SUMMARY

(a) A strip of cardboard, on which is a clause or sentence, is held before the class, for a moment only, and then removed. The length of the task is increased as the eye becomes trained to this kind of work.(b) The children open their books at a signal from the teacher, glance through a line, or part of one, indicated by the teacher, close book at once and give the line.(c) The teacher places on the board clauses or sentences bearing on the lesson, and covers with a map. The map is rolled up to show one of these, which is almost immediately erased. The children are then asked to give it. The map is then rolled up higher, exposing another, which also is speedily erased—and so on until all have been given to the children and erased.

(b) The children open their books at a signal from the teacher, glance through a line, or part of one, indicated by the teacher, close book at once and give the line.

(c) The teacher places on the board clauses or sentences bearing on the lesson, and covers with a map. The map is rolled up to show one of these, which is almost immediately erased. The children are then asked to give it. The map is then rolled up higher, exposing another, which also is speedily erased—and so on until all have been given to the children and erased.

2. The child needs not only to be able to recognize groups of words, but he must be able to get thought from them. The following are some devices to that end:—

(a) Suggestive pictures can be made use of to advantage all through the primary grades. If the child reads part of the story in the picture, and finds it interesting, he will want to read from the printed page the part not given in the picture.(b) Where there is no picture—or even where there is one—an aim may be useful to arouse interest in the thought,i.e.a thoughtful question may be putby the teacher, which the children can answer only by reading the story;e.g.in the supplementary reader, "Easy Steps for Little Feet," is found the story of "The Pin and Needle." There is no picture. The teacher says, as the class are seated: "Now we have a story about a big quarrel between a pin and a needle over the question, 'Which one is the better fellow?' Of what could the needle boast? Of what the pin? Let us see which won."(c) Let all the pupils look through one or more paragraphs, reading silently, to get the thought, before any one is called upon to read aloud. If a child comes to a word that he does not know, during the silent reading, the teacher helps him to get it—from the context if possible—if not, by the sounds of the letters which compose it.

(b) Where there is no picture—or even where there is one—an aim may be useful to arouse interest in the thought,i.e.a thoughtful question may be putby the teacher, which the children can answer only by reading the story;e.g.in the supplementary reader, "Easy Steps for Little Feet," is found the story of "The Pin and Needle." There is no picture. The teacher says, as the class are seated: "Now we have a story about a big quarrel between a pin and a needle over the question, 'Which one is the better fellow?' Of what could the needle boast? Of what the pin? Let us see which won."

(c) Let all the pupils look through one or more paragraphs, reading silently, to get the thought, before any one is called upon to read aloud. If a child comes to a word that he does not know, during the silent reading, the teacher helps him to get it—from the context if possible—if not, by the sounds of the letters which compose it.

As each child finishes the task assigned, he raises his eyes from the book, showing by this act that he is ready to tell what he has just read. The thought may be given by the child in his own language to assure the teacher that he has it. Usually, however, in the lower grades, this is unnecessary, the language of the book being nearly as simple as his own.

The advantage of having all the pupils kept busy, instead of one alone who might be called upon to read the paragraph, is evident. Every child reads silently all of the lesson. Time would not permit that this be done orally, were it advisable to do so. When the child gets up to read, he is not likely tostumble, for he has both the thought and the expression for it, at the start.

While aiming to have the children comprehend the thought, the teacher should not forget, on the other hand, that this is the reading hour, and not the time for much oral instruction and reproduction. There are other recitations in which the child is trained to free oral expression of thought, as in science and literature. Such offhand oral expression of his own ideas is not the primary aim of the reading lesson. Its purpose is to lend life to the recitation.

3. Steps 1 and 2 deal with preparation for the reading. Up to this time, no oral reading has been done. Now we are ready to begin.

Children will generally express the thought with the proper emphasis if they not only see its meaning but also feel it. Suppose the children are interested in the thought of the piece, they still fail, sometimes, to give the proper emphasis. How can the teacher, by questioning, get them to realize the more important part of the thought?

