Year: 1873

Ed. News knowing that practi-
cal ideas about ones business or pro-
fession are always welcome, for the
benefit of my fellow-teachers I here
give the views of John Hancock,
Superintendent Cincinnati Public
Schools, in part, with reference to the
teaching of Reading properly, or the
ability to teach it properly:


''To teach Reading with success
requires, on the part of the teacher,
a combination Of various excellences.
1t is not sufficient that he should be
a good reader himself, but he must
have an enthusiasm in the subject, for.
unless he have, he will most assured
ly fail In awaking an interest in it on
the part Of hispupils. Aside from It's
necessity to all intellectual progress,
there is no branch that has higher
esthetic value than good Reading
none so well calculated to arouse all
the faculties of the pupils. Whatever
is done for improvement in this
branch must begin in the lowest
grades. 1t will be vain to expect
good Reading and Speaking if thor
ough eloeutionary drill is delayed
until pupils reach the High Schools.
Doubtless in the primary grades, the
larger portion of the time given to
Reading must necessarily be devoted
to the mastery of the meaning of
what is read but this process, which
is in degree mechanical, can be, and
ought to be, supplemented by large
infusion of the emotional element.
This can be done without loss of
time, and with advantage to the sim
pier process. Reading in our high
grades of schools ought to reach the
dignity of a fine art. This cannot
be done unless every step of the way
upward is guided by the hand of a
competent teacher. In a word, any
successful effort to reach such a
standard must begin with our teach
ers themselves. Many of them are
already cultivated readers, and all of
them, with but few exceptions, may
become so, if they but earnestly re-
solve upon it. - From 42d Annual
Report.


II your readers Will pardon my
presumption, I will add a few sug-
gestions upon this sometimes badly
taught branch.


Persons who desire to become good
readers should not attempt to read
that which they do not understand.
Shortest sentences, and these of
words of one syllable, should first be
selected. These should be read and
re-read, in various styles and tones,
the reader then choosing that quality
of tone, and style of expression, best
suiting his taste, and adhering to it
until he sees proper to change it.
This he should do throughout all his
practice.


After practising upon simplest SEN
tences until some proficiency is ac-
qui1ed, the reader should gradually
pass to more difficult and more ex-
tended sentences, and short para
graphs. Let me here caution him
against making the transition from
simple to difficult Reading too sud
denly.


One Of the greatest faults that the
/ teacher of Reading used to encounter
in his pupils, was monotonous style.
To counteract this, all his best en-
deavors were necessary. Nouo, the
great tendency is to too rapid Read
ing.


I have not here said anything
about proper breathing and vocal
culture, because it would make this
article too long.


Hoping that these suggestions
may prove worthy the consideration
of those desiring to become good
readers, and especially those whose
business it is to teach reading, I
close. ssHARRY FROM CARMEL"