In this, as in most oral lessons, the elementary school child passes much of his time in a state which is neither activity nor rest,--a state of enforced inertness combined with unnatural and unceasing strain.

Activity is good for the child, and rest, which, is the complement of activity, is good for the child; but the combination of inertness with strain is good for neither his body nor his mind.

Indeed, it may be doubted if there is any state of mind and body which is so uneducational as this, or so unfavourable to healthy growth.
But the main objection to the reading-aloud lesson is, I repeat, that while it is going on the children are not reading at all, in the proper sense of the word, not attacking the book, not enjoying it, not extracting the honey from it.

And the consequences of the inability to read which is thus engendered are far-reaching and disastrous.

The power to read is a key which unlocks many doors.