66 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. HARVARD COLLEGE LIBRARY GIFT OF THE GRADUATE SCHOOL OF EDUCATION OUTLINE OF THIS THIRD READER. No distinct line can be drawn between the different Readers of a well-graded series. Each book should grow gradually more difficult, either in matter or in exercises, from the first page` to the last, and the succeeding books should be but a continuation of the work, always enlarging its scope and broadening its aims in such a way as surely to bring the grand results that can come only from systematized study. 1. The Vocabulary. Thus the Vocabulary in this series has gradually changed its purpose from familiarizing the child with the printed or written form of the words he knows when spoken -as in the Primer and First Reader-to increasing the pupil's vocabulary in order to help him better to express ideas that he has, and to gain new ideas necessary to his mental growth. This change leads naturally to the use of synonyms and synonymous expressions; to the formation of words by prefixes and suffixes, with their meanings; and to distinction between the usages of words having the same meaning, as well as between the different meanings of the same word. 2. The Lesson Preparation is continued from the Second Reader, and is outlined fully in the "Talk with the Boys and Girls" which follows. 3. Special attention is called to the Dictation Exercises, which are believed to be a simple and delightful way of helping pupils to a power of defining for themselves the words and expressions of the lessons, and of using them correctly in sentences. 4. Phonics, Grouping, and Silent Reading are all continued and more completely developed, according to the ability of the pupil and his increased powers of thought and expression. 5. Matter. The lessons aim, first of all, to teach pupils to read properly, and this can be done best by using the best matter that can be found suited to the age and advancement of the class. In these Readers the matter is interesting and instructive without being weak and silly. The mind is led upwards in all its various lines rather than along a dead level or downwards. Interest and excitement are entirely distinct. The one is healthful, the other injurious. In order to secure real interest there must be mental growth, and this is acquired only through matter that, being strong, healthful, and stimulating, compels thought and thus gives the pupil a sense of real gain. Our boys and girls are able to read understandingly a higher class of matter than is usually placed before them; and, in order to cultivate the power of thought as well as the taste for proper books, this series of Readers presents lessons which can be read, re-read, and studied with constant interest and improvement. These lessons should lead the pupil to observe closely what is going on around him, and should incite him to read, both for his pleasure and profit, a better class of literature than the cheap stories too often found to be the chief reading of the young. 6. Vocal Drill. The time to teach Articulation and Expression is before incorrect habits of speech have become so fixed as to render it almost impossible to overcome them. This vocal drill was begun in the Primer, and has been systematically continued through the series. It is thought best to give in the Third Reader a fairly complete course covering the previous work and supplying a connected and extended drill sufficient for all school work. This will enable teachers whose classes have not used the previous books of this series to review the work of these grades, and to use such parts of the different sections on Sound and Expression as are best suited to remedy defects found in the pupil's method of reading; while each teacher will be able to go on more intelligently with the work, by having the entire course in view. |
