River Falls journal. [volume] (River Falls, Pierce County, Wis.) 1872-2019, 1879-12-11
Educational.
as. BAKER,A. B..Edisor.
tCouNrysEPERIs
PRIMARY READING.



Believing that there is ~ much time wast
ed upon reading, through faulty methods, 81
upon any other branch, we submit somethin.
for the consideration Of teachers who thipt
that "reading round twice." twice each day
has much to do with learning to read, sspe.
eially in the three lower classes We ask all
| who have not already done so to adopt tht
plan, and give it fair trial 1t is not som
method, alone, but the method Of all who
teach child as much reading in one year, as
we learned in seven Perhaps one third Of
the teachers last winter practiced the essen
tisl parts We have seen its workings. and
results, and have satisfied ourselves that the
method is derived from thorough knowl-
edge OF the child's mind, Let us suppose a
| teacher has class in the second reader 81
Harper's or the new Graded Series, and that
the members can write, and that each can
read his own writing The method Tor the
third reader will be the same. In the FIRST
reading class, the members may be obliged to
print for few weeks, whether they are in
strueted by the word, or alphabet method.
| l. Assign lesson, varying from to 4
of page.
2. When lesson has been assigned, it i.
| sometimes profitable to read it to the class
once while they follow, out never, NEVER tell
them the pronunciation OF the words, indi-
vidually, between reoitstio ms.
s. Instruct each member of the class to
write upon his slate, before the next recita-
ton, the whole or a part of the lesson assign
ed and bring the same to class. THE writing
of few hard words amounts to Iitfe.l
4. When the class is seated for recitation.
it is well to spend from one to three minutes
in analysing the lesson, with a view to ascer-
tanning ii the words Of the book convey any
idea to their minds Have them tell the sto-
ry in their own language
5. Call upon each member to read one or
more sentences from his slate, or the slate of
his neighbor II the writing Is plain. Require
each sentence to be read until it can be read
without hesitating on the words, and let this
re-reading be done IF required) before the
individual who could not call the words, sits.
The reading of verse many times, with in
teryals during which others have read, is
nearly valueless. This point is vital Print
ing, without they read it from their states, is
comparatively OF little value
6. Correct, briefly, yourself, the errors in
capitalizing, punctuation, and paragraphing,
or allow the pupils to exchange states, and
correct each others errors. There should be
few or none, in short time. Prsise the
best work
Z. Have each pupil read a sentence, a par
agraph or several. from the Textbook, never
allowing him to sit until The sentence is well
read, that is, the words are called readily
and correctly at sight. THE teacher should
in the early stages of the first reader, print
the entire lesson upon the board, and the
reading, after the states are disposed of as
above, be from that, instead Of from the text
books, chiefly. Reason.-th attention is
more easily heidi
s. II the class does not use spelling book
nor have separate recitations in that branch,
the members may spell by reading from the
states the most difficult words, as selected by
the teacher. One or two may, for change,
write upon the board instead OF states.