the usual mastery of the mechanics of reading and the usual introductory
acquaintance with simple works of literary art, it appears that Cleveland is using
more time and labor than other cities consider needful. If, on the other hand, this
city is using the excess time for widely diversified reading chosen for its content
value in revealing the great fields of history, industry, applied science, manners
and customs in other lands, travel, exploration, inventions, biography, etc., and
in fixing life-long habits of intelligent reading, then it is possible that it is just
this excess time that produces the largest educational returns upon the
investment.
[Footnote A: Henry W. Holmes, "Time Distribution by Subjects and
Grades in Representative Cities." In the Fourteenth Year Book of the
National Society for the Study of Education, Part I, 1915. University
of Chicago Press.]
It would seem, however, from a careful study of the actual work and an
examination of the printed documents, that the chief purpose of teaching reading
in this city is, to use the terminology of its latest manual, "easy expressive oral
reading in rich, well-modulated tone." It is true that other aims are mentioned,
such as enlargement of vocabulary, word-study, understanding of expressions
and allusions, acquaintance with the leading authors, appreciation of "beautiful
expressions," etc. Properly emphasized, each of these purposes is valid; but there
are other equally valid ends to be achieved through proper choice of the reading-
content that are not mentioned. There is here no criticism of the purposes long
accepted, but of the apparent failure to recognize other equally important ones.
The character of the reading-content is referred to only in the recommendation
that in certain grades it should relate to the seasons and to special occasions.
Even in reference to the supplementary reading, where content should be the
first concern, the only statement of purpose is that "children should read for the
joy of it." Unfortunately, this mistaken emphasis is not at all uncommon among
the schools of the nation. How one reads has received an undue amount of
attention; what one reads in the school courses must and will receive an
increasingly large share of time and thought, in the new evaluation. The use of
interesting and valuable books for other educational purposes at the same time
that they are used for drill in the mechanics of reading is coming more and more
to be recognized as an improved mode of procedure. The mechanical side of
reading is not thereby neglected. It is given its proper function and relation, and
can therefore be better taught.