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тва 1850

Educ T 758.50.836.

HARVARD UNIVERSITY

GRADUATE SCHOOL OF EDUCATION
MONROE C GUTMAN LIBRARY

Entered according to Act of Congress, in the year 1850, by
SANBORN & CARTER,

In the Clerk's Office of the District Court of the District of Maine.

PREFACE.

THE Grammar School Reader is more especially designed for the use of Grammar Schools; it may, however, be used as an intermediate book between the Third and Fourth Readers, by such teachers as think the Series is not sufficiently complete in its present form.

In preparing this work, the author has aimed to furnish a series of progressive lessons, fitted not only to teach the pupil how to read, but also to improve his literary and moral tastes, to expand his mind, and store it with useful knowledge. Intrinsic merit, with a sufficient degree of novelty to interest the pupil, has been the governing principle in the selection of the pieces.

All light and trifling matter, though not all that is humorous, has been rejected, believing that it is not only unnecessary to make good readers, but, that it has a tendency to vitiate the moral principles of the pupil, and destroy, in his mind, the just distinction of what is proper, either to be read or spoken. The various modifications of the voice, necessary for the pupil to acquire, may all be learned without resorting to compositions which have nothing to recommend them but mere novelty, or vulgar and profane expressions.

Part First is entirely elocutionary, and is intended to present, in a condensed form, the most essential principles of good reading. It is not so brief as the Third Reader, nor so full as the Fourth, but a medium between them. Each principle is presented in the form of a rule, and then illustrated and enforced by numerous and appropriate examples.

Part Second contains a series of exercises in reading, spelling and defining, and pronunciation, with explanatory notes and questions on the subject-matter of each piece. These exercises are progressive, and designed as a general application of the principles of reading, as taught in Part First. From the great variety of their character, they afford an exercise in almost every department of elocution, and if studied and read agreeably to ine design and directions of the compiler, will make correct and graceful readers.

The spelling and defining exercises are composed, in most instances, of the most difficult words to be understood, selected from the piece immediately following them. These exercises are well calculated to discipline the pupil's mind, and enable him to understand what he reads.

In the exercises in pronunciation, those words which are most fre. quently mis-pronounced, are selected from the reading lesson, and both the erroneous and correct pronunciations are given. The errors selected are very numerous, and, if carefully studied, will correct one great defect in the education of the young, which has led them to speak a broken dialect, rather than the English language.

The explanatory notes are designed to elucidate the text, and thus enable the pupil fully to comprehend what he reads, and to store his mind with much valuable information, not usually within his reach.

The questions have been appended to the end of each piece, in order to test the fidelity with which the pupil has studied his lesson, and to teach him to read with discrimination. They have not, however, been extended any further than to bring out the leading facts of each subject. The teacher is expected to extend and vary them, as the age and capacity of his pupils require.

In conclusion, the author would remark, that his acknowledgments are especially due to HORACE PIPER, Member of the Board of Education for the County of York, Maine, and to NELSON M. HOLBROOK, Author of the Child's First Book in Arithmetic, for their valuable assistance in the compilation of this work. The experience of these gentlemen in teaching, and their extensive acquaintance with the wants of our public schools, he feels confident, have contributed much to its value and practical utility. S. TOWN.

SUGGESTIONS TO TEACHERS. Part First should be taught agreeably to the author's suggestions there given; and the class should be exercised daily, on the Tables and Rules, until the principles are clearly understood, and can be correctly and intelligently applied, in reading the lessons of Part Second.

In Part Second, the teacher may take up all the subjects in each lesson, at the first reading, or omit a part till the second; but whatever is taken up should be taught thoroughly. A frequent reference should be made, from the reading exercises in this Part, to the rules and principles illustrated in Part First, in order to secure their constant observance and application. Questions, also, similar to those in Part First, should be asked, at the close of each reading exercise, in regard to the application of some one or more of the elocutionary principles, in the piece read.

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