The spirit of democracy. [volume] (Woodsfield, Ohio) 1844-1994, 1847-06-26
From the Western School Journal.
II Q a ding.

The practical bearing which reading
has on the future progress of a scholar,
should render it a subject of the first
Importance, in the estimation of every
parent and teacher. But it is to be re-
gretted that the attention of friends of
education has been so little directed to
the subject. If, in one respect more
than another, there is a defect in the
instruction of the young, it is in the de-
partment Of reading. Howfew acquire,
in our schools, sufficient skill in this
branch 10 render their reading intelligi-
Bile 10 themselves, much less 10 others!
This deficiency is general, though in
some sections it is greater than in 9TH
ers. The most marked and pointed
difference which exists between the
schools Of the West and those of the
East, arises more from the attention
paid to reading, than any other one
cause. In the East, where it is con-
coded that good schools more generally
prevail, far more attention is devoted
TO reading than in the West. Compare,
for example, the Schools of Cincinnati
and Boston. lin Cincinnati, there is
as good and efficient organization as
in Boston. The schools are as well
provided with the necessary appurte-
%nances, and, not least, they are taught
by a band OF as intelligent and practical
teachers. Besides, in Cincinnati, more
advanced studies are pursued than in
those of Boston. But, in the Boston
schools, far more attention is devoted
to reading, than in any other schools in
the country-this fact principally rem
dering them model schools, in tho esti-
nation Of the community. Scholars
leave those schools, thoroughly dlscip-
lined in that department; thereby pos
sessing all the faculties for becoming
instructors, and acquiring any amount
of knowledge within The reach ofhuman
enterprise.
1t is not denied that the time devoted
to the subject of reading, in every
school, is sufficient, if properly applied,
to render every scholar a proficient in
the art. Nor can it be said with strictl
propriety, that sufficient attention and
effort is not devoted to the subject by
teachers. The cause of the deficiency
is otherwise. In considering the sub.
iect in this manner, notice will be taken
of some Of the leading errors which
generally prevail in teaching reading,
and which are the principal causes Of
failure, leaving it for a future number
to suggest the best method Of securing
the desired object.
1st. Too rapid progress, is one of
the principal errors which prevail in
teaching reading. This is not a fault
for which teachers are alone response
BILE. There exists a strong desire on
the part of parents to have their chill
dren advance with railroad speed, and
too often are teachers obliged to yield
to their unjust dictation, in practice.-
Seldom villa practical teacher be found,
who will not condemn the hurried pro.
cess often required by patrons, though
may be compelled to adopt it. In
teaching reading, more than in any
other study, the motto should ever be,
HASTEN SLOWLY, . .ss s.js. at ..r
j. cd. Another fault in teaching read
and one nearly allied to the fore !
consists in passing over too much
"What is worth being done
1t all, is worth being done WE'LL" En-.
phatically, is this true in reading. a. '
One paragraph, well read, the senti-
nent of it perfectly understood, is far I
more beneficial than a hasty glance
over a dozen pages. To learn to read
we'll, does not depend on the quantity {
.ead; but on the manner in which it is
lead. The primary object of reading |
n school, is, to1learn hon. to read-not c
10 much to acquire information. But 9
his end is generally lost sight of, in t
attempting to ecure the latter. Howl /
,ften are seen in the hands Of scholars, +
lot more than nine or ten years of age, a
'oluminous books, printed on fine type, /
in size alone, to say nothing Of
he style and subjects, are only fit for Q
hose of sixteen or eighteen years!-I-
They whirl through the labyrinth of S
unconscious Of one idea being
resented to their minds. bod 50u
Sd. Another practice, equally and Il
'ssentially pernicious, is the puttingin- d
o the hands of scholars, books which p
ontain lessons, not adapted to their il
Understandings. This course is u%niver- "
ally condemned in theory, yet, exten. v
ively adopted in practice. In regard "