The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1916-03-16

strong, though handicapped by lack of
training.
But the greatest essential still re-
mains. Consider this question for n
moment: Why is it that SO many per-
sons who have learned how to read do
little or no reading that is really worth
while? Go to the public library aud
ask the librarian what books are most
read. The answer will be Fiction.
When you inquire further you will find
that it is the lighter fiction that is be-
ing read. Some people,-and con-
siderable number, we are glad to say
read other books, hut they are in the
minority. And what about the large
number of people who do not use the
public library? What do they read?
Many read nothing whatever; orthers
read material that is OF no value in
building up the mind or in strengthen
ing the character. And most Of them
have had schooling. Many of them
have had considerable.
The third and the greatest essential
in reading, therefore, is to create in
the pupil desire for the right kind
of knowledge-a hunger and a thirst
for intellectual and spiritual food,
using these terms in their broadest
sense. Teaching person to read in
the sense of having him master select
ions mechanically and Intellectually is
but means to an end. The greatest
task remains to be done, namely, Civ
ing him a desire for the things that
good books can supply.
The greatest work of the teacher in
the teaching of reading is to develop
the chlds interest in the good things
in life. What would we like to have
people read? If people do not now
read the things they should how can
we bring about a change? Simply to
find fault does not help matters.
J When people become thoroughly inter.
ested in a subject and have suitable
books at hand they need no further
persuasion.
What are the good things that we
may get the children interested in, so
that, in future years, the people will
read material that is on a his her
plane? The following are suggestions
/. Things in nature, Let us get the
children land grown-ups also interest
ed in the great out-of doors, in things
Of life. The person who loves Gods
creatures, the flowers, the birds, the
trees, the insects, the soil, the stars,
| has desire to learn what others Of
| like tendencies have observed.
Our phase of this nature work is the
study of agriculture. When we get
the children interested iu corn, po-
tatoes, stock, so that they desire TO
know more about these things, we are
really conducting the best kind OF a
reading lesson, for we are creating in
them desire to get from books more
information bering upon agricultural,
topics. Such reading has purpose
back of it, and the child gets the habit
of going,to books to get information
on the things in every day life.
,. Art, in its broadcast sense. Ma
ture includes the works Of God art,
the works of man. There are books
dealing with machinery, the various
kinds of industries, and, in fact, all Of
| life's activities. When Guild learns
to do thing and learns to take pride
/ in doing that thing well, he becomes
interested in knowing how others have
done the same thing. In this way ne
may be led to take an interest in a
class of books dealing with the arts.
In this connection something special
may be said regarding fine arts, paint
ing, music, sculpture, etc. An appru-
citation Of these things adds beauty and
happiness to life, and it is certainly
worth while to get all people interested
in these things as far as possible. We
have some eXcellant books, well
written, on these subjects on our Town
ship School Library List.
3. Biography and History. The
great consideration in the teaching of
history should be to give the children a
| liking for the subject SO that they will
want to read after they have finished
school. | am afraid that too often the
teaching Of history has the opposite eff
ect. A majority Of the pupils care
little or nothing for the subject after
they have finished it in school, May it
not be that the reason for this is that
our object in teaching has been largely
to cram certain amount of historical
material into the heads of the children,
irrespective of whether or not it is
suited to their mental development.
Too often we try to teach college his
tory in our high schools and high
schools history in the elementary school
with the result that the young people
become sick of the subject and detest
it the rest of their lives.
Children are naturally interested in
the deeds Of the great men and women
who have lived, and il we present this
material to them in way that appeals
10 them there will be more reading of
books dealing with biography and his
tory by the people OF the coming gen.
Grafton,