Reading manual DESIGNED TO ACCOMPANY FIRST FOUR BOOKS OF INDIANA STATE SERIES OF READERS BY ANNIE KLINGENSMITH READING MANUAL DESIGNED TO ACCOMPANY FIRST FOUR BOOKS OF INDIANA STATE SERIES OF READERS BY ANNIE KLINGENSMITH Primary Supervisor, Ft. Wayne, bid.; Author of "Household Stories ," "Norse Gods" etc. Primary Books of the Indiana State Reading Series. A. FLANAGAN COMPANY CHICAGO AND NEW YORK LIBRARY of C0N6RESS Two Copies Received JUL 11 1904 n GopyrJerht Entry Of l j- 5 -\ COPY B ' COPYRIGHT 1904 BY A. FLANAGAN COMPANY •>! AUTHOR'vS NOTE. The best results are secured by spending con- siderable time — from two to three months — in board work on sentences, words, and sounds be- fore taking up a primer. The board work is better suited to the conditions o'f sight present in young children, and a large class is more easily handled. This long period of board work is probably pos- sible in graded schools only, or in those which ap- proach the conditions of graded schools. The primer is arranged so that the very first work may be in the book in those schools where there are only a few in the beginning class, where there are many classes to demand the teacher's atten- tion, and where there is perhaps insufficient board room. A few in a class may be taught very well in this way, the work proceeding very slowly at first. The conditions approach those of a single child who learns to read at his mother's knee. In graded schools, where the board work can be done, the children will be able to read the first lessons very rapidly when they take the book. In a little book called "Blackboard Reading- Lessons," by the author of this manual, and pub- lished by A. Flanagan Co., are full directions for 3 AUTHOR'S NOTE blackboard work in every phase — sentence, word, sound, writing, etc., together with carefully ar- ranged lessons using the vocabulary common to this and to other late primers, which are likely to be supplied as supplementary reading. Andrew Thomas Smith, Pel. D., in "System- atic Methodolgy," says: The child possesses the ideas, and is able to give expression to them; we must get from him this expression, and then in turn give him the written expression of the same thoughts. Since it is necessary that the child should get himself into an appreciative state of mind before he can read with real expression, he must be led by appropriate conversation and other means into the state of mind to be expressed, before he under- takes to read aloud. After a few lessons by the word method, the child will know enough words to form sentences. These he will read, and the new words which are introduced apart from sentences will immediately be put into sentences. After a few lessons by the sentence method, the child will begin to detect the common elements in the several sentences, and will thus have his at- tention directed to individual words apart from their place in any one sentence. SUGGESTIONS ON EACH LESSON IN THE PRIMER. Page. 3. Let the children look at the pictures and tell you what they see. Then point out the first one and say, "What do you see here?" If the child answers, "A kitty," tell him to say, "I see a kitty." When he has said this, say, point- ing- to the sentence, "It says, 'I see a kitty.' " Have the child look at the sentence and tell what he sees in a natural tone. Do not call attention to words at this stage. Treat the other sentences in the same manner. If you give preliminary work on the board, write these sentences on the board, putting on some kind of a sketch of the required objects; or, better still, use real objects. This delights the children and always brings good expression. Page 4. Let the children point out the oblongs of color and tell the names. Let them then point to the accompanying words and name them. Put these words on the board and let the children compare them with those in the book and name them. If further exercise is desired, let the chil- dren point to articles of the different colors in the room and point out the names upon the board. 7 8 INDIANA READING MANUAL Page 5. Bring in the objects named and let the children handle them and talk about them a little. The picture in the front of the book will do for the yellow kitty. Any ball may be covered with blue cloth. A top made of the end of a spool and dipped into ink will answer the purpose very well. Distribute the objects among the children, let- ting each child take his turn at holding an object in his hand and playing that it is his. With the object in hand, let the child say, "My ball is blue," or "My kitty is yellow," etc., etc. Write the sentences on the board, or turn to them in the book and let the child with the ball read the first one. It is not expected that the children know the words, so it will be necessary here to point out the required sentence. After this lesson give a good word drill on all the words so far. Linger on this till the chil- dren know the words reasonably well. Make it as objective as possible. Point out the word see above the second les- son, and tell the children what it is. Take the ball in your hand and say, "See my ball." Let a number of the children do this. Then point out the first sentence and let them know it says the same thing. Let the children see if they can find out for themselves what the others say. Give such help as is necessary. At the end of this les- son give another word drill, using the pictures PRIMER 9 on page 3 and the objects. Even crude sketches of these on the board, accompanied by the name of the object, will aid the children very much in fix- ing the words in mind. Page 6. The crudest and most mechanical way to teach this lesson, is to teach the words at the top of the page and then let the children read the sentences. This may be done readily enough, because only the first word in each sentence is new. A better way is to play a little game with the objects, confining yourself to giving the chil- dren the directions embodied in the sentences in the book. When you have just let a child find the ball, say, "Now I will tell you on the board to do that," and write the command. Go over all the sentences this way. Turn to the book, point out the first sentence, and say, "John may do what the first sentence says." Treat the others similarly. After this page has been finished, go back over the word lists, so that the children may have the aid of position in remembering them. This is right at this early stage of the work. Page 7. Here the words which have been used on previous pages are arranged in a different order. Let the children try to name them without help. Then help them to what they cannot name. Make use of previous pages for reference. Drill thoroughly on this page. 10 INDIANA READING MANUAL Page 8. Let the children- talk about the pic- ture. Then point out the word baby above the lesson and tell them what it is, or say something to give them a hint. They should be able to read the first sentence without help. Then ask what Baby has. Do not say, "The baity,'' or the chil- dren will read, "The baby has a ball," instead of "Baby has a ball." Point out where it says so in the book, and let them read. Get the next sen- tence in the same way. Then say, "What do you think the girl is telling Baby to do with the ball?" When somebody guesses right, point out where it says, "Roll the ball, Baby," and have it read. Do the same with the other sentences. Have a word drill on the words in this lesson before taking up the next. Page 9. Teach this page in the same way as page 8. Point out the words beside the picture, talk about the picture and what the boy is prob- ably saying to the baby, then teach the lesson sen- tence by sentence. In the end, drill upon all the words found in the lesson. Page 10. T.ell the children this is the same kitty as that in the front of the book. Turn back and tell what color that kitty is. Discuss the pic- ture on page 10. Ask what the kitty can do with the ball and with the top. All should be able to read the first sentence. Tell them that the sec- ond tells what color my kitty is, then let them PRIMER 11 read. Tell them that the next one tells that she is a little kitty. Then read, etc., etc., etc. At the end drill upon the words. Page ii. The children should know "See my little," and when they have read as far as that they can hardly help knowing that the last word is dog. They should be taught from the first to use their wits in this way. Then say, "What color is my little dog?" Then say, "He can do something the kitty is doing in the picture," and have the sentence read. Ask what he can do if the kitty hides, being sure to say "the kitty," and not kitty. Continue the lesson in the same way and follow it by word drill on the new words especially. Page 12. This page contains no new words. A review of words on the board may precede it very profitably, but when the children come to read the sentences, let them try to help them- selves. Page 13. Teach the two words beside the pic- ture. Then ask what the cat has. If the children say a ball, ask again. They will probably say, "The cat has a kitty or kitten." Then make some remarks about the kitten as a baby cat and let the children study the sentence. Question for the sentences one by one in this way. Follow the les- son by a word drill. Page 14. Point to the red