i!' Hi lli,!!l hm iiiii: iiiiiiliisM^^^^^^^ Class ___i:_Z Book __MZ^ GopyrightN" COPYRIGHT DEPOSIT. A METHOD FOR TEACHING PRIMARY READING BY LIDA BROWN McMURRY •Tl »^^^ THE MACMILLAN COMPANY NKW YORK • BOSTON • CHICAGO • DALLAS ATLANTA • SAN FRANCISCO MACMILLAN & CO., Limited LONDON • BOMBAY ■ CALCUTTA MELBOURNE THE MACMILLAN CO. OF CANADA, Ltd. TORONTO A METHOD FOR TEACHING PRIMARY READING BY LIDA BROWN McMURRY THE MACMILLAN COMPANY 1914 All rights reserved O' ^''ft Copyright, 1914, By the MACMILLAN COMPANY. Set up and electrotyped. Published July, 1914, NorJlJOOtl i^rfgg J. 8. Gushing Co. — Berwick & Smith Co. Norwood, Mass., U.S.A. / iTo JUL 16 1914 ©CI.A376673 PREFACE This book has been prepared to be used as a manual by teachers of beginning reading in the primary grades in the elementary schools. The methods that are outlined here may be used in connection with any other method or with any set of basal readers. The application and the suggestions given here are general ; and yet teachers, who are per- plexed by problems in the teaching of primary reading, will be able, by following this step-by- step process, to overcome many specific diffi- culties. Teachers will find, also, that the suggestions embodied in this method may be used advantageously to supplement any method and to vary and enrich the process of teaching reading. This manual goes far in the application of reading methods and the establishment of right reading habits. Stress is here laid upon the few most important habits that the pupil must form, no matter from what book he may read. vi PREFACE The plan here outlined for introducing pupils to reading has been thoroughly tested out in the Primary Department of the DeKalb State Normal Training School. It is in response to the requests of many primary teachers that the manual has been prepared. LIDA BROWN McMURRY. PART ONE BEGINNING READING A METHOD FOR TEACHING PRIMARY READING CHAPTER I INTRODUCTION There are habits of reading that the pupils should form in the Primary Grades. The most important at the outset are : The habit of looking to a word, phrase, or sen- tence for its meaning. The habit of attacking a word with the as- surance that, through knowledge of the sounds of letters and combinations of letters, the pupils can find out what it says. The one habit deals with the thought and the other with the form, but they must go hand in hand. To establish the child in these habits is the Primary Teacher's problem in Reading. The following method is a plan for solving this problem : To aid in forming the first habit, directions for playing games and sentences which direct the 3 4 METHOD FOR TEACHING PRIMARY READING pupils to perform actions are very valuable. Be- sides fixing this habit they give the little children exercise and a feeHng of at-homeness. Later, riddles, short stories, and rhymes are given. To aid in forming the second habit, the sounds of letters and combinations of letters are taught, and the pupils are encouraged to make out for themselves the new words that are presented. The consonants in common use and the short sounds of the vowels are taught first. When the short sounds of the vowels have become perfectly familiar to the pupils, the long sounds are taught. The order followed in teaching these sounds is suggested by the directions given in the games and by the words used later in the stories, riddles, and rhymes. Steps taken to form these habits through play- ing games : First Step. Playing the game from oral direc- tions. Second Step. Playing the game from written directions, the pupils getting the words by sound- ing the letters which compose them. Third Step. Making new words which are within the children's vocabulary and which con- tain letters the sounds of which the pupils have INTRODUCTION 5 learned, and having the pupils get these words by sounding the letters. These words are given in stories which the teacher tells to the pupils, she writing the words which they are to sound, upon the board. This is the application of the Second Step and gives zest to the review. Fourth Step. Using the new words in new games or in additional directions in games which they have had. This is to familiarize the pupils with them. It is the application of the Third Step. CHAPTER II THE "I SAY" GAME First Step. Directions for the pupils : I say, sit. I say, trot. I say, skip. I say, stand. I say, tap. I say, run. I say, rap. I say, jump. I say, hop. I say, fly. No child should move to follow a command that is not preceded by ''I say/' e.g. if the teacher says, " tap," no child should move. If she says, '' I say, tap,'' the child called upon should tap on the wall with the tips of his fingers. The pupils learn to play the game freely and joyously from oral directions given by the teacher. They try to see how many can escape without once being caught. Second Step. The written directions are now gradually substituted for the oral directions, e.g. the teacher says, "I say — " and writes sit upon the board instead of giving it orally. The pupil called upon will probably say, ^'I do not know what that tells me to do." The teacher 6 THE "I SAY" GAME 7 says, "I will help you to find out," and by point- ing to and sounding each letter in turn — sit — the pupil catches the word. Perhaps no other direction need be given in writing on this first day, the others all being given orally. At the close of the recitation a rapid drill is given on the sounds of the three letters, sit, and the same drill is given at the beginning of the recitation on the next day. The next written direction given is skipy which contains only two new letters to be taught by sound. The pupils give the first and third sounds, and the teacher sounds k and p for them. Gradually the other eight directions are taught from the blackboard. When these are all familiar the pupils not only know ten words, but the sounds of d, /, h, 7, k, m, n, p, r, s, /, a, tj 0, ttj y. The diacritical marks are not used, for the pupils will not find them in the books they read; neither are the names of the sounds of the letters given, e.g. short 0. For drill, the letters the sounds of which the pupils have been taught are written upon slips of cardboard 4 inches by 4J inches. On the oppo- site side of each card is the same letter in print. The pupils are taught to give the sound of the one that is presented. If they do not recognize 8 METHOD FOR TEACfflNG PRIMARY READING the letter in print, the card is turned to show the script letter. Similarly, the words sit, stand, etc., are written and printed on the opposite sides of cards 4J inches by 9 inches, and the pupils perform the acts as the cards are presented, e.g. as the card run is presented the child called upon runs, or he turns to another child and says, ''run." Third Step. From the sounds of the letters which the pupils know, the following famihar words can be studied out by them : Nouns : doll dot fan fun hat ham hand hill jam lap lamp land lip lot lump man mat mill milk mop mud nap nut pan pin pump > rat sand sky skin stamp spot strap sun tin trap Pronouns : him it my Adjectives: dry dull fat flat hot pink silk soft still stiff Verbs: am did dip drink dry fill fry had hit hum hunt kill lift let pat puff ran sat sift lay stamp stop tip try THE "I SAY" GAME 9 Adverb: not Prepositions : in on from Conjunction : and These words are classified for the convenience of the teacher. The pupils, of course, know nothing of nouns, verbs, etc. These words are not presented as mere words for the pupils to study out. In various ways they are presented so that the pupils shall care to put forth effort to find out what they say, e.g. directions are given in part orally, only the underlined words in the direc- tions being written upon the board, and studied out by the pupils, as : Play dip up some milk. Play drink milk. Fill (Write fill) your hand with sand. Pat (Write pat) the doll. Play dry your hands. Find a picture of a rat in a trap. (Give