THE

CALIFORNIA

WOOSTER THIRD

READER

BY

LIZZIE E. WOOSTER

1907

WOOSTER & COMPANY

SCHOOL BOOK PUBLISHERS

CHICAGO, ILL.

FOR THE TEACHER.

"It takes the best efforts of a teacher to teach reading well, but he who does it is repaid tenfold; for every other study is helped by so doing."

This book, like the others of the series, is based on the pupils' present and future needs, and is more than a mere book of selections which pupils may read.

One must realize that education means teaching the boys and girls to do things. It is hoped this book touches along those lines.

Such reading matter is given as will prove interesting, and at the same time give valuable information; for while pupils are increasing their vocabulary, and becoming more familiar with words, those words should be giving them valuable information. The vocabulary was selected with care, and all the lessons are carefully graded.

But few new words are given with each lesson. The root words have been used first when possible; and where some lessons seem to have many new words, if examined, the fact will be revealed that they are only plurals or derivatives of words used before.

All new words not used in previous lessons of the series, are placed at the head of the lessons, and are diacritically marked. The benefit of this will be appreciated by all practical teachers. Most teachers realize that special attention must be given to all new words, if pupils read understandingly and without hesitation.

All long selections that contain many new words have been divided, that the lessons may be short, and not too difficult. Better a short lesson well learned than many pages only half learned. 541803

Spelling reviews occur frequently, and may be used for phonic drill and a great variety of word work. The elementary sounds of our language should be thoroughly taught. The pupils should know them when uttered by others, and should be able to accurately produce them.

As our dictionaries use diacritical marks, and syllabify words to indicate their pronunciation, the same should be used in our school readers, that the pupils may not only be assisted in acquiring a vocabulary, but may also be prepared to intelligently use a dictionary. They cannot learn too soon to depend on themselves.

Many pupils do not own a dictionary, and it is especially true in the country schools; and even some schoolrooms are without one; hence the more necessity for placing such work in school readers.

The Third Reader is the last of the readers where, as a rule, more time must be spent in word study than is spent in the reading of the selection.

The reading of the lesson should be the final step. The drill on pronunciation, spelling, meaning of words, etc., should come first, as the preparation to read.

As soon as the mechanical details of reading have been mastered by the pupils, then much effort should be given to reading intelligently; for on that depends all their school studies and their fund of general information through life.

One lesson a day in reading is not enough to make reading interesting, or to get good results. To neglect reading for other studies is unwise, for it not only decreases the reading habit, but is actually a detriment to the other studies; and unless pupils can read understandingly, they will not get what the other books contain for them.

No amount of supplementary reading can atone for imperfect, careless work in the lower grades.

At the completion of a Third Reader, pupils should read naturally and understandingly.

Most of the illustrations are photographs and pen drawings from nature, and are intended to be valuable aids in making the lessons instructive as well as more interesting.

Some illustrations will assist a pupil's understanding, others may cause him to investigate for himself, while others may aid his imagination, and serve as a basis for conversation or object lessons. Many of them may be used for language work. As oral language work is more conducive to good reading than written language work, more oral work should be given.

This book contains lessons in History, Biography, Geography, Science, Nature Study, Industry, Hygiene, Ethics, stories of people in other lands, special Holiday lessons, and extracts from our best literature in both prose and poetry. A number of choice memory gems are given after selections. They contain no new words, and as a rule, continue the thought of the lesson.

An effort was made to put material in this book that would awaken and cultivate a taste for reading, and also prepare the pupils for their future studies.

A Third Reader reaches the time when boys and girls begin to select their own reading, and it is of the greatest importance that they should make the acquaintance of such authors as will prove interesting and helpful.

Learning to read is important, but learning what to read is equally as important.

The greater number of boys and girls in our schools have no intelligent means of selecting books from the public libraries, and their school readers should be the means of introducing such authors as have written good books for young people.