flower and say, L.efC 12 INDIANA READING MANUAL "What color is this flower?" using these exact words. Let the child reply in a full sentence and he will say, "This flower is red." Then let him read. Do the same in the next. After this there may he a little difficulty in changing the form in the last. Put your question, "What colored leaf is this?' If the children get it wrong persistently, simply tell them what it says. Page 15. Let the children point to the colored pictures while reading these sentences, in order to get good expression. When a sentence states a a fact which is present in the child's thought, he will speak it with natural expression. This page contains no new words. Page 16. Talk about the picture first. Then tell the children that the little girl tells, in the first sentence, what she has. Then let them read it with the thought that the little girl is speaking. Tell them to find in the next sentence what color the book is ; then read, etc., etc. Refer constantly to the picture. At the end let the children in turn impersonate the little girl and read the whole lesson. Page 17. The greater part of this page is oc- cupied by a review word drill. Let the children name these words, pointing them out with the finger as they do so. When a child cannot name one, let him keep his finger on it and look at it while another child names it. Let the children do PRIMER -^ all they can. Children like better to do things and to see other children do them, than to see grown people do them. Have the word balls, etc., named in connection with the word ball, etc. The chil- dren will soon learn to add s to words in this way. In the sound work, at the bottom of the page, pronounce the word it first and be sure all the children have the word. Then pronounce it slowly, separating the sounds and show the chil- dren where to find it in that form. Do the same with the word top. Then drill upon the sounds of the letters at the bottom of the page. Put these letters upon the board, giving the sounds repeatedly. Let the children look at your mouth and listen, and then give the sounds. Children enjoy gibberish, and will soon learn to connect the sounds with the letters. Do not try to give any artificial aid to memory, such as connecting the noise made by some animal with the sound of the letter. It is unnecessary. Page 1 8. Let the children know that the names of the objects are with the pictures. Have them point out the words and name them. Have the same words on the board, and let the children name them, referring to their books when neces- sary. Write and print the words on slips of pa- per' and let the children arrange them on their desks in the order in which they are found in the book. Let them copy the words. 14 INDIANA READING MANUAL Page 19. Let the children do what these sen- tences tell them to do. Drill upon the words at the bottom of the page, naming the two forms in connection with each other. Let them copy these words in order, referring to page 18 for the written form. Put the script form on the board for them. Page 20. This simply teaches the names of the numbers objectively. Treat it as directed for page 18 as far as possible. Page 21. Let children find the first word be- side the picture. If they don't know it from page 18 tell them it is the name of what they see in the picture. Tell them that the next is the name of what the bird makes for its little ones, etc., etc. In and are, are better left to be learned in their sentence connection. Talk about where nests are found. Say that this bird's nest is in a tree. Point out the sentence that says so. Talk about the colors of eggs. Say that this bird's eggs are blue, which is true. Then point out the sentences, saying, "This sentence tells that the eggs are blue." Let the children study it, and then read. In the end drill upon all the words in the book and on the board. Page 22. Discuss the picture at considerable length. Let children play that they are calling their own cats; then think how the little girl is calling her cat. Then read the first two sentences. PRIMER lS Think what she would say to the cat about catch- ing the bird, then read what is in the book. Think what she would say to the bird when she couldn't get the cat to let it alone, etc., etc. Drill upon the words. Page 23. Tell the children the names of the objects in the picture, and that the name of each is with it. Then say, "What cow is this?" An- swer, "This cow is Fan," etc., etc. Drill upon the names on the board, letting the children refer to the book if necessary. Let the children copy the names from the board. Write the names on slips of paper, and let the children place them with the proper pictures in the book. Page 24. This page is mainly review. A word drill should be given on the board. Then the children should study the lesson, sentence by sentence, referring to the board for words. A good way to get the new word is to tell some- thing you like, and let the children do the same. Then say, I will show you what I like, on the board. Write. "I like a horse." Read it to the children, or let them read it if they can. Go on writing, "I like a dog, I like a kitty," etc., one under the other, to call attention to like. Be care- ful to introduce no other new words. In the end put like upon the board by itself and the class will know it. Likes may be used also in the same way. 16 INDIANA READING MANUAL Page 25. This is mainly an exercise in add- ing ing to old words. Simply point out the ing, and tell the children what it is. Then let them name the words and read. Give considerable drill on the words before leaving. this page. Page 26. See directions for page 25. Page 27. Have the children find in. Be sure that everybody is looking at the right word. Then pronounce it slowly, separating the sounds. Put it on the board with the i and n considerably sep- arated. Point to each while you are sounding the word. Do the same with the other words, except with spin, in which the process is reversed, the sounds being old ones. Drill upon the sounds by the separate letters given. The work on this page should be done very thoroughly. Such pages should not be passed over as of no importance. They are the keynote to independence in pro- nouncing words. Page 28. See directions for preceding pages which are similar to this. Page 29. Children are very fond of playing the game here represented. Have it played and then turn to this lesson. Let one child put a doll behind him, and the others in turn read him the questions in the book. Page 30. This page is similar to page 27 and should have similar treatment. Make the work thorough. PRIMER 17 Page 31. This page is similar to page 21. Page 32. This is a review page containing only one new word. Read the first sentence con- taining does to the children. From similarity in position, they will read the others. A review of old words should be given on the board be- fore the lesson. Pages 33, 34, 35, 36 are similar to preceding pages for which directions are given. See direc- tions for those pages. Page 37. The first lesson here is in form of a dialogue. Assign the sentences to the children and let them ask and answer questions. The sec- ond lesson is another drill on ing. Let the chil- dren learn this group of letters as a whole. Pages 38-45. See directions for similar pages. Page 46. The children have had considerable drill on the words in this lesson, but do not begin with words. Read the poem to the children, mak- ing it a good example of reading. Read it a number of times and then let them read it. Drill upon the words last. The children should mem- orize this poem. Write it on the board and let them copy it. Write it on paper, cut the words apart, and let the child arrange it in order. Pages 47-52. See directions for similar pages. Page ^T>- I" tne nst °f words at the bottom of the page an old word is given as the key to the sound of the others in the group. This gives a B 18 INDIANA READING MANUAL good drill on sound. It also puts aside the need of diacritical marks, and thus gives a good exer- cise in recognizing words without their help. Let the child turn his attention to the key word, and be sure he knows it. Then say, "That word says w-e. The next one says m-e. What is it?" In the next column the first word says c-ome, the next one says s-ome, etc., etc. Drill thoroughly on this. Page 54. This page is similar to many pre- ceding pages. Page 55. This is a list of little words which do not attract the child's attention much, and which are ten-fold harder to learn on that ac- count. Drill upon them, but do not keep the chil- dren on them to the point of weariness. It will be a long time before the children learn to name them all readily at sight. When a and the stand in lists as words, they should be pronounced a and the — not uh and thuh. It is impossible to give them the sound where they stand alone that they have when spoken in connection with other words. They are never uh and thuh in any place. Page 56. Read this poem to the children till they memorize it. Then let them read it. Last of all, drill upon the words at the bottom of the page. Pages 57-62. These are similar to many pre- ceding pages. Pages 63-65. Drill upon the words first. Let PRIMER 19 the class read the riddle sentence by sentence, and have the