Various - Graded Literature Readers - Fourth Book

It is believed that the Graded Literature Readers will commend themselves to thoughtful teachers by their careful grading, their sound methods, and the variety and literary character of their subject-matter.

They have been made not only in recognition of the growing discontent with the selections in the older readers, but also with an appreciation of the value of the educational features which many of those readers contained. Their chief points of divergence from other new books, therefore, are their choice of subject-matter and their conservatism in method.

A great consideration governing the choice of all the selections has been that they shall interest children. The difficulty of learning to read is minimized when the interest is aroused.

School readers, which supply almost the only reading of many children, should stimulate a taste for good literature and awaken interest in a wide range of subjects.

In the Graded Literature Readers good literature has been presented as early as possible, and the classic tales and fables, to which constant allusion is made in literature and daily life, are largely used.

Nature study has received due attention. The lessons on scientific subjects, though necessarily simple at first, preserve always a strict accuracy.

The careful drawings of plants and animals, and the illustrations in color – many of them photographs from nature – will be attractive to the pupil and helpful in connection with nature study.

No expense has been spared to maintain a high standard in the illustrations, and excellent engravings of masterpieces are given throughout the series with a view to quickening appreciation of the best in art.

These books have been prepared with the hearty sympathy and very practical assistance of many distinguished educators in different parts of the country, including some of the most successful teachers of reading in primary, intermediate, and advanced grades.

Thanks are due to Messrs. G. P. Putnam's Sons and to President Roosevelt for their courtesy in permitting the use of the selection from "Hunting Trips of a Ranchman."

In the Fourth and Fifth Readers the selections are longer, the language more advanced, and the literature of a more mature and less imaginative character than in the earlier books.

The teacher should now place increased emphasis on the literary side of the reading, pointing out beauties of language and thought, and endeavoring to create an interest in the books from which the selections are taken. Pupils will be glad to know something about the lives of the authors whose works they are reading, and will welcome the biographical notes given at the head of the selections, and the longer biographical sketches throughout the book. These can be made the basis of further biographical study at the discretion of the teacher.

Exercises and word lists at the end of the selections contain all necessary explanations of the text, and also furnish suggestive material for language work. For convenience, the more difficult words, with definitions and complete diacritical markings, are grouped together in the vocabulary at the end of the book.

A basal series of readers can do little more than broadly outline a course in reading, relying on the teacher to carry it forward. If a public library is within reach, the children should be encouraged to use it; if not, the school should exert every effort to accumulate a library of standard works to which the pupils may have ready access.

The primary purpose of a reading book is to give pupils the mastery of the printed page, but through oral reading it also becomes a source of valuable training of the vocal organs. Almost every one finds pleasure in listening to good reading. Many feel that the power to give this pleasure comes only as a natural gift, but an analysis of the art shows that with practice any normal child may acquire it. The qualities which are essential to good oral reading may be considered in three groups:

First – An agreeable voice and clear articulation, which, although possessed by many children naturally, may also be cultivated.

Second – Correct inflection and emphasis, with that due regard for rhetorical pauses which will appear whenever a child fully understands what he is reading and is sufficiently interested in it to lose his self-consciousness.

Third – Proper pronunciation, which can be acquired only by association or by direct teaching.

Clear articulation implies accurate utterance of each syllable and a distinct termination of one syllable before another is begun.

Frequent drill on pronunciation and articulation before or after the reading lesson will be found profitable in teaching the proper pronunciation of new words and in overcoming faulty habits of speech.

Attention should be called to the omission of unaccented syllables in such words as history (not histry ), valuable (not valuble ), and to the substitution of unt for ent , id for ed , iss for ess , unce for ence , in for ing , in such words as moment , delighted , goodness , sentence , walking . Pupils should also learn to make such distinctions as appear between u long, as in duty , and u after r , as in rude ; between a as in hat , a as in far , and a as in ask .

The above hints are suggestive only. The experienced teacher will devise for herself exercises fitting special cases which arise in her own work. It will be found that the best results are secured when the interest of the class is sustained and when the pupil who is reading aloud is made to feel that it is his personal duty and privilege to arouse and hold this interest by conveying to his fellow pupils, in an acceptable manner, the thought presented on the printed page.

Jakob Grimm (1785-1863) and Wilhelm Grimm (1786-1859): German authors. The Brothers Grimm, as they are familiarly called, wrote many learned scientific books, but they are best known to children by their collection of German fairy and folk stories.

1. In a village lived a poor old woman, who had gathered some beans and wanted to cook them. So she made a fire on her hearth, and that it might burn more quickly, she lighted it with a handful of straw.

2. When she was emptying the beans into the pan, one dropped without her observing it and lay on the ground beside a straw. Soon afterwards a burning coal from the fire leaped down to the two.

3. Then the straw said: "Dear friends, whence do you come here?"

The coal replied: "I fortunately sprang out of the fire. If I had not escaped by main force my death would have been certain. I should have been burned to ashes."

4. The bean said: "I, too, have escaped with a whole skin. But if the old woman had got me into the pan, I, like my comrades, should have been made into broth without any mercy."

"And would a better fate have fallen to my lot?" said the straw. "The old woman has destroyed all my brethren in fire and smoke; she seized sixty of them at once and took their lives. I luckily slipped through her fingers."

5. "But what are we to do now?" asked the coal.

"I think," answered the bean, "that as we have so fortunately escaped death, we should keep together like good companions. Lest a new mischance should overtake us here, let us go away to a foreign country."

6. This plan pleased the two others, and they set out on their way together. Soon, however, they came to a little brook, and, as there was no bridge, they did not know how they were to get over.