223851 COPYRIGHT, 1908 BY THOMAS H. BRIGGS AND LOTUS D. COFFMAN COPYRIGHT, 1911 BY THOMAS H. BRIGGS AND LOTUS D. COFFMAN PREFACE No attempt has been made to set forth in this book a novel theory of reading. But the best that is known and used by well trained and thoughtful teachers is here reported in some detail. The authors have drawn upon their own experience, both in teaching and in training others to teach, their reading, and their observation for every fact stated or device explained. Nothing is merely theoretical. Yet, it will hardly happen that any one reader, unless he have put long study on the subject, will find nothing new in the book. Even if he should, an orderly setting forth of things already known brings them to mind afresh and usually from another point of view. It is not expected that the book will prove equally helpful, of course, to all teachers. But the authors have aimed to be simple and direct and soundly practical. Teachers are urged to get the grasp of the entire second or third part, in whichever they are especially interested, before introducing the ideas of any one chapter into the schoolroom; for, although one point at a time should be emphasized in the teaching, the ideas in the various chapters are interwoven and are to a great extent interdependent. The problem of silent reading has been set forth as fully as experiment and experience seem to justify. The authors believe, however, that this is an open and inviting field just now in education, and that more saving of time and efficiency can be secured through teaching children to read rapidly and retentively than through any other one means. But it is doubtful if further discussion and suggestion than are here given would prove helpful before the teachers themselves progress further in the matter. The plan of the book is easily comprehended from the table of contents. Part One treats of the subject in a most general way. The first chapter consists largely of quotations from men who have thought deeply and expressed themselves effectively; the second is historical of texts and methods. Part Two presents the theory and methods for the first three years, carefully avoiding discussion of mooted questions. It was the original plan to give separate parts to reading in the intermediate and in the upper grammar grades; but the work so overlaps that it finally proved impracticable to divide it. Hence, Part Three sets forth the theory and gives detailed suggestions for teaching reading in the upper five grades. The obligations of the authors are many. Where there are direct quotations, acknowledgment is made in a footnote; but it is impossible to acknowledge the many minor points taken, often unconsciously, from books and magazines. The authors have read every book and article on the subject that was accessible. The fact that they found nothing else covering just the field in which they were interested, encouraged them to prepare and publish this book. Acknowledgment must be made here of the assistance afforded by many friends, most of it coming from their regular class room work. To the critic teachers of The Eastern Illinois State Normal School especial obligation is due. Miss Anna H. Morse has been especially helpful in the preparation of the material used in the chapters on primary reading methods. To Mr. Forrest Sumner Lunt acknowledgment is made for assistance in the simple and excellent breathing and articulation exercises on pages 162-4. T. H. B. L. D. C. Charleston, Illinois, July, 1908. PREFACE TO REVISED EDITION In response to repeated requests, the material on the teaching of literature has been considerably expanded. The original single chapter has been entirely rewritten, so that it now contains twice as much as formerly, and three chapters of special application of the principles set forth have been added. A few other changes, the need of which became manifest as the book was used by various state reading circles, have been made. March, 1911. T. H. B. L. D. C. |