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FROM MANY LANDS

A THIRD READER

BY

FLORENCE HOLBROOK

PRINCIPAL OF FORESTVILLE SCHOOL, CHICAGO

AND

MARY F. HALL

FORMERLY PRIMARY SUPERVISOR, PUBLIC SCHOOLS, MILWAUKEE

GLOBE SCHOOL BOOK COMPANY

NEW YORK AND CHICAGO

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PREFACE

THE material for this Third Reader has been carefully selected and written, with a view to beauty and variety of subject and of form.

While the content of a reading lesson should repay study, the form should lead tlie pupil to observe methods of expression. The pupil's power to reproduce what he has read should be cultivated by requiring the oral reproduction of the stories.

Many of the selections lend themselves to dramatization, as, “The Story of the Seed-Down,” “ The Pine and the Flax,” “The Three Wishes,” “Meleagris Gallapavo,” and “Edward Able.” Through this dramatization much is gained; the freedom of thought and expression makes the impression more vivid and more permanent.

The poems vary much in form and in subject. All should be memorized. Writing poems from memory is the best possible exercise in accuracy, and, while storing the memory with valuable thoughts, furnishes lessons in spelling, penmanship, and punctuation.

3

The exquisite poem

6 Before and after the Flower Birth,” being in the form of a conversation between objects familiar to children, appeals especially to their imagination and dramatic instinct.

The “Wise Sayings” should be memorized and discussed both orally and in written exercises.

The illustrations are fine works of art from famous masters, offering studies in art and subjects for oral and written work. The pupil should be encouraged not only to give an outline description of the picture, but to yield himself to its influence and to describe the emotions it arouses. The teacher should respond to the child's natural love for the beautiful by giving him added information regarding the artist and his work.

Lists of words, and diacritical markings, are omitted as valueless. In the work suggested above the pupil will use the words necessary to express his thought, and because of this need he will learn to spell them. When a dictionary is used by the pupil, then the system, contrived to suggest by marks a sound with which experience has made him familiar, should be explained, but not before that time.

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