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A FEW PLAIN HINTS AND SUGGESTIONS…

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A FEW PLAIN HINTS AND SUGGESTIONS ON TEACHING THE ENGLISH LANGUAGE IN (WELSH) COUNTRY SCHOOLS. BY JAMES JONES. CHAPTER 1II.-READING, Having shewn a few of the advantages that would accrue from giving to our cotititryblys and girls a comae of Object-lessons, we shall now proceed to the subject -of Reading, which, if treated in the manner and carried on to the extent its importance is entitled to, is capable of producing the greatest and most beneficial results. No branch of school instruction, however, has been more abused than this in Welsh schools. We often meet, with children who are able to give utterance to English words, but who possess no knowledge whatever of the language. Very frequently the reading lessons, instead of being made a means, as they ought, of effectually in- creasing the pupil's knowledge, is perverted to a purely mechanical employment. The proficiency of children in mechanical reading should either be closely followed or accompanied by a corresponding amount of lingual acquirement; wherever this is not the case, it is ques- tionable whether real and solid instruction is there com- municated. Too much pains and labour cannot be be. stowed upon this subject, it being the pivot upon which nearly oil the means and appliances of education hang. In this, as well as in nearly all the subjects of instruc- tion, the lingual impediment is not an imaginary diffi. culty, but one that intrudes itself upon every step of the child's progress. Here words interpose themselves between the children's minds and the thoughts of others, just as the mist is interposed between the eye and the object of sight. The reading books now in use not having been ex- 'pressly prepared for the wants of a little people pecu- liarly situated, are found to be ill adapted for the wants and requirements of schools in purely Welsh districts. We may add that if the present set of reading-books is the most suitable that can be prepared for minds and tongues that are essentially Welsh, it follows that three. fourths of the works written for acquiring foreign lan- guages are based upon principles fatal to the object which their use was intended to accomplish. Children leave our schools with a very limited knowledge of En- glish, and one which is distinguished more for its super- ficialness than depth and we venture to state that if special facilities in the shape of proper books were pro- vided to them, more satisfactory results would be attaiu- ed. A dictionary appendix to, and uniform with, the several reading-books, would prove very useful. Each lesson should have its distinct vocabulary. In the lower stages, the Welsh equivalents only should be given but in the case of works prepared for the use of the upper classes, English synonyms should be inserted. For ob- vious reasons, the insertion of synonyms at the end of the reading-books would be productive of more advan- tage to the children than the tedious employment of using an ordinary dictionary. They would in this way be enabled to see clearly the applied meanings of the words occurring in their lessons, and avoid the embar- rassment which at present, attends their attempts in distinguishing between the primary and secondary mean- ing of a word. The writerstateS, with some degree of confidence, that an adaptation of this kind would well accord with the exigencies of the Welsh districts, where the study of English is confined to the school-room and he ventures to add that the effect of such additions to our school- books would make itself apparent in the eagerness with which the lessons, especially the home ones, would be read and mastered, and in the additional interest taken by the parents in the progress of their offspring in every branch of school instruction. Until greater facilities in the shape of books be intra- duced into our rural schools—until extraordinary means are resorted to for the removal of the great and peculiar difficulties, the real progress of the Englith language will be characterized by a slow and uncertain step. Added to the inconvenience arising from the books used having been written in a foreign tongue, the les- sons are, in most cases, far too long. Lessons extending over three or four pages could never have been intended for our little boys and girls. They must be courageous little people when they can attempt to go over them, and get up the matter contained in them. If so much Latin or French were attempted in any given time to be instilled into the minds of young men who have been studying either of those languages for three or four years, they would instantly rebel and give up reading in despair. Welsh children, however, must, it seem*, quietly sub- mit to the arbitrary measures of both authors and teachers. The progress of our children should not be measured by the quantity of matter they are able to glide over in a given time but by a far more just cri- terion,i.e., their ability to answer the questions put to them, and reproduce the substance of the les- son I The following extract is taken from a work on The Principles and Practice of common School Education," by James Currie, M.A. Generally speaking, the reading-books in present use are deficient in two features. (I.) They are not suf- f, ficiently graduated; in consequence of which the pupil has not enough of practice in any one stage of his pro- gress, and is kept reading at the utmost stretch of diffi- culty of which he is capable. Thus his reading is always i a task for him; it presents him with difficulties to en- < counter at every step, but never with any of the plea- sures of reading which should accompany the overcom- iug of these difficulties. Moreover, if fluency is to be attained, as it is, by reading largely what is quite level to reasonable effort on the part of the reader, this qua- ] lity can hardly be acquired by the use of reading-books thus defective in construction. ] (2.) "The materials of reading-books are often ill j judged with a view to progress in a good style of read- ing." '° e Some two years since, the following letter was insert- ed in the Olti-onicle ) The first, the lingual barrier, meets the Welsh < teacher at every stage of instruction, and in teaellilig every subject. Just fancy how difficult it is to keep up the attention of a class during a reading-lesson when the] pupils can hardly be said to understand a word of En- glish. Add to this the miserable manner in which the reading-books used in our schools have been got up, both < as regards matter and language. The matter is generally < the driest and most uninteresting character, and the lan- ] guage in which it