the article a.) Find the picture of a man on a hill. The parenthetical sentences are directions to the teacher. The teacher must have these pictures handy. Other sentences may be given. lo METHOD FOR TEACHING PRIMARY READING Another method is to have the teacher ask such questions as the following, placing only the underlined words on the board for the pupils to sound out. Who has a doll ? Has it a hat ? Can the doll drink milk ? Can it take a nap ? Can you lift your doll ? Do you pat its cheeks ? Or the words may be introduced in the form of a story, thus : One day a little boy wanted some fun, so he made a snow man. It (it) was a fat man. The boy made red lips for him. He made his eyes of nuts. He put a stiff hat on his head, but the snow man could not Hf t his hat. The next day the sun shone out hot, on the snow man. It did not like that. The little boy put a fan in his hand, but he could not fan himself . So he became soft and weak and at night there was nothing left of him but two nuts, a hat, and a fan. Poor man ! Fourth Step. These directions may be added to the "I Say" Game. I say, drink. I say, hum. I say, stamp. I say, puff. Get a tin pan. Get some pins. Get a pink fan. Get a lamp. Get a mop. Get a strap. THE "I SAY" GAME ii PLAYING STORE Preparation : Get a stiff hat. Get a soft hat. Get a fan. Get some nuts. Get a doll. Get a silk hat. Get a mat. Get a pan. Get a rat trap. | The articles called for, or pictures of them, must be within easy reach of the children. After i all the articles are arranged for a store, the pupils | are furnished with paper money. Then the fol- '■ lowing directions are given : ■ Buy a strap. i Buy a mat. ' Give other sentences of the same kind, and later when ready to close the recitation : I Put up a pink fan. Put up some pins. i Put up a tin pan. i Give other sentences of the same kind. CHAPTER III THE "SIMON SAYS" GAME First Step. Directions for the pupils: Simon says, "Thumbs in." Simon says, "Thumbs out.'* Simon says, "Thumbs up." Simon says, "Thumbs down." Simon says, "Thumbs wiggle-waggle." Explanation : The thumbs are not to be moved unless the direction is preceded by ^' Simon says.'' The one moving his thumbs at the wrong time is out of the game. Second Step. The underlined words only are placed upon the board, the other part of the direc- tion being given orally. The new sounds of oUj oWj w, gj are learned. Third Step. New words from sounds of letters pupils have already learned. These words are presented as before suggested : THE "SIMON SAYS" GAME 13 Nouns : dog fig flag fog frog frown ground hog hound house jug log mouse mug owl pig rag rug sound town wind Pronoun : our Adjectives: loud pug round stout wet Verbs: dig dug found growl howl hug plow pout pound swim tag will Adverbs: now how Fourth Step. PICTURE STORE PLAY Pictures of all of the following objects are within easy reach of the children, and as they are gotten by them they are arranged tastefully for a picture sale. Get a gun. Get a dog. Get a mouse. Get a frog. Get an owl. Get a rug. Get a pig . Get a flag. Get a mug. Get a mouse. Get a hound. Get a hog. Get a house. Get a jug. Get a pug dog. Get a round log. CHAPTER IV "SPIN THE PLATTER" GAME Material: a pie tin. First Step, Directions and Explanation. Each child is given the name of one of the following animals : cat hen owl cow hog pig dog horse rabbit frog mouse rat The platter is spun by a child and the name of one of the animals is called by the teacher. The child bearing that name must jump out quickly and try to catch the platter before it falls. If he succeeds, he may spin the platter. If not, he takes his seat and the child who at first spun the platter spins it again. Second Step. When the pupils have learned to play the game readily the teacher writes the names of the animals upon the board instead of speaking them. The new words are cat, cow, rabbit, hen, and horse. The teacher will give to the pupils 14 SPIN THE PLATTER" GAME 15 the new sounds : c, b, e, and or as they need them to study out the new words. She also tells the pupils not to sound e (pointing to it, not call- ing it by name) when they find it at the end of a word. Third Step. Nouns : bag bat bed bell belt bill bonnet bottle bug cap cattle cob cot cub cup cord corn cloud clown crowd horn pet robin Adjectives: big best brown red ten wet Verbs : beg bend bent bow bit can clap cry cut fed get let lend met mend rest set send went Prepositions : for by Conjunctions : but or nor A RIDDLE TO GUESS Fourth Step. I can run. I can skip. I can jump i6 METHOD FOR TEACHING PRIMARY READING I can hop. I can stamp. I can bow. I can pat a cat. I can pound. I can fan. I can rap on my desk. I can tap on my desk. I can not fly. I can spin a top. I can dust. I can stand still. I can sit down. I can hum. I can puff. {A boy or girl.) The sentences are written upon the board, those which tell most plainly about the object being placed last. The pupils read the sentences and as they read try to guess the riddle. If they guess it before all the sentences are read, they read on to make sure. A RIDDLE It can not sit down. It can stand. It can not run. It can not skip. It can not hop. " SPIN THE PLATTER " GAME 17 \ It can not jump. It can not fly. It can not cry. It can not lap milk. It can not spin a top. ; I can lift it. I can dust it. | I can sit on it. ] I rest on it. , It is red. It is little. (A little red chair.) THINGS TO DO I The teacher must see that all the material nee- \ essary for the carrying out of the directions is at i hand. 1 Sit on a rug. i Stand on a mat. ■ Get the bell. ' Set it on the rug. Get a brown cap. \ Get a top. ] Spin the top. Tap on a bottle. Get a red hat. Try it on. Get a little red mitten. Try it on the doll. i8 METHOD FOR TEACHING PRIMARY READING PICTURE STORE Pupils get the pictures as called for and arrange attractively. Get a big man and a little dog. Get cattle. Get a cloud in the sky. Get a little cub. Get a big cup. Get a Uttle kitten. Get a little brown hen. Get a big horse. Get a robin. Get a cat. Get a Uttle bonnet. Get a Uttle red belt. Get a little bell. A GAME OF THE LION AND THE FARMER Explanation : One child is the farmer, another is the lion, and the other children bear the names of the following animals belonging to the farmer : cat hen hound pug dog cow hog kitten rabbit dog horse pig The three parties are arranged in the form of a triangle, the animals at one angle, the farmer at "SPIN THE PLATTER" GAME 19 another, and the Hon at the other. The teacher points to the name of an animal which the farmer wants (written upon the blackboard). This ani- mal tries to reach the farmer before the lion can catch him. See how many can play through the game without once being caught. CHAPTER V "MOVEMENTS OF ANIMALS" GAME First Step. Directions and Explanation. Each child is assigned the name of an animal or person whose movements he can imitate. The names given are : bird boy cat cow dog duck frog fish girl hog horse hen hound kitten mouse owl pig rabbit robin rat The following directions are given : Hop, boy or Skip, girl or "MOVEMENTS OF ANIMALS" GAME 21 Swim, horse or Run, kitten or Trot, dog or fish boy- girl duck frog dog girl boy- dog sheep hen hog cow pig cat rat mouse horse hound girl boy Second Step. Soon the directions are written upon the board, the teacher giving to the pupils the new combinations; ee, ir, oy, sh, ck. Third Step. The following words for pupils to study out — those that can be introduced as be- fore suggested. 