Orleans County monitor. [volume] (Barton, Vt.) 1872-1953, 1883-10-22


but a general idea, thinking it enough
if they master the drift of the argu-
ment. Too often, they obtain hard
ly one-half the full meaning of the
author. Happy the one whose teach
er insisted on an understanding of
every word read, and who makes the
dictionary the constant companion of
the reading table.
In addition to making the reading
lesson a vehicle for language teach
ing, the teacher should see that it leads
to wide field of independent read
ing. The investigation of the read
ing lesson, forms the highest exer-
else of connected thinking in the
common school, and, if judiciously
conducted, ought to contribute much
to the habit of reflective reading in
after life. There is hardly chapter
in any higher reading book that
might not employ the attention of
nine out of ten of our academy schol-
ars for days. The Franklin sixth
reader is at hand and I open it at
an article entitled 'tThe Burning of
Moscow" On the 10th page / find
this expression, "tEe fire swelled and
ragged around the kremlin like an in
fernal ocean round a sable Pandemo-
um." To how many does that bring
to mind the passage in the first book
of Milton's Paradise Lost, where the
word Pandemonium is first made part
of the English language? But is it
not true that proper rendering of
that 10th page, cannot be except
through a knowledge of Milton's
great work?
1t may be said that such reading
would be study requiring the great
er part of pupils time. In reply,
[ would quote the word of Supt. Har-
rington, 81 do not hesitate to declare
my convictions" says he, "that If
half the school time was devoted to
reading, solely for the sake of read
ing; if books were put into the schol-
ars hands all that while, under wise
discipline. divested of every shadow
of association with text book work,
to be perused with interest and de-
light inspired by their attractive con-
tents-choice volumes of history, BIZ
ography, travels, poetry, fiction
these would be far more profitable
disposal of it than marks its lapse in
many a school room now
| appeal to any teacher hele, to
know if it is not true, that those pu-
pills who do the most careful read
! ing, even if it is only periodical liter
ature, do not show the best un-
derstanding of their studies in those
discussions which arise in every class
room. In speaking of periodical lit
erature, let it be understood that 1
do not recognize such sheets as the
"Freside Visitor" and the sBoy's
Own as literature at all.
"No one thing says Horace
Mann, twill contribute to more in
telligent reading than a well selected
school library" When pupils thor
oughly understand what they read,
and have real appreciation of the
subject, they will read naturally and
with correct emphasis and infection.
This is the true answer to the ques-
ton so often asked by teachers ::
why can you not read as you would
speak if you were talking with your
companions?
1t is true that owing to vicious
training pupils often read in a strain
ed and unnatural voice, but that is a
matter of much less Importance, as
it can, in most cases, be corrected
! by one term of intelligent teaching.
Even if that one term is lacking, the
the fault is usually lessened in after
life. | do not mean to say that a
good voice can be obtained in one
term or by the ordinary self-correc-
ton; but that the sharp, high-pitch-
ed, unnatural school tone will be
dropped for one more like that of or
dinary conversation. This shows
that pupils, as a rule, need only to
have their attention carefully called
to the defects in their reading to Sc
cure their hearty cooperation in any
effort for improvement. The most
natural course, then would seem to
be for the teacher to hear new pu-
pill read few selections from any
common reading matter, and then to
criticise kindly, the main defects, be-
ing careful, however, not to discour-
age effort.
As the work goes on, criticise more
minutely, but carefully avoid advanc-
ing so rapidly that the pupil forgets.
Especial attention should be called
to words commonly mispronounced
and not word should be passed over
that is not thoroughly understood.
If there are so many new words that
it is not possible to advance, change
the readers for those of the next low
er grade. If this is not practicable,
it will be necessary when reading, to
skip some of the words; but insist
on definition of the most common,
/ and read no more from the reader
than is absolutely necessary. Read
the easier selections and bring in 9TH
er matter. Help one pupil to pre-
pare selection to read to the others
and let the class criticise and ask
questions. The teacher can read to
the class occasionally and acknowl-
edge his own defects in an honest.
frank, open manner showing his
pupils that he is not ashamed to be
considered student. Let him show
how necessary it is for the pupil to
analyze each sentence if one wishes
to read properly. Six entirely differ
ent meanings can be obtained from
the sentence, care you going to
Boston to-day" by simply putting
the stress on each word in succession.
The devices by which teacher can
secure the interest of a reading class
and some measure of improvement at
the same time, are without number.
Perhaps one of the best to promote
ease and accuracy, is for each to read
until mistake is made; or, if the
class is large the pupils may choose
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