The Horace Mann Readers DAILY LESSON PLANS A TEACHERS' MANUAL BY WALTER L. HERVEY, PH.D. MEMBER OF THE BOARD OF EXAMINERS, DEPARTMENT OF AND MELVIN HIX, B.S. PRINCIPAL OF PUBLIC SCHOOL NO. 9, LONG ISLAND CITY, NEW YORK CITY AUTHOR OF "ONCE UPON A TIME STORIES,' A BRIEF OUTLINE OF ETC. DEPARTMENT OF NOV 1 51915 LELAND STANFORD JUNIOR UNIVERSITY NEW YORK LONGMANS, GREEN, AND CO. FOURTH AVENUE & 30TH STREET 588460 COPYRIGHT, 1912, BY LONGMANS, GREEN, AND CO. First Edition, August, 1912 Reprinted, September, 1913 THE PLIMPTON PRESS NORWOOD MASS US A FOREWORD THE teaching of primary reading is a highly complex and technical process. It involves many operations that must be carried on in due co-ordination. It should call into play the various levels of self-activity from the highest in constructive thinking to the lowest in habit, and in such a way that thought shall not usurp the place of habit nor habit the place of thought. But this complex and technical process is as a rule carried on under difficulties: primary classes are usually very large; the demands upon the teachers are very great; the continuity of the work is often broken, through transfer, illness, resignation, or a score of other circumstances; the unity and economy which should be effected and maintained by supervision are, for a variety of reasons which need not be stated here, too often lacking. As a result of these conditions there has come to be a widespread, insistent, and increasing demand for definite and reliable teaching plans such as are presented in this Manual. And this demand has come not only from the teachers themselves, but from their principals and supervisors, and, notably, from those teachers and supervisors who believe most firmly in originality and adjustment and not at all in "cast iron" methods. And so it has come about that the editors of the Horace Mann Readers, while holding with conviction to the principle that the self-activity of the teacher must be respected and developed, have prepared a set of daily lesson plans. And they have done this not as a mere concession to a demand, but with a growing conviction that there is a higher requirement than the self-activity of the teacher and that is the self-activity of the children and the efficiency which results from its wise direction; and that such |