(a) The teacher has gone deeper into the meaning than have the children. Her questions should be such as to make real to the children the more emphatic part of the thought;e.g.in the Riverside Primer we have, "Poor Bun, good dog, did you think I meant to hit you?" John reads, "Do you think I meant tohityou?" The teacher says, "I will be Bun, John. What is it that you do not want Bun tothink?" ("That Imeantto hit him.") "But you did mean to hit something. What was it you did not mean to hit? Tell Bun." ("I did notmeanto hityou.") Now ask him if he thought that you did. ("Did you think Imeantto hityou?")(b) When the story is in the form of a dialogue, the children may personate the characters in the story. Thus, getting into the real spirit of the piece, their emphasis will naturally fall where it properly belongs.(c) Sometimes the teacher will find it necessary to show the child how to read a passage properly, by reading it himself. It is seldom best to do this—certainly not if the correct expression can be reached through questioning.

(b) When the story is in the form of a dialogue, the children may personate the characters in the story. Thus, getting into the real spirit of the piece, their emphasis will naturally fall where it properly belongs.

(c) Sometimes the teacher will find it necessary to show the child how to read a passage properly, by reading it himself. It is seldom best to do this—certainly not if the correct expression can be reached through questioning.

Many a teacher makes a practice of giving the proper emphasis to the child, he copying it from her voice. Frequently, children taught in this way can read one piece after another in their readers with excellent expression, but, when questioned, show that their minds are a blank as to the meaning of what they are reading.

In working for expression, a great many teachers waste the time and energy of the pupils by indefinite directions. The emphasis is not correctly placed, so the teacher says, "I do not like that; try it again, May." Now, May has no idea in what particular she has failed, so she gives it again, very likely as she gave it before, or she may put the emphasis on someother word, hoping by so doing to please the teacher. "Why, no, May, you surely can do better than that," says the teacher. So May makes another fruitless attempt, when the teacher, disgusted, calls on another pupil to show her how to read. May has gained no clearer insight into the thought than she started out with, no power to grapple more successfully with a similar difficulty another time, and has lost, partly at least, her interest in the piece. She has been bothered and discouraged, and the class wearied.

Sometimes when the expression is otherwise good, the children pitch their voices too high or too low. Natural tones must be insisted upon. A good aid to the children in this respect is the habitual example of quiet, clear tones in the teacher.

Another fault of otherwise good reading is a failure to enunciate distinctly. Children are inclined to slight many sounds, especially at the end of the words, and the teacher is apt to think: "That doesn't make so very much difference, since they are only children. When they are older they will see that their pronunciation is babyish, and adopt a correct form." This is unsound reasoning. Every time the child sayslasforlasthe is establishing more firmly a habit, to overcome which will give him much difficulty.

In the pronunciation of words as well as in the reading of a sentence, much time is wasted through failure to point out the exact word, and the syllablein the word, in which the mistake has been made. The child cannot improve unless he knows in what particular there is room for improvement.

Children in primary grades should be supplied with a good variety of primers, readers, and simple story books. In the course of their work they should read through a number of first, second, and third readers. Much of this reading should be simple and easy, so that they can move rapidly through a book, and gain confidence and satisfaction from it. In each grade there should be several sets of readers, which can be turned to as the occasion may demand. It is much better to read a new reader, involving in the main the same vocabulary, than to reread an old book. This use of several books in each grade adds to the interest and reduces to a minimum the mere drills, which are to be avoided as much as possible.

1. Let children read under the impulse of strong and interesting thought.

(a) The previous oral treatment of the stories now used as reading lessons will help this thought impulse.(b) An aim concretely stated, and touching an interesting thought in the lesson, will give impetus to the work.(c) Let children pass judgment on the truth, worth, or beauty of what they read.(d) Clear mental pictures of people, actions, places, etc., conduce to vigor of thought. To this end the teacher should use good pictures, make sketches, and give descriptions or explanations. Children should also be allowed to sketch freely at the board.

(a) The previous oral treatment of the stories now used as reading lessons will help this thought impulse.

(b) An aim concretely stated, and touching an interesting thought in the lesson, will give impetus to the work.

(d) Clear mental pictures of people, actions, places, etc., conduce to vigor of thought. To this end the teacher should use good pictures, make sketches, and give descriptions or explanations. Children should also be allowed to sketch freely at the board.

2. Children should be encouraged constantly to help themselves in interpreting new words and sentences in reading.

(a) By looking through the new sentence and making it out, if possible, for themselves before any one reads it aloud.(b) By analyzing a new word into its sounds, and then combining them to get its pronunciation.(c) By interpreting a new word from its context, or by the first sound or syllable.(d) By using the new powers of the letters as fast as they are learned in interpreting new words.(e) By trying the different sounds of a letter to a new word to see which seems to fit best.(f) By recognizing familiar words in new sentences with a different context.(g) See that every child reads the sentences in the new lesson for himself.

