READING ALOUD TO CHILDREN.
TEACHERS often complain of the inattention of their pupils; and so true is this, that in a class of forty boys or girls, twenty-five will not give their minds to what their instructor is trying to explain. I say will not, but in some school-children the habit is so firmly fixed of not giving their thoughts to their teacher's words, that they cannot listen when they really wish to. This carelessness on the part of the youthful occupants of a class-room, is visited and revisited upon themselves and their teacher; for the habit once established, it is almost impossible to eradicate. In the parent's hand lies the power to remedy this evil. When a child is old enough to understand what the mother says, then should begin the training for giving attention. By saying short sentences when sure that the child is listening; by talking to it in simple language; and as it grows older and comprehends more, by reading aloud from a book, things which from their own brightness or illustrations claim its undivided attention—these are the things which exert the thinking powers, demand the attention, and lay the foundation for a habit of listening, which during school-life is indispensable to progress. The plan of reading aloud to children, is one which should be followed by every mother or father; fifteen or twenty minutes a day should be reserved for it until it becomes a fixed custom. If this was more generally followed, there would not be such a large number of scholars who, in their own words, "cannot understand the lessons;" of young girls who "cannot sit still in church;" of boys who "think it a bore to attend a lecture;" and of persons who cannot listen quietly to a fine oration or symphony without yawning, whispering, and giggling.—Teacher's Institute.