admin
Tue, 04/16/2024 - 19:26
Edited Text
COLLEGE ARCHiVES
Elfi iEitnborn O^uart^rlg
he
EDINBORO
quarterly
is issued in December, March, June, and Septem
ber by the Edinboro State Normal School. The March number constitutes the
TAlumni
Register, the June number, the Catalog. The other two numbers are filled
with announcements and general news matter.
"Entered as second-class matter, December 11, 1913, at the postoffice at Edinboro,
Pennsylvania, under the Act of August 24, 1912.”
Some General Principles Involved in Making
a Course of Study
A course of study is an arrange will so correlate the various subjects
ment of subjects corresponding to cer that the maximum amount of work
tain steps in mind development, or the may be accomplished in the shortest
adjustment of various phases of sub time necessary to do it well.
There is a widespread feeling
ject matter to corresponding phases
throughout the country that there are
of mental activity.
The purpose of any outlined course too many subjects attempted in our
is to give the teacher a mere skeleton public schools, that the teachers havi
no time to stop for the sake of thor
of suggested material, about which she
oughness, that the knowledge of chil
may construct for herself such com dren is superficial, that they are not
pleteness of plan and method as may trained to proper habits, and that too
be suited to her individual needs. It many pupils fail to complete a year’s
maps out in a general way the work work in a year’s time. The trouble
to be accomplished in each grade. I may be due, in part, to the number of
There is but little suggestion of meth subjects attemepted and the ineffec
od of presentation and the plan must tive methods of presentation, but it is
be broad enough and free enough to due more to the extent of the subject
give full scope to the initiative and matter offered in; each grade. Courses
are often too elaborate, and cover so
individuality of the teacher.
Material of varying degrees of diffi much ground that time is wasted on
culty has been selected in the hope isolated facts and non-essentials.
Scientific curlculum making is still
that each teacher may be able to find
something adapted to her needs. More young. No principles that have been
work is outlined for each grade than formulated . have received sufficient
is really expected to be successfully approval to make them seem like a
covered in order to develop standards safe guide for the selection and ar
of values and the power of selection rangement of the material to make up
a course of study. The work of the
on the part of the teacher.
It is expected throughout that the committee of the N. E. A. on Economy
teacher shall keep in mind continually of Time in Edncatlon will doubtless
the bearing which one subject of study throw much light on this problem. For
may have upon another, and that she the present, curriculum making must
1
/
TIME SCHEDULE FOR ELEMENTARY SCHOOLS.
Reading .......
Writing .......
Arithmetic ...
Spelling .......
Lang., Gram.,
60— 60
Lit...............
Geography ... . . , ,-- . . . .
History and
Civics .......
Science, Nat
30-- 40
ural History
60— 60
Drawing and
Handwork . 100— 120
60— 75
Music ...........
Manual Train
40— 40
ing .............
20— 20
Physiology ..
50— 70
Phys. Culture
75— 75
Opening Ex. .
75— 90
Recess .........
Unassigned
90— 100
Time .........
----Totals ........... ----1155—1350
(irade 7
Min, Max.
100— 120
50— 60
200— 220
60— 70
Grade 8
Min. Max.
100— 120
45— 60
225— 250
60— 70
150— 165
125— 150
125— 150
175— 200
150— 170
175— 200
100— 120
110— 125
200— 220
200— 225
50— 60
45— 60
45— 60
45— 60
45— 60
80— 90
100— 100
65— 75
75— 90
65— 75
90— 100
65— 75
75— 90
60— 70
75— 80
Grade 4 | Grade 5 ] Grade 6
Min. Max. Min. Max. Min. Max.
285— 300
160— 180
120— 150
75— 75
80— 100
90— 100
160— 175
200— 225
225— 250
75— 75
75— 100
75— 90
Grade 2
Min. Max.
365— 420
100— 100
75— 100
50— 60
Grade 3
Min. Max.
350— 370
70— 100
150— 175
60— 60
50— 75.
. . . .--
160— 175
50— 70
160— 175
100— 125
150— 165
125— 150
30— 40
50— 60
30— 45
50— 60
220— 240
75— 75
75— 90
75— 75
40—
20—
50—
75—
100—
60
30
75
75
120
100— 100
—
1350—1575
45—
30—
75—
75—
150—
60
45
100
75
150
125—
—
1575—1650
60—
30—
85—
75—
150—
60
45
85
75
150
115—
—
1650—1650
60—
50—
100—
75—
90—
60
60
100
75
90
200—....
--------1650—1650
45—
45—
100—
75—
90—
60
60
100
7590
200—
----1650—1650
45—
45—
100—
75—
90—
60
60
100
75
90
200—....
----- ----1650—1650
45—
45—
100—
75—
50—
60
60
100
75
50
200—___
___ ___
1650—1650
THE EDINBORO QUARTERLY
Grade 1
Min. Max.
385— 450
60— 70
50— 75
. • . .-- . . . .
THE EDINBORO QUARTERLY
continue to be more or less haphazard
and unscientific.
In the arrangement of this curlculum for the Training Department of
the Edinboro State Normal School,
several fundamental and generally ac
cepted principles have been kept in
mind.
I. Content; A course of study for
any school should be deeply rooted in
the home interests of the children
making up that school.
II. Standard of Values: Those sub
jects and those parts of subjects are
most valuable that will have the great
est effect in modifying in the right di
rection the after behavior of the child.
III. Economy in Learning: The
child learns with the least effort when
he has an immediate and vital inter
est in the process.
Evalnation of Subjects
Teachers are likely to give extra
time to their favorite subjects. It
must be manifest that the reduction
of the number of subjects and the
amount of subject matter in the vari
ous courses of study, enabling each
teacher to cover the term’s work with
an ordinary class, must also be fol
lowed by a proper apportionment of
the time to the various studies in ac
cordance with their relative values.
A table is presented on page- 2 out
lining a minimum and a maximum
time to be given to each subject in
the elementary school by grades. This
table should govern the formation of
all school programs.
Modern courses of other cities have
been carefully studied and many valu
able features appropriated. It is not
assumed that an ideal course has been
prepared: neither is it expected that
the course will fit all conditions.
3
READING
Reading is the medium for thoughtgiving as well as for thought-getting,
and so by common consent it is con
sidered the most important study in
all grades. It is the key to' much
knowledge that cannot be -gained by
any other means. Scholarship in
arithmetic, history, science and what
not, is dependent upon ability to read.
Good reading leads to clear thinking,
therefore the essential function of
reading is to arouse thought, and to
develop the power to comprehend
thought. This power, once acquired,
is of great importance to the pupil.
Appreciation of literature, and proper
vocalization readily follow, and these
powers are invaluable assets in the
pupil’s life, both now and later. The
teacher should not only encourage pu
pils to read, but she. herself should
read to the pupils. She should keep in
mind the higher aims of the reading
lesson, to cultivate the heart and mind,
so that the reading lesson may point
the way to right thinking, right feel
ing, and right living.
Learning to read entails many pro
cesses, therefore no one method of
teaching should be chosen. The senses
of sight and hearing and the vocal or
gans must be trained; imagination
must be quickened; attention and
memory must be cultivated; countless
physiological difficulties and psycho
logical characteristics must be over
come; the teacher should, therefore,
have entire freedom as to the choice of
method.
But method in itself is of no value
excepting as it is developed by the
skillful and tactful teacher. All meth
ods fall with the incompetent teach
er.' Every teacher must herself im
part the stimulus that makes the child
desire to read, and that gives him the
4
THE EDINBORO QUARTERLY
power to do it. She must understand
his instinctive efforts, and supplement
and aid him by her knowledge of the
laws of association, interest, and fa
tigue. Her choice, also, of reading
material must be sympathetic and
wise, for upon it depnds the forma
tion of the child’s early reading habits
and selective taste.
Freedom of choice in method does
not imply lack of method, and no
teacher can hope to teach any subject
with success who has not looked well
to her own preparation. No teacher
can hope to depend upon inspiration,
natural talent, or intuition. The pro
gressive teacher must read, study,
think for herself, and keep herself in
formed on the subject which she is
teaching, in this case, reading.
Moreover, the clever teacher will
make a study of her pupils. A sym
pathetic knowledge of their various
Interests, notions, and defects will
help to solve half her problems. The
teacher who understands will corre
late the teaching of reading with the
child’s actual experiences, activities,
and other lines of development and
study.
In the primary grades, the teacher
must emphasize the mechanical ma,stery of the printed page.
Sight reading develops ability of
presentation on the part of the reader
and attention on the part of those
listening. The child should be taught
to read well; he should also be taught
to listen well. In this exercise, sight
reading is of great value.