(a) By looking through the new sentence and making it out, if possible, for themselves before any one reads it aloud.

(b) By analyzing a new word into its sounds, and then combining them to get its pronunciation.

(d) By using the new powers of the letters as fast as they are learned in interpreting new words.

(e) By trying the different sounds of a letter to a new word to see which seems to fit best.

(f) By recognizing familiar words in new sentences with a different context.

(g) See that every child reads the sentences in the new lesson for himself.

3. There should be a gradual introduction to the elementary sounds (powers of the letters).

The first words analyzed should be simple and phonetic in spelling, asdog,hen,cat, etc.

New sounds of letters are taught as the children need them in studying out new words.

Very little attention needs to be given to learning the names of the letters.

There need be little use of diacritical markings in early reading.

4. Many of the new words will occur in connection with the picture at the head of the lesson. Place these on the board as they come up.

If the teacher will weave these words into her conversation, they will give the children little future trouble.

5. All the different phases of the phonic, word, and sentence method should be woven together by a skilful teacher.

6. The close attention of all the members of the class, so that each reads through the whole lesson, should be an ever-present aim of the teacher.

7. Children should be trained to grasp several words at a glance:—

(a) By quick writing and erasure of words and sentences at the board.(b) By exposing for an instant sentences covered by a screen.(c) By the use of phrases or short sentences on cardboard.(d) By questions for group thought.

(a) By quick writing and erasure of words and sentences at the board.

(b) By exposing for an instant sentences covered by a screen.

(d) By questions for group thought.

These tests should increase in difficulty with growing skill.

8. Spend but little time in the oral reproduction of stories. Practice in good reading and interpretation is the main thing.

9. Children, from the first, should be encouraged to articulate distinctly in oral reading. Let the teacher begin at home.

10. Let the teacher cultivate a pleasing tone of voice, not loud or harsh. This will help the children to the same.

11. Vigorous and forcible expression is secured:—

(a) By having interesting stories.(b) By apt questions to bring out the emphatic thought.(c) By dramatizing the scenes of the story.(d) By occasional examples of lively reading by the teacher.(e) By definiteness in questioning.

(a) By having interesting stories.

(b) By apt questions to bring out the emphatic thought.

(d) By occasional examples of lively reading by the teacher.

(e) By definiteness in questioning.

In selecting reading books for primary grades the purpose is to find those which will give the readiest mastery of the printed forms of speech.

For this purpose books need to be well graded and interesting. Primary teachers have expended their utmost skill upon such simple, attractive, and interesting books for children. Pictorial illustration has added to the clearness and beauty of the books, so that, with the rivalry of many large publishing houses, we now have a great variety of good primary books to select from.

The earliest and simplest of these are the primers, which, followed by the first readers, give the most necessary drills upon the forms of easy words and sentences. Great care has been taken to give an easy regular grading so as to let a child help himself as much as possible. But as soon as children, by blackboard exercises and by means of primers, have gained a mastery of the simpler words and the powers of the letters, the Mother Goose rhymes, the fables and fairy tales (already familiar to the childrenin oral work) are introduced into their reading books in the simplest possible forms.

The use of interesting rhymes and stories in this early reading is the only means of giving it a lively content and of thus securing interest and concentration of thought. Good primary teachers have been able in this way to relieve the reading lessons of their tedium, and, what is equally good, have strengthened the interest of the children in the best literature of childhood.

Besides the choicest fables and fairy tales, many of the simpler nature myths and even such longer poems and stories as "Hiawatha," "Robinson Crusoe," and "Ulysses" have been used with happy results as reading books in the first three years. There are also certain collections of children's poems, such as Stevenson's "Child's Garden of Verses," Field's "Love-songs of Childhood," Sherman's "Little Folk Lyrics," "Old Ballads in Prose," "The Listening Child," and others, which may suggest the beauty and variety of choice literary materials which are now easily within the reach of teachers and children in primary schools.

There is no longer any doubt that little folk in primary classes may reap the full benefit of a close acquaintance with these favorite songs, stories, and poems, and that in the highest educative sense the effect is admirable.

