- It must be Intelligible
- It must be Sympathetic
- It must be Melodious
- It must be Forceful
In seeking to accomplish these four aims, the pupil will not only increase his culture but his practical mental power as well.
The first step has to do with whatever makes understandable what he has to say. But before he can be intelligible in address, he must be an intelligent reader. He must train himself to master the real meaning of words. This means taking in—comprehending—and translating the thought of others. This is an important part in accomplishing the first step. The mind must be trained quickly and accurately to comprehend the printed page.
The Basis for Good Oral Reading
Grasp this idea firmly: Before one may hope to read intelligibly, he must first be an intelligent reader. You cannot express outwardly what you have not received and do not feel inwardly. Therefore the basis of good oral reading is understanding—intelligent silent reading. Some one has well said, “Unless a child can read, he cannot be educated.” How few can read at sight a short passage and then close the book and relate its context. Why is this the case? Because the pupil has not been properly trained to read.
The Basis for Good Silent Reading
In the study of the printed word we must remember that its real meaning depends altogether upon its relation to other words in the same group. For instance, the word “fire” does not mean the same thing at all times. The real meaning of this word depends upon its kinship with other members of the same group. When we say, “The house is on fire,” the word “fire” means an altogether different thing from what it means when we say, “There is need of a fire in the stove this morning.” We must continually take care that we do not isolate words, but that we get their associated meaning. For too long a time in our public schools the pupils have been taught to read words and not ideas or thoughts. They have been taught to read word by word and not group by group. For instance, the most elementary pupils will read as follows: “The—cat—can—run—and—play—with—the—ball.” The grouping is altogether overlooked. The children are concentrating their attention upon single or isolated words instead of upon thought groups made up of several words as follows: “The cat can run—and play with the ball.”
Get the Author’s Thought
Whatever one reads, he must first determine for what purpose he is reading. A definite aim or end in view must be had to serve as a motive power. The pupil who can relate the successive events in a narrative after having read it carefully, has trained his memory. But memory training is not the highest aim or end. The thing of paramount importance is: What is the application of the author’s meaning? The value lies in what use the student can make of the knowledge. This act of getting the author’s thought draws upon the student’s stock of experience. All new matter comes to the pupil in terms of his past experiences. The task of the teacher is to aid him in identifying himself with the lesson taught by the author, so that he can make practical use of it.