Silent reading, also, is an Important
exercise, for outside of the school
room, the child’s reading is naturally
in silence.
The study of the English master
pieces should begin in the lowest
grades, where these are told to the
children in the form of stories. This
study should continue through the
grades, increasing in difficulty with
the growth of the child’s ability to
read.
Dramatization may be made a valu
able part of the work in connection
with reading.
Supplementary reading should be
standard literature.
Three kinds of reading: recitation
reading, supplementary reading, and
sight reading should each receive
special attention. Recitation reading,
that which Involves study, instruction,
and practice, should be in degree of
difficulty, slightly in advance of the
average reading ability of the class,
presenting material that challenges
some effort both in getting the thought
and in expressing it properly. Sup
plementary reading should be such as
presents no serious difficulties of mas
tery either in the mechanics or the
comprehension of thought.
Sight
reading should be somewhat below the
average ability of the pupils, offering
no obstacles to the free and effective
presentation of thought.
First Grade Beading
The most Important subject in the
primary grades is primary reading. It
should be given more time and empha
sis than any other subject. The best
method still seems to be a question
open for discussion. In arranging our
course of study, our aim is not to fol
low, too closely, any special method,
but to use the best of the different
methods.
Our object is to create in the child
a desire to read. To do this he must
be given something worth reading,
closely connected with his life and his
vital interests.
A child not used to story telling
needs more attention than a child
THE EDINBORO QUARTERLY
■whose life has been full of nurseryrhymes and stories, for he does not
know the joys of story land and has
no desire to find them out for himself.
Stories and rhymes should be read
throughout the grades to create a love
for good literature, an incentive for
reading, and a chance for the child to
use his Imagination, and power of imi
tation. They must be simple enough
for him to read easily, have some dra
matic action, and some human quality
to appeal to his love and sympathy.
“The Story Hour Reader” is used
for our basal reader. The rhymes and
stories are appealing and interest is
aroused from the first. The possibili
ties for, dialog and dramatization are
excellent, and these serve as an outlet
for the child’s superfiuous energy.
Outline of Method:
I. Tell the story.
II. Dramatize the story.
III. Write the story. (On the black
board.)
IV. Analyze the story. (1. Words
in groups. 2. Sight words. 3. Pho
netics.)
V. Read the story from the book.
During the first few days, while ar
ranging the program .and getting
started, rhymes and rote songs, di
rected by the manual, may be taught.
The teacher cannot but feel well ac
quainted with Mary Elizabeth and
James after she has dramatized Little
Miss Muffet or Little Bo Peep.
I. The teacher should tell the story,
being careful to use the words of thq
book. She should feel the story and
think the story from the standpoint
of the child, emphasizing only the im
portant parts. If it is well told, the
child will be anxious to reproduce tlie
story, as the child is a natural imi
tator.
5
II. Before dramatizing the story, a
few minutes should be spent In talking
over the different characters. The de
scriptive parts should be told by the
teacher until the child is able to tell
them, or, after the pupils are used to
dramatization the descriptive parts
may be omitted.
III. After dramatization, groups of
words containing a thought are -writ
ten on the blackboard, using the ex
act words, and spacing the lines as
they appear in the primer, as:
Little Bo Peep lost her sheep.
She looked and looked, but could not
find them.
Questions should follow which may
be answered in the words of the
primer:
What did Little Bo Peep lose?
What did she do?
The teacher should require that
answers be made in the form of a com
plete sentence, and that proper empha
sis be given the Important word in the
sentence, for the sake of good expres
sion.
IV. It is not necessary that the
child should know every word in the
story at first, only those words which
present a concrete idea, or which may
be readily acquired through associa
tion. These later become familiar to
the child through repetition and pho
netic drills.
(a) The division of the story into
thought groups is the first step in
analysis. A thought group consists of
a series of related sentences which
together express a complete thought.
The teacher may select thought
groups, or, get them from the chil
dren by means of questions and pic
tures.
'b) The next step in analysis Is
the oral expression by the child, of
each sentence in the thought group.
6
THE EDINBORO QUARTERLY
using questions and pictures as an
aid. The thought groups are then put
on the board, sentence by sentence, as
they are given by the child.
(c) The third step is the selection
of a group of words from a sentence.
The child recognizes the word group,
finds that he can read this group with
out hesitation and can therefore give
his- entire attention to the meaning of
the sentence as a whole. It is much
easier for the child to learn “Then
she went” in connection with “Then
she went to Little Miss Muftet,” than
it is to learn the word “then.”
(d) Before the child can get the
words phonetically, it is necessary lor
him to enlarge his vocabulary rapidly.
This is done through sight words.
Words are chosen which convey some
idea to the child and are recognized
immediately at sight.
/(e) In teaching reading, our great
aim is for the child to be able to get
new words without aid. To do this
the child must have phonetic pov/er.
The words to be drilled on phoneti
cally are chosen from the rhymes.
These words are cabled key words,
They are first taught as sight words,
and afterwards analyzed into phono
grams. For example, the sound of “f”
is developed from “find” in “Little Bo
Peep.” The family “at” is taught from
the word “sat” in “Little Miss Mulfet.”
After the sounds of the consonants
are learned, the child readily blends
them with familiar families and makes
new words. Constant drills upon word
groups, sight words, and phonetics are
necessary until the child is able to
read mechanically and give his atten
tion to the thought.
V. The final step is the reading of
the story as a whole from the book,
and this is the teacher’s opportunity
to help the child develop a well modu
lated voice, clear enunciation, pleas
ing manner, and good expression.
The following are a few devices for
teaching sight words and word
groups: 1. The teacher holds a perception
card. The child tells what is on the
card and then takes the card and
matches it on the blackboard or chart.
2. The teacher holds the percep
tion cards. The child finds the same
word or group of words in the hook.
3. The teacher Hashes the cards,
the children see who can get the most
cards by telling the word or group on
the card.
4. As the child tells the word or
group, he may skip and place the card
on the chalk tray.
5. The child may choose any card
on the chalk tray and match it with
the word on the board or the chart.
6. The teacher covers a portion of
the word group and has the child
name the group.
7. The teacher places the cards on
the chalk tray. One child may he
blindfolded, or> better, asked to skip
to back of room. Another child points
to a word. The child blindfolded asks:
“Is it ‘Then she went?’ ” The entire
class answers “Yes” or “No,” until the
right card is found.
8. The chart or blackboard may be
used. The teacher holds a bundle of
colored splints. • She points to a word
or group with one of the splints, and
the child who first tells the word, re
ceives the splint.
9. The teacher Hashes cards, tell
ing the children when she comes to a
certain word, they may clap or stand.
10. Place the cards on the chalk
tray. Two children may race to see
who can fi^st get the cards as the
teacher calls for them.
THE EDINBORO QUARTERLY
11. Place the cards on the chalk
tray. The teacher indicating a child
says: “Bring me ‘Looked and
looked.’ ”
12. Place the card on the chalk
tray. The children put their heads
down. The teacher removes one card,
at a signal the children look up, and
a child is called on to tell what card
has been removed.
13. Place th,e cards on the chalk
tray. Two children m^y run a race to
see which one can take the most cards
to the teacher, reading the card as he
hands it to her.
14. Place the cards on the chalk
tray. A child stands at either end, at
a signal, they begin naming the cards.
The object is to see which one can
reach the center first.
15. The children rise, one row at a
time. The teacher flashes cards, each
child names a card then sits down.
16. Cards are flashed containing
words that express action. A child
is called upon to perform the action.
There are three sets of cards with
The Story Hour Method: the word,
group, sight words, and phonetic
cards, but a teacher can easily make
her own sets of cards and use the de
vices with any primer.
Print is used in presenting the les
sons, therefore the printed word is
already familiar to the child when he
begins to use the primer. His use lor
script and the study of it is developed
later.
Much reading may be taught inci
dentally. Directions may be put on
the board for the children to read and
.follow; stand, turn, pass, sit, skip, hop
to the door, etc.
Names of stories told may be writ
ten on the board.
When dramatizing, the part the
child is to take may be written on the
7
board. In playing games the score
may be kept in words on the board.
When possible, alter the work is
well started have two divisions. This
prevents the slower ones from getting
behind and thus losing Interest, and
the brighter ones Iropi losing Interest
because they have to wait for the
slower ones. There are always lead
ers in each division to act as a spur
for the slower ones.
Alter The Story Hour Primer is
completed and the children have ac
quired a working basis, other primers
are taken up. The aim is to have the
child get the thought and be able to
give it to others. He may be encour
aged in this day by reading to other
members of the class, or to the mem
bers of his family. The influence and
sympathy of those at home are a great
aid to the child in developing his read
ing power. Questions are also a great
aid in bringing out the thought of the
story, and in arousing the child’s in
terest to read the story to the end.
