IVREADING
The purposes already indicated for the reading are “to enable the pupil to understand the expressed thoughts of others,” “to cultivate an acquaintance with good literature, and to furnish him with a means of extending that acquaintance.” It is evident that the only way to teach the pupil to understand the expressed thoughts of others is to have him understand each unit of that expression. The meanings of words, allusions, and figures of speech, as the expressions of the idea, must be clearly understood. The intelligent use of the dictionary and the usual books of reference should therefore be taught at the very beginning of the course of reading. Whenever the origin and history of a word are helpful for a better understanding of its meaning, these may be called tothe pupil’s attention, and he should be encouraged to observe in the dictionary the etymology of words as he looks for their meaning. While the importance of knowing the significance of proper names, allusions, etc., is to be impressed on the pupil’s mind, the preparation of the reading lesson must not be allowed to degenerate into a mere searching for the meaning of all unknown terms in the assignment. Pupils should be warned against the practice of making a list of all the unknown words in the lesson and of consulting the dictionary and other books of reference for information, without considering the context in which the words are used.
From the very beginning of the course in reading, the teacher should make sure that each pupil gets a clear conception of the thought expressed in each sentence. Without undue emphasis on grammatical analysis, the pupil should be encouraged to note the form in which the principal proposition is expressed, and the manner in which it is modified by the subordinate elements, for it is only by the careful consideration of the syntactical relations that the pupil can get accurately the thought expressed. The development of the thought through a series of sentences constituting a paragraph must be analyzed with equal care, so that the pupil may see clearly the development of the thought and the relation of each sentence to the preceding and succeeding ones and to the paragraph topic. The amount and character of analysis in each assignment of reading should be carefully determined by the teacher as he prepares his work for each day, and he must beware of having the reading lesson become merely a formal analysis of sentence and paragraph structure, for nothing more effectively kills the pupil’s interest in reading than too much of this formal analytical drill on detail.
Various methods may be used to assist the pupil in grasping the thought expressed in the literature. In narration, the retelling of the story, paragraph by paragraph, from memory, will lead the pupils to get the details of the story in logical groups. In description, the pupils should be required to visualize the scene, object, or person portrayed in words. Boys and girls can readily be interested in exercises of this kind and will respond eagerly when asked to describe the mental pictures which they obtain from a given piece ofdescription. Sketches on the blackboard to make clear the position of the details in the description and other devices tend to emphasize to the pupil the importance of reading carefully and accurately in order to get the whole thought of the author.
After the pupil has been taught to get the thought accurately, the analysis may be extended to the forms of discourse and the qualities of style. In short stories, novels, and dramas the analysis of plot, the delineation of character, and similar consideration of the principles of narration and description will naturally receive due attention. In essays and orations the study of corresponding principles of exposition and argumentation gives the pupil a clearer conception and better appreciation of the writer’s purpose and the means that he uses to accomplish it. A study of metre and verse form is necessary for an appreciation of the poetry read and studied in class. The study of all these details, designed as it is to help the pupils to understand the author’s thought, part by part, ought always to lead to a better understanding and appreciation of the meaning and purpose of the whole. A study of literature that emphasizes details to such an extent that the theme and significance of the story, the drama, or the poem, as a whole, is neglected, fails to bring out the vital element.
The value of the ideas and ideals which find expression in the literature must not be overlooked in planning the work in reading. As a portrayal of life in its various activities, literature presents to the pupil many types of character and action, and thus gives the boys and girls a broader view of life than their own experience affords. The analysis of character, motives, and actions forms an interesting and valuable part of the study of literature. Since good literature is also an interpretation or “criticism” of life, it presents life in its true relations and shows their significance. The author’s interpretation of life, his judgment upon its various phases, and the emotional coloring which he gives it, are all to be considered in a manner best adapted to the maturity and understanding of the pupils. The formative influence exerted upon the character of the boys and girls by the characters and actions portrayed in their reading, as well as bythe emotional element of literature is undoubtedly of importance, and by some teachers is emphasized in all their work. The ideals of conduct presented in good literature, and the close relation between conduct and the emotions aroused by the reading, are often factors in the ethical training of the pupils, but the indirect and unconscious influence of these elements is generally much more effective than many efforts to teach lessons in ethics based on literature.
Since the study of literature involves the consideration of all these various elements, the result accomplished in reading will depend largely upon the methods of the teacher in preparing his work for each day’s reading. Before beginning the reading and study of a piece of literature with a class, the teacher should make a careful study of the whole, analyzing and outlining it, so that the relation of each part to the expression and development of the theme may be clearly determined. With this outline before him the teacher can plan each day’s reading more readily and intelligently. Every recitation in reading should be carefully planned by the teacher in order that each part of the work may receive emphasis proportionate to its importance and that something definite may be accomplished toward a better appreciation of the whole.
Owing to the fact that the study of literature is radically different from any other subject which the high school pupils pursue, much attention must be given to teaching them how to read and study a piece of literature. In assigning the lesson in reading, the teacher should indicate clearly to the pupils what they are to do, and as far as possible, how they are to do it. Failure of the pupils to understand clearly what is desired of them, is the cause of many a poorly prepared recitation in English. A well planned outline with the important points to be considered in studying the day’s lesson, or a series of questions concerning these points, will serve to give direction to the pupils’ preparation from day to day, and in the end will teach them how to read and study literature.
