The Columbian. [volume] (Bloomsburg, Pa.) 1866-1910, 1895-01-11
METHODS OF PRIMARY READING.
vi.
THE SENTENCE METHOD.
BY William Noetlinn.

citation, spelling, &c c--incidentals
to be taught with it as helps, but not
as the end, or chief thing aimed at.
Since this method has largely modi
fed other methods, better perhaps, all
of them, directing the attention from
the beginning, to the thought instead
of its accidentals and since the ma
jority of persons who speak of the
method are not acquainted with it
as it was developed and used by its
authors James Johannot and George
l.. Farnham, the latter Superintendent
of Schools at Syracuse and Bingham
ton, N. Y, l will let Mr.. Farnham
speak tor himself as he has explained
it and the principles upon which it is
based in his book. The Sentence
Method of Teaching, Reading, Wri.
ting aud Spelling:
SIN his experience as teacher and
superintendent of schools, it became
evident to the author, many years ago,
that there was something fundament-
ally wrong in the ordinary methods of
teaching, reading, writing and spelling
Viewed from the standpoint of econ
omy, the result bore no just ratio to
the time and effort devoted to these
branches and viewed from the stand
point of education, the first years
seemed imperfect and unsatisfactory.
This conviction, which he shared with
many teachers throughout the country,
led to examination and experiment
"In 1883, the phonetic system was
introduced into the schools of Syra.
cuse, n. Y, and for a time it was
thought that the true method of teach
ing children to read had been discov.
ered After trial of five years, how
ever, it was seen that while pupils
learned to read by this method in
much less time than usual (by the
alphabetic), and attained high state
of excellence in articulation, their
reading was nearly as mechanical as
before, and few of them became good
spoilers. The two systems of analysis,
phonic and graphic, mad SO little in
common that permanent confusion
was prOuuCeu IN the mlnu.
"The word method, next tried, was
much more productive Of good results
than any that had preceded it yet by
this method words were treated as
units, independent of sentences, and
reading almost Of necessity became a
series OF independent pronunciations.
peIpetuating the mechanical results of
the old methods.
"These experiments and their re-
suits led to further Investigations, es-
pecially in the line of psychology.
From a close observation of the act
ion of the mind, and of the relations
of language to thought, it was seen
that the unit of thinking is thought,
and therefore that the unit of express.
ion is sentence. The obvious de
duction was, that the sentence ought
to be made the basis of reading exer
cises.
''In 1870 series Of experiments
was instituted in the schools Of Bing
hamton, N. Y, to subject this theory
to practical test. The results far
exceeded expectation in the direct
teaching of reading, spelling, and
writing, and led to other results In
awakening mind and in influencing
conduct which were unexpected and
gratifying. 1t is safe to assume that
the problem, how to teach these
branches successfully has been solved.
"In our educational processes We
have but to ascertain the manner and
order in the use of intellectual facul.
ties and powers in performing real life
work, and then guide and direct the
study of the youth, that they may ac
quire the use of their powers in the
same manner and order.
''Some years since, while engaged
in business that brought me in con-
tact with large numbers of literary,
business and professional men, insti-
tuted series of enquiries in regard to
their habits of reading, writing, and
spelling.
In regard to reading found that
most of those who had learned to read
in school were slow readers, pronoun-
cling the words mentally, if not aloud.
Many found it difficult to take in the
authors meaning without pronouncing
the words audibly. On the other hand,
those who had learned to read at an
early period before attending school,
and many could not remember the
time they could not read, were rapid
readers. Their eye would pass over
the page with little or no conscious
ness of the words, and they would
take in the thought of the author much
more rapidly than if the words were
pronounced. These persons had acGui-
ed the art of reading without conscious
effort on their part or on the part Of
others. Such persons could always
spell, and they were able to detect