Referring to the Illustrations will also
help. If a child is just working for
words he is inattentive, if he is work
ing for thought he is Interested.
Books read during the First Year:
The Story Hour Primer.
Free and Treadwell Primer.
Elson Rimkel Primer.
Bender Primer.
Horace Mann Primer.
The Story Hour First Reader.
Free and Treadwell First Reader.
Aldine First Reader.
Second Year Reading
In the first grade, the plan is to
create in the child the desire to read,
and to give him power to do so. In
the second grade the plan is to make
him anxious to read for himself the
stories he loves. He should read, read,
read, all the flrst readers obtainable.
8
THE EDINBORO QUARTERLY
and then as many second readers as
possible. He should also he furnished
a great- deal of supplementary reading.
The reading period should begin
■with a short word and phrase drill.
The children should read parts of the
lesson silently, receiving necessary
help with hard words. If possible the
hard word is worked out phonetically
by the child. If it is a sight word, the
teacher asks a question which will
recall the word to the child.
Books read during the Second Year:
' Story Hour Primer.
Free and Treadwell Primer.
Elson Runkel Primer.
Edson Lalng First Reader.
Story Hour First Reader.
Tell Me A Story.
Free and Treadwell First Reader.
Aldlne First Reader.
Graded Literature First Reader.
Horace Mann First Reader.
Bow Wow and Mew Mew.
Story Hour Second Reader.
Elson Second Reader.
Graded Literature Second Reader.
Free and Treadwell Second Reader.'
Cyr’s Second Reader.
The children have access to the fol
lowing books, and as many as possi
ble should be read in the first and
second years:
Little Bear, Laura R. Smith.
The Little Cotton Tails, Laura R.
Smith.
lunny Cotton Tall, Laura R. Smith.
Horace Mann Second Reader.
Horace Mann Introductory Second
Reader.
Sloan Primer.
Sloan First Reader.
Sloan Second Reader.
Gordon Primer.
Gordon First Reader.
Gordan Second Reader.
Davis-Julien First Reader, Parts I
and II.
Davis-Julien Second Reader, Parts I
and II.
Haliburton Primer.
Haliburton First Reader.
Brooks First Reader.
Brooks Second Reader.
Elementary Reader First Reader.
Elementary Reader Second Reader.
Child Life First Reader.
New Educational First Reader.
Pathway’s Second Reader.
Merrill Primer.
Merrill First Reader.
Hiawatha Primer.
Wade and Sylvester Primer.
Baldwin and Bender First Reader.
Jones' First Reader.
Jones Second Reader.
Barnard Language Reader.
Elson First Reader.
The Bacon Primer.
Young and Field Book I.
Third Year
Reading is the key to all other sub
jects in the curlculum. Therefore the
first business of the school Is to teach
pupils to read.
By the time the pupil has reached
the third year in school he has over
come many of the difficulties, and he
is beginning to find pleasure in read
ing to others as well as to himself.
Place before the child the literature
in which you know he is interested
and thus encourage the reading habit.
In this grade there are two reading
periods each day. One is a study peri
od, and the other is prepared under
the direction of the teacher. All un
known words should be mastered be-*
fore an attempt is made to read an
assigned lesson, and word and phrase
drills should be given when necessary.
Words in lists are more diflScult to
recognize than words in phrases and
THE EDINBORO QUARTERLY
sentences, and we suggest an abund
ance of easy supplementary reading
rather than too much word drill.
EIncourage silent reading. Make
great use of supplementary readers,
also encourage use of library books
for this grade. The teacher will find
her work greatly lessened if she will
discover worthy motives for the read
ing work in her class, some personal
relation to the reading material.
Thought questions are prepared to aid
the child in getting the thought from
the paragraph. Often parts of the
lesson are read silently, the child giv
ing the thought in his own words. The
selection is often reviewed and prac
tice given in oral reading, and the
child reads to the class the parts he
likes best, some humorous part for
example.
Children need to hear much good
reading. There is no other way in
which a child can form an ideal sense
of good reading. Many children hear
no reading in their homes, therefore
the teacher must supply this lack, so
that she may furnish standards for
them. Good readers from another
grade may perform a similar service.
A further advantage in reading to chil
dren is to show them how much the
teacher gets from the poem or story
that has meant so little to them.
Pupils should be held responsible
for the recitations of their classmates.
Responsibility is placed more and
more upon the pupils as they develop
in ability. Pramatlc reading and dra
matization are taken up as in previous
years. In preparing a story for oral
reproduction or lor dramatization, the
pupils may decide which part should
be told or played first, which next, and
so on. This leads to an outline lor
topical recitation or to serve as a
guide in composition. The teacher
9
should guide the children in this work,
teaching them to be critical of their
own titles and outlines, commending
that which is good'and pointing out
that which is bad, and givlqg reasons
lor their judgment.
Books read during the Third Year: .
Story Hour II, Coe and Christie.
Free and Treadwell II.
Free and Treadwell III.
Graded Literature III, Judson and
Bender.
Art Literature III, Frances E. Chutter.
'
Old Mother West Wind, Thornton
Burgess.
Ned and Nan in Holland, Olmstead
and Grant.
Merry Animal Tales, Madge A. Bing
ham.
Fourth Tear
Reading in the fourth grade is a
continuation of the work as presented
in the previous grade. An effort is
made to interest the children in li
brary reading. In this and succeed
ing years it is of the greatest import
ance to develop a reading habit. The
child should be encouraged to read
book.s from the school and public li
braries.
There should be a silent reading
class to encourage library reading.
The child may choose his book or
magazine from the grade library,
choosing the one best suited to his
taste. All children are not interested
in the same book, and failure to recog
nize this is often the cause of leading
the child away from books. The
teacher should find out the taste of the
individual pupil and assign the read
ing to further his interest. She should
know the books of the library and
should dialy turn to them for refer
ence, and correlate them with Ian-
10
THE EDINBORO QUARTERLY
guage, geography, history, and what
ever else possible.
In the silent reading lesson the
teacher should as'sure herself that the
pupil is really thinking as he reads.
At times she will need to challenge
his mastery of a situation and again
she must direct him toward essentials.
Questions may be assigned to direct
the silent reading. Pupils may be at
liberty to rise and read short snatches
to the teacher or to any classmates
who wish to listen. One pupil may
find some joke or an interesting cur
rent event which he wishes to share
with the others. Or, he may wish to
tell a story that has been particularly
interesting to him. All these devices
are of great value in strengthening the
pupils’ English expression.
Books read during the Fourth Year:
The Dutch Twins, Lucy Fitch Perk
ins.
For the Children’s Hour, III, Caro
lyn Sherwin Bailey.
Dramatic Reader, III, Augusta Stev
enson.
The Expressive Reader, IV, Baldwin
and Bender.
Graded Literature, IV, Judson and
Bender.
Art Literature, IV, Frances E. Chutter.
Evenings with Grandma, Part II,
The Davls-Jullen Readers.
Evenings with Grandpa, The DavlsJulien Readers.
Poems and stories to be read to the
children:
Paul Revere’s Ride.
The Wreck of Hesperus.
The Blue and the Gray.
Joe and Jerry, Primary Education.
The Penny Bank, Primary Educa
tion.
Nephew David, Primary Education.
A Dog of Flanders, Ouida.
Pinocchio.
Bible Stories.
The Golden Windows, Richards.
Mother Stories, Lindsay.
Grade Library
Merry Tales, E. L. & A. M. Skinner.
Animal Polk Tales, Anne A. Stan
ley.
Fanciful Flower Tales, Madge A.
Bingham.,
The Japanese Twins, Lucy Pitch
Perkins.
Indian Stories, Newell.
Indian Child Life, Eastman.
Docas, the Indian Boy, Snedden.
The Par East and the Par West,
Mara L. Pratt.
Days Before History, Hall.
Colonial Children, Mara L. Prs+<^
Grandfather Stories, Johonnot.
Little Lord Fauntleroy, Burnett.
The King of the Golden River, Ruskin.
The Birds’ Christmas Carol, Wlggin.
Marta in Holland.
Children of the Artie.
The Loyal Little Red Coat.
Two Little Confederates.
Mother Stories, Maud Lindsay.
More Mother Stories, Maud Lindsay.
The Early Sea People, Dopp.
The Early Cave Men, Dopp.
The Later Cave Men, Dopp.
The Tree Dwellers, Dopp.
St. Nicholas Magazine.
Little Polks’ Magazine.
Something To Do Magazine.
Bird Lore Magazine.
Numerous supplementary readers.
