Lewiston teller. [volume] (Lewiston, North Idaho) 1878-1900, 1889-08-22
nW1slO EGAEsO TERRITORY AUGUST 22 1883.
PR!ciARY READING.
of Reading, Presented by @. (.
Erb at he TIE chers lnsti ne.

Since the subject ut reading is ,he root !
'r Fundamental rtinoipls .! education, ,
aim that it is impossible to devote to ii !
u the primary grades moro time than il
really deserves.
Nov, generally speaking, reading, as
taught 10 the country schools, is not AS
MS We could wish, uotwiths.and
ing the fact that considerable time is
devoted to the subject. There must be
a reason for this, | am led to believe
that this branch may be taught as sue
as any other, and since it is no.
| may venture to say the reason = to be
found in the fact that the best ra,nds
Of teaching it is not properly underbtood.
There are variou, methods OF teachin.
this art presented to the public either Of
which Is strenuously advocated by It's
adherents as the one method above al
others. After careful study on tn
subject l will present the fcllowin. az
my idea ou the satjcct of primary work.
PresuminS you have number o!
pupils entering school for the first tine.
The probability is that some will be
familiar with the alphabet and possibly a
few simple words, while others will onl,
be partially so, and still others may not
know the first letter. Now | should
eudcavor to have them all provided with
similar books, also with states aud pencils.
Upon calling them for the first lesson
| should begin with some Ire!imiua'y
conversation for the purpose of wearing
off the diffidence so natural to beginners.
After this preliminary l should show
them the picture Of somo object named
in the first lesson in their book. w,
will suppose it to be CAT. After show
ing them the picture OF cat and having
some conversation in regard to cats IN
general, / should print the word cat on
the board telling them that was the
maine Of the object represented BY ,ht
picture and, after having them pronounce
the word separately and in concert, tel'
them that the word was composed of
letters, asking how many aud which OF
the class could name one or more OF the
letters composing the word after naming
tho letters, should give them drill to
iumiliarize them with the letters Of that
particular word. This would probably
consume the time of one recitation and
upon dismissing the class / should re
quest them to print the word on thei,
states and upon examination Of this word
speak few words OF commei.lation BY
way OF encouragement. At the -uex'
recitation l should produce an adjective
as big, A Big Cat aud carry out smi
lar style Of instruction. Next l should
introduce verb as Runs, thus forming
sentence. And 30 should continue ,hi,
course until they become familiar with ,
number Of words found 10 the FIRST lessor
of their book. After which I should
|priDt on the board number OF wo. d.
With which they were acquainted ane
ssk them to Gnd them in the first two ol
three lessons From this point I shouil
use the book but by tho continuance o.
the object lessons anticipate new word
| in their lessons, l should also pa,
particular attention to some Of the ful
lowing points: Secure proper articula
ton BY seeing that the pupils open thoi
mouths and pronounce the words c!earl
and distinctly, teach them to conbin
the words Of sentence NO as To preven
the sing song drawl 80 common. Eu
deavor to have them take and mai1tai1
an erect, graceful position in the clas
and duriag recitation. Teach then
early the use Of the Interrogation poir
and Period, later ths comma. Teac
them. the script and give them plenty Q
slate and black board work. Lay ID
i foundation Of language study BY wri,io
simple sentences with word omitted i
each asking them to fiil the blank,
Also BY asking questions such "a. "Whs
are We speaking {or readinp) OF.
"What Is said Of IT," Aud others ID;
would very naturally be suggestc.
Cultivate sthe power Of expression b
asking one pupilso narrsts the sutje,
| matter while the class added to his mn
rativs any points omuitied. Teach II
digits and their simpler combinations ,
y to enable them to give the pumber ,
the lesson and the page on which il
found.
In summing up I would say that Il
course outlined i una nhich admits ,
constant and unlimited variations and Il
more introduced the better. siuaa. succr,