answer given just as if the children were playing riddles. Then assign a whole riddle to a child to read to the class. Page 66. Direct the children to observe toads, especially at night. A lantern set out on the ground at night will attract insects and the toads will come to eat them. Toads are very useful creatures, because they destroy so many insects and injurious caterpillars, but there is a very great ignorance concerning them, and many people think it a commendable act to kill them. Instead they should be cherished. Teach the children that it is impossible for a toad to hurt them. Toads' eggs may be found in almost any pool of water in the spring. They are in long strings that look like gelatine with points of black at regular in- tervals. Persons who do not recognize them as toads' eggs usually suppose them to be some mys- terious kind of worm. If these are kept in a glass jar in the house they soon develop into tad- poles, which in turn soon develop into very small toads. Put mud and stems and roots of plants into the water for the tadpoles to feed upon. When the tadpole becomes a toad, it can no longer live in the water. The growth from the egg is very interesting. Get the children to observe as much as possible in connection with this lesson. Page 67. Drill very thoroughly on this page. 20 INDIANA READING MANUAL Pages 68, 69. These pages are similar to many preceding pages. Page 70. This page gives an opportunity for exercise in placing the emphasis properly. Page 71. Assign a line to each child. When all are ready to read, let each one step out in front of the class and read as if he were simply telling the class something. Page 72. The first half is similar to page 71, except that a child asks a question and another gives him an answer. The second half is a riddle, and as such re- quires an answer. Page 73. In this assign a line to a child and let him read it and show that he has read it by performing the action. Children like such a les- son very much if they are allowed to carry it out in a realistic manner. It is valuable in that the child realizes that he reads to find out something. Page 74. This page is intended to convey a lesson. It should be brought out very clearly that the children in the book are not merely interfering with their playmate's pleasure. Pages 75-79. No story possesses a greater in- terest for children than this. They are never tired of hearing it and playing it. Tell them the story at length, not forgetting the impersonation neces- sary to make it vivid. Tell the story in sentences of ordinary construction, being careful to involve PRIMER 21 the short sentences and expressions used here. Then let the children read it from the book. WORD UST. a blue eat go after bluebird pcrcr gold all book ever goldfish am bought fan grass an boy fall great and broke fast green apple brook feed had are cake feet has around call field have asleep came fins hay at can find haystack ate cat fish he away catch five here baby chair flies him ball clothes flower his be come fly hook bear corn for hop bed cow found horn Ben day four horse big did fun house bird dish garden how birthday do gave Howard black does get huge blacksmith dog girl hurt blow doll give I 22 INDIANA READING MANUAL in name sat three into Ned saw to insects nest say toad iron no sea too is not see took it now send top jump nut she toy kitty of sheep tree last on ship tub lay one shoe two let out Silverhair umbrella like papa snow under little pen so up live pet some us look picnic spin wall Louise Pig squirrel want made play stand was make porridge stay wash mamma Prince still way man rabbit store we may rain table wee me ran take went meadow rat taste w r et mend read that what met red the where mice ride them will middle-sized roll there w r ith milk run they wind my sail this white PRIMER 23 whoa woke yellow yes you your Words ending in ing. catching- flying- mending shoeing coming giving raining snowing eating looking reading spinning- finding making running washing fishing Words adding s, es, ed. apples feeds rains umbrellas balls finds rides wants bears girls runs jumped beds gives sees catches birds irons sends dishes chairs likes ships horses comes looks shoes looked ' cows mends spins played days makes squirrels rolled dolls nests stands sailed eats nuts tops washed eggs pigs toys tasted falls rabbits trees wanted 24 INDIANA READING MANUAL SUGGESTIONS ON EACH LESSON IN FIRST READER. Pages 3 and 4. Children are always interested in birds, and especially in young ones. These pages are intended to convey a lesson as to the treatment of birds. Drill upon the new words first, noticing the new sounds introduced. Page 5. Use this page as in similar cases in the primer. Pages 6-8. Tell the story to the children first and let them reproduce it. This story is of unfailing and universal interest. Drill upon the new words. Through their interest in the story the children will read it very readily. The repe- tition in it makes it delightful to the children, be- cause it gives them a feeling of being able to read very fluently. The repetition does not grow monotonous, because the story does not lag on account of it. The constant repetition makes a good drill on words. This lesson shows a se- quence in the production of an article. Drill thoroughly on the lists of words for sounding. Key words are used in a number of the columns, instead of the diacritical marks. Word building by adding something to a familiar word is shown in the first column at the bottom FIRST READER 25 of the page. In the last column is shown the effect of adding e to a word. Page 9. This page suggests some nature work. Bring in some of the seeds, show the chil- dren how they fly, and tell them why they fly. This will give meaning to the reading matter and secure good expression. The children should be interested enough to look at the seeds out of doors also. Page 10. This is a sound drill similar to that on page 8. Treat it in the same way. Page 11. Talk about the various objects and the picture and their relations to each other. It should be read very easily because it contains so few new words. On this account the children should be able to study it out for themselves. Pages 13 and 14. This lesson is a nature les- son on a very familiar creature. People fear spiders unreasonably. It is doubtful whether there is any species of spider here which is ca- pable of doing any injury. Spiders are very in- teresting indeed. Many spiders in this latitude construct a web which answers the purpose of a baloon in floating them from place to place. Some spiders carry their young about perched on legs and body. Some, the more commonly ob- served kinds, spin webs to catch insects. When the web is finished, the spider hides in a little silken cell at some distance, but it has a thread 26 INDIANA READING MANUAL connected with its hiding place. When an in- sect struggles in the web, it shakes this thread and tells the hidden spider of success in his pur- suit of daily bread. The prejudice against spiders is an old superstition and should be removed. An attempt in this line is made in the lesson. Page 15. This is a lesson which will be most interesting if it comes in the fall. If it comes at any other time of the year, let the children imagine it is fall and try to remember what hap- pens at that time of year, in order to get into the spirit of the lesson as much as possible. Page 16. This is a lesson especially con- structed to make the children think what they are reading. Let a child ask the question and another give the answer. Page 17. The note in the book tells what to do with this lesson. Page 18. This lesson is like the lesson on page 9. See directions for that lesson. Page 19. It is now time for the children to begin to learn the alphabet in order. If the teacher has spoken of the letters by name when- ever opportunity has occurred, the children no doubt know them at sight. It takes some time to learn them in order. Children should all be able to say the alphabet without the book by the time they are able to refer to the dictionary. Do not stay too long n this page. Return to it fre- FIRST READER 27 quently. Contrive as many different exercises as you can. Let the children copy the alphabet. Give them the letters and let them arrange them in order with and without the book. Page 20. Read this poem to the children once or twice without comment. They will, half learn it and then they are ready to read it. Memory of the poem from hearing it read will help them to words, and the words in the book will assist their memory. Drill upon the words given after- ward. Pages 21-25. These are similar to many for which directions have been given. Page 26. The list of words above the lesson shows exercise in making' out new words by analogy in for to old ones. Page 27. Drill well on the sound work given on this page. Page 28. Treat in the ordinary way for nar- rative lessons. Page 29. Question the children as to what the wind does before assigning this lesson. Make the meaning of the last sentence clear to them. Pages 30, 31. These are like 29. Pages 32-35. Similar to other narrative les- sons. 33 and 34 give opportunity for imperson- ation. Page 36. Let the children consider the ques- tions in this lesson and give answers. Such a 28 INDIANA READING