VERMONT

SCHOOL JOURNAL AND FAMILY VISITOR.

Volume I.

DECEMBER, 1859.

Number IX.

THE ART OF READING,

HOW IT IS, And may be, TAUGHT.—NO. III.

Having already occupied too much space with preliminary discussion, I will proceed at once to a few simple illustrations of my manner of teaching the Word Method. Every one must, of

course, exercise his own individuality and ingenuity in carrying out the process, though there are some general principles underlying it, which must, necessarily, be regarded, if one would be successful. These, as I understand them, will be seen "cropping out," here and there, in the illustrations.

Suppose a little class of five boys and girls has entered school," to learn to read." Let them come around the teacher, who should talk pleasantly with them and make them feel that she is a loving friend who seeks to make them happy. Perhaps I should do nothing but talk with them, at the first lesson, and try only to interest them in their undertaking, and to impress upon them what it is to read,--to be able to learn the thoughts of persons who are far away, whom we have never seen, or who may be dead. I do this, not in scientific style, nor by the aid of big words, but by a practical illustration, so simple that it seems hardly of sufficient importance to be entitled to a place upon this page, striving to make them fully comprehend the fact that the • printed page is covered with signs of thoughts,-pictures of the words we speak. Thus will they begin to think that learning to read is something very interesting.

When called up again, (Chart No. 1 before them,) let the class pronounce the word boy, for example, in concert, distinctly, several times. "Now, class, would you like to know the picture of what you have said?" "Yes, yes," will be the eager reply. "But children sometimes forget, and to avoid this foolish habit, you must look sharp where I point, so that I shall never have to show you again." Every eye should follow the pointer, and as it rests upon the word, they should repeatedly pronounce it, without drawling or hesitation. If their minds are not confused by bringing up the spelling, or the names of the letters of it, they will soon be able to render its form familiar. The next step is to print boy on the board in letters of different sizes, and thus teach them form, independent of the idea of uniform size. When they recognize this principle, some other word may be printed near boy, to see if they will notice that it is not boy. They need not be told what it is, though. Then they can exert their skill in finding all the places on the Chart where boy is found. How eagerly have I seen little hands pass over the pasteboard, to see who could find one first! He who does, should receive a word of commendation, and each one, as he finds a "boy," should see that he has given his teacher pleasure. If If any little

dull-head should not succeed at first, let no frown darken the brow, nor any impatient word jar upon the young ear. Rather try to interest and help such a one. Sometimes, perhaps often, some slower natures will have to be put by themselves to recite; but let no fault be found with them. It will be the fault of the teacher if they, also, do not soon love their lessons, though they do not learn so fast as more active minds.

One word at a lesson is enough for the first week; and, with a slow class, perhaps for a longer time. When their time of recitation has expired, they can be allowed to remain at the board, on condition of being quiet, to see if they can print boy. Show them how, and when they take their seats, let it be their business to print the same on their slates. They need not know the names of the letters in order to do this. after seeing it done, even if you did not know the name of the

Could you not draw a circle,

figure? They know that the whole picture is boy, and that form is what I wish to have them learn. The next time the class is called, give them the pointer and let them review by showing the teacher all the "boys" on the Chart. If they cannot do it, print the word, again and again, but avoid showing them the same word, the second time, on the Chart, if possible; thus early inculcating the idea that once showing or telling the same thing, must suffice. If taught well, they will soon learn to think it is unbecoming to expect it.

If they succeed in pointing out all the places where boy occurs, the next query might be what kind of boys we like best. If the little faces look blank, and no reply is given, the question if bad boys are best, will suggest the desired answer. This obtained, they should pronounce the word good, distinctly, in concert, and, when close and eager attention shall have been secured, its printed representative can be printed out as a picture of what they have said. Then, as before, comes the printing of it on the board, and the trial of their skill in finding every "good" on the Chart.

