Excerpt from The Key Method of Teaching the Mechanical Phase of Primary Reading
For years pointing fingers have been turned toward the primary department as the source and cause of the poor reading of the pupils in the upper grades and high school.
Among these may be found many primary teachers. Not that they feel that they are wholly to blame, or that they have utterly failed in their work. No, far from it. It is doubtful if the teachers in any other grade expend as much time, energy, and thought on the teaching of reading as they do, and often with the happiest of results. But they feel that it seems a reasonable theory to hold, that if a child could be under the best possible instruction for, say the first three years of his school life, the teachers of the advanced grades, if they did their part well, could no longer blame the primary teachers for the poor reading of their pupils.
It must be granted that of a necessity there is a phase in the teaching of reading which is purely mechanical, and that this phase has been much abused, either by its total neglect, or by its over-use. This mechanical phase must not be over-indulged in, neither must it be neglected. Danger lurks in either extreme.
We find on one hand, teachers who are grinding, grinding, grinding until the whole schoolroom atmosphere is suggestive of a huge machine, and the pupils merely the cogs in the wheels, never developing into anything greater or rising to a higher plane.
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