A new series of basal readers shaped by these controlling ideas: personal interest on the part of children in the doings of children of their own age; personal hunger for stories having continuity, development and variety; and the development of a personal power of satisfying the literary appetite. The stories, dialogues, poems, and other selections, are almost entirely of new material.
This material is varied; and was selected because of its intrinsic interest—action, appeal to self-activity. The lessons are not mere collections of words and sentences, but have continuity of thought. The pictures, being adapted to the text, are distinct aids in teaching children to read. The helps to teachers are varied, time-saving, practical. The method is simple, effective, original.
Each book is fully illustrated with black and white pictures and several colored illustrations.
============================================ ==== Primer $.30 First Reader .32 Second Reader .40 Third Reader .48 Fourth Reader .55 Fifth Reader (Preparing) Sixth Reader (Preparing) Manual for Teachers (Daily Lesson Plans) $.75 Phonogram Cards—Primer Set, 26 cards .25 Word Cards—Primer Set, 130 cards 1.25 Phonogram Cards—First Reader Set, 115 Cards 1.00 ============================================ ====
Daily Lesson Plans is the teacher’s manual for the first year’s work with The Horace Mann Readers. Every step of each day’s lesson is planned and explained. The directions given are intended to be so definite, so complete and so practical, that comparatively inexperienced teachers may be able to follow them with excellent results; while in the hands of the experienced teacher it is hoped that it will be of much accommodation in following the progress of the work.
The manual for the remainder of the series is in preparation.
FOURTH AVENUE AND THIRTIETH ST., NEW YORK
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The Horace Mann Readers are highly organized—words being developed into independent yet mutually related parts; different stories being related to other stories; the vocabulary of one lesson being related to the vocabulary of the lessons preceding and the lessons following; a system of phonics complete in itself and yet organically related to the reading matter.
The principle of self-activity is carefully developed,
The action rhymes given impress the children and give variety to the reading lesson. But since reading isn’t all poetry, all other phases of sound methods of teaching are employed. Especial attention is called to the system of phonics developed. It is rational and wonderfully effective.