THE

CULTURE READERS

EMBODYING

THE NATURAL METHOD IN READING

BY

ELLEN E. KENYON-WARNER, PD. D.

BOOK TWO

FOR SECOND HALF-YEAR

EDITED BY

JENNY B. MERRILL, Pò. D.

ETHICAL THEME-INDUSTRY

NEW YORK

D. APPLETON AND COMPANY

1904

INTRODUCTION.

THIS Course in Reading must be taught by the Natural Method.

THE NATURAL METHOD IN READING.

1. Proceeds by the self-activity of the child. He himself attacks the text, finds its difficulties, and asks the help he needs.

The new,

and especially the

2. Calls doing to the aid of perception and memory. irregularly spelled words are drawn (Written Spelling) to impress their forms.

3. Makes word study a scientific process, the child (a) learning by particulars, and (6) gathering together all that he knows on point after point until the language is familiarized.

4. Differentiates sharply between Reading, which is an art and a pastime, and Word Study, which is a science and an exercise, keeps them rigidly apart, and alternates the two.

Time Required.-This Course demands at least an hour a day of spirited work. The time is best divided into three periods, of about twenty minutes each. Additional time may be devoted to supplementary reading, in connection with the subjects of the day's general program. It is not necessary that each pupil should read aloud every day. A little oral reading that is thoroughly expressive is better than a good deal that is not. A great part of the reading hour, therefore, should be given to preparation of the lesson, and a comparatively small portion to oral rendition.

PROGRAM FOR EACH LESSON.

First Period.-Word Study, intensive. Pupils find the unfamiliar words in the lesson, and teacher presents them on the blackboard, with explanation. Written Spelling -in this book, solely by copying.

Second Period.-Word Study, extensive. Type words and their groups studied for their phonetic correspondences. Oral Spelling in this book is confined to rapid practice in describing the words by naming their letters in order, while or immediately after looking at them, without effort to memorize. All of the phonetic exercises should be developed on the blackboard and reviewed in the book.

Third Period.—Discussion of Theme; Silent Reading, to get the unity of the lesson; Oral Rendition, to deliver the author's message.

This Program is variable as occasion demands. Manual, Part II.

For detailed Instructions, see