22 METHOD FOR TEACHING PRIMARY READING Nouns :; back bee beet block brick brush clock creek deer dirt dish feet flock geese hack joy Jack locket neck pocket rack rock sack sheet shell ship shirt shop sleet socks skirt stack tack toy tree trick track week Adjectives: black deep first green sick sleek steep sweet wee Verbs: bend brush crack creep crush hush keep kick lick lock meet pack peck peep pick prick rock rush see seem shout stick stir sleep suck sweep tack tick tickle Fourth Step. WHAT THEY CAN DO A boy can shout. A girl can sweep. Jack can jump. A little green frog can hop. A shy rabbit can hop. A robin can fly, and hop, and run. A little bird can peep. A horse can kick. A duck can swim. A fish can swim. MOVEMENTS OF ANIMALS GAME 23 A clock can tick. A sheep can stamp its feet. A creek can run. A tree can bend. A block can stand. The pupils read these sentences from the board. FITTING UP A STORE Get a deep dish. Get a little clock. Get a toy. Get a brush. Get a shell. Get blocks. Get tacks. Get a toy ship. Get a flag. Get a toy sheep. Get a toy deer. Get a Httle tub. In review add to the directions in the "I Say' Game: I say, peep. I say, sleep. I say, sweep. I say, stir. CHAPTER VI "FLYING" GAME First Step. Directions. Make statements : Ducks fly. Birds fly. Bees fly. Sheep fly. Fish fly. Cats fly. Deer fly. Geese fly. Chickens fly. Dogs fly. Girls fly. Hens fly. Cows fly. Boys fly. Rabbits fly. Leaves fly. Robins fly. Frogs fly. Explanation: When the teacher says, "Ducks fly/' the pupils move their arms as in flying. 24 "FLYING" GAME 25 The same movement is made when the other ani- mals that fly are named. But when the teacher says, "Cows fly," the arms should not move, nor should the arms move for others which do not fly. See how many can play through the game with- out once being caught in a mistake. Second Step. The directions are later given from the board, the teacher helping with the new sounds of V and ea in leaves, of s in cows, and of ch in chickens. Third Step. Nouns : beads beans cheek cheese chest chick children chin chip cream dream ear hand pea peach meal meat sea seat steam stream tea team tear van vat velvet vest visit Pronoun: his Adjectives: cheap clean clear dear each lean mean neat 26 METHOD FOR TEACHING PRIMARY READING Verbs: beat bleat cheat cheer chirp chop dream eat fear has have hear heat is lead leap leave please preach reach read reap scream shear speak teach tease treat Adverb: near To this list may be added any noun forming its plural by adding s. In using the cards for phonic drills, from this time forward, the pupils give the two sounds of s when ^ is presented. When a new word con- taining s is given, the pupils try one sound, and if this does not give them the word they wish, they try the other sound. Fourth Step. A RIDDLE It is little. It has legs. It has feet. It can run. It can jump. It can not swim. It has a bill. It can eat corn meal. "FLYING" GAME 27 It can scratch in the dirt. It can peck at the sand. It can eat bugs. It can peep. (Chicken,) ACTION SENTENCES Beat a drum, boys. Clap hands, girls. Get the bean bags. : Toss the red bean bag. -i Toss the green bean bag. [ Lean on the desk. i Clean the little dish. : Stand near the seat. j Leave the seat. j Sit down in a seat. i Read. I Give a girl a velvet cap. j CHAPTER VII A BALL GAME Material : A hollow rubber ball. First Step. Directions : Get the ball. Catch the ball. Run for the ball. Bounce the ball. Throw the ball. Toss the ball. Bat the ball. Roll the ball. Explanation : The first direction is for getting the ball to play with. The pupils then form a ring, one child being in the center. At the com- mands, "Throw," "Bounce," or "Toss the ball," the child in the center throws, bounces, or tosses the ball to children in the circle, and they throw, bounce, or toss it back to // very rapidly. At the command, "Roll the ball," all sit upon the floor and roll the ball back to It as he rolls it to them. At the command, "Bat the ball," a pupil bounces the ball to the floor and bats 28 A BALL GAME 29 it back with the palm of his hand. At the com- mand, "Run for the ball," the ball is thrown out- side the ring and the one called upon runs for it. Seco7td Step. The game is now played from written directions, the teacher telling the new sounds, — in roll, g in bounce, th in throw, all in ball, ow in throw. After this, in the phonic drills the pupils give two sounds for o, c, and ow, and find out by trial which one to use when studying out a new word. The article the is told to the pupils. Third Step. Nouns : arrow bone bow cone core crow gold grove home hole hose hall harrow joke mole nose ounce pillow rose row shore smoke snow sparrow stall stone store teeth thimble thorn wall willow window Adjectives: low most small 1 tall thick thin third three Verbs : blow call choke close crow fall fold flow go grow hold mold mow open poke show sold sow spoke thank thaw think thresh threw throw told woke 30 METHOD FOR TEACHING PRIMARY READING Adverb: no Fourth Step. ACTION SENTENCES Open the window. Go to sleep. Fold hands. Mold a little ball. Hold the rose. Close the window. Throw a red (green, black, or brown) ball. Call the little chickens. Blow the seed. Crow as a cock crows. Show how the smoke rolls up. Give a little girl a thimble. Show a bow and arrow. Bend the willow. Go and get a cone from the window sill. Get a small pole. Show us a tall tree. CHAPTER VIII BEAN BAG AND CIRCLE GAME First Step. Directions: Toss a red bag. Toss a green bag. Toss a blue bag. Toss a yellow bag. Toss an orange bag. Toss a black bag. Toss a brown bag. Toss a white bag. Explanation : A circle about three feet in diam- eter is drawn upon the floor. Bean bags of the colors indicated above are provided. The pupils stand a certain distance from the circle. Each child may have one, two, or three throws, as the teacher decides best. See which child can toss the most bags wholly within the circle. Second Step. The directions are written upon the board, the teacher helping with the sounds of u in blue, y in yellow, g in orange, wh and I in white. 31 32 METHOD FOR TEACHING PRIMARY READING flute gems giant glue line mile pie pile plume smile thistle tie tune twine vine wheat whistle After this when the phonetic card of u is pre- sented, the pupils will say, '^u or u" ; when y is presented, he will give the long vowel sound and the consonant sound; when g and i are presented, he will give for each the two sounds that he knows. Third Step. Nouns : child dime June kite pine pipe time truth ■jvheel whip Adjectives: fine five true Pronouns : you (o not sounded) Adverbs: when while Verbs : bind bite find shine strike whine wind yell yelp By noticing carefully the words in which i occurs and those that end in e the pupils may see that while e is not sounded, it makes the i say i. Those words ending in e in which u occurs give the u the u sound. huge pure ripe nine kind your why yes mme yet grind whirl like whittle mind wipe BEAN BAG AND CIRCLE GAME 33 Fourth Step. ACTION SENTENCES Hold up a yellow rose. Find a red rose. Smell a pink rose. Find a white rose. Wipe the white dish. Give a girl a blue ball. Give a boy a white ball. Give me a yellow ball. Find the flute. Give us a tune. Hide the thimble. Find the thimble. Find a blue bird. Find a small kite. Show us the twine for the kite. Wind the twine on a ball. Find an orange stick. Hold up a blue stick. Pick out three yellow sticks. Show us five green sticks. Find the whistle. Whistle on it. Show us a black plume. Find the glue. Find the wheat. Sow the wheat. Reap the wheat. Thresh the wheat. 