Fifth and Sixth Grades
It is now time to read to learn. Up
to this period children have been
learning to read. All the mechanics
of reading are now thoroughly mas
tered, so that the greater part of the
reading period may be devoted, hence
forth, to correct interpretation of the
THE EDINBORO QUARTERLY
thought and feeling embodied In the
piece of literature before the pupil.
This is the time to secure good,
fluent, oral reading, the principles of
which have been carefully outlined in
the work of the lower grades. But
the teacher must not think that the
previous years have finished the work
in word drill and the application of
phonics. This knowledge should lead
to an intelligent use of the dictionary.
The study Of prefixes and sufllxes as
well as rapid drill in pronunciation
will now be found to be most effective.
Special attention also should be given
to the use of pauses for emphasis and
inflection. The teacher should read
to pupils, not only for their pleasure,
but also to serve as model in oral ex
pression.
Reading in a hesitating, stumbling
manner is generally caused by insuf
ficient drill in Independent word get
ting, by the old method of reading one
word at a time, by Impaired eyesight,
or hearing, or by poor health. .
In these grades and in succeeding
grades, the amount of required read
ing in connection with history, geogra
phy, language, and nature study, will
steadily Increase.
Silent reading is now becoming
more important. Its prime object is
the getting of thought, not just skim
ming over it, but getting the idea con
tained in the paragraph. This may
supplement every other subject of the
curriculum, and the reading done dur
ing this period should be used as a
basis for any class exercise or written
work. Correct habits of study should
be among the most important results
to be secured in the teaching of read
ing, especially through the silent read
ing period.
The work of dramatization should be
continued. The aim should be to
11
broaden the child’s appreciation of the
character which he Impersonates.
Dramatization may be used, also, for
descriptive work either in oral or writ
ten composition.
Another Important aim of the work
in reading for the last four years of
the elementary grades is to create in
the pupil desire to read, and, especial
ly, to make use of books from the
school or public library.
The faculty of memory may be stim
ulated by a review of the memory
gems of previous years. Broadened
experience on the part of the child will
enable him to interpret better the
meaning in them, which in earlier
years was not quite clear to him. Ex
ercises of this kind will also greatly
help the thought-getting power in the
silent reading.
In presenting a new piece of litera
ture to the class, the teacher should
arouse expectation. A good back
ground and the right atmosphere
should be created as setting for the
special piece of literature to be pre
sented. The spirit, the beauty, and the
music of a poem must find its way to
the pupil; his sympathy must be
stirred. It is better in reading poetry
not to run down all matters of allu
sion and scholarship. Poetry should
be read not for Information but for
pleasure. Interest and joy In the
poem Is the measure of success with
the very young pupil.
Parts of books, stories, poems may
be omitted in the class and supplied
In abstract by the teacher If these can
not be read in full. Or, where there
is time and the book at hand, the read
ing may be left off at a place that will
Insure completion by the children out
of school.
Children in the sixth grade should
now be taught to consult reference
12
THE EDINBORO QUARTERLY
books for information. One-half of
education is the knowing where to
turn for information.
The following lists are suggestive
rather than fixed. Each teacher varies
her reading material and stories from
year to year, guided in her selection
by the particular needs of her class,
or by some specific purpose that she
may have In mind.
1. Books used in recitation period.
Fifth Grade:
Graded Literature, Book V.
Elson Grammar School Readers I
Stepping Stones to Good Literature.
Water Babies, Kingsley.
Robinson Crusoe, DeFoe.
Sixth Grade:
Graded Literature, Book VI.
Elson Grammar School Readers II.
Heroes of Myths.
Gods and Heroes.
King Arthur Stories.
2. Suggestive books to be used lor
supplementary reading:
King of the Golden River, Ruskin
Wonder Book, Hawthorne.
Story of Iliad, Church.
Story of the Odessey, Church
Heroes of Chivalry, Church.
Baldwin and Bender Reader, Books
V and VI.
Greek Heroes, Kingsley.
Nature Stories:
Wilderness Ways, Long.
Woodfolk at School, Long.
Ways of Woodfolk, Long.
Geography:
North America, Carpenter.
Europe, Carpenter.
3. Books for library or silent peri
od:
Some Merry Adventures of Robin
Hood, Pyle.
Famous Men of Modern Times,
Haaren and Poland.
Story of the Middle Ages, Hard
ing.
Lake Erie and Story of Com. Perry.
Hans Brinker, Dodge.
Jackanapes, Ewing.
Daniel Boone, Thwalte.
Uncle Tom’s Cabin, Stowe.
Tom Brown’s School Days, Hughes.
Being a Boy, Warner.
Sharp Eyes, Burroughs.
Nurnberg Stove, de la Ram^e.
Dog of Flanders, de la Ramde.
Heidi, Spyrl.
Jungle Stories, Kipling.
Little Nell, Dickens.
Childhood of David Copperfleld,
Dickens.
Christmas Carol, Dickens.
Stories of Thirteen Colonies, Guerber.
Stories of Greeks, Guerber.
Story of Romans, Guerber.
Heroes from American History,
Blalsdell.
4. Poems to be read intensively:
Selections from Heroic Ballads.
Song of Hiawatha, Longfellow.
Courtship of Miles Standish, Long
fellow.
James W. Riley’s Poeriis.
Eugene Field’s Poems.
Rudyard Kipling’s Poems.
Nature Poems:
Bryant’s Poems.
H. H. Jackson’s Poems.
' Seventh and Eighth Grades
Reading has now become a medium
through which to develop the power
of selection, appreciation, and inten
sive study. More may be expected of
the child. He is older, has bett°thought power; he should row under
stand types of reading under the
heads of description, narration, and
character study.
Here, also, the application of prin
ciples formulated in the work of lower
grades should not be laid aside. Drills
designed to secure greater accuracy in
pronunciation and articulation should
be given at least once a week. Sen
tence structure, style, of expression,
THE EDINBORO QUARTERLY
and the literary value of the simple
figures of speech, also, may be brough..
out in connection with the reading.
To develop good taste in the selec
tion of reading matter is the important
aim of these two years. The course in
reading and in language drill has been
planned to develop the powers of the
pupil to grasp the thought behind the
written word, and to create in him a
love of good literature; to teach him
the value of good reading as one of
the highest types of enjoyment.
The reading during the eighth year
“should be the mes^sure of the power
of the pupils, first,—to read with ap
preciation—to think, to know, to ex
perience with the author; second, to
express orally the thoughts, experi
ences, and feelings of the author in
Intelligent, enthusiastic, and spirited
reading.”
Much class reading in other sub
jects—language, history, geography—
is necessary. Encourage reference to
explanatory notes.
Pupils should go to the High School
or out into life with reading power
and appreciation. They should be
able to read fluently, with understand
ing, and with proper expression.
Direct home reading by suggesting
titles of good books—talk about these
books in class occasionally.
Appreciative reading of at least one
masterpiece of prose and one of poet
ry is expected. Make this the banner
year of reading.
1. Books used in recitation period:
Seventh Grade:
Elson Grammar School Readers, III.
Grandmother Stories.
King of the Golden River.
Tanglewood Tales.
King Lear.
Eighth Grade:
Elson Grammar School Readers, IV.
Beowulf.
13
Thanatopsis.
Hiawatha.
Merchant of Venice.
2. Suggestive, as supplementary
books:
American Hero Stories.
Letters on Patriotism, Woodrow
Wilson.
Letters to His Daughter, Thomas
Jefferson.
Letters to His Son, Lee.
Letters of Benjamin Franklin.
Carpenter’s Geographical Readers.
3. Books for library use or silent
period:
Tales from Shakespeare, Lamb.
Leather Stocking Tales, Cooper.
Legend of Sleepy Hollow, Irving.
A Man Without A Country, Hale.
The Gold Bug, Poe.
Travels at Home, Mark Twain.
Treasure Island, Stevenson.
Sohrab and Ruetum, Arnold.
Story of Rhlnegold, Chapin.
Captains Courageous, Kipling.
Rip Van Winkle, Irving.
Talisman, Scott.
Silas Marner, Eliot.
Perfect Tribute, Andrews.
Winter, Sharpe.
Webster’s Speeches.
Lincoln’s Speeches.
4. Poems to be read intensively;
Snow Bound, Whittier.
Among the Hills, Whittier.
Evangeline, Longfellow.
Sella and other Poems, Bryant.
Singing Leaves, Lowell.
Under the Elms, Lowell.
Under the Willows, Lowell. '
Rhoecus, Lowell.
A Skeleton in Armor, Longfellow.
Julius Caesar, Shakespeare.
Deserted Village, Goldsmith.
To a Sky Lark, Shelley.
Apostrophe to the Ocean, Byron.
Enoch Arden, Tennyson.
