We may say, if we like, that writing as described is a fact in which the psycho-motor mechanism prevails, while in reading, there enters a work which is purely intellectual. But it is evident how our method for writing prepares for reading, making the difficulties almost imperceptible. Indeed, writing prepares the child to interpret mechanically the union of the letter sounds of which the written word is composed. When a child in our school knows how to write, he knows how to read the sounds of which the word is composed. It should be noticed, however, that when the child composes the words with the movable alphabet, or when he writes, he has time to think about the signs which he must select to form the word. The writing of a word requires a great deal more time than that necessary for reading the same word.
The child who knows how to write, when placed before a word which he must interpret by reading, is silent for a long time, and generally reads the component sounds with the same slowness with which he would have written them. But the sense of the word becomes evident only when it is pronounced clearly and with the phonetic accent. Now, in order to place the phonetic accent the child must recognise the word; that is, he must recognise the idea which the word represents. The intervention of a superior work of the intellect is necessary if he is to read. Because of all this, I proceed in the following way with the exercises in reading, and, as will be evident, I do away entirely with the old-time primer.
I prepare a number of little cards made from ordinary writing-paper. On each of these I write in large clear script some well-known word, one which has already been pronounced many times by the children, and which represents an object actually present or well known to them. If the word refers to an object which is before them, I place this object under the eyes of the child, in order to facilitate his interpretation of the word. I will say, in this connection, the objects used in these writing games are for the most part toys of which we have a great many in the "Children's Houses." Among these toys, are the furnishings of a doll's house, balls, dolls, trees, flocks of sheep, or various animals, tin soldiers, railways, and an infinite variety of simple figures.
If writing serves to correct, or better, to direct and perfect the mechanism of the articulate language of the child, reading serves to help the development of ideas, and relates them to the development of the language. Indeed, writing aids the physiological language and reading aids the social language.
We begin, then, as I have indicated, with the nomenclature, that is, with the reading of names of objects which are well known or present.
There is no question of beginning with words that are easy or difficult, for the child already knows how to read any word; that is, he knows how to read the sounds which compose it. I allow the little one to translate the written word slowly into sounds, and if the interpretation is exact, I limit myself to saying, "Faster." The child reads more quickly the second time, but still often without understanding. I then repeat, "Faster, faster." He reads faster each time, repeating the same accumulation of sounds, and finally the word bursts upon his consciousness. Then he looks upon it as if he recognised a friend, and assumes that air of satisfaction which so often radiates our little ones. This completes the exercise for reading. It is a lesson which goes very rapidly, since it is only presented to a child who is already prepared through writing. Truly, we have buried the tedious and stupid A B C primer side by side with the useless copy-books!
When the child has read the word, he places the explanatory card under the object whose name it bears, and the exercise is finished.
One of our most interesting discoveries was made in the effort to devise a game through which the children might, without effort, learn to read words. We spread out upon one of the large tables a great variety of toys. Each one of them had a corresponding card upon which the name of the toy was written. We folded these little cards and mixed them up in a basket, and the children who knew how to read were allowed to take turns in drawing these cards from the basket. Each child had to carry his card back to his desk, unfold it quietly, and read it mentally, not showing it to those about him. He then had to fold it up again, so that the secret which it contained should remain unknown. Taking the folded card in his hand, he went to the table. He had then to pronounce clearly the name of a toy and present the card to the directress in order that she might verify the word he had spoken. The little card thus became current coin with which he might acquire the toy he had named. For, if he pronounced the word clearly and indicated the correct object, the directress allowed him to take the toy, and to play with it as long as he wished.
When each child had had a turn, the directress called the first child and let him draw a card from another basket. This card he read as soon as he had drawn it. It contained the name of one of his companions who did not yet know how to read, and for that reason could not have a toy. The child who had read the name then offered to his little friend the toy with which he had been playing. We taught the children to present these toys in a gracious and polite way, accompanying the act with a bow. In this way we did away with every idea of class distinction, and inspired the sentiment of kindness toward those who did not possess the same blessings as ourselves. This reading game proceeded in a marvellous way. The contentment of these poor children in possessing even for a little while such beautiful toys can be easily imagined.
But what was my amazement, when the children, having learned to understand the written cards, refused to take the toys! They explained that they did not wish to waste time in playing, and, with a species of insatiable desire, preferred to draw out and read the cards one after another!