The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1894-04-22
ONE READING CLASS.
4 System Which Benefits While Ii
Entertains the Children.
The Outlook

Mr.. Horace Scudder is quoted as saying
that reading would be delightful to chill
dren II their reading books were some
form of great imaginative literature" 1t
is a great pity that so many of the books
given TO children as reading books 50
inane so senseless Mr. Scudder's Bod
Wheels" were through the generosity of
q citizen of a small town made possible
as reading books for thirty boys and girls,
ranging in age from nine to twelve years.
The reading lesson became a perfect de-
Ight-an hour looked forward TO from day
to day. Sickness came to be dreaded be-
cause IL would let the class get ahead of
The books were kept in the school room
never allowed out of il. All other school
books were discountenanced. The books of
Mr. Scu5der became "speller' and 'geog-
raphy," as well as readers for the class.
\ map of the New England States was
kent hanging in sight of the class while
they were reading, and the route Travelled
by the ''Bodleys" followed on the map.
words in the pages of the book that were
TO be used for the day were written on the
blackboard before school opened by the
teacher The first exercise after the open
ing exercises was to pronounce those words,
then 10 have them recognized by sight on
the board, then on the pages OF the book.
II was a surprise, but afterward became
delight, TO see how quickly the eye was
trrired TO recognize the word as whole.
After this the meaning of the word was
not taught by definition, but by using IT
in a sentence.
the slate and used in sentence II the
child wished 10 write out the sentence.
This elective worked very successfully.
There were no marks or commentator for
those who did write out the sentences: It
was accepted as personal matter which
concerned only the child VINO did IL. Inc
reading class came in the hour before the
noon recess. The hour after the noon re-
cess was spent in listening 70 the story or
the reading lesson as told by SIX pupils
elected by the class. The same six could
not be chosen twice in the week.
Corrections were made by the listeners,
who were at liberty to raise their hands
when they detected an error.
The growth in the Intelligence OF these
children was marked. The books introduced
them TO good manners and good morals.
The beauty of an ideal family life was be-
fore their Imagination constantly. The IAN
auage of the books improved the speech or
the children and increased their vocabulary.
In q school where marks and system were
the ends for which the school existed this
experiment could not have been tried But
the principal of the school believed that
the end of the school was the education of
for this experiment. 1t could be tried at
home by any intelligent mother.
Children suffer to-day. Before they learn
10 read. books are read TO them far in adj
vance OF their age. When the child begins
to learn TO read the books are childish,
interesting, and senseleSs, often. The child
will not give his attention 10 the mechanics
of reading: his intelligence, he feels, IS in
suited and he resentS being told 10 learn
m road 'See the cat?" "Can the cat rung'
domination that he constantly hears because
he does not pay attention and learn 10 read.
There must be some adjustment made be-
tween the training or the eye and the de-
come this period OF trial and friction when
the child ia learning 10 read