In the following list the books for each grade are arranged into three groups:—

First.A series of choicest books and those extensively used and well adapted for the grade as regular reading exercises.Second.A supplementary list of similar quality and excellence, but somewhat more difficult.They may, in some cases, serve as substitutes for those given in the first group.Third.A collection of books for teachers, partly similar in character to those mentioned in the two previous groups and partly of a much wider, professional range in literature, history, and nature. Some books of child-study, psychology, and pedagogy are also included. The problems of the primary teacher are no longer limited to the small drills and exercises in spelling and reading, but comprehend many of the most interesting and far-reaching questions of education. It is well, therefore, for the primary teacher to become acquainted not only with the great works of literature but with the best professional books in education.

First.A series of choicest books and those extensively used and well adapted for the grade as regular reading exercises.

Second.A supplementary list of similar quality and excellence, but somewhat more difficult.

They may, in some cases, serve as substitutes for those given in the first group.

Third.A collection of books for teachers, partly similar in character to those mentioned in the two previous groups and partly of a much wider, professional range in literature, history, and nature. Some books of child-study, psychology, and pedagogy are also included. The problems of the primary teacher are no longer limited to the small drills and exercises in spelling and reading, but comprehend many of the most interesting and far-reaching questions of education. It is well, therefore, for the primary teacher to become acquainted not only with the great works of literature but with the best professional books in education.

Cyr's Primer. Ginn & Co.Cyr's First Reader. Ginn & Co.Riverside Primer and First Reader. Houghton, Mifflin, & Co.Nature Stories for Young Readers (Plants), D. C. Heath & Co.Hiawatha Primer. Houghton, Mifflin, & Co.Stepping Stones to Literature, Book I. Silver, Burdett, & Co.Child Life Primer. The Macmillan Co.Taylor's First Reader. Werner School Book Co.Arnold's Primer. Silver, Burdett, & Co.The Thought Reader. Ginn & Co.Sunbonnet Babies. Rand, McNally, & Co.Nature's By-ways. The Morse Co.Graded Classics, No. I. B. F. Johnson Pub. Co.Graded Literature, No. I. Maynard, Merrill, & Co.First Reader (Hodskins). Ginn & Co.Baldwin's Primer (Kirk). American Book Co.

Six Nursery Classics (O'Shea). D. C. Heath & Co.Verse and Prose for Beginners in Reading. Houghton, Mifflin, & Co.Stories for Children. American Book Co.Rhymes and Fables. University Publishing Co.The Finch First Reader. Ginn & Co.Baldwin's First Reader. American Book Co.Heart of Oak, No. 1. D. C. Heath & Co.Choice Literature, Book I (Williams). Butler, Sheldon, & Co.Child Life, First Book. The Macmillan Co.Fables and Rhymes for Beginners. Ginn & Co.

A Book of Nursery Rhymes (Mother Goose). D. C. Heath & Co.The Adventures of a Brownie. Harper & Bros.Kindergarten Stories and Morning Talks (Wiltse). Ginn & Co.Talks for Kindergarten and Primary Schools (Wiltse). Ginn & Co.Hall's How to Teach Reading. D. C. Heath & Co.Place of the Story in Early Education (Wiltse). Ginn & Co.Methods of Teaching Reading (Branson). D. C. Heath & Co.Lowell's Books and Libraries. Houghton, Mifflin, & Co.Ruskin's Books and Reading. In Sesame and Lilies.Lectures to Kindergartners (Peabody). D. C. Heath & Co.Mother Goose (Denslow). McClure, Phillips, & Co.Boston Collection of Kindergarten Stories. J. L. Hammett & Co.The Study of Children and their School Training (Warner). The Macmillan Co.The Story Hour (Kate Douglas Wiggin). Houghton, Mifflin, & Co.Trumpet and Drum (Eugene Field). Scribner's Sons.A Child's Garden of Verses (Robert Louis Stevenson). Scribner's Sons.Treetops and Meadows. The Public School Publishing Co., loomington, Ill.Songs from the Nest (Emily Huntington Miller). Kindergarten Literature Co.The Moral Instruction of Children (Felix Adler). D. Appleton & Co.Children's Rights (Kate Douglas Wiggin). Houghton, Mifflin, & Co.The Story of Patsy (Wiggin). Houghton, Mifflin, & Co.First Book of Birds (Miller). Houghton, Mifflin, & Co.

Nature Stories for Young Readers (continued). D. C. Heath & Co.Easy Steps for Little Feet. American Book Co.Classic Stories for Little Ones. Public School Publishing Co., Bloomington, Ill.Verse and Prose for Beginners. Houghton, Mifflin, & Co.Cyr's Second Reader. Ginn & Co.Stepping Stones to Literature, Book II.Pets and Companions (Stickney). Ginn & Co.Child Life, Second Book. The Macmillan Co.Nature Myths and Stories for Little Ones (Cooke). A. Flanagan & Co.

