BROOKS'S READERS, FIRST YEAR.
CONTENTS
| SUGGESTIONS TO TEACHERS | [ 4] |
| FIRST REVIEW | [ 59] |
| SECOND REVIEW | [ 71] |
| THIRD REVIEW | [ 96] |
| FOURTH REVIEW | [124] |
| WORD LIST | [125] |
| The Stories: | |
| A BUSY TIME | [ 77] |
| THE COW | [ 82] |
| THE RAIN | [ 84] |
| THE BROOK | [ 86] |
| MY BOX OF SAND | [ 88] |
| THE BOAT | [ 89] |
| OUR HOME | [ 90] |
| THE TREES | [ 92] |
| THE SAILOR BOY | [ 94] |
| LITTLE BOPEEP | [ 97] |
| THE SNOW | [100] |
| MY SHIP AT SEA | [102] |
| THE BIRDS IN WINTER | [106] |
| LITTLE BOY BLUE | [108] |
| DRIVING THE COWS | [110] |
| THE BOX OF TOOLS | [112] |
| SPRING | [114] |
| THE FIVE GOATS | [116] |
| MAKING BUTTER | [120] |
| MARY AND THE BROOK | [122] |
The sole purpose of this book is to help the children to learn to read. While it may ultimately lead to the acquisition of knowledge concerning many subjects, its present aim is only to make reading easy. The lessons are, therefore, on subjects familiar to every child. The words are such as children habitually use in conversation; they are introduced gradually, and as a rule are repeated many times. Since proficiency in reading is best attained by much practice, care has been taken to present as large an amount as possible of interesting matter which the child can readily master. Every line is for the pupil to read. The stories are so constructed as to encourage and secure naturalness of expression without the intervention of rules or formal drills. The gradation both in thought and in expression is easy and natural.
Although the learning of words by much repetition and familiarity with their forms is an essential feature of this book, its foundation is nevertheless phonetic. Yet, for the sake of leaving it perfectly adaptable to any method of teaching, the phonetic basis has not been emphasized. The systematic introduction of words which may serve as key-words for the acquisition of others containing similar phonetic elements has been carefully observed, and it is believed that this is the natural method untrammeled by any artificial classification.
As further aids toward making the child's first reading lessons easy, the sentences are short. There are no broken lines in the first hundred pages. Indentations help the young reader to keep the place. There are no interfering illustrations in the text. Each story is complete without turning a leaf.
Grateful acknowledgments are extended to Miss Frances Lilian Taylor of Galesburg, Illinois, to Mr. W. J. Button of Chicago, and to Miss Matilda Mitchell, primary teacher, Phillips Brooks School, Boston, for valuable suggestions and assistance.