So long as teachers fail to distinguish (区别，辨别) between teaching and learning, they will continue to undertake (从事，做) to do for children that which only children can do for themselves. Teaching children to read is not passing reading on (传递) to them. It is certainly not endless (无数的) hours spent in activities (活动) about reading. Douglas insists (坚持) that “reading cannot be taught directly (直接地) and schools should stop trying to do the impossible.”

Teaching and learning are two entirely (完全地) different processes (过程). They differ (与…不同) in kind and function (功能). The function of teaching is to create (创造) the conditions (条件) and the climate (气氛) that will make it possible for children to devise (想出，发明) the most efficient (有效的) system (系统，方法) for teaching themselves to read. Teaching is also public (公开的) activity: It can be seen and observed (观察).

Learning to read involves (牵涉，包含) all that each individual (个人) does to make sense (搞清楚…意思) of the world of printed language. Almost all of it is private (私人的), for learning is an occupation (工作) of the mind, and that process is not open to public scrutiny (细看，监视).

If teacher and learner roles (角色) are not interchangeable, what then can be done through teaching that will aid (帮助) the child in the quest (探索) for knowledge (知识)? Smith has one principal (最重要的) rule for all teaching instructions (指示). “Make learning to read easy, which means making reading a meaningful (有意义的), enjoyable (有趣的) and frequent (经常的) experience (经历) for children.”

When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill (实现，履行) them appropriately (恰当地), then much of the pressure (压力) and feeling of failure for both is eliminated (消除). Learning to read is made easier when teachers create an environment (环境) where children are given the opportunity (机会) to solve the problem of leaning to read by reading.

【译文】

只要教师区分不了教与学，他们就会继续为孩子做那些只有孩子自己才能做的事情。教孩子阅读不是把阅读交给他们。肯定不是把无数时间花在阅读上。道格拉斯坚持说：“阅读不能直接教，学校应当停止企图做这种不可能的事。”

　　教与学是两个完全不同的过程。它们种类不同、功能不同。教的作用就是创造出一种使孩子们有可能发明一套教会自己阅读的最有效方法的条件和气氛。教学也是公开的活动，可以看到、可以监视。

　　学习阅读包括每个人为使书面语言有意义而做的一切。几乎所有这一切都是非公开的，因为学习是脑力劳动，且不受公众检查。

　　如果教者与学者的角色不能互相转换，那么通过帮助孩子探索知识的“教”又能做什么呢？史密斯对所有讲授都有一个重要的规则。“使学会阅读变得容易，这就意味着要使阅读成为孩子的一种有意义、有趣、经常的经历。”

　　当发现教与学的角色是他们应该做的那样，当教与学双方都恰当地扮演起这些角色时，双方大部分压力和失败的感觉就会消除。如果教师创造出学生通过阅读来解决学会阅读问题的机会，学习阅读就变得更容易了。