I can't remember a time when I couldn't read. My mother tells me that I started reading just after I turned three. Yes, I am one of those people. The type of person that stops and reads all the text panels in museums. The type of person who will pick up the "How to avoid prostate cancer" brochure in the doctor's office, just because it has words. It must be read, says my word obsessed brain.
The smell of old books is one of my absolute favorite smells (right up there with the smell of new tires). Even though getting a PhD sometimes means I read for six, seven, even eight hours straight, I still love it. I will still come home and read some more. I am a true bibliophile.
I have always thought that reading must seem like a type of magic to those who can't perform it. This week, I ran across two articles about reading, children, and books, and how to get all of those things interacting.
I am sure many of you remember Reading Rainbow , the PBS children's show that introduced so many kids to good books, and the excitement of reading in general. Who can forget the episode in the hat store, with the book "Caps for Sale"? Or the diner episode with the book "Mama Don't Allow"?
Reading Rainbow started in 1983 and PBS stopped airing it last week. The reason given besides no funding, was that children need to learn how to read not what to read (the NPR article).
But, oddly enough, last week, I also read this article in the New York Times. It is about a new teaching technique where a teacher won't assign books to read, but allows the students to pick the books they want to read. Even with kids as young as 6th or 7th grade. It is an interesting article, and the author seems to talk about the problems with the technique quite honestly. But, here are the biggest problems I see with this system:
When a child chooses what to read in his or her free time, that is a good idea. That is where he or she should have freedom to explore new ideas. School, however, is another story. The child should not be allowed to pick what pleases, because he or she won't have the knowledge or even the inclination too. That is the problem with ACE and Montessori systems. Very few children have the self discipline to guide themselves to learn all subjects, not just the ones that they like. Yet there has been a trend in the American education system to allow the child to choose. No, I am not saying the teacher should always be dictatorial, but I think everyone can say that we encountered subjects or ideas in school, that we didn't like at first, but then grew to love. What if the choice had been left up to us?
Second, I think this impulse to say that "as long as a child is reading, it doesn't matter what he or she is reading" is ridiculous! I think that it comes from a post-modern impulse to avoid judging worth or moral good. But, this is ludicrous! There is such a thing as age-appropriateness. I heard a children's author speaking on the BBC the other day, and he actually said "Children can't be protected, so we should let them read what they want to." I beg to differ! I have several friends who are actively protecting their children (and doing a darn good job of it) until they are ready to encounter the "real world." Violence can be done to a child when ideas are introduced to that child if they are not ready. I think much of the violence our society is encountering from teenagers comes from this same permissive attitude when they are younger. If you think this, go to your nearest Barnes and Nobles or Waterstone's and pick up some of the things in the "young adult" section. You will find things in the books there that I won't put on this blog because I would then get blocked by filters.
So, what do you think?
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