New National Fourth Reader Part 1

New National Fourth Reader.

by Charles J. Barnes and J. Marshall Hawkes.

PREFACE

It is thought that the following special features of this book will commend themselves to Teachers and School Officers.

_The reading matter of the book is more of a descriptive than conversational style_, as it is presumed that the pupil, after having finished the previous books of the series, will have formed the habit of easy intonation and distinct articulation.

_The interesting character of the selections_, so unlike the reading books of former times.

_The large amount of information_ which has been combined with incidents of an interesting nature, to insure the pupil's earnest and thoughtful attention.

_The length of the selections for reading_,--the attention of pupils being held more readily by long selections than by short ones, though of equal interest.

_The gradation of the lessons_, which has been systematically maintained by keeping a careful record of all new words as fast as they appeared, and using only such pieces as contained a limited number.

_The simplicity of the lessons_, which becomes absolutely necessary in the schools of to-day, owing to the short school life of the pupil, his immature age, and inability to comprehend pieces of a metaphysical or highly poetical nature.

_The ease with which pupils may pa.s.s from the Third Reader of this series to this book_, thereby avoiding the necessity of supplementary reading before commencing the Fourth Reader, or of using a book of another series much lower in grade.

_Language Lessons_, of a nature to secure intelligent observation, and lead the pupil to habits of thought and reflection. Nothing being done for the learner that he could do for himself.

_Directions for Reading_, which accompany the lessons--specific in their treatment and not of that general character which young teachers and pupils are unable to apply.

_All new words of special difficulty, at the heads of the lessons_, having their syllabication, accent, and p.r.o.nunciation indicated according to Webster. Other new words are placed in a vocabulary at the close of the book.

_The type of this book, like that of the previous books of the series, is much larger than that generally used_, for a single reason. Parents, every-where, are complaining that the eye-sight of their children is being ruined by reading from small, condensed type. It is confidently expected that this large, clear style will obviate such unfortunate results.

_The ill.u.s.trations have been prepared regardless of expense_, and will commend themselves to every person of taste and refinement.

SUGGESTIONS

To Teachers

The following suggestions are submitted for the benefit of young teachers.

In order that pupils may learn how to define words at the heads of the lessons, let the teacher read the sentences containing such words and have pupils copy them upon slate or paper.

Then indicate what words are to be defined, and insist upon the proper syllabication, accent, marking of letters, etc.

In this way the pupil learns the meaning of the word as it is used, and not an abstract definition that may be meaningless.

Have pupils study their reading lessons carefully before coming to recitation.

The position of pupils while reading should be erect, easy, and graceful.

Give special attention to the subject of articulation, and insist upon a clear and distinct enunciation.

In order to develop a clear tone of voice, let pupils practice, in concert, upon some of the open vowel sounds, using such words as _arm, all, old_.

In this exercise, the force of utterance should be gentle at first, and the words repeated a number of times; then the force should be increased by degrees, until "calling tones" are used.

Encourage a natural use of the voice, with such modulations as may be proper for a correct rendering of the thoughts which are read.

It should, be remembered that the development of a good tone of voice is the result of careful and constant practice.

Concert reading is recommended as a useful exercise, inasmuch as any feeling of restraint or timidity disappears while reading with others.

Question individual pupils upon the manner in which lessons should be read. In this way they will learn to think for themselves.

Do not interrupt a pupil while reading until a thought or sentence is completed, since such a course tends to make reading mechanical and deprive it of expression.

Errors in time, force of utterance, emphasis, and inflection should be carefully corrected, and then the pa.s.sage read over again.

The "Directions for Reading" throughout the book are intended to be suggestive rather than exhaustive, and can be added to as occasion requires.

The "Language Lessons" in this book, should not be neglected. They contain only such matter as is necessary to meet the requirements of pupils.

Words and expressions not readily understood, must be made intelligible to pupils. This has been done in part by definitions, and in part by interpreting some of the difficult phrases.

After the habit of acquiring the usual meaning has been formed, the original meaning of those words which are made up of stems modified by prefixes or affixes should be shown.

The real meaning of such words can be understood far better by a study of their formation, than by abstract definitions. It will be found, also, that pupils readily become interested in this kind of work.

As the capabilities of cla.s.ses of the same grade will differ, it may sometimes occur that a greater amount of language work can be done effectively than is laid down in this book. When this happens, more time can be devoted to such special kinds of work as the needs of the cla.s.ses suggest.

Constant drill upon the a.n.a.lysis of lessons, varied at times by the a.n.a.lysis of short stories taken from other sources and read to the cla.s.s, will develop the reasoning faculties of pupils and render the writing of original compositions a comparatively easy exercise.

Encourage the habit of self-reliance on the part of pupils. Original investigation, even if followed at first by somewhat crude results, is in the end more satisfactory than any other course.

The Definitions (pages 373-382) and the List of Proper Names (pages 383 and 384) may be used in the preparation of the lessons.[01]

When exercises are written, particular care should be required in regard to penmanship, correct spelling, punctuation, and neatness.

[01] "The Definitions" are found at the end of the text, however "the List of Proper Names" has not been included in this production.

FOURTH READER