Excerpt from The Beginners' Readers, Vol. 2Hint - Call attention to the fact that Dick and Bessie begin with capital letters, and explain the possessive form Dick's.About the PublisherForgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.comThis book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from The Browne Readers, Vol. 2: First Year-Second Half Preliminary blackboard reading is not necessary in this grade. The story may be read directly from the printed page. Keep in mind that the aim of the reading lesson is to secure speed and accuracy in the process of obtaining the thought of the written page, and that silent reading is the great means to this end. In all the stories the thought element must precede the correct oral expression. Arouse an intelligent interest in the story before taking up the reading itself. Talk about the story and the setting; discuss the characters in the story and let the children discuss the pictures. Correlate your work in nature and ethics with the reading lesson. As each sentence or paragraph is read aloud, make sure that its full meaning is understood. Give to the children as much related information as is practicable. Unknown Words. The teacher is referred to the Re view Words following the stories in the reader, wherein are listed, in the order in which they first appear, all the new words, both sight and phonetic, that occur in the reader. A glance through the lists shows the teacher the phonetic elements that must be drilled upon and the sight words that must be taken up each day. The child must learn the phonetic words from the phonetic drill which precedes the reading lesson. If he cannot get thesight words through adroit questioning by the teacher, he must be told what they are. Every word in the new sentence or paragraph must be known to every child before the sentence or paragraph is read aloud. Particular stress is laid upon the word drill after the reading lesson. This does not contradict the statement Every word in the new sentence or paragraph must be known to every child before the sentence or paragraph is read aloud. It refers simply to the drudgery of the reading lesson, the drill on sight words, the object of which is to impress the visible form of the unknown word so thor oughly upon the mind of the child that he will recognize the word when he sees it in new surroundings. If fifteen or twenty minutes are spent in trying to teach isolated words before anything is said about the content of the reading lesson, the child is tired out; his mind is not in the best condition to take up the reading itself. Let the child's interest be aroused by the story or content at the beginning of the reading period. The drill on the new words of the lesson will be more spirited because thought has been associated with these words. The following method of taking up the reading lesson is suggested for use with this reader I. Phonetic drill upon the new and unknown pho netic words that occur in the story to be read. 11. Conversation; picture study; discussion of the characters in the story; the setting of the story; a short talk about the story, perhaps no more than the title of the story will suggest. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from The Silver-Burdett Readers, Vol. 2 As this series of readers has been prepared to meet the special requirements of text-books in reading, in distinction from mere supplementary reading matter, the question of grading is a fundamental one. Wherever the grading per mits, use has been made of selections from the best juvenile literature. It has seemed desirable, however, that a number of lessons be written expressly for this book, in order that, at this early stage of the child's progress, the lessons may be properly graded in respect both to thought content and to vocabulary. All such original lessons have been ap proved by competent literary critics. At the head of each lesson are listed the new words; and, other than these, the lesson contains no words that have not been taught in the First Book or in previous les sons of this book. A complete vocabulary of the words in this book which have not occurred in the First Book. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from First Reader Note. The stories and poems contained in this little volume are care fully graded for beginners. They are to be read by the children themselves. A Teacher's Manual has been prepared which furnishes the same stories, with full explanations and footnotes, Showing important phonetic developments which eliminate the necessity of acquiring a large stock of sight words by visualization always a Slow process. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from A First Reader This First Reader is a second book of a basal series, and grades naturally and easily from the Primer. In its preparation great care has been taken to adapt the reading matter to the child's understanding and to awaken and hold his interest. For this reason the sen tenoes are short and clear in thought. Their simplicity will lighten the work of the teacher. Following the plan of the Primer, the use of a limited number of phonograms is emphasized, which, rightly pre sented, will give the child power to recognize quickly each new word. The stories of nature, animal life, home, and coun try are appropriate to the season of the year. They will appeal to the experiences of childhood and develop humane and patriotic feeling. All new words are placed at the beginning of the les sons and repeated as often as possible without sacrificing literary strength. Words from the Primer are freely used, and the Primer vocabulary is introduced at the beginning of this book, that the teacher may use the words for occasional review lessons and language work. