Reading: How to Teach It

by Sarah Louise Arnold

Books of reference should be made available to the pupils, as is the dictionary, by lessons which show their use. The Atlas, the Cyclopedia, the Compendium, should be explained, and opportunities for their use should be created. So all minor books—grammars, histories, geographies—should be consulted by the children, and compared with their own. In such consultation the index or table of contents should serve its purpose. The pupil should not be allowed to search the book from cover to cover for his bit of information, but should be taught to look for it, by the help of the index, in its proper place, just as he learned to find the word on the page of a dictionary. Through such study, children may develop the habit of turning to books for information and enlightenment. They will know how to seek and find. We cannot overestimate easily the value of such a habit and its accompanying tendencies in their after life.

We have spoken thus far of the child’s use of single books under the direction of the teacher. A few words further in regard to the school library, which should be an introduction to the Public Library.

In these days many schools are provided with the nucleus of a library. Every school should have one. A few shelves of books, well chosen and well used—these are next in importance to the teacher in the equipment of a school. By properly using such books, the children learn how to choose and to use their own books when they get them, and meanwhile how best to avail themselves of the Public Library.

In order to afford enough practice in finding what is in the books which are within reach, the teacher should assign to the pupils work which will necessitate the use of these books. The reading lesson speaks of the cultivation of cotton. Ask John or Joseph to learn whether any book in the library throws light on the cultivation or manufacture of cotton. The boy first makes up his mind what books will be likely to contain this information, and then, by use of the indexes in the chosen books, discovers his item, which he brings as his contribution to the class. What he learns about cotton is of far less value to him than what he gains through searching for the item. Again, the history lesson treats of the war for independence. The teacher, instead of confining the pupils to memorizing the work on the pages of the school history, sends them to the bookshelves to consult the English histories which shall tell the children something of George III. and the English statesmen of his time. By and by they have gained not only some facility in the use of books, but the knowledge that some books are of greater use than others in the lines of their study.

It is but a step, now, from the school library to the Public Library, and this step should be taken when the children feel the limitations of their bookshelves. Their quest must take its beginning in their need; not in the teacher’s advice, but in their inclination. John cannot find in any book in the school library what he wants to know about William Pitt. Very well. Does he know any book that would give him the desired information? There may be books at the library, he volunteers. Ah, yes. How can he find out? By going there. Susan suggests that the library catalogue will tell him whether he can find there just what he wishes. And now the school comes into possession of the catalogue of the Free Public Library of the town—owns it because the children need to use it. John finds in the catalogue the names of the books which he thinks may contain the object of his search. Here the teacher helps him by pointing out, from her fuller knowledge, the books which will be simple enough to be of service to him. Or the custodian of the library lends a hand, and names the books which will be most helpful.

We may readily see that here begins another series of lessons which, unfortunately, rarely makes its appearance. Inside the library door, the youthful seeker after light struggles to get the book which he desires. He must learn the machinery of the library, and somebody must teach him. If the teacher knows the librarian and the librarian knows the teacher, and both are interested in the boy, we have a happy state of affairs. His card is filled out for him and properly signed. He is now allowed to take books for himself. He must be told where to get them and how to get them; what to do with them when he gets them; what to do if he cannot get them; how, and when, and where to return them; what privileges he may have in the use of them. Well for the boy if his two friends and co-laborers make it worth while for him to use the library in these early days! Ah, who shall tell us how to correctly mark in per cents the value of this boy’s acquisition, or the worth of the teacher’s instruction?

In many of our cities, this coöperation of the library and the school exists, and proves its usefulness. Teachers are supplied with teachers’ cards, allowing them to take six books at a time and retain them for a long time. Classes are supplied with books. Boxes of books are carried from school to school. Duplicates of much-desired books are secured from the librarian. Children are taken to the library by the teacher, and the classes study on the spot the operation of the system, and familiarize themselves with its plan of action. Children are sent from school to consult reference books, to study the collections of photographs, or the mural decorations in the building. The Boston Public Library affords an example, not only of stateliness of building and beauty of decoration, but of efficiency of the system by which its recent librarian, Mr. Herbert L. Putnam, did much to bring the library within the reach of the school-children throughout the city.

If we rightly estimate the value of this tendency to read and this love of books, we shall be willing to subordinate some of the formerly accepted work of the schools to this essential tuition. Shall we continue to spend money for our public libraries? If so, let us insure the return of our investment a hundredfold, by fitting our children to make use of the privileges which are thus afforded them, and teaching them to know the best books.