THE

SILENT READERS

BY

WILLIAM D. LEWIS, Pd.D., Litt.D.

FORMERLY DEPUTY SUPERINTENDENT, DEPARTMENT OF PUBLIC INSTRUCTION
COMMONWEALTH OF PENNSYLVANIA

ALBERT LINDSAY ROWLAND, A.M., Ph.D.

DIRECTOR BUREAU OF TEACHER TRAINING AND CERTIFICATION, DEPARTMENT OF
PUBLIC INSTRUCTION, COMMONWEALTH OF PENNSYLVANIA

AND

ETHEL H. MALTBY GEHRES

CO-AUTHOR OF THE WINSTON READERS

ILLUSTRATED BY
FREDERICK RICHARDSON
AND
EDWIN J. PRITTIE

SIXTH READER

THE JOHN C. WINSTON COMPANY

Copyright, 1920, by
The John C. Winston Company

Copyright in Great Britain and the
British Dominions and Possessions

PRINTED IN THE U. S. A.

INTRODUCTION

The purpose of this series. This series of readers is definitely designed to provide working material for the development of efficient "silent reading". It is not planned to compete with the many excellent series of readers now available. The authors believe that it will efficiently supplement the well-nigh universal school practice of conducting all reading lessons aloud.

Oral reading not sufficient. In the majority of classes the pupils are all supplied with the same text. One pupil reads aloud while the others are supposed to follow his reading silently. When he has finished his portion of the text, the teacher or the pupils make corrections of his pronunciation or phrasing, and the teacher may ask questions or add comments or explanations. This incentive to adequate expression by the reader is lacking because his classmates all have the text before them; it is natural for the hearers to read on ahead of the oral reader if the material is of interest; and it is perfectly easy for them to gaze absently at the book while employing their minds with matters wholly unrelated to the class exercise. Perhaps most important of all, reading aloud is an experience of rare occurrence outside the classroom, while silent reading is a universal daily experience for all but the illiterate.

The mechanics of reading are fairly well mastered in the third—some authorities say the second—grade. Some oral reading is doubtless desirable beyond these grades, but the relative amount should diminish rapidly.

Experts have recognized the importance of silent reading for many years. Briggs and Coffman showed its value in their book, "Reading in Public Schools," published in 1908. Studies in this field have been made by Gray, Starch, Judd, Courtis, Monroe, Kelly, and many others. They have made no attempt to deny that oral reading has a place in the curriculum, but have merely pointed out that from the third grade on its place is less and less important in comparison with silent reading.

Reading to get the thought quickly. Once the mechanics of reading are mastered, the problem becomes one of speed and accuracy in thought-getting. Upon these two qualities depends the pupil's progress in school and his use of the deluge of ideas that appeal only through the printed page. If he reads and understands, if he quickly grasps the important idea from a mass of details, if he arranges the relations of the ideas presented, we say that he is good in geography, history, science, or mathematics. If he comprehends only slowly or fails to understand, he is a dullard or a defective.

Speed usually goes with comprehension. At first glance it would seem that comprehension would be inversely proportional to speed; that is, the greater the speed the poorer the comprehension and vice versa. The standard tests of Gray, Courtis, Kelly, and Monroe, however, which have been given to thousands of children, prove exactly the reverse. The rapid silent readers have almost invariably shown the best understanding of the matter read. It would thus seem that concentrated effort on either speed or comprehension would tend to improve the other factor. It is necessary, however, to test speed results carefully to insure conscientious reading of the text.

The material in these books. In selecting the material for these books the authors have purposely avoided the established paths of literary reputation, and have selected from a wide variety of sources interesting material representative of the printed matter the child will inevitably read. Every effort has been made to avoid the necessity of explanation by the teacher to elucidate the text. In general, the exercises have been under- rather than over-graded, as the pupil should read for content and should be as far as possible relieved from technical grammatical or vocabulary difficulties. Occasionally, however, in each book exercises somewhat more difficult or of a more or less unusual nature have been included, because everyone, old or young, is called upon to read a variety of material, and pupils should have some experience with selections that require special effort.

Why we read. Most of the reading which we do has one of three purposes: we read for information; we read for instruction; we read for appreciation or entertainment. These purposes are somewhat determined by the nature of the material read. Rarely do we read an encyclopedia article for appreciation. On the other hand, we lose ourselves in the quiet humor of Rip Van Winkle merely for entertainment through appreciation. Contrasted with this would be our reading of a biography of Irving in order to find out who were his American contemporaries. The boy who reads an explanation of how to make a rabbit trap with the purpose of making one is reading for instruction, while his father who scans the evening paper to see how his representative in Congress or the State Legislature voted on a bill is reading purely for information.

