The record-union., 1891-11-25
hid to the work of reading in the gram

child to the work of reading in the gram
mar department.
He assumes a correct position, articu-
lates distinctly, and pronounces at sight
common monoSyllables and dissyllables;
in general. he reads with fluency and in
telligence such selections as are compar-
atiyely simple in thought and style.
With so much done, the work at this
time would seem to grow less arduous;
yet it may be said, think without fear
Of contradiction, that no other work of
the classroom demands so much of un-
renting labor as does the subject of
reading. The chief difficulty lies in the
fact that at the period Of entrance
into the grammar department, nearly
all the subjects taught lie out Of the ordi-
nary range of the pupils mind Gram
mar, physiology and history are themes
entirely new TO him. In the more famil-
lar ideas Of the geography and the reader
he might hope to advance with little eff
fort, were it not that the language here
confronting him is much more elevated
IN character than any he has hitherto met
with IN textbooks; it is also very differ
ent from the common medium of his
daily intercourse on the street or play
ground, nor does the home itself often
afford him its counterpart.
without presenting work thus beyond
MIN, we cannot hope to attain the pri-
mary object of teaching reading viz: to
utt the student to higher planes of
thought and language, that he may enter
with ease into the domain of knowledge.
10 insure the conquest of the ever-re-
curing twin difficulties. thought and
language, the work is divided into two
branches equal in Importance. The first
branch may be designated general read
ing. Under this head, each lesson
designed for study from any text
book, except the Reader, must be treated
hrst as reading lesson. For example,
before assigning any portion OF a chapter
IN history, the entire chapter is read at
least twice; in the first reading the new
words are noted, pronounced and dehned;
IN the second, the endeayor is made to
grasp correctly the meaning of the text.
That such preliminary reading is abso-
lutely necessary to the formation of
proper habits Of study, as well as to a
Just comprehension of the subjects con-
sldered, will nOt be disputed by any one
that has observed the incorrect and often
ludicrous ideas entertained by children,
when left to an unasSisted study of text
books.
In few words we are able thus to out
line task, which occupies at least some
portion OF every hour spent in the class
room.
The second branch of the subject. spe-
cial reading, or reading proper, claims
the Reader as its only field of labor. The
number of lessons laid out by the various
Boards Of Education as q years work is
usually greater than can be taken up
in course crowded with subjects
The first care then is to select cer-
tain lessons as types. The work begins
with narrative and increases gradually
fII fxrs h
lowing list, which formed the basis of
study for a second grade, or eighth year
class: l. The Widow of the Pine Cot
tage." 2. 1.-The Glove and the Lion" 3.
The Return of Columbus" f. 1.-THE
Battle of Beale 'Au DUNE" 5. "The
Spacious Firmament." 6. ''The Last
Night of the Voyage" Z. "The United
States"
The time given to each recitation is
about forty minutes twice week. The
first lesson is reading of the selection
for the pronunciation of new or difficult
words, pronunciation being considered in
a two-fold bearing-1. Written syllabica-
ton, including accent and diacritical
marks; 2. Oral syllabication. Definitions
are given chiefly with reference to the use
of words in the text. This recitation may
be compared to the breaking of new
ground, and is exhaustive of much pa
tient effort. The second lesson includes,
first, a review exercise, which consists in
prOnouncing and defining at sight from
list the words specially studied in the
previous lesson; then second reading to
grasp the idea of the selection as whole;
during this reading are discussed every
question and suggestion offered by the
Textbook, as well as the additional ones
presented by teacher and pupils.
The lesson is now assigned for home
study, after lmpreSSlng upon the pupils
mind four points of acquisition: l. A cor
rect pronunciation of all words. 2. Their
definitions or explanation. 3. A clear
understanding Of the whole selection.
4. An intelligent oral rendering of it.
The third recitation reviews the points
just recited, and adds drill in tone,
pitch, infections, emphasis and pauses.
The lesson is again offered for home
study, with the direction that it be read
aloud three times, with the object of
covering every point of instruction.
The fourth and last recitation is a read
ing of the selection to test the degree of
proficiency reached by the student.
1t might be objected very justly that SO
many studies Of one selection would be
unduly tiresome. But experience proves
the contrary. The pupil, having had an
ideal set before him, enjoys the steps that
lead to its attainment. From intercourse
with students / am satisfied that the mere
higher mental levels.
nedeclares that he enjoys his youths
Companion" and kindred literature more
than ever before, because he meets so
many words with which he has become
familiar in the reading exercises. An
other criticises with excellent taste the
style of a public speaker; while third
selects with unerring Judgment the best
from number of fine declamations.
Furthermore, / have noticed many
faults disappear from the speech and
written work of class, the members of
which had engaged enthusiastically in
TERMS work in reading.
Although cheered by evidences of pro-
gress we are careful not to present work
so far beyond the Students capabilities
as to discourage him or ourselves. For
obvious reasons, such selections as
'Hamlets Soliloquy'' and "An Elegy in
Country Church-yard'' can rarely be
read by average grammar grade pupils
with anything but degree of superficial
excellence. Such work belongs to later
period of study.
But, though we may not scale the
nights, there is reward enough for us on
lower levels. AS parts of this return for
labor, we may expect in the student
reader grasp of written and spoken Ian
guage, an extended vocabulary, a more
oral reading, and lastly, above and be-
yond all these, a mind SO enriched and
disciplined that it will prove fruitful
field for further culture.
TNox-