34 METHOD FOR TEACHING PRIMARY READING Much material, in the form of real objects or pictures, is needed for such a lesson, but it pays in the amount of studying the pupils do and in the interest they take in the doing. A RIDDLE I am not small. I am huge. I am round. I am not blue. I am red or yellow. I am in the sky. I am not a cloud. I melt the snow. I dry the streets. I shine on you. The birds like me. The trees like me. You like me. {The sun.) CHAPTER IX I i "TAKING THE FORT" GAME i Materials: Flags of the nine colors mentioned | below, also a long fort in the sand table or on the ; teacher's desk. j First Step. Directions. Part I. 1 Place the red flag. \ Place the yellow flag. ^ Place the green flag. ; Place the white flag. Place the black flag. ■ Place the purple flag. Place the orange flag. Place the blue flag. '•■ Place the brown flag. ! Directions. Part II. \ Take down the white flag. ' Take down the blue flag, etc. ] Explanation: The pupils are divided into two j equal groups. The first group places the flags, and the second group takes them down. If a child called upon cannot place the right flag, the 35 36 METHOD FOR TEACHING PRIMARY READING teacher places it for him. When all the flags have been placed, tell how many the teacher has placed. Then the second side plays. If a child can- not take down the flag as he is asked to do it, it is left standing. At the close of the exercise see how many flags are left standing. If, for example, three are left standing, and the teacher sets up five for the other side, the second side wins, by two flags; if the teacher sets up but one flag, the first side beats by two. Second Step. The game is played from written directions, the teacher helping to the sounds of a in place, and ur in purple. The pupils now give the letter a two sounds, in the phonetic drills. Third Step. Nouns : blade bur cage cake cane cape cave date face flake fur gate game Grace Jane Kate lace lake lane mane name nurse page pane paste plate potato purse race rake shade shape spade stake table tomato Adjectives: lame late pale same tame "TAKING THE FORT" GAME 37 Verbs : bake blame gave hate pur save wade wake burn hurt shake waste came made take wave chase make taste churn place trade Fourth Step. A RIDDLE I have two hands. I can not shake hands. I can strike. I will not strike you. I have a face. I can not see. I can not smile. I can not cry. I can not pout. I can not pur. I have no mouth. I can not smell. I have no nose. I can not hear. I have no ears. You hear me. I have no feet. Yet I run. (Clock.) Tell the pupils the word two. 38 METHOD FOR TEACHING PRIMARY READING A RIDDLE It is big. It has legs. It can run. It can not hop. It can wade. It has a face. It has a nose. It has a mouth. It has no mane. It has no fur. It eats corn. It has horns. It gives us milk. It gives us cream. We churn the cream. (Cow.) CHAPTER X '^HIDE THE RINGS" GAME Material : Celluloid or wooden rings of the nine colors mentioned below. First Step. Directions : Take a red ring. Take a blue ring. Take a purple ring. Take a yellow ring. Take an orange ring. Take a green ring. Take a brown ring. Take a white ring. Take a black ring. The pupils close their eyes and the ring holders hide the rings. Then these directions are given : Find the blue ring. Find the white ring. Give other sentences of this kind. At first only two or three rings are hidden at a 39 40 METHOD FOR TEACHING PRIMARY READING time. When the pupils are told to find a ring of a certain color no ring but the one of that color must be disturbed. The finder calls, ''I spy/' and holds up the ring. Then another ring is sought, and so on. Second Step. The pupils play the game from written directions, the teacher helping with ing in ring. Tests : As the teacher holds up, for example, a brown ring, a pupil erases the phrase that describes it. Sometimes, for example, write, ^'Find the green ring," before that ring has been hidden, or "Hide the red ring," when it has already been hidden. The pupils must feel the need of being alert constantly. Third Step, Nouns : king swing thing wing morning spring string Verbs : cling bring ding-dong ring sing sting the present participle of many verbs "HIDE THE RINGS" GAME 41 Fourth Step. A RIDDLE It has legs. It can not hop. It can not run. It has a foot. It can not see. It is white, or brown, or green, or blue. You sleep on it. You leave it in the morning. {Bed.) RIDDLE It is small. It can run. It can hop. It can jump. It has wings. It can fly. It has a yellow bill. It can sing. It has a brown breast. I call it a red breast. {Rohin.) RIDDLE It is round. It has a big mouth. It has big teeth. It can not eat. It has a big nose. 42 METHOD FOR TEACHING PRIMARY READING It can not smell. It has big eyes. It can not see. It can not run. It has no feet. It has no hands. It holds a candle. It visits you in the fall. Will you run from it ? {J ack-o^ -lantern.) Note. Tell the pupils the word eyes. RIDDLE I can not speak. I can not eat. I have no mouth. I can sing. I can whistle. I have no wings. I can fly. I have no hands. I toss the leaves. I ripple the creek. I make the windmill go. I dry the ground. I take your hat and toss it up. I may fan you. I may drive you. I bring the storms. {The Wind.) "HIDE THE RINGS" GAME 43 THE LITTLE RED HEN AND THE GEAIN OF WHEAT Once upon a time there was a little red hen. She lived in the farmyard with a cat, a rat , and a pig . One morning as she was scratching for her breakfast she saw a grain of wheat. So she said, " Who will plant this wheat ? " " Not I ," said the cat . " Not I ," said the pig. " Not I ," said the rat . " Then I will ," said the Uttle red hen, and she did. The wheat grew and grew. It was green at first, then it became yellow. It was ripe. Then the little red hen said, " Who will cut this wheat ? " " Not I ," said the rat. "Not I," said the pig . "Not I," said the cat . " Then I will," said the httle red hen, and she did. When the wheat was cut the little red hen said, "Now who will thresh the wheat ? " "Not I," said the cat . "Not I," said the pig . " Not I ," said the rat . "Then I will ," said the little red hen, and she did. When the wheat was threshed the Httle red hen said, " Now who will take the wheat to the mill? " "Not I," said the pig. " Not I ," said the rat . " Not I ," said the cat. "Then I will," said the Httle red hen, and she did. When the wheat was ground, the little red hen brought the flour home. Then she said, "Now who will do the baking?" "Not I," said the rat. "Not I," said the cat. 44 METHOD FOR TEACHING PRIMARY READING "Not I," said the pig . ''Then I will /' said the little red hen, and she did. And now all stand around the little red hen. The baking is out and the table is set. ''Who is going to eat this?" said the little red hen . ''I will," said the cat. "I will," said the pig. "I will," said the rat. "No you will not," said the little red hen, and she ate it all up . The presentation of the story is made as follows : As the first paragraph of this story is given to the children the underlined words are written upon the board. They are not to be told by the teacher. The pupils read them. The words who and do must be told to the pupils. When the next paragraph is given they will read more readily, and on account of frequent repetitions become famiHar with the new words. When the story is reviewed the teacher points to the words, phrases, and sentences, and the pupils read them. Or the pupils point to and give the words as the teacher does her part of the telling of the story. At last the pupils will be ready to tell the story, and point to the parts on the board as they tell it. At the close of the recitation the pupils may clear the board in this way : the teacher tells one { i i "HIDE THE RINGS" GAME 45 1 child to erase the name of one of the animals in ,; the farmyard, giving its name as he does so. I Another erases the name of another animal. One | is asked to erase the word that tells the color of : the hen, another to erase the word that tells ; about the size of the hen, another to erase the word that tells what the hen found, thus con- | necting word constantly with idea. I CHAPTER XI PLAY OF THE LEAVES GAME Material: Autumn leaves of various colors, one pinned upon each child except one. This one child is the wind. First and Second Steps. Directions : The teacher writes ''You may be a red leaf." The other leaves are assigned in a similar manner. The child who is the wind points to the directions upon the board. If any child fails to respond correctly, he is out of the game until he does so respond. The direc- tions are : Come, red leaf. Come, green leaf. Come, brown leaf. Come, yellow leaf. Come, red and yellow leaf. Come, red and green leaf. Fly with me. Fly over the ground. Whirl with me. Sail with me. Drop down under the trees. Sleep, all you leaves. 