Baxter Springs news. [volume] (Baxter Springs, Kan.) 1882-1919, 1895-01-19


after the manner indicated above
the reading, of course, is finished,
aud the class is requested to "close
the books" whereupon the words at
the beginning of the lesson, be they
few or many, are pronounced in
their order to the pupils in their
order, and the recitation is finished.
If most of the hard words have
been pronounced and all the words
at the beginning of the lesson have
been spelled the next lesson is as
signed; If not, a few words Of re-
proof are administered and the
same lesson is assigned for tomor-
row. and the class dismissed, happy
in the thought that they will not be
compelled TO repeat this ordeal UNI
ill tomorrow morning.
Now of course you are ready to
say this is not like my recitation.
OF course not, but let me ask: Is 1t
not like some recitations that you
have seen. Now we insist that il is
not strange that pupils become dis
interested, or even disgusted, with
reading when this method is re-
peated day after day throughout
the entire term.
We know that it il easier to criti-
else others methods than TO sug-
gest successful methods, but we
desire to make a few suggestions
which we believe will aid in Great
ing interest and producing salts
factory results. In the first place
the teacher aud pupils should have
in mind the true objects of the
study of reading lesson. Pro-
nouncing words is not reading. The
pupil should be able 10 pronounce
the words before attempting to
read the selection. Not only should
he be able to pronounce the words,
but he should be familiar with the
meaning, be able 10 use these words
intelligently in sentences OF his
own construction. After having
mastered these points he is ready
to study the reading. He must re-
alize that reading is expression,
that he must express not only the
thoughts but the feelings of the
author. and TO do this he will re-
q,iire the variations in tone, empha-
sis. stress and other qualities of the
voice according to the selection. To
acquire this power of expression is
not light work for most people. 1t
requires persistent application and
much drill. As to the best method
of conducting a recitation so as 10
bring about these results we must
say that no method will do il alone.
No method is so good in any branch
that il can be repeated day after
day for weeks and months. And no
branch requires so great variety
of methods to hold the interest and
secure the desired results rs does
reading. First require proper
preparation. Have each pupil
read not only paragraph, but
as much as time will permit, all OF
the lesson if possible. DO not have
any particular place in the class to
begin the recitation. Vary the or
der of the reading, have each pupil
read until pupils observe n mistake,
read a sentence, read to punctua-
ton mark, skip about in the class,
have u pupil step out in front, face
the school and read. The pupil
who cannot give the proper express
sion should drill until he can. have
some one read il for him, have the
whole class read in concert, have
him read il again, etc. Combine all
these methods and more ii you
think of them in one recitation and
YOU will retain attention and secure
more interest and better expression
than by any single method you can
employ. Read for your pupils,
give them the proper expression.
Read il over and over for them If
necessary. We have known teach
ers who nercr read for their pupils.
We conclude that il is because they
cannot give proper expression or do
not recognize the Importance OF 1t.
If a teache.' is for anything in a
reading class he is to teach. 1t a
boy does not give the proper ex-
preston of thought how will he
get ut il unless some one expresses
il for him: If the teacher Is not a
rood reader he should strive 10 be-
come one az soon as possible. The
teacher should study and teach the
proper object of studying reading
lesson, require proper preparation
on the part of the pupil. vary the
recitation as much as possible, in
troducc something new each time,
manifest ability, interest and en-
thusiasm himself and he will do
much toward creating and retain
ing interest in the subject OF
reading.
The State Teachers Association
at Topeka was an enthusiastic
gathering of nearly 100 teachers
1--WE have not learned the exact en-
rollmenD and the programme in
all its departments was well carried
out. All parts of the state were
represented and everyone seemed
to appreciate and enjoy the occa-
b. AA,,taAe NJ