MANUAL lesson gives a good opportunity for rinding out whether the children are turning their attention to the thought or merely naming words. Page 37. See note in book. Let the children impersonate the sounds freely. Pages 38, 39. This is a good lesson because it is a real story. Let the children study it and then try to tell the story. After they have read it in class, let them reproduce it orally, and try to write a sentence or two about it on the board. Pay considerable attention to the sound drill at the bottom of the page. Page 40. Treat as directed for other picture pages. Page 41. This story is a favorite with chil- dren. Use as directed for page 38. Page 42. Have the questions answered. Page 43. Preparation is here made on some of the words in the next lesson. Page 44. See note in book. Drill on the words at the bottom of the page after the read- ing. If the children cannot give a word at once, direct them to the line of poetry which contains it. Page 45. The lesson at the top of the page affords opportunity to test the children's knowl- edge of the words in the poem. Do not pass lightly over the sound drill given on this page. Page 46. This is a very pleasing little lesson FIRST READER 29 and affords one opportunity to talk with the chil- dren about learning to work. Page 47. To be appropriate this should be read in the winter. If it comes in the course at another season, the best substitute will be an im- aginary winter to catch the child's interest. Pages 48, 49. 50. This should be used as a model for letter writing. Page 51. The lesson at the top of the page is a story, and children should endeavor first to study it and repeat it without further help than a drill on the words above the lesson. After read ing it in class, they should be able to read it in full, and even write some of it. The second les- son affords opportunity for some observation work on insects easily found. Page 52. See note in book. 1 )rill upon the sounds of the groups of letters given. Pages 53, 54. Narrative lessons. Page 55. This affords suggestion for profit- able nature work, if read at the proper season. Page 56. Here" is another story. See pages 38, 51, etc. Page 57. See note in the booh. Pages 58, 59. These pages afford further sug- gestion for nature work. Page 60. Suggestions are here made for seat work. These suggestions should be suggestive of other similar exercises for seat work. 30 INDIANA READING MANUAL Pages 61, 62. It is to be hoped that the teacher will find time and inclination to carry out the manual work suggested here. Make as much as possible out of the exercise in word building. It is a valuable exercise. Page 63. This may be read in the ordinary way and then impersonated. Let children repre- sent the pigs. Then let one child point them out in succession, saying, "This little pig said," and let the children respond. Page 64. This page will appeal to the chil- dren because of the game it represents. A good language exercise in connection with it would be to have the children describe other games. Page 65. This is one of the most valuable ex- ercises possible in reading. Little children find it difficult at first to make out words by context, but a little exercise quickens their thought won- derfully. See page 65 in first reader. See note at the bottom of the page. Pages 66, 67. There is a little moral lesson in this story. Do not make a personal applica- tion of it, but get the children's opinion of the boy's conduct and his punishment. Page 68. This lesson is intended to make some suggestions indirectly concerning the cag- ing of animals. See that the children think about it. Page 69. After this lesson has been read in class, it will please the children to play it. FIRST READER 31 Page 70. See subject of lesson. Page 71. This is a simple narrative and should be treated as such. Page 72. Further suggestions for nature work are given here. Page 73. See subject of lesson and note. Page 74. A pipe and some soap bubbles would make a pleasant accompaniment for this lesson. Page 75. See the note at the bottom of the page. Let the children make the picture called for on the board or on paper. Pages 76, yy. This is a very old story and makes a good basis for language work. See pre- vious stories for directions. Page 78. Reference to out door experience will add interest to this lesson. See what is said in this manual concerning bees, under note to page 155 of the second reader. Page 79. Let the children learn the stanza and copy it in script. Page 80. See directions for page yS<. See note in this manual under note to page 59 of the second reader. Page 81. See note in book f or first lesson. The next is in form of a riddle. Treat it as such. Pages 82-86. This is a favorite with children. It possesses all the merits of a long story without the disadvantage of too many new words. Chil- dren like the repetition and soon are familiar enough with the words to read expressively. The 32 INDIANA READING MANUAL story is really a thrilling one to little children and gives them no idea of monotony. Page 87. Bears are always interesting to chil- dren. No doubt they will be ready with bear stories, which may be utilized as language, work. Pages 88, 89. Children delight in playing school. Ask them concerning what they have done in that line. Pages 90-95. The best possible preparation for this lesson is to read the story to the children in the original form from Andersen's Fairy Tales, which may be obtained in a cheap edition. Leave out the long words and descriptions. When the children are familiar with that story, let them read this. SUGGESTIONS ON EACH LESSON IN SECOND READER. See the note on sound work on page 157. Let the children study the lesson with the aid of the marked words and of others put upon the board and divided and marked in the same way, before you have given any other help. The story possesses an intrinsic interest that will hold the children, and they will thereby learn to ap- ply themselves. Let them tell the story as they have been able to get it themselves. Then studv SECOND READER 33 it paragraph by paragraph and last of all read it as a whole for exercise in smooth, expressive reading. Have the story reproduced orally as language work. For written work, take it up in parts. Example — For one paper let the children tell of the conversation between Red Riding- Hood and the wolf in the woods. For another let them tell what the wolf did at the grandmother's, etc., etc. Considerable time may be spent profitably with this story because it has a lasting interest for children. Return to it sometimes and have it read as a pleasure to the children. Let the children im- personate the characters and play it. Page 8. This is a simple little incident story. to be read smoothly and nicely and then dropped. It possesses no such lasting interest for the chil- dren as the Red Riding Hood story does. They have a passing interest in it, such as grown peo- ple have in magazine stories, but do not care to dwell long upon it. Keeping them on it for any great length of time will do more harm than good. Page 9. This story is a great favorite with children. It should have the same treatment as the Red Riding Hood story. Page 12. Have this poem memorized. Let the children copy it. Page 13. This is a true story even to the name c 34 INDIANA READING MANUAL of the kitten. According to the dictionary, funny- means mirth provoking, which this kitten cer- tainly was. The fact that it is a true story, will add to its interest if the children are told. Other- wise it is a mere incident story, to be treated as such. Page 14. This story is inserted in deference to children's well known love for jingles. It also shows a sequence in the making of an article. Page 16. This is simply a story of adventure, and appeals to the well known love of such stories which is in children as well as in grown people. It is a good one because its absorbing interest causes the children to apply themselves volunta- rily to its study. It is a good one for language work, both oral and written. Page 20. This is an old, old story. As it stands here it is an adaptation from a poem in Sir Edwin Arnold's "Pearls of the Faith." It bears distinctly on humane treatment of animals. Page 22. This is another story of adventure like "The Seven Goslings," but it contains a moral in addition, which should be brought out clearly but not in a way to sound prosy to children, who pay very little attention to morals stated didac- tically, but much to moral points embodied in characters in stories. It is also a good basis for language. SECOND READER 35 Page 26. This is a pleasant little incident story. Treat it as such. Page 28. This story bears upon contentment with the simple good things of life. It makes good language work as well as good reading matter. Page 30. In this story there is a very strong plea for justice to servants who have outworn their power to serve. While the children should enjoy the adventures heartily, they should also feel the moral. It is a very old story, one of Grimm's fairy tales, and will bear dwelling upon at length. Page 34. Let the children copy this poem in script, learn it, and speak it. Have them notice the name of the author. Page 35. At Thanksgiving time, this lesson will be found interesting from its