46 PLAY OF THE LEAVES GAME 47 The teacher helps with the new sounds om in come, th in with, e in me, er in over, ai in sail. The new combinations — om, ai, th, and er — are printed upon cards for drill, and when the letter e is presented the pupils say "e or e." Third Step. Nouns : bait blossom blotter brain butter chain cistern clover cracker dinner dipper fern flower grain hail hunter jail lantern letter lumber mail miller nail number pail pain paper pepper rain raisin rider river Rover shower silver sister slipper snail spider sprain stain supper tail tailor teacher term train waist winter summer something Pronouns : he her herself she them we Adject ives : better bitter kinder longer some handsome lonesome that this these those Verbs: bathe braid breathe be laid paid paint raise wait Prepositions : over under with 48 METHOD FOR TEACHING PRIMARY READING Fourth Step. ACTION SENTENCES Come here, girls. Come here, boys. Read from this paper. Tell me all that it tells you. Ring those little bells. Sing, girls. All sing. Place a silver cup on the table. Is that milk in the cup ? Place the clover in the small vase. Tap, tap, like the rain. Get a pail. Fill it with sand. Get a yellow blotter for me. Get a grain of wheat. Get a kernel of corn. Which is the larger ? Show how to scatter grain. Show how to reap grain. What grain is made into flour ? (Tell the word What), A RIDDLE I have no lips. I can sing. I have no legs. I have no feet. PLAY OF THE LEAVES GAME 49 I can not run. Sometimes I run over. I have no hands. You take me by the handle. I have a Hd. I have a spout. I am placed over the fire. Sometimes I am copper. Sometimes I am tin. I help to make tea. {Teakettle.) A RIDDLE It has legs. It can run. It can scratch. It has a tail. It has ears. It has a nose. It has eyes. It can sleep in the daytime. It can see in the daytime. It can see when you sleep. It has a mouth. It has whiskers. It likes milk. It catches mice. Sometimes it catches birds. It has a fur coat. It can pur. It can meow. (^^^ ) 50 METHOD FOR TEACHING PRIMARY READING A RIDDLE Sometimes it is round. Sometimes it is not round. It has a brown coat. It is white. It has no ears. It has no mouth. It has no face. But it has eyes. It can not see. It grows in the ground. You Hke it. You eat it. You peel it before you eat it. You may bake it. You may fry it. You may bake or fry it. (Potato.) A RIDDLE I come in the Spring. I can not swim. Sometimes I hop. I can not skip. I can fly. Sometimes you see me on the trees. Sometimes you see me on the ground. I make my house. I make it in the tree. PLAY OF THE LEAVES GAME 51 I make it with my bill. I peck, peck, peck. Sometimes I get on your house. I tap, tap, tap. I am a bird. I go up tree trunks. Which bird am I ? {Woodpecker.) ) A RIDDLE We are little. Sometimes we grow under trees. Sometimes we grow near the river. Sometimes we grow near a creek. You like us. We like the rain. We like the sun. The rain and sun make us grow. The wind bends us over. Some of us are purple. Some of us are blue. Some of us are yellow. Some of us are white. We come in the Spring. (Violets.) CHAPTER XII SOUNDS OF ANIMALS GAME First and Second Steps. Directions and Ex- planation : Each child is assigned from the board one of the following names of animals : cow duck hen chicken dog sheep • bee pig turkey kitty The teacher then points to one of these names and says, e.g., "Tell me what this animal says/' The child must respond with the appropriate sound. Later the words Meow, meow, Quack, quack, Moo, moo, Wee, wee, Peep, peep. Gobble, gobble, Cluck, cluck, Buzz, buzz. Bow wow, Baa, baa, 52 SOUNDS OF ANIMALS GAME 53 are scattered over the board. When the teacher says, e.g. '^ Tell me what this animal says " (pointing to its name), the child not only responds in sound, but as he does so points to the words he says. The teacher helps with the new sounds of y, qu, z, 00, and a, and henceforth when the y on the phonetic card is used the pupils give three sounds for it. Third Step, Nouns: baby berry boot bossy breeze bunny cherry city lady Mary moon muzzle noon puppy quail queen quill quilt room squirrel story tool zoo Adjectives: cool dirty dizzy easy every funny happy jolly lazy merry sleepy sorry queer quick quiet Verbs: carry freeze froze hoot hurry quit shoot sneeze squeal squeeze squirm squirt Adverbs: quickly quite quietly very soon too Fourth Step. PICTURE EXHIBIT The pictures mentioned below are upon the table and the pupils arrange them for an exhibit. 54 METHOD FOR TEACHING PRIMARY READING Get '' Cherry Ripe" and place it. Get the lady and the baby. Get the jolly squirrel sitting on a branch. Get the little bunny. Place the queen. Get the round moon in the blue sky. Get the bossy cow coming up the lane. Get the funny puppy dog. CHAPTER XIII THE PLAY OF TOUCH First and Second Steps. Directions and Ex- planation : THE PLAY OF TOUCH Touch your arm. Touch your foot. Touch your mouth. Touch your feet. Touch your ears. Touch your hand. Touch your chin. Touch your cheeks. Touch your neck. Touch your nose. Touch your eyes. Touch your Hps. The directions are written upon the board and the pupils are called upon to perform the actions. The teacher helps with the new sounds of ar in arm, oo in foot, and the pupils give two sounds for 00 and for s in the phonetic drills. Later, as a test, the teacher, or a pupil, e.g.^ points to her 55 56 METHOD FOR TEACHING PRIMARY READING eyes, and a pupil erases the word eyes, and so the other words are erased. Third step. Nouns : arm barn book car card carpet cart Charles crook farm garden harm hook jar Karl lard lark marble March Margaret Mark market park star starch tar tart Adjectives: good dark hard large sharp smart Verbs: are bark cook look starve start shook stood took Adverbs: far farther Interjections : hark good-by Fourth Step. A RIDDLE I am Uttle. I have black eyes. I have little ears. I have sharp teeth. I eat cake. I eat apples. THE PLAY OF TOUCH 57 I eat crackers. I eat flour and cornmeal. I like sweet things. I eat cheese. I run when kitty comes. I am gray. (Mouse.) A RIDDLE They are pretty. Some are white. Some are blue. Some are purple. They look like bells. They open in the morning. They close when the sun shines. They have green leaves. The leaves look like hearts. (Morning glories.) (Tell the pupils they and pretty.) RHYME Hark ! hark ! how the dogs bark, The beggars are coming to town, Some in rags, some in tags. And some in velvet gowns. (Tell the word to). 58 METHOD FOR TEACHING PRIMARY READING A RIDDLE It was small. Now it is tall. It was green. Now it is brown. It has ears. It can not hear. Sometimes its ears are red. Sometimes its ears are yellow and red. Sometimes its ears are white. Sometimes its ears are yellow. Sometimes its ears are black. Chickens peck at its ears. Its leaves do not fall. Cows like the leaves and the ears. Horses like them, too. {Corn plant.) (Tell the word was. This riddle is given after the pupils have noticed various kinds of corn. A RIDDLE It is pretty. It is small. It has two eyes. It has a large mouth. It has no legs. It has no wings. It has a tail. It has fins. It looks like gold. {Goldfish.) THE PLAY OF TOUCH 59 A STORY In a big woods stands a tall tree ; on the tall tree grows a large branch; on the large branch is a Httle nest; in the little nest is a blue egg ; in the blue egg is a httle bird. Soon it will sing, "Weet, weet, weet." Write the whole story on the board for the pupils to read. RHYME "I think when a little chicken drinks, He takes the water in his bill. And then he holds his head way up So the water can run down hill." — Neidlinger. (The pupils will need help with wa in water.) CHAPTER XIV THE SUMMARY Summary as to attainments of the pupils in Reading up to the present time. 1. The pupils recognize at a glance a great many words in script. 2. They know many of these words also, in print. 