Formation of Character Volume 5 Pt 3. Chapter 1 (13)



          There is little opportunity to give intellectual culture to the boy taken up with his school and its interests; the more reason, therefore, to make the most of that little; for when the boy leaves school, he is in a measure set; his thoughts will not readily run in the new channels. The business of the parent is to keep open right-of-way to the pleasant places provided for the jaded brain. Few things help more in this than a family
habit of reading aloud. Even a dry book is readable when everybody listens, while a work of power and interest becomes delightful when eye meets eye at the telling bits. To read The Newcomes to yourself is like sitting down to a solitary feast of strawberries and cream; every page has that in it which demands to be shared.
          There are few stronger family bonds than this habit of devoting an occasional hour to reading aloud, on winter evenings, at any rate. The practice is pleasant at the time, and pleasant in the retrospect, it gives occasion for much bright talk, merry and wise, and quickens family affection by means of intellectual sympathy. Indeed, the wonder is that any family should neglect such a simple means of pure enjoyment, and of moral, as well as intellectual culture. But this, of reading aloud, is not a practice to be taken up and laid down at pleasure. Let the habit drop, and it is difficult to take it up again, because every one has in the meantime struck a vein of intellectual entertainment for himself—trashy stuff, it may be,—which makes him an unwilling listener to the family “book.” No; let an hour’s reading aloud be a part of the winter evening at home—on one or two evenings a week, at any rate—and everybody will look forward to it as a hungry boy looks for his dinner.
          If reading is to be pleasant to the listeners, the reading itself must be distinct, easy, and sympathetic. And here is something more which parents must do for their children themselves, for nobody else will get them into the habit of reading for the pleasure of other people from the moment when they can read fluently at all. After indistinct and careless
enunciation, perhaps the two most trying faults in a reader are, the slowness which does not see what is coming next, and stumbles over the new clause, and the habit of gasping, like a fish out of water, several times in the course of a sentence.
          The last fault is easy of cure: “Never breathe through the lips, but always through the nostrils, in reading,” is a safe rule: if the lips be closed in the act of taking breath, enough air is inhaled to inflate the lungs, and supply “breath” to the reader: if an undue supply is taken in by mouth and nostrils both, the inconvenience is caused which relieves itself in gasps.
          The stumbling reader spoils his book from sheer want of attention. He should train himself to look on, to be always a line in advance, so that he may be ready for what is coming. Faults in enunciation should be dealt with one by one. For instance, one week the reader takes pains to secure the “d” in “and”; the other letters will take care of themselves, and the less they are heard the better. Indeed, if the final consonants are secured, d, t, and ng especially, the reading will be distinct and finished.
          Another advantage of the family lecture is, that it enables parents to detect and correct provincialisms; and, however anxious we may be, on historical grounds, to preserve dialect, few people desire to preserve it in the persons of their own children. For the rest, practice makes perfect. Let everybody take his night or his week for reading, with the certainty that the pleasure of the whole family depends on his reading well.