associations. Read at another time of year it might fall flat. Page 37. Let the children learn the little poem. Page 38. Let the children learn this poem also and speak it in Thanksgiving exercises. Page 39. There is no moral point to this story, but it is very childlike, and as such will please the children so that they will return to it often of their own desire: thereby learning the process of reading in the very best way. 36 INDIANA READING MANUAL Page 40. For some time before the class reaches this lesson, read selections to them from Hiawatha. The whole childhood of Hiawatha is interesting to children. The building 1 of the canoe, the transformations of Panpnkkeewis and some other portions are suitable for reading to children. From them they will get literature, poetry, man- ners and customs of the Indians, etc. As a prep- aration for these particular selections read them again and again to the children, being careful to read them well. In a short time the children will catch the rhythm and the half memory of the words will help them to recognize words which they probably could not make out in any other way. Then take up the selections in class. No poetry is more easily committed to memory than Hiawatha, and the children should commit these selections. If you have a period devoted to gen- eral work on geography, history, nature, etc., it will be well to take up the study of Indians at the same time. Children delight to represent the scenes described on the sand table. The woods may be represented by pine twigs. It is easy to contrive a little wigwam. A paper boat will do, if no little model of a birch canoe is forthcom- ing. A piece of glass will represent the water. Toys which are commonly obtainable from the children may represent the animals. SECOND READER 37 Be sure to connect the name of Longfellow in- dellibly with this poem in the children's minds. Page 45. Let the childern learn the facts con- tained in this lesson well enough to remember them. Read the poems mentioned here to them, and as many others as you have time for. Long- fellow is one of the children's poets, and they are defrauded of their birthright if they are allowed to remain in ignorance of his poems. Page 47. Let the children learn the stanza. The Indian story will be found interesting, fol- lowing immediately upon the Indian work. The little poem of Stevenson's carries out the thought of fall in the Indian story. Page 49. This is a very old story and very interesting to children. It contains two morals — avarice which overreaches itself, and unfaithful- ness to a faithful friend or follower. Page 51. The ''Golden Touch" is symbolical of the change of the foliage to brilliant colors in the fall. In a night, sometimes, the forests are changed from green to gold, as by the touch of a magic hand. This, however, does not appear in the story, and it is doubtful whether it would be of any interest to children. The unhappy and useless miser is depicted in the first part of the story, and his reform through having his wish granted literally, in the second. 38 INDIANA READING MANUAL In oral reproduction and in written work, fol- low these topics ; the description of King Midas, including what is on page 51 and one paragraph on 52 ; how he gets the golden touch ; the use he makes of it ; the changing of Marygold -into a golden girl ; how he gets rid of the golden touch ; his afterlife. Page 57. This is a selection from that delight- ful little book, "Seven Little Sisters," by Jane Andrews. This' and its continuation, "Each and All," should be in every primary school. In teach- ing it compare the Brown Baby's bed, food, play- mates, etc., etc., constantly with those of the chil- dren themselves. The Brown Baby's home is in South America. This is only a part of her story. somewhat simplified. The book contains stories of a Chinese child, an Eskimo child, an Arab child, an African child, a German child, and a Swiss child. "Seven Little Sisters" was published forty-two years ago, and its popularity is growing with time. The life of the average book is about ten years, but the intrinsic interest of this and its value have kept it alive and growing in favor. The poem at the top of the page is a fitting pre- lude to the lesson and should be connected with it. Page 59. This selection contains some in- formation on nature study and also a moral. It should be so managed as to cause the children to SECOND READER 39 look for caterpillars and chrysalides. The cater- pillar from which the butterfly shown in the pic- ture comes, feeds upon parsnip leaves. It is very intensely green with velvety black stripes across its back. When it is disturbed, it puts out two little orange horns and emits a very unpleasant smell. It is harmless, however, and, brought into the house and supplied with fresh parsnip leaves every day, it will feed quietly under observation. It should be kept in a box covered with glass in a light place out of the direct rays of the sun. "When ready to become a chrysalis, it grows very restless and is then able to escape through a much smaller hole than would be imagined. At that time the air holes in the box should be covered with mosquito bar or some kind of loosely woven cloth. Each kind of caterpillar has its own food, and it will starve rather than eat any other. Give a caterpillar the kind of leaves it is found feed- ing upon. If it is found crawling rapidly along the ground or any where away from fresh leaves it is probably ready to change and needs no food. Occasionally caterpillars are forced to leave the plant they have been feeding upon and seek an- other of the same kind. It is usually easy to find milkweed caterpillars. They make more beautiful chrysalides than any other butterfly. A subject closely allied to this lesson is the 40 INDIANA READING MANUAL connection between humming birds and butter- flies, and the flowers from which they obtain food. Plants attract insects by the color, odor, plac- ing, honey, etc., of flowers. Example — The sun- flower is brilliant and conspicuously placed, but has little odor. The clematis and toad flax (but- ter and eggs) are also examples of this kind. The poppy has flaunting colors, and a little odor, which is probably pleasant to bees. The rose has softer colors and considerable prefume. The two devices modified somewhat are combined. The flowers having the heaviest, sweetest perfumes are white or light colored. Examples — Tube- rose, lilies. The arbutus is inconspicuous in plac- ing and color, but exceedingly sweet. Many of the white or light colored flowers are not more odorous in daytime than others, but become so at night. For example, the honeysuckle, which is white or nearly so, perfumes the whole house and yard in the evening. This is fertilized by hawk- moths and other night flying insects. Other white or yellow flowers, which have large corollas trust to the conspicuous spot of white to attract night flying insects. Some plants have a disgusting odor. It is noticed that flies and similar insects frequent these. The parts are arranged so that in getting the honey the insect must come in contact with the pollen. The devices for this are many. Some SECOND READER 41 plants have the honey in spurs. The nasturtium has over reached itself. The bumble bee punc- tures the spur and smaller bees follow. This is not true of many plants. Other points in the shape of the corolla are for this purpose. In- sects that have not much range and that have smooth bodies, as ants, are shut out by furry throats, stickiness, closed mouths, etc. Only a large, heavy bee can open the mouth of the toad flax. The bee sits on the deep yellow spot and the mouth drops open. Humming birds fertilize some kinds of plants. The markings on the petals direct the insects to the nectar. The morning glory shows con- spicious stripes reaching down toward the nectar. It is very conspicuous in many flowers. There are spots that are merely part of the device for making the flower conspicuous, but these are easily distinguished from the others. Many plants that grow in grass develop flower stems to suit the height of the grass. For example, in spring the dandelion stems are short, but later the flower is lifted upon a long stem. Flowers that are fer- tilized by the wind, are lacking in the showy col- ors and have neutral colors, and are small and in- conspicuous. The bees have baskets for carrying pollen, which they use in making bee bread, but much of the pollen merely adheres incidentally to the body because it is so hairy. 