IMPORTANCE OF GOOD BOOKS IN PRIMARY SCHOOLS

Bay of Plenty Beacon, Volume 15, Issue 72, 21 July 1950, Page 5

IMPORTANCE OF GOOD BOOKS IN PRIMARY SCHOOLS

Never in the history of education in New Zealand has there been so much emphasis placed on reading. Fifty years ago reading in schools was confined to text books. There were no libraries and reading for enjoyment and recreation in -Primary Schools was unknown. There was no encouragement given to simple research work—pupils ab-. sorbed just what was handed out to them—contrary views were taboo—• a child’s mental horizon was confined within the limits' of a narrow set syllabus of instruction. Today there is a complete reversal of that attitude. From Primer I to Form II reading and more reading is the predominant note. Prescribed Text Books

Before a child leaves the infant rbom he is expected to be able to read outside the prescribed text books. In fact the text book forms only a small part of infant reading and a modern infant department must be equipped with hundreds f small books from the highly coloured picture books with captions to the infinite variety of small paper covered books dealing with nursery rhymes, fairy tales, legends and myths, and homilies on correct social behaviour woven into delightful stories dear to the heart of a small child.

As the child moves through the standards the amount of oral reading decreases and emphasis begins to be placed more and more on comprehension reading for content —reading for information and reading for straightout enjoyment. A reading period in form I or II should be one of intense activity. One group will be reading for enjoyment another will be studying a set piece of comprehension, another will be hard at reference books finding information for say a nature study project or some point in social studies, while the smallest group of all will be reading to the teacher or a group leader. Nor is the study of a dictionary neglected. From Standard 3 on every child is expected to have a simple clear type dictionary and regular work is given in the use of this valuable aid. 'A child soon learns to find its way about this most difficult of all books and through comprehension to distinguish between several meanings to fit a given context. This emphasis on reading cannot be undertaken without the aid of books. It is the dream of every headmaster to have a well equipped library. Where a room is available and books are plentiful the school central library is expected to provide library practice for every class in the school at least once a week. Books are classified and indexed—the card system is used similar to that of public libraries. A child is taught to understand classification, is taught to distinguish between reference and general reading, is taught the procedure of borrowing and returning, and that a reading room is a place of quietness, where social behaviour demands that you do not disturb your neighbour. Pupils are trained as. librarians and undertake this work in rotation under the supervision of a member of the staff. Whakatane Opportunity

At Whakatane the primary school has the opportunity to set up such a library—the room is not large enough—but for the present, it will do to .establish a condition which will encourage reading—a desire to confirm or deny current opinions by recourse to reference books, and above all it will make children familiar with library practice. No longer will they approach public libraries in awe and fear—fear only of the unknown. They will be able to use a public library as freely and naturally as at present they use the facilities of a shop. The Whakatane Legion of Frontiersmen tomorrow will set out on a task of pure unselfish community interest. It is to be hoped that Whakatane and Ohope residents will respond readily to a cause which merits their consideration and help. —(Contributed).