The Ashburton Guardian. Magna est Veritas et Prevalebit. SATURDAY, OCTOBER 16, 1886. LEARNING TO READ.

Ashburton Guardian, Volume V, Issue 1372, 16 October 1886, Page 2

The Ashburton Guardian. Magna est Veritas et Prevalebit. SATURDAY, OCTOBER 16, 1886. LEARNING TO READ.

It is astonishing how very few people are really good readers. Even among educated people, nay, even among those whose profession (as in the case of clergymen for instance) necessitates that they should read much and often, it is seldom indeed that it is a pleasure to listen. Might we not rather say that it is only too often a positive pain to hear the monotonous expressionless, or halting and imperfect delivery which mars-the beauty of the choicest language, which mercilessly mangles prose, and is absolutely fatal to poetry. Indeed, a good reader is very much more rare than a good singer, perhaps because people are apt to think more highly of the latter than of the former. And yet we question whether the power of reading well is not more to be coveted than that of singing well—whether more pleasure is not obtainable from the former than from the latter. If so, is it not a thousand pities that more care is not taken in teaching children how to read properly ? Now be it remembered that as the twig is bent the tree inclines, and tricks of voice and manner and faults of pronunciation acquired iq youth are not easily broken off in adult age. Upon this point Mr Edge in his report in March last to the Chairman of the North Canterbury Education Board has the following remarks ;—“ In a few schools this subject (reading) is taught with fairly creditable efficiency, but in the rest the character of reading ranges from indifferent to bad. In the higher standards the pupils require to read with greater ease and fluency, and to show a better acquaintance with the elements of elocution. The want of fluency and expression is, I think, very often due to the fact that sufficient attention is not paid to the meanings of the words, the children merely uttering them without having any very clear idea of their force or connection with the other words in the sentences read. In the teaching of no subject is the necessity of commencing well more important. In too many schools the children in the preparatory classes and lower standards are allowed to read or recite, either' simultaneously or individually, in a monotonous, or, as it is very often called, a sing-song voice, and this injuriously affects their reading for years afterwards. Simultaneous reading is of the greatest importance if properly used ; but it is a method of teaching reading which is liable to very great abuse, and when abused it is worse than useless, if not positively hurtful. When reading simultaneously the children should be made to imitate the voice and accent of their teacher, and not allowed to repeat the words in a monotonous tone ; and care should be taken that the lazy and inattentive portion of the class is not permitted to simply catch up the words repeated by the more attentive pupils. I believe that it would be a great advantage if two sets of books were used in the junior classes in every school during the year—one to be kept in the school, and used only for reading practice. The funds raised by entertainments and subscriptions for prizes might very profitably be devoted for one year to the purpose of obtaining such a set of readers. My suggestion, if carried out, would soon improve the reading, for children who read two or three books during a year are more likely to turn out good readers than those who read over the same book a dozen times.” These remarks are those of a man who evidently understands the importance of the subject, and the suggestion made by Mr Edge is well worthy of the attention of schoolmasters and School Committees,