The weekly Oskaloosa herald. [volume] (Oskaloosa, Iowa) 1855-1885, 1876-05-18
TEACHING TO READ.


language, should understand tn>-sops in 7
methods by which pupils of this per-
of their school life may be taught. The
methods are various, and some of them
are advocated, at times, with zeal not en-
tirely according to knowledge, and which
seems at least, to betray the temper and
spirit OF those who are seeking victory
rather than truth; and who may be infu-
enced possibly by no ties springing from
sources outside the school room; and
from considerations higher or lower than
the needs of the schools and of the child
rem. The true, honest teacher desires the
best methods in every department and
grade of instruction. The best methods
can only be known by comparison; and
comparison cannot be intelligently made,
unless both, or all the things to be COM
pared are clearly and fully understood.
A teacher may employ good method;
it may even be the very best; he may feel
confident that it is the best, as many
teachers feel who have learned but a sin
gle method; but if he is acquainted with
no other he cannot be sure of its value.
One who proposes to teach intelligent
ly needs not merely to be satisfied that
his methods are good, but ought to know,
and be able to state clearly why they are
good. To do this he must have some
knowledge of the principles which under.
lie all correct systems of teaching-prin-
ciples drawn from the nature of things to
be taught. Keeping these facts in mind,
we propose to describe, as impartially as
we are able, some of the various methods
of teaching children to read, and to state
what seems to us to be their excellencies
and defects.
In the order of age the first is the A.
B. G. method, usually so-called, or as it is
sometimes named, the alphabetical meth
cd. This commences the work by teach
ing the names of the letters in regular Or
der, and their forms, so far that they may
be recognized readily at sight. The meth
cd, as usually employed, is generally too
we'll known to require further explanation.
Its advocates among progressive teachers
are not numerous just now, and yet it is
used in large number of our common
district schools. 1t is not, probably, the
worst method that could be devised,
though it is difficult to conceive of one
having less to interest, or better adapted
to disgust young children with school
and everything and everybody connected
with it. Age, however, has claim to re-
spect, or at least forbearance, and this
system is very old. Our fathers and
mothers learned to read by it, and some Of
us mastered, after fashion, our early
lessons in the same way. We went from
A to Z in order, and back again, follow
ing with wandering eye the teacher s
knife or pencil, in its slow and regular
movements up and down the columns of
strange and, to us at the time, meaning
less characters, combined with forced idle
ness, hard benches, and straight backs, or
no backs at all, what terrible WEAKNESS
to the flesh, and spirit too, it was But
still we bear the method no malice, and
shall speak of it tenderly and reverently
We trust it may soon be permitted to
rest forever, and that its works may
speedily follow it.
If however, in spite of suffering young
humanity, anybody will still insist in using
this method, as doubtless somebody will
it is simply just to departing friend tc
say that the plan of beginning with the
names of the letters, in teaching reading
is not necessarily so absurd and stupid al
it is sometimes made to appear; nor 81
ridiculous as it usually does appear in thu
practice of those who follow it.
TO BE CONTINUED.