It may take more than one day to fix, firmly, these two words in their minds; but no matter, the present slowness of their progress will be more than compensated in future, by the sureness and correctness with which they will deliver the words of more pretentious reading lessons. Next they may learn the little word (I do not call it the letter) a. Now they are prepared to read what, with them, may pass for a "little story," found on the lower part of the Chart," a good boy;" and they can read it as unhesitatingly as their teacher, with this point excepted to prevent all chance to learn drawling or a tone, in their first attempts to put words together, I always train them to read staccato each word being pronounced as short, quick, and abrupt, as possible. This way of enunciating will disappear naturally, in due time. To prevent any carelessness arising from this soon knowing such little sentences by rote, let them frequently be read backwards. The next lesson may be girl; and, if both sexes are represented in the class, a little pleasant emulation can

be roused in the case of this and other words, to see who will learn to know them quickest, and to print them best. When they are able to find all the "girls" on the Chart, they may be allowed to read the sentence below," a good girl;" and as dog, cow, &c., are learned, each can be the key to a new sen

tence.

"But there are some boys and dogs that are not good; what do we call them?" "Bad." "Shall we learn the picture of bad? This being acquired, they can read the entire second row of sentences on the Chart, which differ from the first only by having bad in the place of good. At each recitation, all that they know should be reviewed, and very likely the minds which have not had their innate curiosity to find out new things destroyed or blunted by a mechanical and soulless drill on “a, b, -e," and "b-a, ba," will be restlessly seeking to know what this and that word is, before it is taken up in the lessons. Let them find out what they may from others, but it seems to me that the teacher had better make it a rule to tell them new words no faster than they become perfect in what they have been taught. Better gently restrain them, by telling them that, if they try to remember too many at first, they may forget some, as the boy who got too many beautiful pebbles into his little hands, dropped nearly all.

After a week or more I should begin to use the book, perhaps once a day as a special privilege. The book which belongs with the Charts, as it does not happen to be the one recommended by our State Board, of course could not be "recommended" by the teacher, nor the parent be required to purchase it. Yet, if I were now teaching, I would,-far sooner than do without the only book I know, which is properly arranged for teaching the Word Method, purchase a set for a class at my own expense. Surely no one could object to this or any reasonable ground. The studying of their lessons would continue to be done, however, on the Charts, black-board, and slate, for some time, and the books be given to them only a small part of the day, until all that is contained on the Charts is mastered. By this time, or soon

after, I could easily transfer them into the appointed First Reader, without interfering very much with my general plan of training them. How the book is used at first, and when and how spelling is introduced, will be discussed at another time.

In concluding this number, it may be said that the illustrations have not been made so full, for the benefit of the wise and experienced, but for those who teach on our hill-sides and in our valleys, who long to improve their methods of teaching reading, and yet may not have enjoyed Teachers' Institutes, and other such means of learning how to accomplish it.

C. M. B.

THE BEAUTY OF A TRUTHFUL CHARACTER. How beautiful is truth! How do our hearts swell with admiration, when we behold the really truthful person! The man, woman, or child, though clad in the meanest garb of poverty, whom neither interest, fear, ambition, nor love of praise, can cause to swerve one iota from the truth, in word or act, is nobler than earth's proudest, richest denizen without this jewel. Once I had a pupil, a gentle, quiet little girl, with flaxen hair and violet eyes. She was not a brilliant scholar. She was neither witty, nor beautiful. She was only pains-taking, and studious, and truthful. For four years she was my pupil, and during all that time I never knew her, by word, or act, or tone, or manner, attempt to deceive. She never, at recitations, repeated as her own, the answer whispered in her ear by a class-mate; never peeped slily into her book; never sought to exculpate herself, when guilty of a misdemeanor. If any mischief was done, and it seemed difficult to arrive at the truth of the matter, from her I was sure of a frank and full avowal, however much it might criminate herself.

O, how I loved that little girl! Years have passed, and I know nothing of the circumstances, or whereabouts, of my little friend; but I know that, if living, wherever she may be, she is a noble-hearted woman.

Children, be true. Let no temptation induce you to act, or speak, a lie. M. E. L.