The Kalispell bee. [volume] (Kalispell, Mont.) 1900-192?, 1900-07-13
How to Teach Reading.

ma unat some OF our teachers are at a
loss how to teach beginners to read.
The following paper on Primary
Reading" by Miss Belle Thomas of the
State Normal school, will undoubtedly
assist such teachers if they will carefully
peruse the article and put into practice
the ideas suggested:
"Tradition still has firm hold upon
many OF our primary methods. To do as
they did when I went to school seems
to be reason enough with some teachers
and l believe this is most plainly seen in
the motive and methods for oral reading.
I'm visiting schools from Boston to
Denver l have heard hundreds of chill
dren read, and l do not over-state the
case in saying that at least 80 per cent of
them read in the old time drawling tone,
letting their words drop one at time.
One need not hear reader utter half
dozen words before she is able to deter
mine whether thought is impelling ex-
preston or whether mere words are
coming forth.
Primary teachers are ready to accept
in theory that child must have the
thought before he can express it; they
admit that observation lessons, history
stories and choice literary selections are
excellent aids in teaching reading; they
are willing to use the devices offered,
through script, pictures, objects and
drawing, and yet when it comes to the
oral reading they still permit the child
to drop back to methods used half a CEN
tury ago.
"How can Il. refined woman, with an
ear attuned to harmony and nature
sensitive to the rhythm which pervades
all nature (and one finds just such wo-
men in many of our primary schools),
how can such woman listen day after
day to the meaningless drawl of her little
people in their attempt to read aloud?
In compelling herself to listen to such
reading, there must be going on within
her soul conflict strong enough to
wreck her nerves and drive out all the
sweetness God ever gave her.
Come with me and let us visit one of
these schools. We are in time to find
the children on the playground. Stop
moment and watch them in their play,
for in doing so we gather some points
that will be of service to us during our
visit.
Mote you the earnestness of all as
they take part in that game of woodtag;
see how closely they watch that they
may find some new spot each time on
which to rest in safety; see how direct
they are in all their movements as they
run from post to post; watch the grace
in all their motions difficulty, either,
in making each other hear; listen to
their emphasis and infections you
hear any mistakes?
But the bell is ringing and we follow
the children into the building, thinking
as we go that if they are as sure of what
they wish to accomplish in school as they
were in play, that teaching them would
be pleasant task indeed. The opening
exercises begin with song. The fun
and delight of that unfinished game still
light up their faces and those active
bodies have so suddenly been brought to
standstill that they only need the di-
rection, Ready, singh for them to give
forth most vigorously all their pent-up
energy; as a result, our ears are pierced
with their song, but our hearts are not
touched The teacher herself shows
many marks of refinement. She greeted
us graciously and her voice is pleasing;
but as she turns to talk to the school a
new voice is heard-loud high-keyed
and strained. Were we blindfolded, our
ears would declare to us that another
person had entered and was giving direc-
tions.
1.-THE opening exercises end, the wealth
er record is taken, directions for work
given, and next follows an observation
lesson.
Nov the reading class is on the floor;
each child has in hand First Reader
"'Turn to page &c. The children are
asked some questions as to what they see
in the picture and then all are told to
look at the first sentence and see what
it tells Some hands are raised. Jennie
is given permission to read. We hear:
Thu bird is-on-thu- tree. Do-you-see-t thu
bird?' Again they are told to look and
see what the book says This time it is
Pauls turn to drawl forth the words,
Thu nest is-in -thu-tree The looking,
hand raising, permission to read and the
ensuing drawl 60 on for fifteen minutes,
with no interruption, save as the teacher
between times, Dick, keep your
eyes on your book Helen, if you can
not keep your place you may 60 to your
seat John does not know this word;
let US all spell it by sound for him."
Edna, read louder; l can't hear word
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