ре HARVARD UNIVERSITY GRADUATE SCHOOL OF EDUCATION Entered, according to Act of Congress, in the year 1878, by In the Office of the Librarian of Congress, at Washington Copyright, 1884, by ALBERT N. RAUB. Copyright, 1894, by THE WERNER COMPANY. Copyright, 1906, by A. H. KAUB. E-P 8 TO TEACHERS. IN the preparation of the Fourth Reader the author has, as heretofore, kept steadily in view the capacity of the pupils for whose use the book is intended. Large additions are made to the vocabulary of words heretofore given in the earlier numbers of the series, but they are all such words as are likely to be used by the pupils for whom the book is designed. A new method of teaching emphasis is introduced, which the author has tested in the school-room with the most satisfactory results, and which he thinks will, upon examination, commend itself to every thoughtful teacher. Rules for reading having heretofore failed in training the pupils to read understandingly and with expression, or at best produced but indifferent results, because beyond the comprehension of the reader, the author deems it unwise to give them much prominence in a book of this grade. A better result may be secured by having each lesson well understood by the pupils before permitting them to read orally. The teacher frequently may give valuable aid to the pupil by asking such questions as will train him to think for himself, and thereby enable him to comprehend fully the meaning of the author. Without this comprehension there can be no effective reading. The analyses following the lessons are not meant to be exhaustive, but are designed simply as hints. The teacher should ask such additional questions as will develop thought in the pupil, and train him to understand and express forcibly the sentiments of the writer. While nothing exhaustive or systematic is attempted in the way of language culture, it is believed that the exercises on synonymous expressions following many of the lessons will prove a valuable feature, if properly used. They will not only develop thought, but also tend to give variety of expression and cultivate fluency of speech. One of the main elements of good reading is correct pronunciation, embracing both distinct articulation and proper accent; without these there can be no correct reading. One of the first things to be acquired, therefore, is the ability to give accurate utterance to each syllable and due force to the sound of every letter in the word. To secure this desirable result, frequent drills should be given on the elementary sounds of the language, both singly and in combination. Accent is largely learned by imitation, but in cases of doubt the pupil should be referred at once to some standard dictionary. Daily exercise in the pronunciation and spelling of the difficult words of the lesson is commended to teachers. Finally, in all the exercises care should be taken that the position of the pupil be both healthful and graceful. An erect posture, whether sitting or standing, with the chest thrown forward and fully expanded, the shoulders level and the head erect, is the best. A. N. R. INTRODUCTORY. PRINCIPLES OF READING. THE most important principles of Reading are Pronunciation, Emphasis, and Inflection. PRONUNCIATION. Pronunciation is the utterance of syllables and words; it includes articulation and accent. Articulation is the utterance of the elementary sounds contained in a syllable or a word. Without clear and distinct articulation, there can be no correct pronunciation. It is, therefore, important that the elementary sounds be frequently repeated and thoroughly learned. Pupils should have daily practice, not only in repeating the elementary sounds, but also in pronouncing the consonant combinations composed of these sounds. An Elementary Sound is the simplest sound of a language. The following are the elementary sounds of the English language; let the pupil give the sounds, also pronounce the words containing them. Exercises in Articulation. VOCALS. ā Ate, mate, gate, pale, male, fame, tame, game, cape, tape, face, race, made, great, jail, neigh, gauge. ă — Hat, cat, rag, wag, catch, latch, add, sad, lad, plaid. ä— Arm, harm, part, hard, heart, father, hearth, calm, balm, guard. a-Ball, call, fall, warm, talk, salt, waltz, squall, cork, broad, thought. â — Care, rare, stare, there, fair, chair, where, prepare, their. ȧ-Ask, bask, glance, dance, pass, grass, raft, pastor, draft, class. ē — Me, see, here, peer, beam, team, gleam, field, yield, receive, marine, tier. Met, pet, get, end, west, rest, deaf, friend, dead, any, many, again, guess, said. ẽ — Her, fern, were, earn, girl, word, furl, myrrh, scourge. ¡— Ice, mice, night, might, fright, size, my, buy, pie, aisle, guide, rhyme. ¡— Pit, sit, limb, ridge, bridge, riches, silken, hinder, pinch, witch, wring, sieve, myth, heen. ō-Go, sore, pole, roll, both, grove, knoll, shore, snore, sport, quoth, bloat, floor, mould, throw. ୪ Not, plot, shop, stop, block, moth, wash, squash, watch. o-Do, move, lose, cool, broom, shoot, crew, truth, fruit. ū-Cube, mule, cure, mute, tune, blue, your, chew, view, ou news. - Up, cup, duck, dust, pump, rush, crush, trunk, done, month, sponge, does, touch, young. -Put, full, push, good, brook, should, would. Our, loud, cloud, mouse, mouth, fowl, town. oi - Boil, coin, moist, broil, point, choice. SUBVOCALS. b- Bib, babe, bid, bind, boil. d-Do, done, dose, dame, dole, did. g-Go, plague, gig, gag, girl. j—Jar, join, jug, joy, jail, joint. |— Lull, long, lily, woolly, lion, lamb. m Man, mate, same, dame, dome, mum. n—No, name, none, note, noun, tannin. r (smooth) Hard, bird, lard, order, word. r (trilled) — Road, ray, ring, right, rough. |