Lady of the Lake, Scott.
Elfi iEitnborn O^uart^rlg
he
EDINBORO
quarterly
is issued in December, March, June, and Septem
ber by the Edinboro State Normal School. The March number constitutes the
TAlumni
Register, the June number, the Catalog. The other two numbers are filled
with announcements and general news matter.
"Entered as second-class matter, December 11, 1913, at the postoffice at Edinboro,
Pennsylvania, under the Act of August 24, 1912.”
Some General Principles Involved in Making
a Course of Study
A course of study is an arrange will so correlate the various subjects
ment of subjects corresponding to cer that the maximum amount of work
tain steps in mind development, or the may be accomplished in the shortest
adjustment of various phases of sub time necessary to do it well.
There is a widespread feeling
ject matter to corresponding phases
throughout the country that there are
of mental activity.
The purpose of any outlined course too many subjects attempted in our
is to give the teacher a mere skeleton public schools, that the teachers havi
no time to stop for the sake of thor
of suggested material, about which she
oughness, that the knowledge of chil
may construct for herself such com dren is superficial, that they are not
pleteness of plan and method as may trained to proper habits, and that too
be suited to her individual needs. It many pupils fail to complete a year’s
maps out in a general way the work work in a year’s time. The trouble
to be accomplished in each grade. I may be due, in part, to the number of
There is but little suggestion of meth subjects attemepted and the ineffec
od of presentation and the plan must tive methods of presentation, but it is
be broad enough and free enough to due more to the extent of the subject
give full scope to the initiative and matter offered in; each grade. Courses
are often too elaborate, and cover so
individuality of the teacher.
Material of varying degrees of diffi much ground that time is wasted on
culty has been selected in the hope isolated facts and non-essentials.
Scientific curlculum making is still
that each teacher may be able to find
something adapted to her needs. More young. No principles that have been
work is outlined for each grade than formulated . have received sufficient
is really expected to be successfully approval to make them seem like a
covered in order to develop standards safe guide for the selection and ar
of values and the power of selection rangement of the material to make up
a course of study. The work of the
on the part of the teacher.
It is expected throughout that the committee of the N. E. A. on Economy
teacher shall keep in mind continually of Time in Edncatlon will doubtless
the bearing which one subject of study throw much light on this problem. For
may have upon another, and that she the present, curriculum making must
1
/
TIME SCHEDULE FOR ELEMENTARY SCHOOLS.
Reading .......
Writing .......
Arithmetic ...
Spelling .......
Lang., Gram.,
60— 60
Lit...............
Geography ... . . , ,-- . . . .
History and
Civics .......
Science, Nat
30-- 40
ural History
60— 60
Drawing and
Handwork . 100— 120
60— 75
Music ...........
Manual Train
40— 40
ing .............
20— 20
Physiology ..
50— 70
Phys. Culture
75— 75
Opening Ex. .
75— 90
Recess .........
Unassigned
90— 100
Time .........
----Totals ........... ----1155—1350
(irade 7
Min, Max.
100— 120
50— 60
200— 220
60— 70
Grade 8
Min. Max.
100— 120
45— 60
225— 250
60— 70
150— 165
125— 150
125— 150
175— 200
150— 170
175— 200
100— 120
110— 125
200— 220
200— 225
50— 60
45— 60
45— 60
45— 60
45— 60
80— 90
100— 100
65— 75
75— 90
65— 75
90— 100
65— 75
75— 90
60— 70
75— 80
Grade 4 | Grade 5 ] Grade 6
Min. Max. Min. Max. Min. Max.
285— 300
160— 180
120— 150
75— 75
80— 100
90— 100
160— 175
200— 225
225— 250
75— 75
75— 100
75— 90
Grade 2
Min. Max.
365— 420
100— 100
75— 100
50— 60
Grade 3
Min. Max.
350— 370
70— 100
150— 175
60— 60
50— 75.
. . . .--
160— 175
50— 70
160— 175
100— 125
150— 165
125— 150
30— 40
50— 60
30— 45
50— 60
220— 240
75— 75
75— 90
75— 75
40—
20—
50—
75—
100—
60
30
75
75
120
100— 100
—
1350—1575
45—
30—
75—
75—
150—
60
45
100
75
150
125—
—
1575—1650
60—
30—
85—
75—
150—
60
45
85
75
150
115—
—
1650—1650
60—
50—
100—
75—
90—
60
60
100
75
90
200—....
--------1650—1650
45—
45—
100—
75—
90—
60
60
100
7590
200—
----1650—1650
45—
45—
100—
75—
90—
60
60
100
75
90
200—....
----- ----1650—1650
45—
45—
100—
75—
50—
60
60
100
75
50
200—___
___ ___
1650—1650
THE EDINBORO QUARTERLY
Grade 1
Min. Max.
385— 450
60— 70
50— 75
. • . .-- . . . .
THE EDINBORO QUARTERLY
continue to be more or less haphazard
and unscientific.
In the arrangement of this curlculum for the Training Department of
the Edinboro State Normal School,
several fundamental and generally ac
cepted principles have been kept in
mind.
I. Content; A course of study for
any school should be deeply rooted in
the home interests of the children
making up that school.
II. Standard of Values: Those sub
jects and those parts of subjects are
most valuable that will have the great
est effect in modifying in the right di
rection the after behavior of the child.
III. Economy in Learning: The
child learns with the least effort when
he has an immediate and vital inter
est in the process.
Evalnation of Subjects
Teachers are likely to give extra
time to their favorite subjects. It
must be manifest that the reduction
of the number of subjects and the
amount of subject matter in the vari
ous courses of study, enabling each
teacher to cover the term’s work with
an ordinary class, must also be fol
lowed by a proper apportionment of
the time to the various studies in ac
cordance with their relative values.
A table is presented on page- 2 out
lining a minimum and a maximum
time to be given to each subject in
the elementary school by grades. This
table should govern the formation of
all school programs.
Modern courses of other cities have
been carefully studied and many valu
able features appropriated. It is not
assumed that an ideal course has been
prepared: neither is it expected that
the course will fit all conditions.
3
READING
Reading is the medium for thoughtgiving as well as for thought-getting,
and so by common consent it is con
sidered the most important study in
all grades. It is the key to' much
knowledge that cannot be -gained by
any other means. Scholarship in
arithmetic, history, science and what
not, is dependent upon ability to read.
Good reading leads to clear thinking,
therefore the essential function of
reading is to arouse thought, and to
develop the power to comprehend
thought. This power, once acquired,
is of great importance to the pupil.
Appreciation of literature, and proper
vocalization readily follow, and these
powers are invaluable assets in the
pupil’s life, both now and later. The
teacher should not only encourage pu
pils to read, but she. herself should
read to the pupils. She should keep in
mind the higher aims of the reading
lesson, to cultivate the heart and mind,
so that the reading lesson may point
the way to right thinking, right feel
ing, and right living.
Learning to read entails many pro
cesses, therefore no one method of
teaching should be chosen. The senses
of sight and hearing and the vocal or
gans must be trained; imagination
must be quickened; attention and
memory must be cultivated; countless
physiological difficulties and psycho
logical characteristics must be over
come; the teacher should, therefore,
have entire freedom as to the choice of
method.
But method in itself is of no value
excepting as it is developed by the
skillful and tactful teacher. All meth
ods fall with the incompetent teach
er.' Every teacher must herself im
part the stimulus that makes the child
desire to read, and that gives him the
4
THE EDINBORO QUARTERLY
power to do it. She must understand
his instinctive efforts, and supplement
and aid him by her knowledge of the
laws of association, interest, and fa
tigue. Her choice, also, of reading
material must be sympathetic and
wise, for upon it depnds the forma
tion of the child’s early reading habits
and selective taste.
Freedom of choice in method does
not imply lack of method, and no
teacher can hope to teach any subject
with success who has not looked well
to her own preparation. No teacher
can hope to depend upon inspiration,
natural talent, or intuition. The pro
gressive teacher must read, study,
think for herself, and keep herself in
formed on the subject which she is
teaching, in this case, reading.
Moreover, the clever teacher will
make a study of her pupils. A sym
pathetic knowledge of their various
Interests, notions, and defects will
help to solve half her problems. The
teacher who understands will corre
late the teaching of reading with the
child’s actual experiences, activities,
and other lines of development and
study.
In the primary grades, the teacher
must emphasize the mechanical ma,stery of the printed page.
Sight reading develops ability of
presentation on the part of the reader
and attention on the part of those
listening. The child should be taught
to read well; he should also be taught
to listen well. In this exercise, sight
reading is of great value.
Silent reading, also, is an Important
exercise, for outside of the school
room, the child’s reading is naturally
in silence.
