National Republican. (Washington City (D.C.)) 1872-1888, 1874-11-03
GOOD READING.

Although reading is the first thing
taught in our schools, it is the one study
most neglected. This assertion may be
considered a startling one, and at first
view some may be disposed to controvert
it. A little reflection, however, viii con-
vince the most skeptical of its truth. The
mere spelling of words correctly may in
one sense be called reading. Their enun-
citation in the form of clauses, sentences
and paragraphs may be esteemed reading
in another sense. But both of these styles
or forms of reading may after all be utter
nonsense. Parrots may be taught to re-
peat words in these forms with the same
amount of appreciation of their real signif-
cation as is attained by large proportion
of our school children. 1t is no more read
ing in the true sense than is the simple
calling over the notes of the scale by name
in their regular order, without change Of
tone, the reading of music. 1t is simply
mechanical-not scientific. 1t conveys no
adequate idea Of the authors conception.
1t does not necessarily involve knowl-
edge of the true meaning of the words
used in their present connection, It may
therefore leave the mind Of the reader an
utter blank, with no more comprehension
of the subject discoursed upon than remains
upon the slate after the most beautiful and
eloquent words have been erased from its
surface by the sponge.
Perhaps this lack Of appreciation Of true
reading is the most serious fault to be
found in our modern system of education.
Correct reading is the nearest possible
assimilation to free, earnest natural talking
in conversation or in public speaking.
Little children beginning to speak do so
with eloquence, emphasis and power.
Their talking, laughing and crying all
mean something, because they are real
and natural. The moment they are sent to
school the poor little innocents are awed
into machines. Even their movements,
pastures and positions are mechanical.
The tom s of their little voices are pitched
to certain unnatural keys, and, in short
nature, ease and grace are dethroned and
supplanted by awkward mechanism, MINI
icry, hypocrisy and pretence. Everything
is forced and unnatural. The same rules
apply to all, whereas no two children are
alike. One is required to raise its voice
and proceed more slowly, another to de.
press its tones and accelerate its enuncia-
ton, until all are trained into the same
sing-song, meaningless, unnatural, parrot
like, though awe-stricken style.
Before the student can become a good
reader all this false teaching must be I'M
learned. But the worst of it is that to I'M
learn is almost impossible. Witness our
teachers, preachers, lecturers and writers;
how few of them are able to read in q
natural and attractive manner before a
public audience, even their own produc-
tons. If our preachers would read or re-
cite their earnest and able discourses in the
same easy. graceful, natural andimpassioned
manner and style which doubtless inspired
them in the composition of them, would
they have any reason to complain Of
drowsy hearers? Do people so to sleep un
der the Rotations of Cough, Murdoch,
Vandenhof, Mccullough, Booth, Whitney,
or any other fine reader2
| Let Us ascertain why these elocutonlsts
excel our teachers and preachers in the ar;
Of interesting an audience. They are not,
upon the average, more gifted by nature
perhaps, but they study their authors until
they first comprehend their subject, then
the view they take of the subject, and fin
ally weigh every word used in all its con-
nections until the conception and full
development Of the character is entirely
mastered. Having thus made the intimate
acquaintance Of the author, imbibed his
inspiration, the good reader is for the moment
transformed into the character which he is
about to delineate. ForgetfulO Of self he con-
forms every tone, gesture and emotion
to the letter of the text. Tohis audience he