3. They read quite fluently. 4. They have formed the habit of looking to the word for the thought back of it. 5. They know the sounds of the following letters and combinations of letters (fifty-nine in all) : a. Vowels, a, e, i, o, u, y, a, e, ee, 1, o, u, y, 06, 00. b. Consonants, b,-e, g, d, f, g, g, h, j, k, 1, m, n, p, r, s, s, t, V, w, y, z. c. Combination of letters: ai (pail), ar (car), all (ball), ch (chicken), ck (pick), ea (eat), er (her), ing, ir (girl), om (some), ou (house), or (horse), ow (how), ow (grow), oy (boy), qu, sh (wish), th, thur (fur), wh, wa (water). 60 THE SUMMARY 6i 6. They are able to pick out for themselves any word in their spoken vocabulary, providing it be composed of the above sounds. 7. Reading is a pleasure because by it the pupils learn many things which they wish to know. FROM SCRIPT TO PRINT ON CHARTS The work from the board may occupy a term or more of time. It has the advantage of allowing the reading lessons to grow out of the interests of the children, of making the words large, of having the attention of every pupil directed to the same spot, and of having the words appear as wholes (not broken up into separated letters as in print). As the reading from a chart is to be a prepara- tion for reading from a book, the choice of the book comes first. The teacher chooses a reader which contains the most interesting material (other necessary re- quirements being observed in it). The reader should have large clear type and good pictures. It should contain many words with which the pupils are acquainted, or, at least, such as they can study out with their present knowledge of sounds of letters. There should also be much interesting repetition. 62 METHOD FOR TEACHING PRIMARY READING Before the pupils take up reading from a chart they should know in script all the words which will be used on the chart, and should know the letters and combinations of letters (found in the words) in print. For this purpose as soon as a book is decided upon the teacher makes lists of all the words found on the first twelve or more pages. Those with which the pupils are not familiar she presents (in script) on the board in the form of games or in other interesting ways. When these words are all familiar to the pupils in script, she makes charts of manila cardboard 36 inches X 24 inches. She uses attractive illustrative pictures on these charts, and prints with rubber type (not crowded at all) directions for games, or other in- teresting directions or stories, using no words with which the pupils are not familiar in script. She presents in this way, in print, all the words on the first few pages in the book. The only new thing on the charts is print instead of script. FROM CHART TO BOOKS Now that the pupils know in large print all the words on the first twelve or more pages of their Readers, they have only to learn to manage a book for themselves, and to keep the place, which THE SUMMARY 63 is quite enough. The reading is easy for them, as they know all the words in print and this gives them confidence in themselves. They read rapidly and take pride in it. After the pupils begin to read from books one period should be given to phonetics. In this class the pupils learn new sounds of letters and com- binations of letters. They also gain skill in the use of these sounds. Whenever a new word comes up in Reading the pupils ''sound it out" if they can. A few words such as who, one, says, eyes, etc., must be told to the pupils. PART TWO HOW TO USE A READER IN PRIMARY GRADES 65 HOW TO USE A READER IN PRIMARY GRADES There are habits of reading which pupils should begin to form as soon as they begin to use a book. A few suggestions of help in forming these habits are given here. HABIT I The habit of comprehending the meaning of the author and of entering into the feeling in what he says. Pictures accompany most of the lessons in the Primers and First and Second Readers. They are usually placed at the heads of the lessons. The pupils study a picture and tell as much of the story as the picture tells them, but as the picture does not tell all they wish to know, they study the lesson to find out more about it. For example, a little girl in the story is crying. The children read to find out why she is crying. If the book tells the pupils to perform some action, they perform it or call upon another child 67 68 METHOD FOR TEACHING PRIMARY READING to do SO. If the book says, " Run to the table," all read silently until one is called upon to do as directed. Then, again, this pupil may say to another pupil, '^Run to the table," and the latter pupil then runs to the table as the book says. Pupils should play a game as preparation for reading about how a game is played, so that they may read it understandingly, and with added in- terest. Thus, if pupils are to read about how "Charley Over the Water" is played, they may first play it according to the teacher's directions, not knowing that soon they are to read about it. If a conversation is carried on in the lesson, the pupils take the parts of the different characters, each reading the part of the conversation that belongs to him. Much discrimination is needed to pick out the conversation only. If the lesson is at all difficult, have the pupils read it through once before they dramatize it, that the attention may not be divided between studying out the passages and giving them with feeling. Questions asked in the book are to be answered by the pupil reading. He, however, may address the question to some other child in the class. The one addressed reads the answer from the book if HOW TO USE A READER 69 the answer is given. If the answer is not in the book, he gives his own answer to the question. Often the teacher asks a question and the pupils find the answer in their books. One is then called upon to read it. Under other conditions the teacher gives out a topic and asks the pupils to read all they can find about it. That is, ''Read how the Chinese girl is dressed.'' Sometimes the pupils are asked to look through a paragraph and tell what the paragraph is about. Very often it is well to give a comprehensive topic at the beginning of the Reading recitation — one that shall arouse a lively interest and cover the whole lesson. The teacher may say, "We are to read about a contest between the Ice and an Indian and see which came out ahead." The teacher must keep the topic before the pupils as they proceed with their reading. Ask "Which is ahead now ?" At the close of the lesson the pupils should realize that they have found out what they set out to find. To lose sight of the purpose after completing the labor robs the lesson of its greatest efficiency. Unfamiliar objects and scenes which the pupils read about should, as far as possible, be made 70 METHOD FOR TEACfflNG PRIMARY RE.ADING familiar to the pupils. For this purpose the teacher will often need to arrange for material and information. It will be found necessary some- times to make an excursion many days before the lesson is to be read. She will need to bring into the class objects and pictures — the very best that can be obtained for the purpose of making the text clear. Many times she will need to sketch rapidly at the board the scenes that will make the description clear. The teacher should always bear in mind that the child is now getting ideas with which he will all his life interpret what he hears and reads. There- fore she should take an infinite amount of trouble to make sure that these ideas are vi\dd, accurate, and clear. The pupil cannot intelligently enter into the spirit of what he reads otherwise or make full use of the ideas afterwards. The pupils are encouraged to make rapid, rough sketches at the board to illustrate points in their reading lessons. The teacher does not stop a pupil while reading to make a correction, nor do the pupils raise hands to show that a mistake has been made ; either would make a break in the child's thought, and be