CHAPTER XVI SUGGESTIONS TO TEACHERS Any means of getting a student to read the printed page intentively is sound pedagogy. Hence the numerous problems presented in this book. The text frequently calls upon the student to read or study a passage, or to decide a question. There is a very definite task thus set before him which the teacher must insist shall be performed. All illustrative material must be read aloud. It is not of so much moment that the student's interpretation agree with mine or with the teacher's, as that he have an interpretation which he can defend. Lessons should be carefully assigned, and the class held rigidly responsible for the working out of the particular problem in all illustrations. Students should be given to understand that all illustrations are to be read aloud in preparation for class, even though they be not called upon to read them all aloud. Slipshod interpretation must not be for a moment tolerated. Every recitation helps to form habits, good or bad. Drill, constant drill on interesting material, is indispensable for the formation of the habits necessary to proper interpretation and vocal expression. Assignments must not be too long, especially in the earlier parts of new chapters, but the work must be done accurately. Most students do not regard reading seriously, as they do, for instance, their mathematics. The reading, composition, and literature lessons are nearly always studied after preparation has been made in those subjects to which students know they can be held to strict accountability. Let the teacher, therefore, once it is certain that the student understands a given principle, hold him as rigidly responsible for careful preparation as he is held in his other subjects. This is the only cure for slipshod reading. We frequently hear the excuse, "I had so much work to do in chemistry, or shop, or civics, that I hadn't time to prepare my reading or my literature." I suggest that when we once appreciate the value of sound training in reading, we may be able to reverse the student's excuse; for if there is one lesson more than another that cannot be skimped or hurried it is the reading. The results of the method are cumulative. Teachers must not permit their classes as they proceed from chapter to chapter to forget any principle that has gone before. It is not absolutely necessary that teacners take up the chapters seriatim, except in so far as one may be a fairly firm grasp of the principles without at once manifesting great improvement in vocal expressionat least the kind of expression that wins prizes and displays itself at school exercises. The first improvement will be seen in a heightened interest in the lesson; then in a greater pleasure; then in a keener appreciation of meaning; then in finer and more delicate shades of intellectual values in vocal expression; and finally (at least in the majority of cases), the rich ripe fruit of the harvest will appear in the vocal expression not only of all shades of meaning, but of feeling, emotion, passion. More space is devoted to the chapters on Grouping and Punctuation than to the others, because the former is the basis of all interpretation: The group is the unit; and the latter, experience shows, is the most interesting aspect for students, and does more to sharpen their wits and keep them on the alert than any other phase of the subject. While with enlarged knowledge and increased experience with books less and less effort is required to read them, the time will never come when the reading of a good book will be easy in the sense that it becomes a mere automatic process. In time conscious effort gives way to unconscious effort, but it is effort, concentrated effort. After considerable difficulty one learns to ride a bicycle and to control it automatically; but one must keep pedaling for all the automatism. So it is with reading. Automatic as the process be |