42 INDIANA READING MANUAL Grant Allen's ''Story of Plant Life" gives a good exposition of the subject. Page 62. "The Song of the Lark" is found in Hans Andersen under the title of the "Lark and the Daisy." Bring out strongly the con- cluding thoughts. The picture is a copy of Bre- ton's Song of the Lark, the original of which is in the Chicago Art Institute. Page 66. The story of Columbus is always interesting to children. It should be read if pos- sible about Oct. 1 2th and connected with the his- tory of our continent. Page 70. "Santa Claus" is a simplified selec- tion from Eugene Field's "Symbol and the Saint" found in "A Little Book of Profitable Tales." This book contains beautiful Christmas stories. Page 73. Andersen evidently intended to give some solid information in a pleasing way when he wrote this story for children. Try to carry out this idea. Page yy. "The Discontented Pine Tree" is taken from Grimm. It is a story much recom- mended by educators, especially by Dr. Charles McMurry in his books on reading and language. Let the children reproduce it orally and in writ- ing. Page 79. The point of this story is evident Page 80. This story is adopted from one of SECOND READER 43 Sir Edward Arnold's poems in "Pearls of the Faith." The dog is a very common domestic animal, and being such, is often subjected to great cruelty. Every opportunity should be seized to impress children in this direction. Page 82. Have the children learn "Bed in Summer," and notice the name of the author. Page 83. An attempt is here made to convey information in story form. Talk to the children about the far north. Show them any pictures you can obtain. Read them "Agoanack" from "Seven Little Sisters"' if you can get the book. Page 86. "The Dove and Her Children" is another selection from Sir Edwin Arnold. The story itself is very old. being taken from the Koran. In this day of protection for birds, its point need not be stated. Only have the children read it understandingly. and it will teach its own lesson. Page 88. This lesson is especially constructed in the hope that it will lead both teachers and children to look about them and get information on this interesting subject. Observation may be made in a town or city just as well as in the country. Wherever there are shade trees, co- coons may be found, when the leaves are gone. See note on page 1 59 of the second reader. Page 91. This is an exceptionally good story for an information story. Beside the science 44 INDIANA READING MANUAL involved it contains a very good lesson for the average child. It is taken from "Cat Tails and Other Tales," a very good collection of elemen- tary science stories, published by A. Flanagan Co. Page 95. After the children have read this, it would be a good thing to read the story from the Bible for morning exercises. Read also some of the Psalms of David and let the children know that they are the songs referred to in the book. The Twenty-third Psalm is especially appropri- ate in view of the description of David given in the lesson. Selections, from Psalms 34, 91, 104, 121, 147 and others should also be read in morn- ing exercises. No better literature can be found, and this has the superior merit of being available at all times and places. There are many famous statues of David in the act of slaying Goliath, notably that of Michael Angelo, a picture of which is published by the Perry Picture Com- pany. Page 99. This is a selection from Haw- thorne's Snow Image. If possible read the origi- nal to the children. Page 103. No poem is a greater favorite with children than this. They learn it very readily and should be encouraged to learn parts of it at least. Do not compel any one to learn it. There should be no unpleasant associations connected with such an exercise. It makes a very prett}r SECOND READER 45 recitation for a child. As a preparation for teaching it, study it yourself till you can read it feelingly, and read it once or twice to the chil- dren, as a whole and without comment. Let them discuss the story contained, a little, and then be- gin to study it bit by bit. The Carey sisters have many poems much beloved by children. Page 105. Read this story of Abraham Lin- coln near his birthday. It is a good geography and history lesson also because it gives some- thing concerning early conditions in this state. The following is a good outline for a study of Lincoln near the date of his birth ; — Lincoln's Grandfather — Where he lived. Liu- coin's father — where he lived when a child, experiences with the Indians. Conditions of the country during his life and in Lincoln's child- hood and youth. 1. Clothing. Flax and wool. Preparation — spinning, weaving, sewing, scar- city of clothing. Skins of wild animals for cloth- ing, bedding, curtains, rugs. Hats — usually fur caps. Shoes — used to dress up in. People walked and carried shoes to save them. Peo- ple went barefoot. Many children were bare- foot even in winter. Many men dressed in buck- skin clothing and moccasins as the Indians did. Stockings — homemade. 2. Guns — Molded bullets, carried powder and bits of cloth, loaded with ramrods. Compare 46 INDIANA READING MANUAL guns of today. Speak of greater usefulness of guns in those days. 3. Food — Deer, bears, turkeys, etc. Speak of the numberless wild animals inhabiting the vast forests. References — McMurry's Pioneer- His- tory, Dreyer's Indiana Geography, Stories of Indiana. Very few domestic animals — Why? Corn — Manner of preparation — grinding, cook- ing. Manner of eating — Scarcity of dishes, knives, forks, etc. Why? Lincoln's Childhood. — Removal of his father to Indiana. Manner of traveling, roads, forests, camping. References as above. House — Furniture, heating, etc. Discomforts — Poor food, clothing, cold, no doctor, no playthings for children. How the boy learned to read. Father could not. Going to school in Indiana — distance from home. What kind of work he liked best. Incidents to show truthfulness, bravery, perse- verance, love of learning, kindness of heart, love of parents, etc. Death of mother. New mother. Improvement in home. Life as a young man. Work at home and for neighbors, kind of work and wages, study at night, flat boating, etc. Later Life- — Store keeping, as a lawyer, as President. War, freeing slaves, number of men engaged, length of time. Incidents to show that the character of the man was the same as that SECOND READER 47 of the boy and young man. Bring out the char- acter of the man and child as vividly as possible through the work. Avoid formal statement of this and any extended personal application. Dwell longer comparatively on childhood and youth than on later life. Page in. See note on page 159 of the sec- ond reader. Page 116. Children admire the character of Beauty very greatly. They admire her cheerful- ness under depressing circumstances, her willing- ness to work, her unselfish character. These are all traits which are not especially noticeable in children. Linger on this lesson long enough to have it reproduced orally, and to have parts of it written by the children, in their own language. Page 123. The child in this lesson makes the same kind of mistake that most children and many grown people make in their dealings with animals. Discuss the best means of over- coming shyness in animals. All animals are alarmed by sudden or rapid movements, by a steady gaze, and by any attempt to take hold of them. A person who understands these points can tame even wild animals, and the more shy domestic animals by patience in making guarded movements, averting the full gaze of the eyes, and by keeping his hands out of the way while the animals approach cautiously to get food. 48 INDIANA READING MANUAL Page 127. Do not linger too long on this lesson. Children are held longer by a selection made np mostly of incident, than by a reflective or poetic selection. ' The child and the grand- mother are pleasing to the children, and also the facts given, but they will not care to remain so long on this lesson as on "Beauty and the Beast," and others of a like character. Page 130. Children think this story is funny, and a mirth provoking lesson is sometimes sadly needed in school. Help them to find the funny parts. If possible read them some of the stories from Joel Chandler Harris's "Nights with Uncle Remus." Page 134. Have this poem committed by all the children if it is possible to do so without com- pelling any one to commit it. It is from Robert Louis Stevenson's "A Child's Garden of Verse," as are the others of his in these books. Page 135. Read this lesson near Washing- ton's birthday. It is said not to be true histor- ically, but it is dearly beloved by every American child, and there is no reason why our children should not read our own and only folkstory as well as to read folkstories from all other nations. Page 138. Usually sometime during the year some elementary history work is done. This is a good lesson to take in connection with that work. SECOND READER 49 Page 141. Have this and the poem following it read early in the spring when the children are interested in such matters naturally. Page 144. On April fool's day many jokes of an unpleasant character are played. The reading of this lesson a few days before might turn the children's thoughts into a new channel. Page 146. This is a selection, one of the stories in Eugene Field's "A Little Book of Profitable Tales." It is a pretty fanciful story which will appeal to the children if it is read in flower time in the spring and connected with the joy of out of doors. The two selections at the end of the story voice the same thought as that found in the story itself. They are like a strain of music at the end of a song. Page 150. "Piccola" is quoted almost exactly from Kate Douglass Wiggin. Her stories for children are very charming. One book entitled "The Story Hour" is especially adapted to small children. This is a good Christmas story if you wish to read it at that time. Page 155. Nothing is more absorbingly in- teresting to children than their own birthdays. Let them talk about their