This method is introduced in the hope that the measure of a pupil’s progress will not be gauged by the number of selections he reads in a given period. It is better to prepare carefully and philosophically six or eight lessons in one-half of the school year, than to endeavor to cover three times as many in the usual hurried fashion. The teacher may be sure that when the first six or eight lessons are thus carefully prepared, the progress thereafter will be more rapid. There is no doubt that the pupil who will spend two years in this graded work will be able to read any ordinary selection with ease, and with pleasure to the listener.
It is urged (1) that the teacher use additional examples under each new principle, in order that the pupil may have the principle impressed upon him by selecting new examples for himself and by reading them aloud in class; (2) that the same lesson be repeated as many times, with the same or new illustrations, as may be necessary to assure the teacher that the class has thoroughly grasped the spirit of the lesson; and (3) that the teacher insist upon most careful and adequate preparation. So, and so only, can we hope to teach reading.
The main objects of the first lessons are two. First; to develop what may be termed the logical side of reading; in other words, the intellectual side. The greatest stress should be laid on getting the sense, which is, of course, the basis of all reading. The emotional side need not be altogether neglected, but should be always subsidiary to the intellectual. If the teacher succeed in getting the expression vital, nothing more should be expected. To get the sense and to express it with earnestness is the first step. Second; the teacher is urged not to follow mechanically the order of the general reading lessons. If Lesson XX offer a better opportunity than, let us say, Lesson X for illustrating the principle laid down in any of the special lessons, the former should be used, no matter what the preceding general lesson may have been. The teacher should be acquainted with the pedagogical possibilities of all the general lessons, and should use such, irrespective of their place in the book, as are best adapted at the moment to assist the pupils in mastering the principle in any given special reading lesson. I have found much good in keeping a little note book on the following plan: I give a page to each of the steps, and every example I come across, no matter in what book—history, geography, reader—is noted. Thus:
| EXAMPLES OF CONTRAST. | ||
| Book. | Page. | Paragraph. |
| ——’s History, | 250 | 3 |
| ——’s “ | 109 | 1 |
| Reader (3) | 87 | 8 |
In this way, the teacher has always plenty of illustrative matter on hand.
While not in entire sympathy with the method that compels teachers to cover a certain number of reading lessons in a given time, yet I am sensible that it would be useless to attempt to change all this at once. Recognizing the futility of such an effort, I advise the teacher to conform to this arbitrary and unscientific method until the community is educated to the newer method. The best results may be obtained, under the circumstances, by following some such plan as this: Begin with the first special lesson as soon as possible. Then, having dwelt on that as long as necessary, pass to the regular reading lessons, bearing in mind that until the second special lesson, the principle of the first should be constantly reiterated. For the entire time (say a month) between the first and second special lessons let the teacher revert to the former again and again. Let the corrections be made over and over by asking such questions as, “Is that the way you would say it if you were talking?” or, “You are not trying to make us see the picture,” and so on. After the second special lesson has been taken up in class, and before the third, the endeavor of a teacher should be to enforce the principles of the first two lessons. This plan should be kept up until the last lesson has been taught.
[CHAPTER VI]
GROUPING
If the work of the first step has been carefully done, the transition to the second step will present few difficulties. As a matter of fact, the pupil has been grouping unconsciously, but in a way more or less uncertain. The purpose of the next step is to fix firmly the habit of grouping. As a general rule, the pupil pronounces as many words in one group as his eye can take in and his voice utter; consequently, his reading is choppy and often meaningless.