Reading: How to Teach It

by Sarah Louise Arnold

Do not feel that it is necessary to do all which the lesson suggests, with every class; but be sure that the children have some actual knowledge of a real oak tree.

III.—Lessons upon Occupations.

Frequent reference is made, in all literature, to the occupations of men. Even if this were not so, a knowledge of these occupations is necessary to even a fair education. Every child should be intelligent in regard to the work of the farmer, the miller, the carpenter, the brick-layer, the engineer, the miner, the merchant. But, be this as it may, the pages of the school reader, even, will demand some knowledge of the everyday occupations of men.

Children are naturally interested in the occupations of their neighbors. They like to see things made. They like to know why certain effects come from certain causes. Nothing could be more fruitful than a visit to a blacksmith shop, a new house that is being built, a sewer that is being dug, a cellar that is being laid; to a ropewalk, to a mine, to a quarry, where real men are engaged in real work. This natural interest of children in these subjects is evidenced by their desire to “play” the miller, the farmer, the driver, the boatman, etc. We do well when we build upon this natural interest. “The Village Blacksmith” is a familiar poem, based upon a common experience. As has been said, the children who know something about the work of the blacksmith will enjoy and understand the poem as no others can. Ask them to go to a blacksmith, and then to report; or go with a class of children, and help them to observe and to question. The blacksmith will be helpful and generous if he is courteously requested to give his aid to the children. Prepare them for the lesson by a preliminary talk about the blacksmith, his work, the need of his work; his tools, the material with which he works; the source from which iron is obtained, the process by which steel is made. Having prepared the children to observe, assign questions or topics upon which they are to report: the anvil, the forge, the sledge, the bellows, the horseshoe, etc. Upon returning from the visit, allow the different pupils to tell what they have seen. After the general conversation, insist upon an orderly description.

Kindred lessons may be given upon the other occupations suggested. In many cases, stories can be told, or read, which will reënforce the observation. It must not be forgotten that one result of the lessons should be a sincere respect for honest toil, and sturdy pride in ability to do honest work well. It is hardly necessary to say that the visit to the blacksmith’s shop will reënforce the reading, and that a study of Longfellow’s poem will in turn make the visit more valuable. The language lesson will help the reading lesson because it adds interest; it will also help the lesson as literature, because it gives fuller power of interpretation, and corresponding appreciation of the poem. All these lessons will be made more valuable by the use of collections of pictures.

IV.—Rain.

For Second Grade.

Observation during a Rainfall.

What is rain?