impoHte to him. If what he is reading does HOW TO USE A READER 71 not make sense, he should discover it for himself. If he cannot help himself, let him ask help of the teacher or a classmate. If what he reads does convey the meaning of the author, the pupil having substituted for a word another meaning the same, the mistake may sometimes be passed by without comment, or it may be corrected when the pupil is through reading. That the pupils may understand the meaning and enter into the f eeKng of a poem, some prepara- tion for its reading is usually necessary. After the teacher has given the setting of the poem, or has connected it interestingly with the lives of the children, the teacher may read the poem to the class. By proper reading appreciation of the poem may be shown, and an interest in poetry may be established. Then, taking it up stanza by stanza (if difficult at all), she gives the pupils the help they need to make the meaning clear. The pupils ask questions about anything that they do not understand in the poem. After these explanations the teacher may read it again; this time the pupils should get a much better idea of the meaning. In this way a keener appreciation of the feeling may be aroused. Now, if the pupils can read it weU, they may do 72 METHOD FOR TEACHING PRIMARY READING so; if not, the poem is passed by for the present, returning to it when the pupils are better able to read. Pupils should never be allowed to blunder through poetry; otherwise, they will not enjoy it. The teacher can often lead the pupils into the feeling of a reading lesson by taking her turn at reading, or by impersonating one of the charac- ters in a story which they are reading. There is danger of doing too much of this, but there is a greater danger of doing too little. The enthu- siasm and sympathy with which the teacher reads will be very contagious. HABIT II The habit of inquiring about anything which the pupil does not understand in his reading lesson. If the pupil comes across an unfamiliar word, statement, or reference, he should inquire what it is or what it means. He should never wait for his teacher or classmates to ask him. If he reads without making such inquiry, it is fair to suppose that he understands what he has read and any member of the class may ask for an explanation. If he cannot explain, he is made to feel that he has not been quite honest, acting as if he knew, when he did not know. HOW TO USE A READER 73 HABIT in The habit of expressing, without solicita- tion, the child's candid opinion about what he reads. This habit springs up and grows in an atmos- phere of good fellowship. It is encouraged by the teacher giving occasion- ally, quietly, and naturally her own opinion. " What do you think of that ? '' may occasionally be asked at first. Later it will not be necessary to prompt the child to express an opinion. New and interesting material calls forth the child's free expression. HABIT IV The habit of connecting what the child reads with his experiences or with anything similar which he has heard or read. This habit may be encouraged by asking occa- sionally, "Of what does that remind you?" After reading Stevenson's poem, ''Where Go the Boats," and after having made little boats and sailed them, the pupils should call up their ex- perience similar to that in the poem. 74 METHOD FOR TEACHING PRIMARY READING HABIT V The child's habit of studying out unfamiliar words for himself. The children should be taught to recognize and give promptly the sounds of letters and com- binations of letters. They should be taught to notice the setting in a sentence of an unfamiliar word — not only the words which go before, but those which come after, and note their meaning. With the meaning in mind they will often need to give but a sound or two of the new word (providing it is in their speaking vocabulary) to surmise quite accurately what the word is in the sentence. In ''Here are some grains of wheat," the word grains comes into the reading for the first time, but the child having looked ahead and taken in the phrase of wheat, easily gets the word grains by sounding the gr. HABIT VI The habit of reading fluently. (The prepara- tion made before reading a lesson makes a diffi- cult lesson much easier.) Through the study of the picture many of the new words may be introduced. As the pupils HOW TO USE A READER 75 use these new words in describing the picture the teacher writes them upon the board, and they are reviewed in such a way as to be connected with the idea they express. Sentences of this kind may be used: "Find the name of the pony." "Find the words that tell where the pony was" (in the field). "Find the words that tell what the pony eats." Rapid word drills are given. Words which commonly give trouble, such as, was, been, should, who, etc., are printed upon slips of manila card- board, 9 inches X4J inches. On the opposite side of the card the word is written, so the teacher knows what word she is presenting. The pupils may all stand. When one misses a word he sits down. He may stand again, if the next time about he gives correctly the word he missed before. Phrase drills help the pupils to take in a group of words at a glance. For this purpose the teacher writes upon the blackboard, in a column, phrases which have occurred in a previous lesson so that they shall have meaning for the pupils. Usually these phrases should contain but three or four words, and never more than five short words. A window shade is fastened at the top of the black- board and is let down over the phrases. For the 76 METHOD FOR TEACHING PRIMARY READING drill the shade is rolled up so as to expose one phrase only; this is quickly erased and a child is called upon to give it. The other phrases are dealt with in the same way. The pupils are asked to open their books to a certain page, find the title of the lesson, and close the books quickly. Then one pupil is called upon to give the title. The teacher asks a question, the answer to which the pupils must find in their books and give as soon as possible. Pupils glance through a paragraph quickly, then all close their books at the same time. One is called upon to give the substance of the paragraph, others helping if necessary. The articles the and a are never separated from the nouns to which they belong, but the article and its noun are treated as one word. HABIT VII The habit of giving natural appreciative expres- sion to the child's oral reading. This habit is induced by giving the child inter- esting reading books in which the text is not over difficult — so difficult that the child loses the thought in studying out the words. HOW TO USE A READER 77 It is encouraged by giving the child an appre- ciative audience. So it is often well for a class to present a story to another class or to another school. If a pupil is to do his best, he must feel that what he is giving is worth giving and worth listening to. Live remarks made by the teacher often arouse the child and lead him to express himself well ; say, ^' Quick, see if the boy escaped from the Indian," or inquiries that spur on the thought in the lesson may be made. If the pupils cannot read a passage well, the teacher may read it, showing them how to con- vey the meaning or feeling, but ordinarily the child should not read the passage immediately after the teacher reads it, lest his reading be mere imitation and not the expression of his own feeling. The dramatization of an interesting conversa- tion for the purpose of presenting the little drama before parents or friends puts spirit into the oral reading. The pupils know that they must read their parts well if they are to entertain, and with this motive in view they study with zeal and practice with pleasure, and as a by-product gain much power to recognize words and interpret their meaning. 