Issues of Fundamental Importance in Teaching Reading Summary of Outstanding Recommendations in Report of National These, at least, are essential to a satisfactory program for the teaching of reading: 1. A broad conception of the aims of reading instruction, based on a clear understanding of its wide significance in school and other life activities. 2. Vigorous emphasis from the beginning on reading as a thought-getting process and the subordination of the mechanics of reading to thoughtful interpretation. 3. A clear recognition of the vital contribution of wide experience to good interpretation, with special emphasis on prereading experiences and the temporary postponement, if necessary, of formal instruction in reading. 4. Provision for wide reading as an essential means of extending experience and of cultivating strong motives for and permanent interests in reading. 5. A significant increase in the amount and variety of reading materials and a corresponding improvement in their quality. 6. A clear recognition of the fact that both recreatory and work-type reading are essential in a well-balanced program of instruction. 7. Definite provision for the systematic development and independent use of specific reading and study habits in all school subjects. 8. Emphasis on the enjoyment of literature as a means of fuller living, rather than on analysis and detailed study technique in this field. 9. New types of organization and procedure in classes made necessary by the adoption of broader aims of reading. 10. Adequate provision for differences in individual capacities, needs, and tastes. 11. The classroom use of informal tests as essential means of discovering group and individual needs. 12. The continuous study of progress toward the essential objectives of reading, namely: wide experience, strong motives for and permanent interests in reading, and effective habits and skills. NOTE. The conditions under which this report was prepared were discussed GAINS THAT COME FROM A PARENT-TEACHER ASSOCIATION The Parents Gain A first-hand knowledge of their children's school life. The Teachers Gain An opportunity to know the parents of their pupils. A convenient time to explain to them the requirements of the school. A social relation that creates a partnership between the home and school. The Community Gains A unity of purpose to advance the welfare of the children and to cooperate with the teachers to that end. A determination to improve school conditions and to raise the standards of community life. A conclusion that the schoolhouse is the logical place for social and neighborhood meetings. -Kansas Congress of Parents and Teachers. Relative Values of Physical Activities in High Schools. Henry S. Curtis Sequence in Handwork for Kindergarten and Primary Classes. Florence C. Fox English Excel Americans in Health Work. James F. Rogers Adaptation of Individual Instruction to Small High Schools. A. J. Stoddard Adapting Schools to Individual Differences. Carleton W. Washburne (abstract) Individualizing Instruction. William H. Kilpatrick (abstract) Los Angeles School Board Maintains Sixteen Day Nurseries. Etta Proctor Flagg . New Books in Education. John D. Wolcott SMALL LIBRARY of pamphlets and booklets, 48 in all, dealing with health and physical education, is 20 cents. A list will be sent upon application to the Commissioner of Education, Washington, D. C. visits to near-by places. Every-training station has a station football, baseball, basket ball, and track team. Interstation championship series are arranged which improve the spirit and morale in the same way that these athletic contests do at any boys' school or college. When the recruit arrives at the training station, official letters are written to his parents or next of kin-usually a formal letter from the commandant announcing his arrival, and a more personal letter from the chaplain giving his correct address for letters and urging them to write regularly to the man. Every facility and encouragement is offered to induce men to keep in regular correspondence with their homes, for this has been found to be an important factor in contentment and morale. Preferences and Previous Training Considered A majority of the recruits leave the training station at the end of eight weeks to continue their training aboard the ships to which they are assigned, but a large number of them are selected for vocational training in the naval trade schools maintained at these same stations. In selecting men for this additional training in the trade schools their own preference, their previous education, and vocational experience are considered. At present every recruit received at training stations is given a general intelligence, or "general classification" test, and this is proving useful in selecting men who will profit most by intensive training in the trade schools. The "general classi fication test" consists of 100 questions. The recruit works against time. At the end of an hour he is graded upon the number of questions he has answered correctly. Standardized tests to determine the natural aptitude of men for mechanical trades, and keeps on file a detailed record of the proficiency marks, advancement, and conduct of every man in the naval service. From these records a study has recently been made to determine the relationship which exists between a man's education previous to enlistment, his marks on the general classification test, and his ability to win advancement in the Navy. The records of 1,000 men, who had been given the test approximately one year prior to the analysis, were chosen at random, re "U. S. S. Electrician" fully equipped with all the modern electrical devices of an up-to-date war vessel 43063°-251—2 |