Carlyle's Essay on Burns EDITED FOR SCHOOL USE BY GEORGE B. AITON, With Introduction, Map, Biographical Sketches of Carlyle TEACHERS SAY: "Carlyle's Essay on Burns is truly a classic. It gives evidence to the reader that Carlyle was a reader of men's very natures, through their written works. The charitable view he takes of Burns' life, as conveyed by his productions, is purely optimistic, and is in harmony with modern pedagogical teaching. The editor has done his work well." "The entire make-up of these volumes is pleasing, and I am glad to be able to present to my pupils, in so attractive and durable a form, the beautiful and ennobling thoughts of some of our best writers. The clearness of the type and the good quality of the paper used are features to be noted. The suggestive matter, notes, bibliography, etc., is of high order and excellently arranged." Limp Cloth, Paper Label, Side Stamp. Postpaid, 25c. THE STANDARD PARLIAMENTARY AUTHORITY. ROBERT'S RULES OF ORDER. FOR DELIBERATIVE ASSEMBLIES. By COLONEL HENRY M. ROBERT. The book contains, on its first pages, a table of rules relating to motions, which enables a presiding officer to decide correctly more than two hundred questions, without a moment's hesitation or the turning of a leaf. Part I.-Rules of Order. A compendium of Parliamentary Law, concise, clear and comprehensive, based upon the rules and practices of Congress, and the best usages of the great deliberative bodies of the world. Part II.-Organization and Conduct of Business. A simple explanation of the methods of organizing and conducting the business of Societies, Conventions and other deliberative assemblies. Part III.-Miscellaneous Information. A large amount of valuable information for the use of officials of Parliamentary Bodies, such as the Legal Rights of Assemblies, Call of the House, Trial of Members, etc. Limp Leather, red edges, pocket size, $1.00. Extra Cloth, 218 pages, pocket size, 75c. SPECIAL OFFER. The three books noticed on this sheet ought to be in every teacher's library. We offer them at a reduced price if ordered at one time. Clark's How to Teach Reading in the Public Schools, Aiton's Carlyle's Essay on Burns, Robert's Rules of Order, The three will be sent postpaid on receipt of $1.75. $1.00 .75 SCOTT, FORESMAN & COMPANY, 378-388 Wabash Avenue, CHICAGO, ILL. SUPPLEMENT TO SCHOOL EDUCATION, VOL. XVII, NUMBER XÌ. How to Teach Reading in the Public Schools BY S. H. CLARK, Ph. B. UNIVERSITY OF CHICAGO, Author of How to Read Aloud" and associate author of Principles of Vocal Expression." In the preparation of this book the theory is, first, that the teacher should have a thorough knowledge of how thought and feeling are expressed in other words, he must have the criteria of expression; and, second, that he should have a definite graded method of instruction, in which the simple shall precede the complex, and in which one element, and one only, shall be presented at a time. CHAPTER V THE MENTAL ATTITUDE OF THE READER In our knowledge of the psychology of the elements of expression, we have the solution of the difficulties resulting from the complexity and intangibility of vocal expression. The teacher now knows what to look for, and hence is enabled to diagnose the case. There is now the, second step to be taken in the development of the teacher: he must have method. It can hardly be claimed that there is any definite progression in our instruction. In the primary grades, the pupils learn the letters, their sounds, and a meagre amount of expression. After that the teaching is haphazard. This is not the case with arithmetic or history, or geography; why should it be so in reading? The answer is clear. For many reasons, not difficult to ascertain, the child has a vague idea that reading is simply vocal utterance; that his work as a reader is done when he has pronounced the words. This state of mind may be attributed, first, to his primary training, and, second, to the perfunctoriness of the reading lesson in the grammar grades. We seem to be satisfied, in the beginning, if a pupil learns to recognize and pronounce words. This is a serious error. We should never for a moment forget that our purpose in giving pupils the ability to recognize words is to enable them to extract the thought from the printed page. Hence, from the outset, as was enjoined in the Introduction, we should lay the least possible stress upon word-getting, and, contrariwise, all possible stress on thought-getting. If the primary teachers should succeed in developing the state of mind that would cause the pupils to go to the printed page as 117 Every teacher desirous of knowing more of the Why and How of Reading in the public schools, ought to have a copy of this book. It will stimulate one to think carefully over the whole problem, and prove exceedingly helpful even if one may reach an entirely different conclusion than that stated by Professor Clark in his book. 12mo., cloth, with gilt side stamp, 295 pages, mailed on receipt of $1.00. 378-388 WABASH AVE. SCOTT, FORESMAN & COMPANY, CHICAGO, ILL. |