River Falls journal. [volume] (River Falls, Pierce County, Wis.) 1872-2019, 1879-02-06
(OUN TNUE DsJ
READING.

The following outline although evil
IDENTIFY intended to apply to interme-
diate grades can be, and we believe is,
used by the writer and certainly by
many others, in primary classes, with
the change of writing to printing, and
some abridgment of the analysis.
This method contains the secrets of
success in teaching reading in the
grades indicated. Let all who have
not adopted the writing part, do so at
once.-H S. B.
Mr.. BAKER:--In compliance with
your request to give my method of
teaching reading, submit the follow
ing:
Each member of the class must be
provided with a slate and pencil, and
be able to write well enough to read
his work half an hour after it is done.
The selection to be read should be
so simple that the pupils can under
stand it, and yet hard enough to re-
quire some study. think stories, di-
alogues and descriptive pieces, are
usually the best for children. The
length of the lesson must be governed
by the ability of the pupils. If they
can read quite well, and write rapidly
enough to copy 1t, three or four para
graphs may be assigned as a lesson.
Require the pupils to copy the lesson
on their states, using capital letters,
marks, and pauses as they are used in
their books. Teach them to write the
lines straight across their states and
to arrange the paragraphs in proper
form. If any paragraph in the book
is very long, and the parts are not to
closely connected to admit of it, let
the pupil divide it into two verses on
his slate. Conduct the recitation in
the following manner.
/. Ask a member of the class to tell
the story or relate the substance OF
the lesson. If the piece has been com.
menced at previous recitation. the
former lesson should first be briefly
reviewed.
2. Question another member about
the nature of the piece to be read.
Let him decide whether it is descrip.
tive or narrative, also what the pitch
and tone of the voice should be while
reading 1t.
3. Call upon third pupil to name
all the pauses or marks in the first
paragraph and tell the use of each
In this way it is very easy to teach
children when to use capital letters,
and the various marks and pauses in
their compositions.
4. Ask another pupil to read ftom
his slate the paragraph after which.
question him about pronunciation, EN-
phasis, and infection. If there are
any "hard words" he sure that they
are understood before the paragraph
is read. Take UP each verse and con
slider it in similar manner. Leave
nothing till it is well understood.
1.-THE author would not object to somG
reading from the textbooks. Leave
no sentence until it is well read.-H
ST.
The benefits to be derived from this
method of teaching reading will be
very evident to those who give the
subject careful thought. By copying
the lesson the pupil becomes familiar
with the use of all the marks used in
common composition and gets some
ideas ofithe proper manner of divid'
| ing composition into paragraphs, and
| If he is required to do his work care
| fully the practice win enable him tC
write rapidly and neatly.
Mr.. J. w. CHAPIs. teacher in Patter
son district. River Falls, has been do
| ing some good work in map drawing
| The G class in geography has worked
upon Pierce county. The names upon
those maps of special excellence were
Jessie Patterson, Rhoda Eastman, Johr
| Browell, Ada Wilcox. The A and B
geography classes have worked upon
1 the United states, and the maps in
those classes that deserve special men
| ton had the names of Alice NJ. Stew.
art, Hannah Browell. Ida Whitney,
4 Charles II. Underhill, Sylvanus Petric
Leslie Wilcox.