From Seven Types of Ambiguity by Elliot Perlman
You have heard Sam read. You must have. Does anything strike you? Not about his reading; he reads well. Does anything strike you about what he is reading, about its content? If you pick up the thin volumes from which children are taught to read, you will see short, simple sentences such as: "Tom can run. Tom can jump. Run, Tom, run. Jump, Tom, jump."
Think about this: sears credit card the act of learning to read. A child is being made, almost certainly to some extent against his or her will, to sit still, pay attention, and to concentrate on the symbols, the letters. The teacher, if at all successful, will have stimulated a certain curiosity in the child, the satisfaction of which both requires and is the reward for his unnatural stillness. What doe sthe hcild feel if he or she is obedient? What does he or she learn form the discomfort of the stillness and the concentration? Tom can run, but multimaster tool he can't. Run, Tom, run. He has to feel discomfort in order to hear of someone else's good fortune. The words describe Tom being told to do something pleasurable, which the young reader is being denied permission to do by the teacher.
Simon describes this as the first dichotomy in a child's education, the dichotomy between that which is taught as good or right and that which the child actually knows to be true in his or her experience. Of course, for a highly motivated child like Sam, this is hardly a problem. The praise he receives merely for the mechanical act of deciphering the symbols makes the effort worthwhile. But surely, after a while, he will have to become self-motivated. One hopes his curiosity will be enough to keep him going. One day the praise won't be there.
The passage continues for a few more paragraphs, but my fingers are tired.