Prescott journal. [volume] (Prescott, Wis.) 1861-1871, 1868-02-15


We are too dependent upon books in mar
methods of education. NJ sooner does the
little child enter the school room than a book
is thrust into his hands, and he is compelled
TrJm il 10 learn i l,sson. Let us examine this
matter briefly The boy has come from the
freedom of home. wiih his mind full of spor's
Of balls and marbles, sleds and ships; the
giil from her doll and playhouse, the tiny
cups and sarcers. and all the thousand objects
which fill The Young with joy. They are full
Of life, aud wish TO see and hear aud talk.
These children are 10 be educated. TIssir
minds are to be directed and guided In the
Investigation Of huh They a.e 10 he
strengthened for original thought and earnest
action. Now at this point. tho chill can
clearly express himself upon those subjects
with which he is famiiiGr and he has no sseod
for language beyond this. and il the iuic Is
adhered to, Of never nquiring from the ch'i !.
or communicating To him. language which
he cannot understand, we shall Irave natural
aud symmetrical growth. First gasping an
idea aud then giving it expression in Ian
guage or reading il as expressed IN the lam
guage of another. In pllcing hook in The
hands Of the child aud requiring him to learn
n reading lesson. we are dir, cling his mind
wholly TO the mere forms of language, which
are not his own, His mind is not yet skilled
TO search fol meaning. Ind under words anal
sentences lie sees mere forms and his read
ing IS a mere mechanical speaking Of worts.
His improper tones and infections are cor
rccteI. Bat hat tones and style are proper
for him? His soul Goes not feel tie SEMI
ment of the Language read. and so he is una
bic TO give il expression. We tell bin! to read
louder Why should he7 He has no Interest
in our hearing him. for he Is saying t,itiHg
play ground he has thoughts and can mae
himself ,tadrrstood, aud there is ne ned 81
asking him to speak iomlcs. lie Gerc COM
pr.hends the situation and uses as mrch force
as is necessary and sueh tones as will convey
his IDEAS. No wonder the teacher b, comcs
weary Of the long reading classes, where the
pupils arc yainly enden TO render The
language of Webster and Macaulty. Put
tire books beyond their reach. Sit down and
tell them story Teach them 10 give rx.
preston to their thoughts. VIVA; Child ever
told the story of n wounded bird, q lurs;lkeu
lamb. or the death Of pet kitten, and did
not use proper tones and infect ions. Mast
t,sIchers can learn more from the lille chill
dren in giving expression To childish thoughts
than they can impart An idea comprchmd-
ed BY the mind of the child and expressed
In spoken language, can be correctly read
from the black board, in the form of Il written
sentence. BY the prevailing forced system
we hinder rs many from becoming good
readers az We help to become such. Why
make reading the all-absorbng task Of The
little child. The heavens above him and the
earth around him are full Of wonders. He
can hear and see and smell and taste. and
these scnses are to be developed and made
acute. Ear gate and Eye gate led to the
town Of Mansoul in Bumyan's Holy War-sn
they to to-day, win some one of our teach
ers try the experiment of teaching 10 read
without books, an report the result Mean
while. We say, Il II the minds of the children
Tuii Of hive FIR the natural sciences, teach
them to express the krowledge Of What they
see aud hear and fc, l. in proper lang age.
andnading will be natural and inevitable
This is the order, Ist. ideas ID. expression
in ones own language 3D. and last, reading
lhe written language Of another. h.