Abstract
In this study, it was aimed to discuss the free reading activities (FRA) practised for 1 hour at 21 different Village Institutes in Turkey in pedagogical respects. In this regard, FRA, applied within the scope of an extra programme, was analysed in terms of content and method on the basis of cognitive and affective learning. When the findings of this research were evaluated, it was seen that raising literary readers is a part of the educational activities at the institute. The FRA is a programme design supporting the enrichment of intellectual, emotional, social and aesthetic developments. The main purpose of education in the village is the problem of selecting and preparing the books to be read during free reading hours in a well manner. The educators of the period implementing the FRAs created an original model of education appropriate to the social reality of the people and in accordance with their educational needs.
 
 Keywords: Free reading activities (FRAs), village institutes (VI), Turkish curricula, document review.
Highlights
In the 1940s, one of the most basic problems of Anatolia was teacher training for villages, as much as water and land
Tonguç (2019) argues that the Village Institutes ‘originated from the need of raising teachers, who will enable villages become active through education and will provide a complete primary school education in villages till the end of their lives, and other craftsmen useful for villages’
The documents examined in this study are curriculums, books and articles written about the Village Institutes
Summary
In the 1940s, one of the most basic problems of Anatolia was teacher training for villages, as much as water and land. The need for village teachers, who developed their critical consciousness through reading and created enlightenment in their own thinking worlds, was essential for cultural capital. For this reason, educator projects, based on the assumption that those knowing the village best could only be the manpower raised there, were developed. Educator projects, based on the assumption that those knowing the village best could only be the manpower raised there, were developed It was thought comprehensively on how an educational initiative covering the whole country would be. The Village Institutes were established by the Grand National Assembly on 17 April 1940 in pursuant of Law no. 3803
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