birthdays and what is done to celebrate them. Then read them this poem, letting them know that the child is just seven, a fact which they do not always catch from the poetic expression. The child is evi- 50 INDIANA READING MANUAL dently out in a meadow, another thing which the children are not likely to get for themselves. It will be necessary to remind them of possible times when they have seen the moon, faint and white, in the daytime. Keep the connection be- tween the stanzas for the children, by keeping them in mind of the fact that the child is out playing in a pleasant meadow because it is her birthday, and that she sees all the things men- tioned. A bee is covered closely with minute golden hairs, making it "velvety."' It is very easy to find a bumble bee with the pollen baskets on its largest legs packed full of pollen, which it col- lects to carry to the hive for bee bread. Closer examination will show that the minute hairs all over the bee are often "powdered" with the gold of the pollen. See directions for "Humming- bird and Butterfly" for your own information, but do not digress from the teaching of this poem as literature, to the teaching of facts in nature work. Give just as much explanation as is neces- sary to the understanding of this poem, and keep to the poem. Explain to the children that this is an English child, and that in England there are some flow- ers and birds which we do not have. THIRD READER 51 SUGGESTIONS ON EACH LESSON IN THE THIRD READER. Page 9. This is appropriate for fall and to spring also. The going away of the birds is a common topic of conversation at that time. En- courage each child to select a stanza that he likes particularly and commit it to memory. Page 10. The same topic is continued in "Coming and Going." The nest building and the young birds of the spring and summer are fresh in the children's minds, and of perennial interest. The lesson is just as appropriate for spring. In reproducing this story, children un- conciously use the language of the author. There seems to be a peculiar quality in the form of ex- pression that makes it easily remembered. En- courage the class to reproduce it as nearly in the language of the author as possible. This is much better than to reproduce it in their own language. See first note on page 234, of the third reader. Page 15. Have this poem committed to mem- ory. To have the best effect it should be studied in September. Very few children have oppor- tunity to see the gentian. It is a deep blue flower much celebrated in poetry. The petals have fringed edges. Have some milkweed pods 52 INDIANA READING MANUAL brought in, and examine the "hidden silk." Ex- plain to the children what sedges are. See if they understand what is meant by "Make asters in the brook." Page 17. See the note on this lesson on page 234. Get the book if you can, and read it to the children. It may be bought for ten cents. Page 26. Have this poem read and memo- rized immediately after reading the brownie story or while it is being read. It is like a strain of music which comes at the beginning or end of a song or between the stanzas. It carries on the thought. Page 26. This lesson has been found to be very interesting to children, when they have been allowed to turn it into a dialogue. The dialogue form brings out expression, and this lesson is well adapted to it. . • Page 31. This story has the same qualities as "Coming and Going" and should be treated in the same way. It has its best effect when read in the season of falling leaves. Page 33. Both selections on this page follow the thought in "The Anxious Leaf" and should be read at an appropriate time of year. Page 35. Select a time if possible when there has been a rainbow. Speak about the rainbow. Then turn to this selection, THIRD READER 53 For the second selection on page 35 see the note on page 235. Study this note until you are sure you have the whole thought. In reading or in reproducing the story, divide it into topics, as follows; the hatching of the little ducks, the trial in the water, the introduction to the barn- yard, the ugly duckling's flight and life with the wild ducks, the life in the little cottage with the old woman, the flight from the cottage and the meeting with the swans, the rescue by the farmer and the scene in his house, the flight and second meeting with swans. Page 52. This poem has an added interest if read near Christmas time. Page 54. Have the selection at the top of the page memorized and recited to the class. Conies are small animals found in Asia and Africa. They are sometimes called rock-rabbits because they make their homes among the rocks and re- semble rabbits in size and covering. The second selection is an incident story, very interesting to children when treated as such. Do not remain upon it very long. When it has been smoothly read, leave it. Page 56. Talk with the children about what may be seen from the window on a windy day- Tell them about Robert Louis Stevenson, who, being often ill when a child, often lay where he 54 INDIANA READING MANUAL could look out upon the street and see just such things. Recall the sounds made by the wind in the trees and when blowing over the grass. There will be no lack of interest in reading the poem, if this preliminary work is done skilfully. Page 57. See note on page 236. This story is greatly in contrast with most stories of the Indians and Whites in the early history of our country. Possibly the children have never heard a story in which the Indians were shown to be other than treacherous and blood thirsty. This presents another point of view. Be careful to bring it out. Children are always pleased to try to make a drawing of the scene described. Page 61. This poem makes a very pleasing recitation. It can be connected nicely with the work on birds. To do this need take no time away from other lessons. The main thing in nature work is to get the children to observe when they are out of doors. This may be done without having any set time for recitation on the subject. A word fitly spoken may do more good than a dozen formal lessons on the subject. Page 64. See note on page 236. Study this well and try to realize its beauty before you teach it to the children. If read near Christmas time the fact that a star is spoken of is likely to inter- est the children. In reproduction encourage the children to use the author's language. THIRD READER 55 Page 70. Let the children read this for morn- ing exercises till they learn to speak it. Page 71. One very famous picture of Joan of Arc by a French painter, Bastien le Page, is in the Metropolitan Museum in New York. The Pantheon in Paris contains a series of mural paintings depicting the important events of her life. Paintings showing" her in her native forest listening to the voices of saints and angels, in armor leading her army in battle, moving in tri- umph through peaceful city streets, at the coro- nation of the king, before her unjust judges, and at last, dying the martyr's death, find place in the Louvre and in many other famous places in France. Many cities of France have statues and monuments in her honor in the public squares. The quaint old house at Domremy, where she lived, is still preserved, and the soldiers stationed in that vicinity, form for drills in front of it every day. Books of all sorts — histories, biographies, essays, poems, historical novels, and dramas have been written concerning Joan of Arc. One of De Quincy's most beautiful essays has her for its subject. All nations admire and idealize her. In France she has been canonized as a saint within the last twenty years. The more that comes to be known of her the greater grows the world's admiration of her patritoism, her genius, 56 INDIANA READING MANUAL her bravery, her loyalty to truth ; and the greater grows the wonder that, in any age, she should have met so pitiful a fate. Page 83. Have this read and committed to memory in October. It has an interest if read then which it cannot possess at any other time. The children can find everything mentioned, out of doors, except probably, the gentian. Page 85. If possible read the whole of "Black Beauty" to the children. It has been called the "Uncle Tom's Cabin" of the horse, and it is an interesting book to children and contains many good lessons skilfully set forth to influence the mind unconsciously. Page 100. In cold frosty weather have this read for morning exercises until it is committed to memory. Put it upon the board if necessary. Page 101. No poem pleases children more than this. Many children learn it voluntarily. Santa Claus is a myth so dear to children's hearts that anything concerning him finds favor with them. Give them free rein to enjoy the poem and they will read it with expression. This poem is most highly exciting if taken near Christmas, but it is interesting at any time of year. Page 105. It is always best to read such a story as this shortly before or after Christmas. Page 109. This contains the real Christmas storv and it is by an author who is a favorite with THIRD READER 57 children. See the note on page 237 in the reader. It connects well with the descriptions given in Ben Hur. To read the passages from the New Testament, on which it is based, as morning ex- ercises will make the interest greater. Page 