The Hawaiian gazette. [volume] (Honolulu [Oahu, Hawaii]) 1865-1918, 1918-05-03
kauai HIGH SCHOOL
0NENGLlSH
Miss StendeI Tells How She
Y Created Interest In Read
.l, inq Good Books s'iI,"'I =,

Reading in Second Year Englishp
which will be Of interest to the thou,
sand or more teachers in the govern
inent schools throughout Hawaii The
report is as follows:
" During the year 1916 1917 1 taught
a ctass IN first year English There
were eighteen in the class aud all but
three had difficulty in understanding
the diction and finer points in the
stories studied in class. Often there
we're references to characters or books
known to all Grammar School pupils
I on the mainland but practically un.
known to these pupils. 1t was difficult
TO name n hook that all had read or
even heard Of
"This year ] have first year Eng.
ish class and also a second year Eng.
fish class. The latter is made up Of
eleven Of the pupils l taught last year.
Six are Japanese, two are Chinese,
two part Hawaiian, and one is Ger.
man. OF course, only one speaks Eng
lish exclusively. During the fall term
there we're the same difficulties as last
year. Finally, resolved to try an ex.
pertinent.
,"At the beginning Of the term I as
signed one of Lambs Tales of Shakes
neHre to each member Of the class.
Earh looked up the life of Charles
| lamb, told his story to the class and
wrote a short synopsis. This gave
practise in oral English and written
composition. At the end of two weeks
gave each pupil longer story, such
IS: The Children = Dickens. Treasure
Island, Kingsley's stories, The Vicar
Of Wakefield. and other books recon-
nended by the college board. This
work was extra and the regular work
was not intPrfered with. Two weeks
were allowed for reading the book,
writing short synopsis, looking up
The authors life and, finally, giving
= short report in class. In most cases
the work was done in. less than two
weeks and the pupils were asking for
more books.
!" "I had planned that each pupil
should read five books during the term.
The number read, however, varied from
Xix to fifteen. Tn our regular work
r"e made careful study of George
Tliot = Silas Mariner, and reviewed Hag.
n and SORelle = Applied Business Cor
March examination was eighty-six per.
cent, while that of December, with no
| outside work, was eighty-nine percent.
{ believe the decrease in average was
lue to the difficulty of the examination
-ather than to outside work, as I have
/ he same pupils in history, and that
,9erSgeo increased three percent. At
The end Of the term I asked whether
n not we should continue outside read,
ng next term. All eagerly responded
Yes 1 then asked for written an.
swers to the following questions:
How She Went About It
First: Before coming to Kauai
high School did you read any books
residcs those studied in literature
'lassN If few or, none, state reason.
found that the three who had under.
,tood the best had read very large
number of books. Four had read an
,verage number, three a very few, and
| rne, none. Some of the reasons were:
The pupil did not care for books; Their"
rere no books in the library; no one had
aver suggested reading. These reasons
prove that there is great opportunity
For the grammar school teacher to en-,
courage reading, to see that there are
looks available and to take a personal
interest in the child's selection Of
| looks.
"Second: Did you do any reading
Turing the Freshman yearH If a lit
lie or none, state reason. One had
read many books, one Il few. eight
~arcelv any, and two, none. The rea-
,ons given were: All time was spent
- D,p;ls aftor OohnOl
| hours; pupils never thought of reading;
pupils wasted spare time. This de
'rrHse showed that I had neglected Op
portunitics and made me resolve t.
start the present year class on the road
| o reading.
"'Third: Did you do any readinp
mrinG the fall term of lGl7-l9lS3 If
| little or none. state reason. The an
iwrrs showed further decreases. The
.raSons given for not reading were
he same "s those given in the above
and in addition, some pupils said they
| lid not know how to select books.
Mastery of English
ct found that those who have read
he most have the least difficulty with
he English literature. They have a
"N"" mature understanding than the
others. Those who have read the most
incc '"nuary are pnpils who have the
east time to snare. Thew do good daily
york. work after school hours, are in.
'rrcsted in school affairs and DO a
("eat deal Of Red Cross work. Those
Who hnve done the least are those who
have time to spare.
~ have often mentioned certain
books and suggested that pupils read
! them. but in some cases. the only suG
Testion that works is that of putting
'hc hooks into the pupils hands He
Tvs to be taught how to select books
His way is to look at a book, to see
| whether it is long or short. whether
| he print is large or small. whether
here Nre any pictures and whether
there il any conversation, He does
"ot notice the author or even the title
The teacher must tell him who the good
authors are. An outline of the best
English and American authors and
thew works is very helpful. The
teacher must guide the pupil So that
he will not read one kind of books ex
clusively She must show the value OF
GOOD books and the weakness Of poor
ones. Books are as influential as
'";rnds and should be as careful y