Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1893-10-12

/ 1t Is an undeniable fact that persons
/ whose minds have been enlarged by con
/ slant aud judicous use OF the public
1 library. have quicker perceptions and IN
| derstand more rapidly and accurately than
! those who are not educated In this way,
says the Lewiston Journal. One Of the
/ most necessary elements of any child's
( education, namely, that of receptive read
| ing, has up TO this time been most neglect
/ ed. Parents seem to shift all the response
/ bility as to their chldren's education on to
I the teachers who are expected no; only TO
do the daily routine work OF school life,
but to take care that each child reads the
best books. The case of the teacher Is
/ hopeless when no library is available
Maine Is perhaps behind many Of the states
in furnishing to pupils and teachers a suit
able library without which the work Of
both the former and the later is
dw2rfed.
That the influence of receptive reading
i fully realized by the superutendents IL
our schools IS significant OF progress in
the right direction. The report Of the SUI
perintendent Of the Auburn schools con
tain> the following advice to teachers.
Instruction in oral reading is important,
but training in receptive reading is much
more valuable
II Is OF the first Importance that pupWs
should read Silently some Of The choice
writings Of the masters of English undc-
HE'D until they catch the spirit OF the
author, become saturated with his idea.
anu are able TO appreciate the work for ii,
oesuly OF expression, richness Of thought
and The warm lie blood that flow. through
1t.
Instruction in oral reading in the public
school should only attempt To - train the
children that they can psce the printed
page before the listener A. he would see Il
II tie were using his eyes instead Of bis
ears
Do not aspire 10 have your pupil. acquire
that form Of so called "eiocutionary read
lnS that Is a. painful 70 the listener a il
spPesr> TO be fascinating to the one who
does the vociferating.
Every pupil pleads the excuse. I've 10
time for reading after lessons are learned.
and the excuse has some truth IN II. A
teacher Ii one OF our Maine schools real
ling this fact asked the pupil, ( they
would agree to read for themselves hf,cen
minutes a day. 4 fifteen minute reading
club was formed and proved such sue
cess that similar clubs have been started
throughout the school
Glasses IN history ana literature are e.>-
lily persuaded to rcad something but text
books. History receives bu: ti,he II the
attention ii ought 70 be given. The Old
fashioned notion OF sticking 10 text
book is happily passing away, but where
there j. no library TO which 70 refer pu-
pill, the most progressive tcacher Is handl-
capped. In the absence Of a school libra
ry IN Auburn very happy compromise
was made with the city whereby the public
school pupils had free use OF the public
library. The annual school report shows
that the opportunity has eagerly been
made use Of, 2.59l volumes Of good books
having been read by GIG children since last
September. only IS pupils reported tina;
they had read no books the past year.
The books Of travel, history, biography.
science and geography were selected main
ly By the teschers Pretty good record
for Auburn, How many Maine schools
can show similar record?