In this Fifth Reader of the De La Salle Series the plan of the preceding
numbers has been continued. The pupil has now mastered the mechanical
difficulties of learning to read, and has acquired a fairly good working
vocabulary. Hence he is prepared to read intelligently and with some
degree of fluency and pleasure. Now is the time to lead him to acquire a
taste for good reading. The selections have been drawn mainly from
authors whose writings are distinguished for their moral and literary
value, and whose style is sure to excite a lasting interest.
In addition to giving the pupil practice in reading and forming a basis
for oral and written composition work, these selections will raise his
ideas of right living, will quicken his imagination, will give him his
first knowledge of many things, stimulate his powers of observation,
enlarge his vocabulary, and correct and refine his mode of expression. A
wholesome reading habit, so important to-day, will thus be easily,
pleasantly and unconsciously formed.
The following are some of the features of the book:
GUIDE TO PRONUNCIATION.--This Guide is to be referred to again and
again, and the diacritical marks carefully taught. Instruction in the
vowel sounds is an excellent drill in articulation, while a knowledge of
the diacritical marks enables the pupil to master these sounds for
himself when consulting the dictionary.
VARIETY OF MATTER.--In the volume will be found the best sentiments of
the best writers. The pupil will find fables, nature studies, tales of
travel and adventure, brave deeds from history and fiction, stories of
loyalty and heroism, examples of sublime Christian self-sacrifice, and
selections that teach industry, contentment, respect for authority,
reverence for all things sacred, attachment to home, and fidelity to
faith and Country.
LANGUAGE STUDY.--If reading is to hold its proper place in the class
room, the teaching of it must not be confined to the mere reading of the
text. In its truest sense, reading is far more comprehensive. The
teacher will question the pupil on what he has read, point out to him
the beauties of thought and language, find out what hold the reading has
taken upon his memory, how it has aroused his imagination, assisted his
judgment, directed his will, and contributed to his fund of general
information. To assist in this most important work is the object aimed
at in the matter given for Language Study. Such study will also give
fuller powers of interpretation and corresponding appreciation of the
selection considered simply as literature.
RECITATIONS.--There are some selections marked for recitation. The
public recitation of these extracts will banish awkwardness of manner,
beget self-confidence, and lay the foundation for subsequent
elocutionary work. Besides, experience teaches that a single poem or
address based upon some heroic or historic event, recited before a class
or a school, will often do more to build up a noble character and foster
a love of history, than a full term of instruction by question and
answer.
POETRY.--The numerous poetic selections, some of which are partly
analyzed by way of suggestion, will create a love for the highest and
purest forms of literature, will broaden the field of knowledge, and
emphasize the teachings of some of the prose selections. Many of them
have been written by American authors. Every American boy and girl
should be acquainted with the works of poets who have done so much for
the development of American literature and nationality.
MEMORY GEMS.--"The memorizing of choice bits of prose and poetry
enriches the vocabulary of the pupils, adorns their memory, suggests
delicate and noble thoughts, and puts them in possession of sentences of
the best construction. The recitation of these expressive texts
accustoms the children to speak with ease, grace and elegance."
("Elements of Practical Pedagogy.")
BIOGRAPHIES.--Young children enjoy literature for its own sake, and take
little interest in the personality of the writer; but as they grow
older, pleasure in the work of an author arouses an interest in the
writer himself. Brief biographical sketches are given at the close of
the volume as helps in the study of the authors from whom selections are
drawn, and to induce the pupils to read further.
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