The preceding books are for second and third grades.

Around the World, Book I. The Morse Co.Graded Classics, No. II. B. F. Johnson Publishing Co.Graded Literature, No. II. Maynard, Merrill, & Co.A Book of Nursery Rhymes (Welsh). D. C. Heath & Co.Book of Nature Myths (Holbrook). Houghton, Mifflin, & Co.

Heart of Oak, No. II. D. C. Heath & Co.German Fairy Tales (Grimm). Maynard, Merrill, & Co.Fables and Folk Lore (Scudder). Houghton, Mifflin, & Co.Nature Stories for Young Readers—Animals. D. C. Heath & Co.Danish Fairy Tales (Andersen). Maynard, Merrill, & Co.Baldwin's Second Reader. American Book Co.Choice Literature, Book II (Williams). Butler, Sheldon, & Co.Fairy Tale and Fable (Thompson). The Morse Co.Fairy Stories and Fables (Baldwin). American Book Co.Plant Babies and Their Cradles. Educational Publishing Co.Æsop's Fables. Educational Publishing Co.Story Reader. American Book Co.Open Sesame, Part I. Ginn & Co.

The above are excellent selections for second, third, and fourth grades.

Songs and Stories. University Publishing Co.Love Songs of Childhood (Field). Scribner's Sons.

Poetry for Children (Eliot). Houghton, Mifflin, & Co.The Story Hour (Wiggin). Houghton, Mifflin, & Co.Story of Hiawatha. Houghton, Mifflin, & Co.Round the Year in Myth and Song (Holbrook). American Book Co.Old Ballads in Prose (Tappan). Houghton, Mifflin, & Co.St. Nicholas Christmas Book. Century Co., New York.Asgard Stories (Foster-Cummings). Silver, Burdett, & Co.Fairy Tale Plays and How to Act Them (Mrs. Bell). Longmans, Green, & Co.Little Folk Lyrics (Sherman). Houghton, Mifflin, & Co.Readings in Folk Lore (Skinner). American Book Co.Nature Pictures by American Poets. The Macmillan Co.Squirrels and Other Fur-bearers (Burroughs). Houghton, Mifflin, & Co.Seven Great American Poets (Hart). Silver, Burdett, & Co.Early Training of Children (Malleson). D. C. Heath & Co.Comenius's The School of Infancy. D. C. Heath & Co.Krüsi's Life of Pestalozzi. American Book Co.Development of the Child (Oppenheim). The Macmillan Co.The Study of Child Nature (Elizabeth Harrison). Published by Chicago Kindergarten College.Listening Child (Thatcher). The Macmillan Co.History and Literature (Rice). A. Flanagan & Co.

Robinson Crusoe. Public School Publishing Co.Golden Book of Choice Reading. American Book Co.Æsop's Fables (Stickney). Ginn & Co.Andersen's Fairy Tales, Part I. Ginn & Co.Seven Little Sisters. Ginn & Co.Heart of Oak, No. II. D. C. Heath & Co.Fairy Stories and Fables. American Book Co.Child Life, Third Reader. The Macmillan Co.Grimm's German Household Tales. Houghton, Mifflin, & Co.Fables (published as leaflets). C. M. Parker, Taylorville, Ill.Around the World, Book II. The Morse Co.Graded Classics, No. III. B. F. Johnson Publishing Co.Graded Literature, No. III. Maynard, Merrill, & Co.Grimm's Fairy Tales. Educational Publishing Co.Grimm's Fairy Tales (Wiltse). Ginn & Co.Nature Myths and Stories for Little Ones (Cooke). A. Flanagan & Co.Fairy Tales in Verse and Prose (Rolfe). American Book Co.

Arabian Nights. Houghton, Mifflin. & Co.Hans Andersen's Stories. Houghton, Mifflin, & Co.Fairy Tales in Verse and Prose (Rolfe). Harper & Bros.Stories Mother Nature Told Her Children. Ginn & Co.Andersen's Fairy Tales, Part II. Ginn & Co.Open Sesame, Part I. Ginn & Co.Judd's Classic Myths.Grimm's Fairy Tales, Part II. Ginn & Co.The Eugene Field Book (Burt). Scribner's Sons.A Child's Garden of Verses. Rand, McNally, & Co.Little Lame Prince (Craik). Maynard, Merrill, & Co.Prose and Verse for Children (Pyle). American Book Co.Book of Tales. American Book Co.

