Reading: How to Teach It

by Sarah Louise Arnold

In “sight reading,” so called, the book serves simply as a test of the pupil’s power to read at sight, without definite preparation in the way of study. Such exercises should, of course, present no new difficulty which demands study. As soon as this becomes necessary, the character of the exercise is changed, and it becomes a “study of a lesson” instead of a test or review. The teacher should select, for sight reading, material of a simpler sort than that which is demanded in the current exercises in reading at that period. Second Grade classes may read First Readers. Third Grade classes may use Second Readers, and so on.

Of course this provision becomes useless as soon as the pupils have passed the “learning to read” stage, and are reading for the sake of thought getting only, without reference to training in power to read. Then the supplementary books should be chosen purely with an eye to throwing light on other subjects studied, or for their literary value, and pleasure in reading. Mention has been made elsewhere of the value of school libraries as an aid to the reading habit. Here the Supplementary Reader loses its title, and advances to the grade of a “real book.” Now the cultivation of the reading habit and the love of books is an immediate aim, and the book ceases to serve as a test merely. It is a means to an end, an instrument by whose use new knowledge can be gained or the pleasure of life enhanced. Therefore it is wise to spend carefully the money devoted to books, buying few of a kind, and many kinds now. For reference, for individual reading, for reading to the class, this collection of books is invaluable. The skilful teacher will plan many exercises which will reach far beyond the immediate lesson in their beneficent results.

Reading Poetry.

Among the many school-room exercises which yield present profit, none other continues its dividends so far into the future as does the intelligent reading and memorizing of a good poem. It has been urged elsewhere that the teacher should frequently read good poetry to the children, often without comment, but sometimes repeating the reading again and again, until the children become familiar with the rhythm, question the meaning, and are ready to memorize the poem. Such exercises are immediately helpful in other reading, while they store the sturdy young memory with treasures, promising enjoyment for future years, which can be gained in no other way. Childhood is the one fit season for amassing such wealth. It is well for the children if the teacher recognizes this opportunity. Just here it may be wise to refer to the interest which attends such exercises in schools where every class chooses a class poet, reading and memorizing selections from his works, and learning something about his life. From the lowest to the highest grade this work proves helpful, and the children’s association with these authors is never forgotten. Something the memory will hold, do what we may. Let us supply materials worthy to endure, preventing the accumulation of stuff which is not merely of indifferent value, but is often positively harmful.

Friday Afternoons.

The old custom of setting aside a part of Friday afternoons for declamation and recitations is remembered with mingled feelings by the pupils who shared its advantages. Nevertheless the custom should be perpetuated, for such exercises afford an unusual opportunity for practice in reading and reciting for the sake of others. To read aloud so that our hearers can listen with pleasure, gives us the power and privilege of helping and pleasing others. No life is without such opportunities. It is wise to emphasize this accomplishment in our schools, and to expect our pupils to become competent to render this service.

Any exercise which accustoms the children to reading or reciting with ease, modesty, and simplicity, in the presence of, and for the sake of, others, adds materially to their ability to make themselves agreeable as well as useful.

The special exercise, when one class entertains another class in the hall, or when children recite for the audience of schoolmates and parents, differs from the ordinary exercise in motive. Why should one read plainly when everyone else holds a similar book and is reading the same paragraph? But to read to those who have no book, have never read the story, or really desire to hear it, that is another matter.

So, with no artificial manner, voice, or gesture, but with a pure and simple desire to please, let the children read and recite to one another, or to other classes, at least once a week, until the exercise becomes as natural as breathing. And let the power to thus minister to others become one of the common attainments of our pupils.