In connection with the reading, pupils should be encouraged to memorize the whole or parts of many of the pieces of literature studied in class. In every year of the course the teacher should select passages from the reading that are worthmemorizing, and should urge the pupils to learn them. To make a task of this memorizing is not desirable, nor is it at all necessary, for pupils will usually respond willingly to the teacher’s suggestion as to the value of learning choice selections of prose and poetry. The value of knowing and being able to quote many of the finest passages in English and American literature cannot be overestimated.
Some attention should generally be given to reading aloud intelligently. A part of each recitation may be devoted to giving the pupils practice in distinct, accurate pronunciation, and in reading with sufficient expression to interpret the meaning. The teacher can do much toward showing the pupils how to read by reading to them from time to time, and then having them read the same selection. The frequent practice of devoting a considerable part of the recitation period to reading aloud in class by the pupils without individual correction or helpful suggestion by the teacher is a waste of time. As few high school pupils, particularly in the first two years of their course, read sufficiently well to interpret a piece of literature for their classmates continued reading aloud in class by the pupils is an uninteresting exercise that is more likely to decrease than increase the pupils’ interest, pleasure, or appreciation. If the assignment has been read and studied carefully by the pupils in preparation for the recitation, the only purpose of having any portion of it read aloud in class must be to give the pupils practice in reading clearly, accurately, and intelligently. To be of value this practice must be systematic and must be regarded as an exercise in expression. Careful preparation by the pupils including practice in reading aloud at home, and helpful criticism by the teacher, are as essential for success in exercises in reading aloud as in other forms of expression. Since training in reading aloud is neither the primary nor the secondary aim of the study of literature, the time to be devoted to these exercises in the class room must necessarily be very limited.
As the ability to read well depends in part upon the management of the voice, some attention may be given from time to time to the fundamental principles of vocal expression.Occasional instruction in class in correct breathing, the control of the voice, the position of the vocal organs in the formation of the different sounds, and the care of the voice, supplemented by exercises for individual practice, will aid materially in improving the character of the vocal expression not only in reading but also in recitation and conversation.
To carry out effectively the plan for the correlation of the reading and composition work, and to provide a well graded course of reading adapted to the maturity and ability of the pupils, the greatest care must be exercised in the selection of masterpieces of literature to be read and studied in class. Beginning with the simple prose narrative in the form of short stories, tales, and sketches in the first year, the work should proceed by regular gradations to more difficult types. For the first two years of the course, during which one-half of the time allotted to English is devoted to work in composition, the reading should be chosen with regard to the principles of composition and forms of discourse that are to be considered, so that a close correlation may be made between the two elements of the course. In the third year the study of the history of English literature will determine the order in which the authors are to be taken up, but the character and maturity of the pupils must be considered in the choice of authors and selections for reading and study in class. Again in the fourth year the same elements must determine the choice. It is impossible to prescribe certain books to be read in each year, since the character of the pupils in different schools and in different classes in the same school, makes necessary a selection of reading adapted to local conditions.
Although in the number and variety of the books the list of college entrance requirements in English is now sufficiently large to meet the needs of the average school, it is not necessary to confine the selection of material for study in class to this list. On page50of this bulletin is given a list of the selections adapted for reading and study, together with suggestions as to the years in the course in which they can be read to the best advantage.
In selecting editions of the masterpieces for reading in class, the purpose and methods of the reading should not be forgotten. If the pupil is to be taught to work out the meaning of unfamiliar words, figures, and allusions, it is undesirable to give him this information on every page in the form of foot-notes explanatory of many things that with a little effort he might find in reference books. Elaborate introductions in which the structure and style of the masterpiece are fully discussed are equally undesirable, since they tend to make unnecessary any original thought or analysis on the part of the pupils. The text of the masterpiece with a few notes explanatory of unusual difficulties is all that is necessary in order to carry on successfully the study of any selection.
Throughout the course in English, the pupils ought to be urged, if not actually required, to read considerable good literature in addition to that read and studied in class. A list of standard books as large and as wide in range of subjects as the library facilities of the school make possible, should be prepared each year, and the pupils should be encouraged to read as many of these books as their time permits. Reading that is done on the pupil’s own initiative is many times more valuable than that which he does simply because of a formal requirement. If the plan is followed of requiring that a certain number of books be read, precaution must be taken against making the outside reading a formal task rather than a pleasure. The teacher can do much toward interesting the pupils in the library reading. By reading aloud to the class a chapter or two of a book, he may lead many of the pupils to read the whole book. By referring in the class work to the characters, plots, and other details of the books on the reading list, or by quoting from them, he will often arouse the pupils’ curiosity and create a desire to read the books. By considering the tastes and needs of the individual pupils, he can suggest to each the books most likely to be of the greatest interest and value. To create and develop the desire to read good literature outside of the class room, is one of the greatest privileges of the teacher of English.
In general the plan of having a written review, outline, or summary of these books, either as a part of the composition or the reading work, is to be discouraged. Since the writing of a book review is a difficult task for a man or woman of broad education, it is too much to expect that the immature high school pupil will be able to do it with any degree of intelligence or interest. The fact constantly emphasized by such a method, that every book which he reads must serve as material for a book review, a summary, or an examination, often defeats the purpose of his outside reading, since it tends to create a dislike rather than a love for reading. The books read by pupils may sometimes be discussed in class, however, as a means of arousing interest in the outside reading, and frequently pupils may be led to express their opinions freely, and spontaneously concerning the books under discussion. If the pupils can be turned from an oral to a written discussion of the book more or less spontaneously, there is less danger in having an occasional written exercise based on the library reading.