Wood County reporter. [volume] (Grand Rapids [i.e. Wisconsin Rapids], Wis.) 1857-1923, 1888-07-19
EDUCATIONAL.
Outline of the Process of Learning to
Read-Supplementary Reading
From Nature.
Some Suggestions About PracticiEg PEN
manship Prime Requisites to
Success.
LEARNING TO READ,

LEARNING TO READ.
E. Harlow Russell, principal of the
State Normal School, Worcester, in a
recent essay questioned the generally
received notion that the first impress
sions of childhood were the most last
ing. He said these early impressions
fade out. The law of infancy is that
the impressions of that period of life
are eyanescent. True, children differ
in this respect, but, like the first teeth,
they are generally lost early. There is
such a thing as an oyer-refned
process of teaching little children to
read. \ chad method of teaching"
will do harm, but there is no 'sbad
method" of teaching the first steps in
reading. The first thing in teaching
reading is to have a clear notion of
what is to be done, and the methods
may and should be flexible. The child
at five years of age goes to school with
a considerable vocabulary, and knows
how to use words quite freely. The
spoken or oral audible form is IA
miliar. The first work is to learn the
''Uisi6le form" Sight now comes into
use and supplements the audible form.
Time is often wasted in relearning the
meaning of words already known to
the pupil. We should not ignore the
child's present knowledge. Printed
forms are readily understood by little
children. He instanced the progress
made by q boy who was kept from
learning to read until nine years of
age. In one year, or at ten. he caught
up with those who began to read at
five or six. The first steps in reading
should be slow, especially if writing is
to be associated with the reading.
The first work should be quite me-
chanical. We err in making it too in
tellectual. Short words are not al
ways easy, nor all long words difficult.
Mr.. Russell said hehad astrong leaning
toward the sentence method, if he was
to use any particular method. The
early habit of using phrases, the
grouping of words,-is valuable. Good
reading consists in using words by
mouthfuls, and the hearing by earfuls.
Reading at sight will vary, as to the
time required. The parallel lines as
and meaning. There should be some
where from seven to ten, q good phonic
drill. This is the only way to master
spoken language. There are COM
paratively few of these sounds and
they must be learned. At eleven or
twelve years of age the child should be
familiar with the diacritical marks of
the dictionary, at sight. The diction-
airy should be the guide, and its use
should be constant until all the ordi-
nary signs are readily understood.
Glow to teach the meaning of words
is much the most difficult task in con-
nection with the reading lesson. Chill
dren often get no clear idea of defni-
tions. They have been learned as
mere words. Experience will attest
the common want of clear ideas of
which words are the signs. Mr.. Russell
discussed the mature stages of the pu-
pills culture by reading. He COM
mended the charming stories so COM
mon. The child should read what he
likes, within certain restrictions. Chill
dren should not leave school until they
know they can select good books. The
reading matter should possess strong
intrinsic attractions for the pupil.
When interest passes into excitement
it cannot be sustained. The child's in
terest should simmer, not boil, teach
ers generally consider it a great feat
to make it boil"
Mr.. Russell gave list of books for
children to read, commencing with
''Mother Goose" for thu youngest pu-
pills, and including fables, myths, Jack
the Giant Ciller," Cinderella" and
later German stories, Robinson Cru
soe,n Dana's 1.-TWO Years before the
Mast" ''Waverley Novels" SCOTS
'Lady of the Lake." Coleridge's can
cient Mariner" Tennyson's ''Enoch
Arden" don Quixote." He advo-
Gated cultivation OF silent reading at
home, and having the children report
at school what they read at home.