Grant County herald. [volume] (Lancaster, Wis.) 1850-1968, 1888-02-09
THE VALUE OF READING


County Teachers meeting. held at Muscoda,
January 81, 1881
Reading is the process of transferring
to ones or to the mind of another the
| thoughts contained on written page.
1t is not what it is too often taken to be,
| the mere naming of words. The Chi
nese method of teaching the pronucia-
| ton of words and the repetition of sent
ence without any reference to the ideas
and thoughts intended to be conveyed
is not reading as modern education in
| terprets that term. The primary pupil
who slowly names letters and drawls
words without interest or attention does
not read; and the exercise he is en-
| gagged in is not only valueless but per-
nicious, as it forms habits directly OPP
| posed to the grasping Of thought and
its proper expression. The wouldbe
wise pnpil in the district school who,
| fiourishing sixth reader, shows his
| lesser schoolmates his wondrous pow
ers, vast in sound but void in sense, is
feeding on dry shells, the kernels
deeply hidden; and is developing
self-conceit that will be barrier to all
further progress.
Year by year we more fully recognize
the fact that in reading the ideas and
thoughts are of first Importance. 1t
was this fact that caused the abandon
ment of the alphabet method which
taught meaningless symbols, and the
adoption of the word method which
first presents the signs of ideas, and yet
a few more years and this may be sup
| perseded by the sentence method.
which from the very beginning reaches
the entire thought foremost.
In readers below the fourth, only
such words occur as are already famil-
lar to the pupil by sound, and our
object is to teach him the form of these
their quick recognition by sight, and
the new method of receiving thought
by the eye. Having acquired the pow
or to recognize by form all the words
that are familiar by sound, the pupil is
carried on in the fourth reader to the
next step. The mastery of words and
forms of expression which, beyond the
colloquial vocabulary, occur in works
prime object here as heretofore is
thought, but now its attainment is of
double difficulty, as it is presented in
words unfamiliar to both ear and eye.
Hence progress in this grade must be
quite slow. Much attention should be
given to the meaning of the new words,
and the restatement of this meaning in
words already familiar
That we may be more clearly under
stood we will speak of fourth reader
lesson under the following heads:
l. Materials needed. 2. Assignment
of lesson. g. Preparation by the teach
er. 4. Preparation by the pupils. s.
Manner of conducting the recitation.
The materials needed are a reader for
each pupil, an academic dictionary for
each pupil an unabridged dictionary in
the room, pencils, paper and black
board. An encyclopaedia is of great
value but may, and in many cases must
be dispensed with.
The length of the lesson assigned will
depend largely upon the class, but
from three to four paragraphs or stanzas
will usually be enough. Fourth readers
Of different series differ very much in
grade, two paragraphs in Sanders
fourth makes as long and diffiult lesson
as four IN Appleton's or the National.
In assigning the lesson, attention should
be called to all new and difficult words
These may be marked in the reader by
small dots made with pencil or list
of them may be put on the board. This
list should contain all geographical and
biographical names, and attention
1 should be called to historical, scientific
and literary illusions.
The preparation of the lesson by the
teacher, if faithfully performed, incurs
no small amount of labor. He should
study their derivation, various shades of
meaning, and special meaning in the
sentence used. He should read the
biography of the author and study the
historical and other illusions. All
this clearly in mind he should scruti-
niZe each sentence, determining the
thought and noting emphatic words;
and finally should read the lesson aloud
that he may be sure of his pronuncia-
ton and the proper rendering of the
sentiment Many recitation in read
ing is lifeless because the teacher as
we'll as the pupil has grasped no thought
| learned no truth, seen no beauty, and
derive no worth, simply because he has
expended no labor.
The pupils preparation should be the
same in nature as that of the teacher,
but less in extent. He cannot be ex-
pected to comprehend as fully the
meaning of new words, to distinguish
| their special use, or to as fully grasp
the thought as the teacher; for his mind
has neither the maturity nor the discip-
line. The pupil should be required to
determine from the dictionary the svl-
| labication, accent, markings of vowels
| and consonants, and definition OF each
word in the list assigned. This work
he should write on slate or paper and
carefully study. Places mentioned
should be found on maps, and some
thing should be learned about the
author and each person named. The
pupil should also study the lesson as
signed to determine the thought and
expression.
At the beginning of the recitation let
the pupils pass to the board. Pronounce
the words of the prepared list having
the pupils reproduce from memory all
work required in preparation Let
them exchange places, correct and re-
port errors, or correct the work your
self with the aid of the whole class.
Commend good work. The list of words
should be pronounced in concert, and
by individuals. Ask a pupil TO read
the first paragraph. Then question
him and the other pupils promiscuously
on the meaning of words, phrases, pc
cuiar expressions and sentences. Have
pupils explain all illusions as far as
they can. Give additional Information
yourself. When the selection is suit
able let the pupil close the book and
tell from memory in his own words the
substance of one or more paragraphs.
Thorough study of words, sentences,
and illusions with additional ideas
drawn out by skillful questioning on
the part of the teacher, should lead the
pupil to clear comprehension of the
thought and deep feeling in sympathy
with the subject that will render the
vocal expression natural and easy.
When pupils thoroughly understand