Most children in cultivated families learn to read in this way. The word is a symbol of thought—a thing in itself—first, perhaps, connected with a picture of the object placed at its side, but afterward becoming phonetic, representing arbitrarily any object by its sound. Then other words are learned—not separately, but in association, as one learns a foreign language. Farther on, the pupil analyzes, spells, considers each letter, and notes each part of speech.
An objection may occur here, that the habit of correct and careful spelling will not be so well gained by this method as by the old.
Mr. Caulkins's remarks on this topic in his Manual on "Object Lessons" are so sensible that we quote them in extenso:—
THE A B C METHOD.
This old, long, and tedious way consists in teaching, first, the name of each of the twenty-six letters, then in combining these into unmeaning syllables of 'two letters,' 'three letters,' and, finally, into words of 'two syllables' and 'three syllables.' Very little regard is had to the meaning of the words. Indeed, it seems as if those who attempt to teach reading by this method supposed that the chief object should be to make their pupils fluent in oral spelling; and it ends in spelling, usually, since children thus taught go on spelling out their words through all the reading lessons, and seldom become intelligent readers. They give their attention to the words, instead of the ideas intended to be represented by them. When the child has succeeded in learning the names of the twenty-six letters, he has gained no knowledge of their real use as representatives of sounds, and, consequently, little ability in determining how to pronounce a new word from naming its letters. Besides, the names of the letters constantly mislead him when formed into words.
"He may have made the acquaintance of each of the twenty-six individual letters, so as to recognize their faces and be able to call them by name singly; but when these same letters change places with their fellows, as they are grouped into different words, he is frequently unable to address many of them in a proper manner, or to determine what duties they perform in their different places.
"Again, the words that are learned by naming over the letters which compose them seldom represent any ideas to the young learner; indeed, too many of the words learned by this method are only meaningless monosyllables. The children begin to read without understanding what they read, and thus is laid the foundation for the mechanical, unintelligible reading which characterizes most of that heard in schools where the A B C method is used. This plan is in violation of fundamental laws of teaching; it attempts to compel the child to do two things at the same time, and to do both in an unnatural manner, viz., to learn reading and spelling simultaneously, and reading through spelling. Reading has to deal with sounds and signs of thought.
"Spelling rests on the habit of the eye, which is best acquired as the result of reading. In attempting to teach reading through spelling, the effort of the pupil in trying to find out the word by naming the letters that compose it distracts the attention from the thought intended to be represented by it; the mind becomes chiefly absorbed with spelling instead of reading. When properly taught, reading furnishes natural faculties for teaching spelling; but spelling does not furnish a suitable means for teaching reading. Thus it will be seen that the usual plans for teaching reading by the A B C method compel children to do that for which their minds are not fitted, and thus cause a loss of power by restraining them from attending to the thoughts represented by the words, and to other things which would greatly promote their development. The results are that a love for reading is not enkindled, good readers are not produced. The few cases in which the results are different owe both the love for reading and the ability in this art to other causes.
"The pupils learned to love reading, and became able to read well, in spite of poor teaching during their first lessons. There is consolation in believing that this method, which produced so many halting, stumbling readers, is now abandoned by all good teachers of reading. May the number of such teachers be greatly increased.
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