discrimination.

Now, this radical defect can be easily remedied if the school authorities
only clearly apprehend one truth, and that is that the minds of children
of tender age can be as readily interested and permanently interested in
good literature as in the dreary feebleness of the juvenile reader. The
mind of the ordinary child should not be judged by the mind that produces
stuff of this sort: "Little Jimmy had a little white pig." "Did the
little pig know Jimmy?" "Yes, the little pig knew Jimmy, and would come
when he called." "How did little Jimmy know his pig from the other little
pigs?" "By the twist in his tail." ("Children," asks the teacher, "what
is the meaning of 'twist'?") "Jimmy liked to stride the little pig's
back." "Would the little pig let him?" "Yes, when he was absorbed eating
his dinner." ("Children, what is the meaning of 'absorbed'?") And so on.

This intellectual exercise is, perhaps, read to children who have not got
far enough in "word-building" to read themselves about little Jimmy and
his absorbed pig. It may be continued, together with word-learning, until
the children are able to say (is it reading?) the entire volume of this
precious stuff. To what end? The children are only languidly interested;
their minds are not awakened; the imagination is not appealed to; they
have learned nothing, except probably some new words, which are learned
as signs. Often children have only one book even of this sort, at which
they are kept until they learn it through by heart, and they have been
heard to "read" it with the book bottom side up or shut! All these books
cultivate inattention and intellectual vacancy. They are--the best of
them--only reading exercises; and reading is not perceived to have any
sort of value. The child is not taught to think, and not a step is taken
in informing him of his relation to the world about him. His education is
not begun.