The study of the English master
pieces should begin in the lowest
grades, where these are told to the
children in the form of stories. This
study should continue through the
grades, increasing in difficulty with
the growth of the child’s ability to
read.
Dramatization may be made a valu
able part of the work in connection
with reading.
Supplementary reading should be
standard literature.
Three kinds of reading: recitation
reading, supplementary reading, and
sight reading should each receive
special attention. Recitation reading,
that which Involves study, instruction,
and practice, should be in degree of
difficulty, slightly in advance of the
average reading ability of the class,
presenting material that challenges
some effort both in getting the thought
and in expressing it properly. Sup
plementary reading should be such as
presents no serious difficulties of mas
tery either in the mechanics or the
comprehension of thought.
Sight
reading should be somewhat below the
average ability of the pupils, offering
no obstacles to the free and effective
presentation of thought.
First Grade Beading
The most Important subject in the
primary grades is primary reading. It
should be given more time and empha
sis than any other subject. The best
method still seems to be a question
open for discussion. In arranging our
course of study, our aim is not to fol
low, too closely, any special method,
but to use the best of the different
methods.
Our object is to create in the child
a desire to read. To do this he must
be given something worth reading,
closely connected with his life and his
vital interests.
A child not used to story telling
needs more attention than a child
THE EDINBORO QUARTERLY
■whose life has been full of nurseryrhymes and stories, for he does not
know the joys of story land and has
no desire to find them out for himself.
Stories and rhymes should be read
throughout the grades to create a love
for good literature, an incentive for
reading, and a chance for the child to
use his Imagination, and power of imi
tation. They must be simple enough
for him to read easily, have some dra
matic action, and some human quality
to appeal to his love and sympathy.
“The Story Hour Reader” is used
for our basal reader. The rhymes and
stories are appealing and interest is
aroused from the first. The possibili
ties for, dialog and dramatization are
excellent, and these serve as an outlet
for the child’s superfiuous energy.
Outline of Method:
I. Tell the story.
II. Dramatize the story.
III. Write the story. (On the black
board.)
IV. Analyze the story. (1. Words
in groups. 2. Sight words. 3. Pho
netics.)
V. Read the story from the book.
During the first few days, while ar
ranging the program .and getting
started, rhymes and rote songs, di
rected by the manual, may be taught.
The teacher cannot but feel well ac
quainted with Mary Elizabeth and
James after she has dramatized Little
Miss Muffet or Little Bo Peep.
I. The teacher should tell the story,
being careful to use the words of thq
book. She should feel the story and
think the story from the standpoint
of the child, emphasizing only the im
portant parts. If it is well told, the
child will be anxious to reproduce tlie
story, as the child is a natural imi
tator.
5
II. Before dramatizing the story, a
few minutes should be spent In talking
over the different characters. The de
scriptive parts should be told by the
teacher until the child is able to tell
them, or, after the pupils are used to
dramatization the descriptive parts
may be omitted.
III. After dramatization, groups of
words containing a thought are -writ
ten on the blackboard, using the ex
act words, and spacing the lines as
they appear in the primer, as:
Little Bo Peep lost her sheep.
She looked and looked, but could not
find them.
Questions should follow which may
be answered in the words of the
primer:
What did Little Bo Peep lose?
What did she do?
The teacher should require that
answers be made in the form of a com
plete sentence, and that proper empha
sis be given the Important word in the
sentence, for the sake of good expres
sion.
IV. It is not necessary that the
child should know every word in the
story at first, only those words which
present a concrete idea, or which may
be readily acquired through associa
tion. These later become familiar to
the child through repetition and pho
netic drills.
(a) The division of the story into
thought groups is the first step in
analysis. A thought group consists of
a series of related sentences which
together express a complete thought.
The teacher may select thought
groups, or, get them from the chil
dren by means of questions and pic
tures.
'b) The next step in analysis Is
the oral expression by the child, of
each sentence in the thought group.
6
THE EDINBORO QUARTERLY
using questions and pictures as an
aid. The thought groups are then put
on the board, sentence by sentence, as
they are given by the child.
(c) The third step is the selection
of a group of words from a sentence.
The child recognizes the word group,
finds that he can read this group with
out hesitation and can therefore give
his- entire attention to the meaning of
the sentence as a whole. It is much
easier for the child to learn “Then
she went” in connection with “Then
she went to Little Miss Muftet,” than
it is to learn the word “then.”
(d) Before the child can get the
words phonetically, it is necessary lor
him to enlarge his vocabulary rapidly.
This is done through sight words.
Words are chosen which convey some
idea to the child and are recognized
immediately at sight.
/(e) In teaching reading, our great
aim is for the child to be able to get
new words without aid. To do this
the child must have phonetic pov/er.
The words to be drilled on phoneti
cally are chosen from the rhymes.
These words are cabled key words,
They are first taught as sight words,
and afterwards analyzed into phono
grams. For example, the sound of “f”
is developed from “find” in “Little Bo
Peep.” The family “at” is taught from
the word “sat” in “Little Miss Mulfet.”
After the sounds of the consonants
are learned, the child readily blends
them with familiar families and makes
new words. Constant drills upon word
groups, sight words, and phonetics are
necessary until the child is able to
read mechanically and give his atten
tion to the thought.
V. The final step is the reading of
the story as a whole from the book,
and this is the teacher’s opportunity
to help the child develop a well modu
lated voice, clear enunciation, pleas
ing manner, and good expression.
The following are a few devices for
teaching sight words and word
groups: 1. The teacher holds a perception
card. The child tells what is on the
card and then takes the card and
matches it on the blackboard or chart.
2. The teacher holds the percep
tion cards. The child finds the same
word or group of words in the hook.
3. The teacher Hashes the cards,
the children see who can get the most
cards by telling the word or group on
the card.
4. As the child tells the word or
group, he may skip and place the card
on the chalk tray.
5. The child may choose any card
on the chalk tray and match it with
the word on the board or the chart.
6. The teacher covers a portion of
the word group and has the child
name the group.
7. The teacher places the cards on
the chalk tray. One child may he
blindfolded, or> better, asked to skip
to back of room. Another child points
to a word. The child blindfolded asks:
“Is it ‘Then she went?’ ” The entire
class answers “Yes” or “No,” until the
right card is found.
8. The chart or blackboard may be
used. The teacher holds a bundle of
colored splints. • She points to a word
or group with one of the splints, and
the child who first tells the word, re
ceives the splint.
9. The teacher Hashes cards, tell
ing the children when she comes to a
certain word, they may clap or stand.
10. Place the cards on the chalk
tray. Two children may race to see
who can fi^st get the cards as the
teacher calls for them.
THE EDINBORO QUARTERLY
11. Place the cards on the chalk
tray. The teacher indicating a child
says: “Bring me ‘Looked and
looked.’ ”
12. Place the card on the chalk
tray. The children put their heads
down. The teacher removes one card,
at a signal the children look up, and
a child is called on to tell what card
has been removed.
13. Place th,e cards on the chalk
tray. Two children m^y run a race to
see which one can take the most cards
to the teacher, reading the card as he
hands it to her.
14. Place the cards on the chalk
tray. A child stands at either end, at
a signal, they begin naming the cards.
The object is to see which one can
reach the center first.
15. The children rise, one row at a
time. The teacher flashes cards, each
child names a card then sits down.
16. Cards are flashed containing
words that express action. A child
is called upon to perform the action.
There are three sets of cards with
The Story Hour Method: the word,
group, sight words, and phonetic
cards, but a teacher can easily make
her own sets of cards and use the de
vices with any primer.
Print is used in presenting the les
sons, therefore the printed word is
already familiar to the child when he
begins to use the primer. His use lor
script and the study of it is developed
later.
Much reading may be taught inci
dentally. Directions may be put on
the board for the children to read and
.follow; stand, turn, pass, sit, skip, hop
to the door, etc.
Names of stories told may be writ
ten on the board.
When dramatizing, the part the
child is to take may be written on the
7
board. In playing games the score
may be kept in words on the board.
When possible, alter the work is
well started have two divisions. This
prevents the slower ones from getting
behind and thus losing Interest, and
the brighter ones Iropi losing Interest
because they have to wait for the
slower ones. There are always lead
ers in each division to act as a spur
for the slower ones.
Alter The Story Hour Primer is
completed and the children have ac
quired a working basis, other primers
are taken up. The aim is to have the
child get the thought and be able to
give it to others. He may be encour
aged in this day by reading to other
members of the class, or to the mem
bers of his family. The influence and
sympathy of those at home are a great
aid to the child in developing his read
ing power. Questions are also a great
aid in bringing out the thought of the
story, and in arousing the child’s in
terest to read the story to the end.