Stories from the History of Rome. The Macmillan Co.Friends and Helpers (Eddy). Ginn & Co.Little Lucy's Wonderful Globe (Yonge). The Macmillan Co.Robinson Crusoe. Houghton, Mifflin, & Co.Arabian Nights, Aladdin, etc. Maynard, Merrill, & Co.Bird's Christmas Carol (Wiggin). Houghton, Mifflin, & Co.Uncle Remus (Harris). D. Appleton & Co.Fifty Famous Stories Retold (Baldwin). American Book Co.Four Great Americans (Baldwin). Werner School Book Co.Stories of Great Americans for Little Americans (Eggleston). American Book Co.The Story of Lincoln (Cavens). Public School Publishing Co.Among the Farmyard People (Pierson). E. P. Dutton & Co.The Howells Story Book (Burt). Scribner's Sons.The Jungle Book (Kipling). Century Co., New York.Old Norse Stories (Bradish). American Book Co.Little Brothers of the Air (Miller). Houghton, Mifflin, & Co.Hans Brinker (Mary Mapes Dodge). Century Co.Black Beauty. University Publishing Co.Tanglewood Tales (Hawthorne). Houghton, Mifflin, & Co.Wonder Book (Hawthorne). Houghton, Mifflin, & Co.The Story of the Wagner Opera. Scribner's Sons.Thoughts on Education (Locke). The Macmillan Co.The Education of Man (Froebel). D. Appleton & Co.Childhood in Literature and Art (Scudder). Houghton, Mifflin, & Co.Waymarks for Teachers (Arnold). Silver, Burdett, & Co.Hailman's History of Pedagogy. American Book Co.

Child Life. The Macmillan Co.Around the World. The Morse Co.Baldwin's Readers. American Book Co.Graded Classics. B. F. Johnson Publishing Co.Graded Literature. Maynard, Merrill, & Co.Stepping Stones to Literature. Silver, Burdett, & Co.Lights to Literature. Rand, McNally, & Co.The Heart of Oak Series. D. C. Heath & Co.Choice Literature. Butler, Sheldon, & Co.

FOOTNOTES[1]Wilmann,Paedagogische Vorträge.[2]Moral Instruction of Children.D. Appleton & Co.[3]Adler,Moral Instruction of Children, pp. 88-89.[4]Introduction to Stickney'sÆsop's Fables. Ginn & Co.[5]Wilmann,Paedagogische Vorträge.[6]Jason's Quest(Lowell), p. 55.[7]simple[8]First-class primary teachers claim that drills are unnecessary if the teacher is skilful in recombining the old words in new sentences.

[1]Wilmann,Paedagogische Vorträge.

[2]Moral Instruction of Children.D. Appleton & Co.

[3]Adler,Moral Instruction of Children, pp. 88-89.

[4]Introduction to Stickney'sÆsop's Fables. Ginn & Co.

[5]Wilmann,Paedagogische Vorträge.

[6]Jason's Quest(Lowell), p. 55.

[7]simple

[8]First-class primary teachers claim that drills are unnecessary if the teacher is skilful in recombining the old words in new sentences.

A Series of Educational Books in Two Groups covering the General Principles of Method and Its Special Applications to the Common SchoolBYCHARLES A. McMURRY, Ph.D.Northern Illinois State Normal School, DeKalb, IllinoisWITHF. M. McMURRYAS JOINT AUTHOR FOR METHOD OF RECITATION

I. BOOKS OF GENERAL METHOD IN EDUCATIONThe three books in this group deal with the fundamental, comprehensive principles of Education for the school as a whole, and include both instruction and management.

I. BOOKS OF GENERAL METHOD IN EDUCATION

The three books in this group deal with the fundamental, comprehensive principles of Education for the school as a whole, and include both instruction and management.

II. BOOKS OF SPECIAL METHOD IN COMMON SCHOOL STUDIES.Each school study is treated in a separate book, and the selection and arrangement of material, and the method of instruction appropriate to that study throughout its course, are fully discussed. Illustrative lessons and extensive lists of books of special value as helps to teachers and schools are included.

