Vi PREFACE 



board. To aid the teacher a list of such words has 

 been placed at the beginning of each lesson. 



Later in the day let him read the reading lesson 

 for the sake of the thought. Do not take it for 

 granted that no further teaching is necessary. But 

 remember, too, that it is now the pupil's time to 

 talk. 



If he does not read well now, it is because he 

 fails to grasp the thought. A word, a question, will 

 often clear up the obscurity in his mind. Lead him 

 to think, not to imitate. 



It is a good idea to have a systematic plan for 

 silent reading. Many of the stories in this volume 

 will lend themselves easily to this device. And on 

 this work may be based a subsequent oral and writ- 

 ten language lesson. 



Above all, do not neglect to cultivate his taste 

 his literary and artistic instincts. " What stanza, 

 what line, or what part of this did you like the best?" 

 " Why?" are questions always in order and always 

 interesting. 



Two devices, well known but comparatively little 

 employed, are most useful in developing a child's 

 literary and artistic nature ; viz. the learning of 

 poetry, and the listening to reading aloud. For this 

 purpose the lists of literature in the Manual will be 

 found vary useful. 



L. L. W. WILSON. 



PHILADELPHIA NORMAL SCHOOL, 

 September, 1898. . 