Referring to the Illustrations will also
help. If a child is just working for
words he is inattentive, if he is work
ing for thought he is Interested.
Books read during the First Year:
The Story Hour Primer.
Free and Treadwell Primer.
Elson Rimkel Primer.
Bender Primer.
Horace Mann Primer.
The Story Hour First Reader.
Free and Treadwell First Reader.
Aldine First Reader.
Second Year Reading
In the first grade, the plan is to
create in the child the desire to read,
and to give him power to do so. In
the second grade the plan is to make
him anxious to read for himself the
stories he loves. He should read, read,
read, all the flrst readers obtainable.
8
THE EDINBORO QUARTERLY
and then as many second readers as
possible. He should also he furnished
a great- deal of supplementary reading.
The reading period should begin
■with a short word and phrase drill.
The children should read parts of the
lesson silently, receiving necessary
help with hard words. If possible the
hard word is worked out phonetically
by the child. If it is a sight word, the
teacher asks a question which will
recall the word to the child.
Books read during the Second Year:
' Story Hour Primer.
Free and Treadwell Primer.
Elson Runkel Primer.
Edson Lalng First Reader.
Story Hour First Reader.
Tell Me A Story.
Free and Treadwell First Reader.
Aldlne First Reader.
Graded Literature First Reader.
Horace Mann First Reader.
Bow Wow and Mew Mew.
Story Hour Second Reader.
Elson Second Reader.
Graded Literature Second Reader.
Free and Treadwell Second Reader.'
Cyr’s Second Reader.
The children have access to the fol
lowing books, and as many as possi
ble should be read in the first and
second years:
Little Bear, Laura R. Smith.
The Little Cotton Tails, Laura R.
Smith.
lunny Cotton Tall, Laura R. Smith.
Horace Mann Second Reader.
Horace Mann Introductory Second
Reader.
Sloan Primer.
Sloan First Reader.
Sloan Second Reader.
Gordon Primer.
Gordon First Reader.
Gordan Second Reader.
Davis-Julien First Reader, Parts I
and II.
Davis-Julien Second Reader, Parts I
and II.
Haliburton Primer.
Haliburton First Reader.
Brooks First Reader.
Brooks Second Reader.
Elementary Reader First Reader.
Elementary Reader Second Reader.
Child Life First Reader.
New Educational First Reader.
Pathway’s Second Reader.
Merrill Primer.
Merrill First Reader.
Hiawatha Primer.
Wade and Sylvester Primer.
Baldwin and Bender First Reader.
Jones' First Reader.
Jones Second Reader.
Barnard Language Reader.
Elson First Reader.
The Bacon Primer.
Young and Field Book I.
Third Year
Reading is the key to all other sub
jects in the curlculum. Therefore the
first business of the school Is to teach
pupils to read.
By the time the pupil has reached
the third year in school he has over
come many of the difficulties, and he
is beginning to find pleasure in read
ing to others as well as to himself.
Place before the child the literature
in which you know he is interested
and thus encourage the reading habit.
In this grade there are two reading
periods each day. One is a study peri
od, and the other is prepared under
the direction of the teacher. All un
known words should be mastered be-*
fore an attempt is made to read an
assigned lesson, and word and phrase
drills should be given when necessary.
Words in lists are more diflScult to
recognize than words in phrases and
THE EDINBORO QUARTERLY
sentences, and we suggest an abund
ance of easy supplementary reading
rather than too much word drill.
EIncourage silent reading. Make
great use of supplementary readers,
also encourage use of library books
for this grade. The teacher will find
her work greatly lessened if she will
discover worthy motives for the read
ing work in her class, some personal
relation to the reading material.
Thought questions are prepared to aid
the child in getting the thought from
the paragraph. Often parts of the
lesson are read silently, the child giv
ing the thought in his own words. The
selection is often reviewed and prac
tice given in oral reading, and the
child reads to the class the parts he
likes best, some humorous part for
example.
Children need to hear much good
reading. There is no other way in
which a child can form an ideal sense
of good reading. Many children hear
no reading in their homes, therefore
the teacher must supply this lack, so
that she may furnish standards for
them. Good readers from another
grade may perform a similar service.
A further advantage in reading to chil
dren is to show them how much the
teacher gets from the poem or story
that has meant so little to them.
Pupils should be held responsible
for the recitations of their classmates.
Responsibility is placed more and
more upon the pupils as they develop
in ability. Pramatlc reading and dra
matization are taken up as in previous
years. In preparing a story for oral
reproduction or lor dramatization, the
pupils may decide which part should
be told or played first, which next, and
so on. This leads to an outline lor
topical recitation or to serve as a
guide in composition. The teacher
9
should guide the children in this work,
teaching them to be critical of their
own titles and outlines, commending
that which is good'and pointing out
that which is bad, and givlqg reasons
lor their judgment.
Books read during the Third Year: .
Story Hour II, Coe and Christie.
Free and Treadwell II.
Free and Treadwell III.
Graded Literature III, Judson and
Bender.
Art Literature III, Frances E. Chutter.
'
Old Mother West Wind, Thornton
Burgess.
Ned and Nan in Holland, Olmstead
and Grant.
Merry Animal Tales, Madge A. Bing
ham.
Fourth Tear
Reading in the fourth grade is a
continuation of the work as presented
in the previous grade. An effort is
made to interest the children in li
brary reading. In this and succeed
ing years it is of the greatest import
ance to develop a reading habit. The
child should be encouraged to read
book.s from the school and public li
braries.
There should be a silent reading
class to encourage library reading.
The child may choose his book or
magazine from the grade library,
choosing the one best suited to his
taste. All children are not interested
in the same book, and failure to recog
nize this is often the cause of leading
the child away from books. The
teacher should find out the taste of the
individual pupil and assign the read
ing to further his interest. She should
know the books of the library and
should dialy turn to them for refer
ence, and correlate them with Ian-
10
THE EDINBORO QUARTERLY
guage, geography, history, and what
ever else possible.
In the silent reading lesson the
teacher should as'sure herself that the
pupil is really thinking as he reads.
At times she will need to challenge
his mastery of a situation and again
she must direct him toward essentials.
Questions may be assigned to direct
the silent reading. Pupils may be at
liberty to rise and read short snatches
to the teacher or to any classmates
who wish to listen. One pupil may
find some joke or an interesting cur
rent event which he wishes to share
with the others. Or, he may wish to
tell a story that has been particularly
interesting to him. All these devices
are of great value in strengthening the
pupils’ English expression.
Books read during the Fourth Year:
The Dutch Twins, Lucy Fitch Perk
ins.
For the Children’s Hour, III, Caro
lyn Sherwin Bailey.
Dramatic Reader, III, Augusta Stev
enson.
The Expressive Reader, IV, Baldwin
and Bender.
Graded Literature, IV, Judson and
Bender.
Art Literature, IV, Frances E. Chutter.
Evenings with Grandma, Part II,
The Davls-Jullen Readers.
Evenings with Grandpa, The DavlsJulien Readers.
Poems and stories to be read to the
children:
Paul Revere’s Ride.
The Wreck of Hesperus.
The Blue and the Gray.
Joe and Jerry, Primary Education.
The Penny Bank, Primary Educa
tion.
Nephew David, Primary Education.
A Dog of Flanders, Ouida.
Pinocchio.
Bible Stories.
The Golden Windows, Richards.
Mother Stories, Lindsay.
Grade Library
Merry Tales, E. L. & A. M. Skinner.
Animal Polk Tales, Anne A. Stan
ley.
Fanciful Flower Tales, Madge A.
Bingham.,
The Japanese Twins, Lucy Pitch
Perkins.
Indian Stories, Newell.
Indian Child Life, Eastman.
Docas, the Indian Boy, Snedden.
The Par East and the Par West,
Mara L. Pratt.
Days Before History, Hall.
Colonial Children, Mara L. Prs+<^
Grandfather Stories, Johonnot.
Little Lord Fauntleroy, Burnett.
The King of the Golden River, Ruskin.
The Birds’ Christmas Carol, Wlggin.
Marta in Holland.
Children of the Artie.
The Loyal Little Red Coat.
Two Little Confederates.
Mother Stories, Maud Lindsay.
More Mother Stories, Maud Lindsay.
The Early Sea People, Dopp.
The Early Cave Men, Dopp.
The Later Cave Men, Dopp.
The Tree Dwellers, Dopp.
St. Nicholas Magazine.
Little Polks’ Magazine.
Something To Do Magazine.
Bird Lore Magazine.
Numerous supplementary readers.