78 METHOD FOR TEACHING PRIMARY READING The pupils may sometimes be asked to look through a short description and read aloud any- thing that is new and especially interesting. Short simple stories, all different, may be given, one each, to the members of the class. Each child looks silently through his story and then the papers are laid aside by all but one, who reads to entertain the class. If he reads poorly, he usually realizes it and asks more time for study. One child after another reads, each well-read story giving to the members of the class an ambition to read well. If the reading lesson is at all difficult, the pupils should be allowed time to study silently a sen- tence or a paragraph before reading aloud. The pupils get help from the teacher in pronouncing words, if they cannot help themselves. They ask about anything that they do not understand. This saves the pupil the mortification of reading blunderingly. HABIT VIII The habit of enunciating distinctly. This habit is best cultivated by the use of a good pattern. The teacher should enunciate clearly and distinctly. HOW TO USE A READER 79 Short sharp drills in clear enunciation should often be given. The teacher should insist in all of her recita- tions that the whole words be pronounced. HABIT IX The habit of standing squarely and of holding the book well must be insisted upon constantly. HABIT X The habit of reading outside of school. The pupils may be given stories to read at home and report upon at general exercises. The child must read the story for himself. His parents are requested not to read it for him. Each pupil chooses some short story in a book or paper at home or in the school library. After the teacher has approved his story, he takes it home and studies it so that he may read it to his class or to the whole school. The whole class take books home and study a selection so that they may present it before the school as a class. Through cooperation of teacher and parents the pupils often read their favorite stories at home to the family circle. 8o METHOD FOR TEACHING PRIMARY READING The teacher begins an interesting story at school, and at a very interesting point stops, and gives the pupils the story to finish at home. Allow the pupils to read books at school when they have finished well an assigned piece of work, and when time remains before new tasks must be begun. These habits being well formed, the pupils should live in their reading, and by their reading make their auditors live. T HE following pages contain advertisements of books by the same author or on kindred subjects. Methods in Elementary Education COVERING ALL GRADES OF THE COMMON SCHOOL By dr. CHARLES A. McMURRY In these General and these Special Method books the teacher will find a thoughtful discussion of the theories that underlie the teaching of elementary school subjects. Here also is fully out- lined the best practice in the teaching of each subject and each topic. Course of Study (Special Method) in the Eighth Grades Volume I, Grades 1-4 $.75 Volume II, Grades 5-8 75 Elements of General Method 90 Special Method in Arithmetic 70 Special Method in Elementary Science for the Com- mon Schools 75 Special Method in Geography 70 Special Method in History 75 Special Method in Language in the Eighth Grades . .70 Special Method in Reading in the Grades . . .1.25 By C. A. and F. M. McMurry Method of the Recitation 90 THE MACMILLAN COMPANY Publishers 64-66 Fifth Avenue New York CHICAGO BOSTON SAN FRANCISCO DALLAS ATLANTA PIONEER HISTORY SERIES By CHARLES A. McMURRY Designed as a complete series of early history stories of the Eastern, Middle, and Western States, suitable as an introduction for children to American History. Illustrated and equipped with maps. Cloth i2mo 40 cents each Pioneers on Land and Sea The first of the three volumes deals with the chief ocean explorers, Columbus and Magellan, and with the pioneers of the Eastern States, Canada, and Mex- ico, such as Charnplain, Smith, Hudson, De Leon, Cortes. These stories fur- nish the gateway through which the children of our Atlantic States should enter the fields of History. The attempt is to render these complete and interesting stories, making the experiences of pioneer life as graphic and real as possible. Pioneers of the Mississippi Valley Such men as La Salle, Boone, Robertson, George Rogers Clark, Lincoln, and Sevier supply a group of simple biographical stories which give the children a remarkably good introduction to History. Teachers are beginning to believe that children should begin with tales of their own home and of neighboring states, and then move outward from this center. For eastern children these stories form a very suitable continuation to " Pioneers on Land and Sea," and vice versa. Pioneers of the Rocky Mountains and the West In some respects these western stories are more interesting and striking than those of the States farther east, because of their physical surroundings. Chil- dren of the Western or Mountain States should enjoy these stories first. The various exploring expeditions which opened up the routes across the plains and mountains are full of interesting and instructive incidents and of heroic enterprise. The chief figures in these stories are men of the most striking and admirable qualities, and the difficulties and dangers which they overcame place them among the heroes who will always attract and instruct American children. Incidentally, these narratives give the best of all introductions to western geography. They are largely made up from source materials fur nished by the explorers themselves. THE MACMILLAN COMPANY 64-66 FIFTH AVENUE, NEW YOKE CHICAGO BOSTON SAN FRANCISCO DALLAS ATLANTA THE TARR AND McMURRY NEW GEOGRAPHIES First Book (complete) $0.65 Second Book (complete) $1.10 First Book, Part One .40 Second Book, Part One .65 First Book, Part Two .50 Second Book, Part Two .65 They make Home Geography the basis of study for World Geography. They use type-forms developed from Home Geography as a basis for interpretation, appreciation, understanding, and definition. They make descriptive matter vivid by appropriate illustration; the facts plain by diagram, graph, or product-map ; the visualization complete by appropriate physical or colored map, studied in connec- tion with the text. They emphasize the essentials by synoptical outline. The leading facts stand out. They retain interest and make sure the application by timely suggestions, reviews, and comparisons. They treat each topic in its relation to man, introduce the problem question, and bring out cause and effect relation. They appeal to the child's interest in human life and activity, his wonder and curiosity, his sympathy and self-activity. They are adapted to the best methods of teaching and they suggest methods of study. The books are mechanically perfect. The maps are bound in. THE MACMILLAN COMPANY 64-66 Fifth Avenue, New York CHICAGO BOSTON SAN. FRANCISCO DALLAS ATLANTA A Handbook of Practice for Teachers By Dr. CHARLES A. McMURRY This Handbook has a definite practical purpose, as follows : 1. On the basis of experience in training and super- vising teachers to point out a few of the positive require- ments and limitations of schoolroom work. 2. In order to get economy of time and effort, to state plainly the chief principles and conditions for securing efficiency. 3. To set up concisely the standards and essentials of schoolroom practice. 4. To point out common faults and bad habits. 5. To show briefly the peculiar requirements of each common school study. 6. To give help and guidance to young teachers and to remind older teachers of wrong tendencies. 7. To suggest points of value to superintendents and supervisors. American teachers as a body are progressive and are in a developing process. They must grow while they teach. This book is particularly designed for use in Normal and Training schools. THE MACMILLAN COMPANY Publishers 64-66 Fifth Avenue New Tork LIBRARY OF CONGRESS liiil ,\;(!:';:Mi;;';Ui;i|l( ililiiilllliii;! II iiilii lii :lii! lii;!!! ,! ■m illli •lill yiii I