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from The Taylor School Readers: First Reader The purpose of this First Reader is to provide lessons which will help children learn to read, and, at the same time, awaken in them a love of good books and good reading. It is intended, in short, to be the child's introduction to literature. In preparing and arranging the various lessons, the author's chief care has been to present such matter as is based upon the child's instinctive interests; hence the choice of subjects has been influenced by the character of the reading which children select when left to themselves. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from The Progressive Road to Reading, Vol. 2 One, is continued throughout Book Two. Unfamiliar words are taught by blackboard drills just preceding the reading of the new lesson which contains these words. These exercises prepare the child to attack all words inthe story which have been used as sight words, all those which he can pronounce through his knowledge of the phonetic key, and all new sight words which are outside the key. Diacritical markings, which were employed in Book One to smooth rough spots, do not appear in this book. In case any new word presents peculiar difficulties these may be readily overcome by placing on the blackboard either the unfamiliar word with its diacritical markings, or a sight word containing the phonetic elements which the child has not recognized. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from Verse and Prose for Beginners in Reading, Vol. 1 of 2: Selected From English and American Literature Tm; attentive reader of this little book will be apt to notice very soon that though its title is Verse and Prose for Beginners in Reading, the verse occupies nine tenths, the prose being confined to about two hundred proverbs and familiar sayings some of them, indeed, in rhyme scattered in groups throughout the book. The reason for this will be apparent as soon as one considers the end in view in the preparation of this compilation. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
This collection is based on the required reading list of Yale Department of Classics. Originally designed for students, this anthology is meant for everyone eager to know more about the history and literature of this period, interested in poetry, philosophy and rhetoric of Ancient Rome. Latin literature is a natural successor of Ancient Greek literature. The beginning of Classic Roman literature dates to 240 BC. From that point on, Latin literature would flourish for the next six centuries. Latin was the language of the ancient Romans, but it was also the lingua franca of Western Europe throughout the Middle Ages. Consequently, Latin Literature outlived the Roman Empire and it included European writers who followed the fall of the Empire, from religious writers like Aquinas, to secular writers like Francis Bacon, Baruch Spinoza, and Isaac Newton. This collection presents all the major Classic Roman authors, including Cicero, Virgil, Ovid and Horace whose work intrigues and fascinates readers until this day. Content: Plautus: Aulularia Amphitryon Terence: Adelphoe Ennius: Annales Catullus: Poems and Fragments Lucretius: On the Nature of Things Julius Caesar: The Civil War Sallust: History of Catiline's Conspiracy Cicero: De Oratore Brutus Horace: The Odes The Epodes The Satires The Epistles The Art of Poetry Virgil: The Aeneid The Georgics Tibullus: Elegies Propertius: Elegies Cornelius Nepos: Lives of Eminent Commanders Ovid: The Metamorphoses Augustus: Res Gestae Divi Augusti Lucius Annaeus Seneca: Moral Letters to Lucilius Lucan: On the Civil War Persius: Satires Petronius: Satyricon Martial: Epigrams Pliny the Younger: Letters Tacitus: The Annals Quintilian: Institutio Oratoria Juvenal: Satires Suetonius: The Twelve Caesars Apuleius: The Metamorphoses Ammianus Marcellinus: The Roman History Saint Augustine of Hippo: The Confessions Claudian: Against Eutropius Boethius: The Consolation of Philosophy Plutarch: The Rise and Fall of Roman Supremacy: Romulus Poplicola Camillus Marcus Cato Lucullus Fabius Crassus Coriolanus Cato the Younger Cicero
Excerpt from The Carroll and Brooks Readers: A First Reader The order of topics in the first reader follows in a measure the order governing the kindergarten year, which is the universal order in its appeal to the natural interests of children. The early lessons are based upon the child's love of activity and are intended to accompany the sense games of the kindergarten, modified to meet the needs of the primary school. Appropriate to the child's progress there are introduced lessons based upon familiar games and nursery rhymes, which appeal to his dramatic instinct. These lessons afford the richest material for language drill. The words are very simple, and their sound and meaning are already familiar to the child. Moreover, the subjects Offer ample Opportunity for the repetition of the vocabulary without monot ony. It has been an ideal throughout that the lessons should be as varied as possible, the vocabulary carefully limited, and the repetition of new words immediate and frequent. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
