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WORD STUDY.—The pupil should know how to
spell and pronounce correctly all the words of the
selection he is preparing to read. He should know
their ordinary meanings and the special meanings they
may have in the text. He should be able to write
them correctly from dictation and to use them in sentences
of his own. He should examine if they are primitive,
derivative, or compound; he should be able to name
the prefixes and suffixes and show how the meanings
of the original words are modified by their use.
He should cultivate the habit of word mastery.
What is read will not otherwise be understood.
Without it there can be no good reading, speaking
or writing.
EXPRESSIVE READING.—There should be constant
drill to secure correct pronunciation, distinct articulation,
proper emphasis, and an agreeable tone of voice, without
which there can be no expressive reading. This
is a difficult task, and will take much time, trouble
and practice; but it has far-reaching results.
It enlarges the sympathy of the pupil and lays the
foundation for a genuine love of literature. Do
not, then, let the reading lesson drift into a dull
and monotonous calling of words. On the contrary,
let it be intelligent, spirited, enthusiastic.
Emotion comes largely from the imagination. The
pupil himself must be taught not only to feel what
he reads, but to make its meaning clear to others.
It is important that children be taught to acquire
thought through the ear.
CONCERT READING.—Reading in concert is
generally of little value, and the time given to it
ill-spent. It does not aid the children in getting
thought, or in expressing it fluently. As an exercise
in teaching reading it is ineffective and often positively
harmful. A concert recitation to which special
training has been given partakes of the nature of
a hymn or a song, and then becomes an element of value.
If occasionally there must be concert reading in the
class room, it should always be preceded by individual
mastery of the selection.
POEMS.—In the first lesson, a poem, like
a picture, should be presented as a whole, and never
dissected. The teacher should first read it through,
not stopping for note or comment. He should then
read it again, part by part, stopping, for question,
explanation and discussion. Lastly, the whole
poem, should be read with suitable emotion, so that
the final impression may be made by the author’s
own words. It is important that the pupil get
the message which the author intended to give.
In teaching a descriptive poem, make the pictures as
vivid as possible, and thus awaken the imagination.
In dealing with a narrative poem, the sequence of
events must first be made clear. When this is
done, the aim should be to give fuller meaning to the
story by bringing out clearly the causes, motives
and results of acts. All this will take time.
Be it so. One poem well read, well studied, is
worth more than a volume carelessly read over.
In reading poetry, be careful that the pupils, while
giving the rhythm of the lines, do not fall into the
singsong tone so common and so disagreeable.