is couched, hard and far beyond the i range of the children's vocabulary. It is truly painful, while conducting a reading lesson, to hear the pupils ] stumble over such unpronounceable words as are far too < often to be met with in our text-books. The following I have extracted from a lesson headed I ChaiiKes in Water,' in a text-book used in my school, t the lesson occupying only one page of it:—Exposure, I evaporation, contributes, administers, conveniences, ap- I plication, indispensable, beverage, insipidity, extracted, I medicinal. These are not unworthy specimens, un- ( fortunately, of the language of our reading-books in ge- ) neral." t For the present, however, teacbera must endeavour ( either to accommodate themselves to the existing sets ( of school-books, or join together in effecting such changes ( in them as may meet the peculiar requirements of Welsh- e speaking districts. The work of teaching this subject is one which de- t serves our consideration. An idea prevails, that to con- j atitute a good reader of English, very little more is re- i: quired than the power of giving utterance to words. v Now, no man is considered able to read Latin and Greek a merely because he is able to deciper the characters and pronounce the words; but to reading any classical work e we instinctively, as it were, attach a meaning very dif- t ferent from that of simply giving utterance to written J words. t The ability of the student to construe a work is meant, t and not the mere mechanical reading. To some extent, a the study of English should be prosecuted in our coun- try schools as that of the classics is in superior schools, t Teachers should draw the attention of their pupils to ] the verbs occurring in their lessons, and lead them re- I gularly through the different moods and tenses, omitting f the use of technical language, and giving explanations, t whenever required, through the medium of their own s tongue. They should offer to the young minds the pre- ( cise import and meaning of every sentence read and for a this purpose the black-board must freely be used. They ( should carefully explain to their pupils the beauties, de- fects, obscurities, allusions, figurative terms, idioms, and t elliptical expressions which they find in any given pas- a sage. I By acting upon such a rule as the one here advocated, 1 we should soon have a broader and firmer foundation to r build upon; and teachers would be deterred from hurry- i ing their pupils forward to higher branches of instruc- s tion before they have been well exercised in English I 'reading in the best and most comprehensive meaning of a the term. s The use of the mother tongue will, of course, be less f, frequently resorted to by the teacher in the higher than the lower sections of his school; but wherever English h explanations cannot be given with the desired effect, the n course to be followed is one which cannot be mis- v taken. t In the lower classes, we have found the following plan c of treating a reading lesson productive of good results o —The teacher first reads a sentence slowly and distinct- ly, offering simple explanations as he proceeds, and then I: questions the class,—(1) simultaneously, (2) individually, II on the sentence read. Each child then in rotation reads k the sentence. The words which he finds to be beyond t the children's comprehension, he writes out, in a neat n round hand, on the black-board. He proceeds similarly II thtwgh the other sentences, still keeping in view the j ft object to be accomplished. The lesson being thus gone through, he turns the words written on the board from his pupils' view, and afterwards by a judicious system of interrogation, testi their actual knowledge of it., both as regards matter and words. With the most advanced classes, English synonyms arc substituted for the w elsh equivalents. In all the classes, the final test consists in making the pupils analyse the lessons given, and repro- duce, either orally or in writing, the principal thoughts contained in them. If we really wish that English reading should become a source of pleasure and rational enjoyment to children who are brought up in the most uncultivated districts of GwyJlt Walia," it is highly important that we should instil illto their minds a continuous interest in this sub- ject. Before, however, they can possibly acquire a taste for reading, the lessons must be rendered interesting and attractive and this can be best accomplished by their being enabled to understand them. A mere mechanical reiding cannot create or promote in them a taste for this work. A taste for reading is, we think, of far greater value to them than the amount of knowledge acquired in school. To infuse into young minds a love of perusing good works, we must introduce into our school-libraries publications of an instructive and enter- taining diameter, such for instance as the Band of Hope," thc "British Workman," and the" rleaSilnt Honrs," which being pervaded with the tone of genuine Gospel morality, and replete with interesting stories, are excellent periodicals for juvenile readers These possess the merit of combining interest with real and solid instruction and wherever they are re- ceived, read, and made subjects for lessons, the moral tone of the schools is found to be in a healthy state. They are a certain means of making the children more firm in their determination to acquire the English lan- guage. The value of these publications is considerably en. hanced by the pictorial illustrations with which they abound. To these may be supplemented, Accounts of Travels and Voyages, and easy Works on Natural Histo- ry, &c. Night Schools deserve mention as being very valuable appendages to elementary schools. By creating and fos- tering in young minds a taste for English reading, teach- ers are conferring on their pupils a favour which will prove to them a source of healthy and invigorating en- joyment. Mr. Currie, in page 332 of his work, says— It is for the purpose of giving additional practice in reading, and thereby promoting a taste for, and fluency in, the ait, that schools should endeavour to have a small, but suitably selected, collection of books for the elder pupils, on subjepts of general interest. There is no doubt that the pupils would read them, if the teacher would take a little pains to shew them that he felt plea- sure in their doing so not by anything like formal exa- mination, but by kindly occasional inquiry, and by re- ference, in course of instruction, to what they have been reading. In this way the school might go far to form t he ?lt of reading in its elder pupils, whilst it would do much to promote their general intelligence." (Tube continued.)

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