Fifth and Sixth Grades
It is now time to read to learn. Up
to this period children have been
learning to read. All the mechanics
of reading are now thoroughly mas
tered, so that the greater part of the
reading period may be devoted, hence
forth, to correct interpretation of the
THE EDINBORO QUARTERLY
thought and feeling embodied In the
piece of literature before the pupil.
This is the time to secure good,
fluent, oral reading, the principles of
which have been carefully outlined in
the work of the lower grades. But
the teacher must not think that the
previous years have finished the work
in word drill and the application of
phonics. This knowledge should lead
to an intelligent use of the dictionary.
The study Of prefixes and sufllxes as
well as rapid drill in pronunciation
will now be found to be most effective.
Special attention also should be given
to the use of pauses for emphasis and
inflection. The teacher should read
to pupils, not only for their pleasure,
but also to serve as model in oral ex
pression.
Reading in a hesitating, stumbling
manner is generally caused by insuf
ficient drill in Independent word get
ting, by the old method of reading one
word at a time, by Impaired eyesight,
or hearing, or by poor health. .
In these grades and in succeeding
grades, the amount of required read
ing in connection with history, geogra
phy, language, and nature study, will
steadily Increase.
Silent reading is now becoming
more important. Its prime object is
the getting of thought, not just skim
ming over it, but getting the idea con
tained in the paragraph. This may
supplement every other subject of the
curriculum, and the reading done dur
ing this period should be used as a
basis for any class exercise or written
work. Correct habits of study should
be among the most important results
to be secured in the teaching of read
ing, especially through the silent read
ing period.
The work of dramatization should be
continued. The aim should be to
11
broaden the child’s appreciation of the
character which he Impersonates.
Dramatization may be used, also, for
descriptive work either in oral or writ
ten composition.
Another Important aim of the work
in reading for the last four years of
the elementary grades is to create in
the pupil desire to read, and, especial
ly, to make use of books from the
school or public library.
The faculty of memory may be stim
ulated by a review of the memory
gems of previous years. Broadened
experience on the part of the child will
enable him to interpret better the
meaning in them, which in earlier
years was not quite clear to him. Ex
ercises of this kind will also greatly
help the thought-getting power in the
silent reading.
In presenting a new piece of litera
ture to the class, the teacher should
arouse expectation. A good back
ground and the right atmosphere
should be created as setting for the
special piece of literature to be pre
sented. The spirit, the beauty, and the
music of a poem must find its way to
the pupil; his sympathy must be
stirred. It is better in reading poetry
not to run down all matters of allu
sion and scholarship. Poetry should
be read not for Information but for
pleasure. Interest and joy In the
poem Is the measure of success with
the very young pupil.
Parts of books, stories, poems may
be omitted in the class and supplied
In abstract by the teacher If these can
not be read in full. Or, where there
is time and the book at hand, the read
ing may be left off at a place that will
Insure completion by the children out
of school.
Children in the sixth grade should
now be taught to consult reference
12
THE EDINBORO QUARTERLY
books for information. One-half of
education is the knowing where to
turn for information.
The following lists are suggestive
rather than fixed. Each teacher varies
her reading material and stories from
year to year, guided in her selection
by the particular needs of her class,
or by some specific purpose that she
may have In mind.
1. Books used in recitation period.
Fifth Grade:
Graded Literature, Book V.
Elson Grammar School Readers I
Stepping Stones to Good Literature.
Water Babies, Kingsley.
Robinson Crusoe, DeFoe.
Sixth Grade:
Graded Literature, Book VI.
Elson Grammar School Readers II.
Heroes of Myths.
Gods and Heroes.
King Arthur Stories.
2. Suggestive books to be used lor
supplementary reading:
King of the Golden River, Ruskin
Wonder Book, Hawthorne.
Story of Iliad, Church.
Story of the Odessey, Church
Heroes of Chivalry, Church.
Baldwin and Bender Reader, Books
V and VI.
Greek Heroes, Kingsley.
Nature Stories:
Wilderness Ways, Long.
Woodfolk at School, Long.
Ways of Woodfolk, Long.
Geography:
North America, Carpenter.
Europe, Carpenter.
3. Books for library or silent peri
od:
Some Merry Adventures of Robin
Hood, Pyle.
Famous Men of Modern Times,
Haaren and Poland.
Story of the Middle Ages, Hard
ing.
Lake Erie and Story of Com. Perry.
Hans Brinker, Dodge.
Jackanapes, Ewing.
Daniel Boone, Thwalte.
Uncle Tom’s Cabin, Stowe.
Tom Brown’s School Days, Hughes.
Being a Boy, Warner.
Sharp Eyes, Burroughs.
Nurnberg Stove, de la Ram^e.
Dog of Flanders, de la Ramde.
Heidi, Spyrl.
Jungle Stories, Kipling.
Little Nell, Dickens.
Childhood of David Copperfleld,
Dickens.
Christmas Carol, Dickens.
Stories of Thirteen Colonies, Guerber.
Stories of Greeks, Guerber.
Story of Romans, Guerber.
Heroes from American History,
Blalsdell.
4. Poems to be read intensively:
Selections from Heroic Ballads.
Song of Hiawatha, Longfellow.
Courtship of Miles Standish, Long
fellow.
James W. Riley’s Poeriis.
Eugene Field’s Poems.
Rudyard Kipling’s Poems.
Nature Poems:
Bryant’s Poems.
H. H. Jackson’s Poems.
' Seventh and Eighth Grades
Reading has now become a medium
through which to develop the power
of selection, appreciation, and inten
sive study. More may be expected of
the child. He is older, has bett°thought power; he should row under
stand types of reading under the
heads of description, narration, and
character study.
Here, also, the application of prin
ciples formulated in the work of lower
grades should not be laid aside. Drills
designed to secure greater accuracy in
pronunciation and articulation should
be given at least once a week. Sen
tence structure, style, of expression,
THE EDINBORO QUARTERLY
and the literary value of the simple
figures of speech, also, may be brough..
out in connection with the reading.
To develop good taste in the selec
tion of reading matter is the important
aim of these two years. The course in
reading and in language drill has been
planned to develop the powers of the
pupil to grasp the thought behind the
written word, and to create in him a
love of good literature; to teach him
the value of good reading as one of
the highest types of enjoyment.
The reading during the eighth year
“should be the mes^sure of the power
of the pupils, first,—to read with ap
preciation—to think, to know, to ex
perience with the author; second, to
express orally the thoughts, experi
ences, and feelings of the author in
Intelligent, enthusiastic, and spirited
reading.”
Much class reading in other sub
jects—language, history, geography—
is necessary. Encourage reference to
explanatory notes.
Pupils should go to the High School
or out into life with reading power
and appreciation. They should be
able to read fluently, with understand
ing, and with proper expression.
Direct home reading by suggesting
titles of good books—talk about these
books in class occasionally.
Appreciative reading of at least one
masterpiece of prose and one of poet
ry is expected. Make this the banner
year of reading.
1. Books used in recitation period:
Seventh Grade:
Elson Grammar School Readers, III.
Grandmother Stories.
King of the Golden River.
Tanglewood Tales.
King Lear.
Eighth Grade:
Elson Grammar School Readers, IV.
Beowulf.
13
Thanatopsis.
Hiawatha.
Merchant of Venice.
2. Suggestive, as supplementary
books:
American Hero Stories.
Letters on Patriotism, Woodrow
Wilson.
Letters to His Daughter, Thomas
Jefferson.
Letters to His Son, Lee.
Letters of Benjamin Franklin.
Carpenter’s Geographical Readers.
3. Books for library use or silent
period:
Tales from Shakespeare, Lamb.
Leather Stocking Tales, Cooper.
Legend of Sleepy Hollow, Irving.
A Man Without A Country, Hale.
The Gold Bug, Poe.
Travels at Home, Mark Twain.
Treasure Island, Stevenson.
Sohrab and Ruetum, Arnold.
Story of Rhlnegold, Chapin.
Captains Courageous, Kipling.
Rip Van Winkle, Irving.
Talisman, Scott.
Silas Marner, Eliot.
Perfect Tribute, Andrews.
Winter, Sharpe.
Webster’s Speeches.
Lincoln’s Speeches.
4. Poems to be read intensively;
Snow Bound, Whittier.
Among the Hills, Whittier.
Evangeline, Longfellow.
Sella and other Poems, Bryant.
Singing Leaves, Lowell.
Under the Elms, Lowell.
Under the Willows, Lowell. '
Rhoecus, Lowell.
A Skeleton in Armor, Longfellow.
Julius Caesar, Shakespeare.
Deserted Village, Goldsmith.
To a Sky Lark, Shelley.
Apostrophe to the Ocean, Byron.
Enoch Arden, Tennyson.
Lady of the Lake, Scott.