editor we had the Rural
New Yorker for three months, and the
effect was magical. The only trouble
was, that even then,-two years ago.
we couldn't read all the good articles.
Our favorite column was the News
Condenser" fol- each one had the priv
ilege of asking questions upon anything
she didn't understand. The amount of
general information thus obtained, and
the mental impulse given, were in the
higher degree satisfactory.
1t takes great deal OF energy to drill
in readiEg-a great deal of perseverance
and a great deal of faith, besides. But
the end to be attained is worthy of all
the effort you can make. Ifyou have
a dull class, whose members haven't
much enthusiasm in regard to their
reading, give them a real earnest talk
some day, in the most forcibie, pungent
words you can muster, and see if you
can't rouse them. Tell them of Fanny
Kemble, who would't read anything in
public till she had studied it Thoroughly
for days. Tell them all the anecdotes
that bear upon the subject; be determin-
ed to succeed. And then, with the
at your elbow, see that they
read 51teEIigent[y and naturally, so that
if one should be called upon to read
sermon, with part of the Cctter's
Night IN it, he needn't STAN
mer orstumble, like good:deaconI know
of, and then blandly inform bis audience
that ''some of the words are badly mis-
printed. III Rural Nea0 Yorkes'.