Honolulu star-bulletin. [volume] (Honolulu [Oahu, Hawaii]) 1912-2010, 1915-11-16
OAHU PEDAGOGUES ARE TOLDHOW
TO TEACH THEIR PUPILS READING

books always have relatives. Follow
them up.
.Ruskin says I am unable to say TO.
what extent my thoughts have been
guided by books.
Andrew Lang the great English
writer, says at six he read the Arab
| ian Nights and felt that II was q
glimpse Of Paradise. At seven he
read The Lady OF the Lake at
nine Dickens and Longfellow and
Shakespeare. We have not preco-
cious children like him but we have
hungry minds.
John Dewey Of Columbia Univer-
sity says, One can pick out the
children who learned to read at home.
They read naturally. One cannot
read naturally when he reads for
readings sake. Use books that meet
and supply the child's mental needs.
No scheme Of learning to read can
supply this want Drill on form be-
numbs by its monotony and repetition.
We must have . personal hunger for
what we read.
..Wrong habits Of reading are re-
sponsible that pupils cannot uee
/ books effectively, cannot get the
point, cannot make synopses, and get
1.-THE characteristics. &.
Miss Jessie r. Smith of Santa
Rosa. California, teaches reading as
taught here in our school. The set
ting for the story Is first given. The
story Is related il the best form the
teachers instincts can dictate. Next
she has reproduction, both oral and
written, then the pupils read.
THE pupils must have picture
of the word before they can give. the
word. Have the pupils do mnuch
silent reading Letting them read to
lpick out the big thoughts is good
mental discipline. It Is suggested
that the teacher sometimes read the
entire story or poem in the beginning.
The teacher must read well. The
pupils will not initiate her but they
win get the feeling. Help the pupils
by giving them word drills. Be sure
to give the meaning used In the text
Select one or two words every day
and try to make them part Of the
children's spoken vocabulary.
.The child needs constant repetition.
For the word drill after you have CIV
/ en- the correct meaning and used the
/ word several times In sentences let
1.-The child use the word. In the upper
grades have him look up the meaning
! in the dictionary and compare with
your definition or synonym. A good
device for teaching pronunciating and
synonyms is to have two children with
/ pointers at the board, q third pupil at
the seat pronouncing the word. The
/ pupil who first finds the word In the
| list pronounces it and gives q sentence
lusing 1t. This is for quickness.
George Herbert Palmer says we
/ are too lazy to swell our words to
i meet our needs. We let our v0cabu-
llaries be limited because we are not
willing to exert ourselves to use the
right word. Not the big pompous
word, but the simple, everyday word.
Our speaking vocabulary needs help.
i Mr.. Palmer says the word does not
belong to us until we have used II
three times.
n 1T has been suggested that the pu-
lpil learns to read by imitation. That
places q hard task upon the teacher,
II for no teacher should dare read q
4 poem to children that she herself does
h not know perfectly. II means hours
n Of hard study and practise for the
teacher, even In the primary grades.
n If one feels that she herself has not
| mastered the selection 1t is better not
n to attempt to read 1t to the pupil. but
| always give the setting and get the
Il children In the atmosphere OF the part
/ to be read. We must, however, insist
that the child has q thought back Of
the word. Insist that pupils learn to
read rapidly to themselves. Huey
says, Rapid readers have the firmest
n grasp of meanings and retain best
what they read Continued practise
| In the prompt extraction of what the
geography and history page has fol-
the reader irrespective of how It would
sound If read to others, must result IN
increasing considerably the average
effective rate of reading. And such
practise will develop the power e
discriminate and to grasp the essen
tial. One who has been practised n
feeling values in reading will fly oyei
such pages as have nothing. DOM
be careless In rapid reading, but gel
the meanings rapidly. It must be re
4 membered that each reader has lis
own maximum rate of effective read
81 ing and these maximums will Vary
Ri greatly in the individuals.
Reading to pick out big thoughts
is mental discipline. Young people
are interested in English II they arr
encouraged to express their real selves
on topics that touch their actual lives
sOne author speaking Of supplement
tary reading, suggested that the teach
er read portion of the story, creating
atmosphere and interest, then Civ,
1.-THE book to the child to read silentl.
and later the child tells the story.
Reading from the beginning mus
Ibe done to feed the child's soul. t
Inourish his Imagination, his moral i'm
pulse, and his higher aspirations. Tn
child SHOULD from the first read hum
AIMING literature.
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