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THE THOMPSON READERS

Book Two

BY

JOHN G. THOMPSON

PRINCIPAL STATE NORMAL SCHOOL, FITCHBURG, MA88.

AND

INEZ BIG WOOD

INSTRUCTOR IN PRIMARY LITERATURE, STATE NORMAL SCHOOL,

FITCHBURG, MASS.

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T43.9038

EducT
759.17.852 (2) JUN 13 1918

TRANSFERRED TO
HARVARD COLLEGE LIBRARY

1938

COPYRIGHT, 1917, BY
SILVER, BURDETT AND COMPANY

INTRODUCTION

In learning to read, the child makes a simple beginning, acquiring gradually the visual signs of hundreds of words, the articulate sounds of which he already knows. Having gained some proficiency in this, he proceeds to more difficult, and at the same time, more interesting reading - - more difficult owing to the appearance of new and unknown visual signs, and more interesting because of the association of both the old and the new in a way to express more complete and pleasing thought.

Having read Book One in The Thompson Series, the pupils, in command of over a thousand words, come with readiness and with keen anticipation to the reading of Book Two. This book is intended for the second half of the first year. The aim in this, as in every other book of the entire series, is to avoid sudden leaps from easy to difficult. So, while the stories involve new words and expressions, these have been introduced gradually, and those already made familiar through the reading of Book One, are allowed to appear under new conditions. Thus, the pupils may read with comparative freedom and ease, and with great enjoyment.

The stories chosen are unfamiliar and many of them are entirely new to school readers. They command the interest and arouse the imagination of the little folks. They reveal vital truths in a simple, childlike manner. “ The Man Who Knew Everything” and “Helping the Goodman” are examples of this. What is the one question, asked by the child in the story, which the wise man cannot answer ? Even little children appreciate the truth in the wise man's reply. A common tendency in human nature is shown in “Helping the Goodman.” Children may not discern this truth unless it is pointed out to them, but no teacher will fail to do this if she perceives it herself.

Similar mention might be made concerning the other stories in the book, a full explanation of each of which will be found in the Teacher's Manual.

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