The Newberry herald and news. (Newberry, S.C.) 1884-1903, 1894-04-25

overlooked, or they have been hurried
rom a lower to a higher Reader, and
SO become confused with multiplicity
of words, for which they have nc
ideas.
The drawling tone has been allowed
in the Primary, while the children
should have been trained in every SEN
tence to read 81 t they were talking.
Punctuatitn begins with the first
sentence, is part of it. and must not
be neglected, if children are ever tc
read.
II the accurate and distinct utterance
of the oral elements are ever to be
! learned, it should begin in the Primary
if the elementary sounds of words and
syllables are not taught in the Primary,
children rarely ever give q clear enln'
citation of written language. To this
end Phonics should be on the daily
programme; while every lesson in the
Primary should have direct bearing
on Reading, and for years receive more
attention than any other study. In
reading the aim is to teach the chill
dren to help themselves, and this can
be done nowhere so we'll as By Phonics
in the Primary.
In short, whatever is essential to good
reading in the Fourth Grade, or else
where, must of necessity be begun in
the Primary and drilled through all in
termediate grades.
It is not necessary that children be
taught to know, theoretically, the requi'
sites of good reading-simple practice
of these requirements is the main point
to be considered, and the science of il
left for later day.
The defects are most glaring in the
Fourth Grade, thereby showing that
the evil begun in the lower grades has
increased as children have attempted
to enter higher ones. Just as failures
in the Primary, so have there been in
the Second and Third Grades; the
lower not taught as preparatory to the
next higher.
We do not proceed on logical princi-
pies, for if we desire certain result, we
must in teaching any branch adapt OUT
method of procedure to the desired
result.
If Greek is to be learned, the alpha.
bet of that language must first be
learned: and if children learn to read
they mast begin in the Primary. Ideas
before words must be the method;
never force nor allow children to strain
at reading that which is beyond their
mental capacity. Ideas that ezist in
chndren's minds they express almost
necessarily in proper manner.
Experience and observation bear me
out in affirming that teachers manifest
seeming indifference to this most i'm.
portant study, every other branch re-
ceiving more attention; but, however,
much teachers are at fault in neglecting
reading, and in allowing the indifer-
ence of children to it, there is much to
be said in the vindication Of their re-
missness.
(o) From time immemorial, it seems
to have been the custom Of country
schools in South Carolina for the chill
dren to read one 1st Reader few times,
give the End and Sd q cursory reading,
then long before they have gained the
ideas of the 2nd, they advance to the
4th, conscious that they are progressing
rapidly! Why have teachers allowed
this: Perhaps it is because there issuch
tendency in South Carolina to cling
to old ideas, and the above having been
the custom the teachers have lacked
moral courage to break through this
long standing prejudice.
(5) Again, our school terms are too
short to allow much progress in any
one Reader. Children stay at home
more than half the year, and having
grown older, parent and children con-
curing, think age sufficient reason for
entering a higher Reader, hence they
enter school the following term bring
ing those books, fully persuaded that
that they are 'advancing," if they are
only in a higher grade, and all the
teachers efforts to convince them (pa-
rent and children}, that the reading
lesson is not the place to learn eOords,
utterly fail.
What are teachers to do under such
circumstances? One thing. at least, is
plain: moral force is needed to stem
this tide: ard we can and must refuse
absolutely, to allow children thus tn
ruin their chances for good reading in
the future.
Children should use several lst Read
ers lin Massachusetts they use fifteen
lst Readers) that they may read at
sight any reading Of this grade; also
several End and Sd Readers, containing
the auriziary exercises begun in the 1st.
(c) Again, parents, even in these
days of enlightenment fail to procure
supplementary reading, and teachers
must continue in the prescribed books
until children read Sy rote.
Our textbooks are not enough; alone
they become monotonous, and fail to
Inspire enthusiasm. Children need to
have their imaginations cultivated by
such helps as Stanthornes "Wonder
Book" and "Tanglewood," Kingsley's