113. Remind the children of "Brownie and the Cook" and let them know that this is the same brownie. There are a number of good lessons in this, namely; the children's cheerful obedience to their mother, their kind thoughts of the gardener even in the midst of their vexa- tion or amusement, the reproof the older children had from their friend, the brownie, when they neglected the little ones, etc. Page 125. See the note on page 237 of the reader. Page 127. Try to have the children think more of the cheerful side of this poem than of the other side. Try to have their minds dwell on the pleasure the little boy and grandmother had. Page 132. This poem is a little more difficult than many others found in this book, but per- fectly comprehensible to children, especially those that live in the country or in villages, where they are often in the woods. Discuss it line by line to get the pictures. When reading the first line, the children should be in imagination under the bare, still trees. Every child of this age knows about the days when it is sharply cold in the morning 58 INDIANA READING MANUAL and evening, but pleasantly warm when the sun is shining. The light snow, white on the ground in the morning but gone soon, is a familiar sight. See the note on page 237 in the reader. Follow up each line as suggested for those of the first stanza and the children will be found to enter into the spirit of the poem. The experi- ences which give an understanding of the poem are much fresher to children, especially to coun- try children, than they are to most grown people. Page 135. It may be possible to get old enough to lose interest in Robinson Crusoe, but no normal child lacks interest in it. Tell or read as much of the story to the children as possible. Children are not usually much interested in descriptions, liking incident much better, but they are always inter- ested in the description of Robinson Crusoe's house, his clothing, etc., because he made them himself unaided and from necessity. There are very few boys who have not longed ardently to be placed in just such circumstances as surrounded Robinson Crusoe, and many girls have had the same desire. Children are interested to construct Crusoe's house on a sand board from the descrip- tion, using twigs for the stockade. Page 144. Read this if possible in the spring. Show pictures of canoes and of Indians making canoes. Call on the children to bring any arti- cles of Indian workmanship they have at home. THIRD READER 59 Show a piece of birch bark if possible. Before leaving this the children should commit at least one stanza to memory. Let each choose his own stanza. Read other selections from Hiawatha to the children. Children of this grade usually like the portion which gives the Indian myth of winter and spring, representing them as an old gray man and a radiant youth; the "Four Winds;" the slaying of Pearl Feather; "Hia- watha's Fishing," etc. Page 150. This is an incident story. Treat it as such. The only point of moral point is that it suggests the wrong of deceiving little children for the sake of having fun with them. Also the fact that the child wanted the gold for her friends gives a suggestion in a good direction. Pa g e 155- See note on page 238 of the reader. Page 157. See the note on page 238. Page 158. This selection is from Andrea Hofer Proudfoot's Child's Christ Tales, a book so sweet and charming that it has had a very large sale everywhere. Published by A. Flanagan Co. The picture here given is a copy of one of the world famous pictures. Page 166. Children are not usually interested in reminiscent selections, because, not having lived to any great extent, they have not life to look back over; but in this poem, the reminis- 60 INDIANA READING MANUAL cences fit into the child's present experiences so well in the main, that with skilful teaching, abundant interest is shown. Talk with the chil- dren about visits they have made to the country, or, if they are country children, about visits they have made to relatives near them. See note on page 238. Page 168. This is a very interesting story, but it is of a time and of customs very different from anything in the children's experience. They will therefore need more assistance from the teacher in getting the setting of the story than in any story of the present day. Give them a description of a tournament and tell them of the custom of the Judgment of God. The teacher will find a good description of both for her own in formation in Scott's Ivanhoe. Bring out the dog's sagacity and love for his master strongly. See the note on page 238 of the reader. Page 179. See the note on page 239 of the reader. Page 180. Holland is an intensely interesting country to children. The odd contrasts with our customs attract the children by their novelty. This is a selection from Mary Mapes Dodge's "Hans Brinker or the Silver Skates," which is a highly interesting book, both to children and to grown people, and a very profitable one, as well, from the information it contains. Help the THIRD READER ( ' 1 children all yon ran to picture this country as it lies below the level of the sea, and the devas- tation thai results when the dikes break. See the note on page 239. Page [82. The preparation given in the pre ceding lesson should enable the children to un- derstand the situation given in this poem. See note on page 239 of the reader. Be sure that the children know the meaning of such words as refer to the dikes. This lesson gives opportunity for very good work in finished careful reading It is worth dwelling upon until the children are filled with enthusiasm for the little hero, and read with spirit. Page [89. Do not pass over this because it may seem trite to you. Tt is a selection from some of the very best literature in the English language. Tt contains a beautiful picture, which should appeal especially to the experience of children in the country. Discuss with them the kinds of soil mentioned and the growth of plants in such places. Show a copy of Millet's Sower. One may be bought from the Perry Picture Com- pany for a cent. Let the children see how grain was sowed before we had machinery for sowing it. Then read this selection. Page 200. Children are so far removed from the conditions mentioned in this poem that it might almost as well be ancient history. Before 62 INDIANA READING MANUAL reading it, find out what they know about the Civil War, and give them a brief view of the conditions in the United States when this inci- dent occurred. As part of their preparation, after they have had the above, read the- poem as a whole to them without comment. Don't read it indifferently, but well and with spirit to make the children enthusiastic to start with. See page 239 of the reader. Page 204. Some history work must be done here before the children can be expected to read the selection well. The children are likely to have some vague information concerning the Revolution and they have probably heard of the Boston Tea Party. Let them tell all they know and then clear up their ideas as much as possible. Tell them something about the battles of Bunker Hill and Valley Forge. Page 213. See note on page 239. Page 214. This selection is taken almost word for word from Hawthorne's "Wonder Book," which may be bought for a very small amount of money. It records one of the Labors of Hercules. Children are always interested in these. If pos- sible read something about them to the children. Francillon's "Gods and Heroes,'' published by Ginn, contains a very good account of them. See note on page 240. THIRD READER 63 Page 232. See note on page 240. The children have never seen a field of daffodils, but most of them have seen a field full of some kind of blossoming plants or weeds. Let them recall such experiences, and try to imagine a wide stretch of golden yellow daffodils. They may not know the daffodils by this name, but nearly all know the flower under some name, having seen it early in the spring. Daffodils are brilliant yellow flowers with sedge-like or grass-like leaves, and quite commonly called Easter flowers, because they bloom at about Easter time. Blackboard Reading Lessons Annie Klingensmith. This book gives detailed directsons for blackboard work in every phase — sentences, words, sounds, writing, tor the first three months of school; also carefully arranged reading lessons using the vocabulary common to all primers which are based on home environment. It contains simple illustrations drawn in diagrams, which may be transferred very readilv to the board, by teachers who cannot draw. Price, $0.25 Household Stories Annie Klingensmith. Household Stories is a very good supplementary reading book for the second year and the second half of the first. It contains many of the folk stories shown by time to have the most endur- ing interest for children. It is an excellent book for language reproduction, the stories being expressed in very simple language easily understood by small children. Price, $0.35. Norse Gods and Heroes Annie Klingensmith. This book is suitable for the children's own reading in the second and third grades. It is also well adapted for language reproduction. Price, $0.25. A. FLANAGAN COMPANY CHICAGO 64 LIBRARY OF CONGRESS II II III II II I Mil 1 1 III III II 019 843 579 fl ^