A Higher Standard in Reading. While in some departments of study it has been the habit of schools to press pupils in advance of their powers, the reverse has been true of reading. There should be a good class of matter in the readers; and a systematic drill on it from the start would open far-reaching avenues and draw pupils along them until their own interest is so aroused that they will prefer these ways to others. If the school readers do not help in this work, and if the teachers are not ready for it, how and when can it be done for the great masses of children? Careful Teaching." Read hard books, read books a little too hard for you, if you would have them do you good," was the wise saying of one of the wisest of teachers; and the extracts in readers should always lead upward, in knowledge, thought, expression, and power. If this Fourth Reader is found too hard for a class, it will be because the pupils have not been led up to it through the rest of the series; and the teacher must go slowly and carefully, helping over the hard places and stimulating the pupil by her own appreciativeness of the lesson. Standard Authors.-The selections are from standard authors in general, and cover history, biography, myths (which precede and overlap the authentic history of all nations), science, stories, and poetry. In the latter the selection has been based upon the recognition that truth may be of value even before the mind can grasp all its fullness. "Our reach is farther than our grasp, Else what were a heaven worth?" says Tennyson; and it is of infinite value to fill the memory with grand thoughts and utterances, which, dimly guessed at first, will grow with one's growth and strengthen with one's strength for ever, Alfred Tennyson. 108 Townsend Trowbridge. 110 Charlotte M. Yonge. 116 Charlotte M. Yonge. 120 22. THE BRAVE BRETHREN OF JUDAH (PART I.). Charlotte M. Yonge. 123 V "6 THE WAY TO LEARN TO READ IS BY READING." A COMPLETE COURSE IN READING PRIMER AND BY M. W. HAZEN, M.A. Words and Phrases from Pictures, Sounds FIRST READER: from Spoken Words, New Words from Sounds and by Sight, Letters from Observation, Script from Models. SECOND New Words from Sounds and by Sight, with meanings, Sentences from Words and Phrases, Picture Study to Cultivate Observation and Expression, Ideas, Grouping, Language Lessons. THIRD Power to gain Ideas from the printed page, to Read the Author's language naturally, and to give the sense clearly, either orally or in writing. Thought, Expression, Language. FOURTH AND A pleasant Introduction to the best Authors, FIFTH READERS: with many Notes, Exercises, Questions, etc., to lead to a Love and Knowledge of Literature. Charts, covering Picture Study and Sight Work, Drill on Sounds, Word-building, Phrase and Sentence-making, Correct Expression, Form, Emphasis, Inflection, Tone. GRADUATE SCHOOL OF EDUCATION OUTLINE OF THIS FOURTH READER. Learning to Read.-The phrase "learning to read" has two meanings. The first belongs to little children, who, between their fourth and seventh years, come to attach meanings to the printed or written words. When the pupil has learned to know by sight a few hundred common words, and can, without help, understand and enjoy the simple stories suited to his age, he has, in one sense, "learned to read." The more he reads, the better he is able to gain from a printed or written page the ideas conveyed. But his powers are only enlarged; they are not changed in their essentials. The second meaning belongs to his whole life, and especially to his whole school-life. To read a dialogue so that the listener forgets that he is not really hearing the parties who are represented; an earnest conversation, so that none of its earnestness is lost; a story or description, so that it seems to be told rather than read, gives oral reading its true place, and one who can do this has "learned to read" in the second and larger sense. Importance of Vocal Drill. To do this, the voice needs training in order to respond to the demands made upon it; and one who wishes to be a good reader or speaker should practice daily the drill given in this series of Readers on enunciation, tone, breathings, and expression, until the voice becomes as automatic in speaking as the feet in walking, and responds to the will without a conscious effort. If the work in the previous books of this series has been fairly well done, the pupils have gained the ability to think about what they read, and their tastes have kept even step with their improvement in reading. so that now they are able to appreciate lessons that may seem hard to others, and to enjoy the vigorous mind-exercise that the study of good authors gives to a bright and thoughtful pupil. A Higher Standard in Reading. While in some departments of study it has been the habit of schools to press pupils in advance of their powers, the reverse has been true of reading. There should be a good class of matter in the readers; and a systematic drill on it from the start would open far-reaching avenues and draw pupils along them until their own interest is so aroused that they will prefer these ways to others. If the school readers do not help in this work, and if the teachers are not ready for it, how and when can it be done for the great masses of children? Careful Teaching.-" Read hard books, read books a little too hard for you, if you would have them do you good," was the wise saying of one of the wisest of teachers; and the extracts in readers should always lead upward, in knowledge, thought, expression, and power. If this Fourth Reader is found too hard for a class, it will be because the pupils have not been led up to it through the rest of the series; and the teacher must go slowly and carefully, helping over the hard places and stimulating the pupil by her own appreciativeness of the lesson. Standard Authors.-The selections are from standard authors in general, and cover history, biography, myths (which precede and overlap the authentic history of all nations), science, stories, and poetry. In the latter the selection has been based upon the recognition that truth may be of value even before the mind can grasp all its fullness. "Our reach is farther than our grasp, Else what were a heaven worth ?" says Tennyson; and it is of infinite value to fill the memory with grand thoughts and utterances, which, dimly guessed at first, will grow with one's growth and strengthen with one's strength for ever, |