Abstract
The role of reading in educating a future writer is discussed through study of memoirs by writers including Janet Frame, James Baldwin, and Eudora Welty. The memoirs show reading books to have been a transformative way of melding forms of experience. The following features of childhood reading are examined: (1) the role of the physical book, (2) the cognitive-aesthetic-affective impact of letters, words and ‘voices’, (3) the partially unplanned and challenging path of children’s exposure to texts, and (4) absorption of models that can be imitated and outgrown. The discussion links sympathetically to views in philosophy of education about the importance of content and beauty and of influences whose impact cannot be planned, measured or captured as generic skills. The autobiographical evidence considered here suggests that these influences can nonetheless be crucial to expanding learners’ horizons and stimulating their educational and artistic progress.