II. BOOKS OF SPECIAL METHOD IN COMMON SCHOOL STUDIES.

Each school study is treated in a separate book, and the selection and arrangement of material, and the method of instruction appropriate to that study throughout its course, are fully discussed. Illustrative lessons and extensive lists of books of special value as helps to teachers and schools are included.

THE ELEMENTS OF GENERAL METHODBASED ON THE IDEAS OF HERBARTByCHARLES A. McMURRYNew edition, revised and enlarged. Cloth. 12mo. 331 pp.90 cents net, postage 10 cents

This volume discusses fully the controlling principles of our progressive modern education, such as The Aim of Education; The Materials and Sources of Moral Training; The Relative Value of Studies in the School Course; The Nature and Value of Interest as a Vital Element in Instruction; The Correlation of Studies; Inductive and Deductive Processes as Fundamental to All Thinking; Apperception, its Close and Constant Application to the Process of Learning; The Will, its Training and Function and its Close Relation to Other Forms of Mental Action.

The book closes with an account of Herbart and his disciples in Germany, and a summary of their pronounced ideas and influence upon education.

THE METHOD OF THE RECITATIONNew edition, revised and enlargedByCHARLES A. McMURRYandFRANK M. McMURRYCloth. 12mo. 339 pp. 90 cents net, postage 10 cents

This book, as a whole, is designed to simplify, organize, and illustrate the chief principles of class-room method in elementary schools. A few important fundamental principles are carefully worked out as a basis. The essential steps, in the acquisition of knowledge in all studies, are worked out and applied to different branches. The developing method of instruction so much used in the oral treatment of lessons is worked out, and the method of careful and suitable questioning discussed.

Two chapters are given, consisting of Illustrative Lessons selected from the different studies and worked out in full, as examples of a right method. In these examples, and also in the discussions, the application of the principles of apperception, interest, induction, and deduction to class-room work are shown. The peculiar application of these various principles to different studies is carefully discussed.

SCHOOL AND CLASS MANAGEMENT—In Preparation

SPECIAL METHOD IN THE READING OF COMPLETE ENGLISH CLASSICS IN THE COMMON SCHOOLSByCHARLES A. McMURRYCloth. 12mo. 254 pp. 75 cents, postage 9 cents

This discusses in a comprehensive way the regular reading lessons, the choice of stories, poems, and longer masterpieces, adapted to the needs of the various grades from the fourth to the eighth school year inclusive; the value for school use of the best literature, including complete masterpieces, both long and short; method in reading; and principles of class-room work. A descriptive list of more than four hundred books forms the last chapter. The list has been carefully made, and is designed to assist teachers and superintendents in selecting suitable reading material for the successive grades.

SPECIAL METHOD IN PRIMARY READING AND ORAL WORK IN STORY TELLINGByCHARLES A. McMURRYCloth. 12mo. 75 cents net, postage 8 cents

The relation of oral story work to early exercises in primary reading is explained at length. A full discussion of oral methods in primary grades and a detailed account of primary exercises in reading are given. The use of games for incidental reading is also fully discussed and illustrated.

SPECIAL METHOD IN HISTORYByCHARLES A. McMURRYNEW EDITION IN PREPARATION

This book contains a course of study in history with a full discussion of methods of treating topics. The value, selection, and arrangement of historical materials for each grade are discussed, and illustrative lessons given. The relation of history to geography, literature, and other studies is treated, and lists of books suitable for each year are supplied.

SPECIAL METHOD IN GEOGRAPHYByCHARLES A. McMURRYNEW EDITION IN PREPARATION

The entire course of study is laid out after a careful selection of topics. Methods of class instruction are fully discussed, and illustrations are given of geographical topics treated in detail. The close relation of geography to other studies is shown, and the best lists of books supplied.

SPECIAL METHOD IN NATURAL SCIENCEByCHARLES A. McMURRYNEW EDITION IN PREPARATION

The history of science teaching in elementary schools is given. The basis for selecting the topics for a course of study, and the method of class instruction suitable to object study, experimentation, etc., are fully discussed. The book contains, also, a carefully selected list of the best books for the use of teachers and pupils.

A COURSE OF STUDY FOR THE EIGHT GRADES OF THE COMMON SCHOOLIN PREPARATION

THE MACMILLAN COMPANY66 FIFTH AVENUE, NEW YORK

BOSTONCHICAGOATLANTASAN FRANCISCO100 Boylston St.378-388 Wabash Ave.Empire Build'g319-325 Sansome St.

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