The times., 1899-02-13
TEACHING BOYS TO READ.
Rules Used by n school Mistress of
baltimore.

Miss Magdalen, II. Burger. in a paper
read last week before meeting of fourth
grade public school teachers in Baltimore,
told OF the simple but effective rules used
by her in teaching correct reading.
Miss Burger said that scant attention
seems TO be given to reading in the pri
mary grades. Boys are allowed 10 read
caTelessly. and are not made TO give the
correct pronunciation to every word. OF
her methods. Miss Burger said:
Il regard it of first Importance that the
pupils be given a lesson 10 prepare. The
most experienced reader will find diff
Guilty in giving proper expression to com
position never seen before. where an idea
Of its sense and structure must be gath
cred as he proceeds. Later. when the
pupil can read well matter with which he
is acquainted. practice in rendering that
which is unfamiliar may be advantageous
Usually. let one boy read the lesson. or
part OF it, given the class to prepare
When he has finished, any others who
think they can do il better are given an
opportunity TO try. The spirit of rivalry
stimulates their effort, as well as their
+ attention, keeping them alert for the
readers failures and calling forth their
best endeavors to improve upon his work
| When the first reader has heard the les
son read better, ! frequently let him read
II over, which, in measure, keeps his at
tention from tagging.
The system OF marking is very eff
/ fectual aid in reading. as in all other
branches. ] use four marks-good fair.
Indifferent. and poor-and | find the most
! Indifferent pupils will often strive for the
honor of a high mark. Expedients of this
/ kind all aid in checking the carelessness
/ TO which they are prone, resulting in the
| first words of sentences being altogether
omitted, more frequently the first syllables
of words and their final sylla bles. The z
| in ing, needless TO say, is almost invaria-
| bly, at the outset regarded as supernuity
| and if this careless enunciation is encour.
I aged intermediate syllables and final end
! ings generally undergo marked transfer
nation. Once a careless sloyenly man
ner takes hold. nothing short of the bes
example, constant care and correction car
| remedy it. and ii seems to me most i'm.
portant that the tendency 10 shorten anC
enunciate syllables mperfectly should bt
| constantly checked. Mimicking them pro
duces great results in correcting the un.
natural manner in which pupils read. Re
ducing the lesson TO 4 conversational leve
that is, treating il as if part of a casua
conversation-I find very helpful
II do not make il "A point to get through
the whole lesson. ! am satisfied if
have part Of ii read well and with proper
| expression. and ! have a part of il reat
and reread until ! hear that result. One,
q week ! have defamation. giving tht
boys poem or some prose composition o
suitable scope, TO study at home. Dim
dence and resultant nervousness Otter
cause boys to read poorly and these dec
lamation exercises, ! think help mater
tally TO relieve such boys of the self-con
sciousness and nervousness that eInbarras
them.
Il made il rule 10 check Instant
careless reading, the omission or substitu
tion Of words, imperfect enuncIation o
syllables. and all errors arising from indit
ference or forgetfulness. / let them fin
their errors themselves when possible
The teacher must never allow mechanical
sing-song reading; it demoralizes the class
She should try. through all means possible
to keep alive the pupils interest and at
tention, and should supplement all ex
PLANTATION with abundant examples"