THIRD READER

BY

EMMA MILLER BOLENIUS

ILLUSTRATED BY

MABEL BETSY HILL

DEPARTMENT OF

EDUCATION

RECEIVED

JUN 1 0 1925

LELAND STANFORD

JUNIOR UNIVERSITY

HOUGHTON MIFFLIN COMPANY

591012

COPYRIGHT, 1923

BY EMMA MILLER BOLENIUS

ALL RIGHTS RESERVED

JI4

Grateful acknowledgment is made to The Churchman for per-
mission to use a copyrighted poem by Abbie Farwell Brown; and
to Houghton Mifflin Company and the respective authors for
stories by Kate Douglas Wiggin, Joel Chandler Harris, Alice Brown,
Henry Cabot Lodge, Abbie Farwell Brown, E. C. Phillips, Isa
W. Wright, Lucy Fitch Perkins, H. D. Brown, Clifton Johnson,
and Fannie E. Coe; plays by Augusta Stevenson; for selections by
Dallas Lore Sharp, Olive Thorne Miller, George A. Mirick, and
Eva March Tappan; and poems by Frank Dempster Sherman,
Lucy Larcom, Alice Cary, Celia Thaxter, Phoebe Cary, Henry
Wadsworth Longfellow, Mary Carolyn Davies, Emma C. Dowd,
Frances Gill, and Abbie Farwell Brown.

The Riverside Press
CAMBRIDGE MASSACHUSETTS

PRINTED IN THE U.S.A.

To the Teacher

THIS series of Primary Readers is prepared for the first, second, and third grades, leading up to the fourth, fifth, and sixth grade Readers by the same editor. These primary grades are recognized as the crucial years in laying the foundation of reading, and establishing proper reading habits. In the preparation of these Primary Readers, the editor has made a careful study of the most authoritative and recent reports, investigations, courses of study, surveys, and other publications bearing on the problem of reading. Moreover, every lesson has been subjected to the critical examination of successful primary teachers.

Special features of the Readers are:

1. The careful organization of the contents (see pages v to ix) is planned to give a series of well-balanced lessons in each of the eight groups of selections.

2. Richness of authorship, variety of appeal, and freshness of material are noteworthy. Many of the selections have never been used before in school readers.

3. A Teachers' Manual, an unusually practical and helpful guide to teachers, gives carefully planned suggestions for all the selections. This full study equipment creates centers of interest, teaches the children to think, and leads them to read from their own initiative. It provides introductory thought-provoking questions that motivate the reading; both thought and organization questions for selections; word lists; diagnostic tests; and suggestions that correlate various activities with reading. This equipment was prepared with both city and rural communities in mind. Teachers can, therefore, select material to suit their needs. The Manual presents methods and devices in detail so that inexperienced teachers can get definite results. It gives a practical pedagogy of reading and at the same time aims to give inspiration to teachers.

4. Special drill material for silent reading, including how to study, is furnished to cover a range of abilities, and each type of drill is given often enough to make a real impression. The drill material hinges on the content of the book, and progression in drill material is provided between books as well as between parts of books.

5. Following the plan of the first year, the editor has made careful provision for extensive supplementary reading with each of the eight groups of selections in the Third Reader, in order to provide a wellrounded course in reading; to establish the habits developed in the

basal reading; and to coördinate the supplementary reading with the basal reading, checking up the power gained in the supplementary reading by means of the diagnostic tests provided in the basal course.

6. The working out of interesting projects the arranging of programs, the dramatizations, and the seat work furnish live motives for the child's best efforts. The Manual gives full programs, in which material previously read is brought together in a way that arouses the child's interest and leads to motivated review.

7. Vocabulary work and the teaching of phonetics are carefully planned for and guided.

8. Every available typographical device has been used to aid the child. Special effort has been made to meet fully the latest requirements in eye hygiene; for example, the narrower type page has been used throughout the Third Reader to establish proper eye movements.

9. The artist and the editor have coöperated in planning illustrations that have an unusual educational value, notably the puzzle pictures on pages 14, 70, 183, etc. Questions on the illustrations are used to develop the power of observation.

10. Speed, comprehension, and vocabulary tests for diagnostic purposes, adapted to classroom use, are adequately provided and made the basis of effective drills, carefully planned to correct any defects or weaknesses revealed by the tests.

11. In accordance with the plan of the diagnostic tests for the first year, printed diagnostic tests in silent reading are furnished for the second and third years.

These Readers are designed for basal use. They provide for all forms of training in reading, including silent and oral reading, reference and sight reading, as well as intensive and interpretative reading. Moreover, the foundations for correct habits of study, which will bear fruit in all of the pupil's school work, and in his later mental development, are carefully laid. The keynote of the course is, READING IS THINKING.

The editor wishes especially to thank the superintendents and teachers who gave largely of their time and effort in the making of this book. Their assistance in going over the manuscript and trying out material with pupils in various types of schools has been invaluable in adapting the work to actual schoolroom conditions and requirements.