The Pedagogical Editing. The authors have kept constantly in mind the purposes of each selection in the directions they have given to the pupils. They have also had clearly in mind certain fundamental things that they wish pupils to learn and certain habits which they wish them to form by the use of these books. A perusal of the directions given before and after any given selection will suffice to make this purpose clear. For example, much attention is given to the writing of headings for certain parts of a selection or to the statement of the most important thought in a given paragraph. With increasing emphasis in the upper grades this type of exercise is developed into the complete outline. The authors believe that practice of this kind will develop in pupils the habit of looking for the important thought and of grouping around it related subordinate ideas. This is perhaps the habit most essential to good reading for instruction or information. On the other hand, selections which are of a purely literary character and which should be read for appreciation and entertainment are given without exhaustive notes or questions, because minute discussion of this kind of reading would detract from its value.

Method of handling the books. Many teachers will prefer to keep the books in the class room, distributing them at the time of the silent reading lesson and collecting them again at its conclusion. In this way the material will remain fresh, and the drill exercises will always be under the control of the teacher.

In many places, however, text books are not supplied by the school authorities, but are purchased by the pupils directly. Inasmuch as this series of books contains all the necessary instruction for the use of each exercise, they become peculiarly helpful where the pupil is thrown upon his own resources. He is able to test his own speed and comprehension and his ability to analyze or outline any of the material by the plain directions that are given for handling the books. Although the instructions accompanying various selections are addressed to the pupils, they contain suggestions for the teacher. It is, therefore, important that the teacher read in advance of the lesson such instructions or comments as appear before or after the text or the particular exercise to be read.

Speed drills. As much of the value of teaching silent reading lies in the development of speed, a number of exercises are designated as speed drills. For these drills it is suggested that the teacher prepare, on the mimeograph if possible, a considerable number of slips to be filled out arranged as follows:

1-3, 1-3½, 3-4, 2-4½, 6-5, 2-5½, 4-6, 1-8½.

Class median 5     Class mode 5

For a speed drill the teacher should have one of these slips and a watch with a second hand. A stop watch would be valuable. Directions should be given for all the pupils to begin reading at the same moment and raise their hands as a signal to the teacher when they have finished. The teacher should give the signal for them to begin as the second hand of her watch reaches sixty. As each pupil raises his hand indicating that he has finished, the teacher should note the time in half minutes opposite that pupil's name on the drill sheet. Any pupil's time should be indicated at the nearest half minute space. For example, a pupil who finishes at two minutes ten seconds should be marked as two minutes; one who finishes at two minutes twenty seconds, at two and one-half.

Mode and Median. In the illustration above, the sheet has been filled with names and scores of a supposed fifth grade class of twenty pupils. On this sheet three minutes occurs once, three and one-half minutes once, four minutes three times, four and one-half minutes twice, five minutes six times, five and one-half minutes twice, six minutes four times and eight and one-half minutes once. The number occurring the largest number of times is five.

This number is called the "mode".

If all the scores are arranged in order with the highest score at the top and the lowest score at the bottom, the middle score in this series is called the "median" and is in this case also "five".

Individual scores. The class median or mode is, however, not so significant as the individual scores. The class score is always determined by the ease or difficulty as well as by the length of the particular exercise read. This makes comparison with other exercises almost valueless. The only significant comparison in this case is between individuals of the same class, and between the score of this class and of other classes of parallel grade who have read the same exercise.

Important facts for G. P. W., the class teacher, in this case are the individual scores and their relative standing. Roy Hunt, who took eight and one-half minutes to read this exercise, is the slowest reader on this occasion. Is this true of other occasions? If so, Roy needs special help and training. It is also clear that Joseph Carmalt and Alice Wilson are rapid readers and it is important to see that their comprehension of the exercise is also adequate. Thus, for the class teacher the important facts are the relative scores of the pupils both in comparison with other pupils and with the former scores of the same pupils.

Scale of approximate speed. The following scale of speeds by grades is based roughly on the Courtis standard tests and may be somewhat helpful to the teacher who may desire such norms.

Of course it must be recognized that no standard speeds are possible without also standardizing the material. To be absolutely accurate, each separate exercise should be its own speed standard. This, although possible, would be a device so cumbersome as to defeat its own purpose. Every bit of reading presents its peculiar difficulties, its slow spots, its points of interest, its urge to hurry on. These in turn vary with the apperception of the reader, with his peculiarities, his interests, and his motives. These largely determine his speed. The authors have thought it unwise in the vast majority of cases to indicate with any degree of definiteness the time required for various exercises. Their experience in trying out these exercises with different classes showed so wide a variation that it was thought that specific statements would tend only to mislead the teacher.

Testing Comprehension. It is, however, equally important that the teacher know that the pupils are understanding what they read. As each pupil is reading silently, there is no guarantee of comprehension without some form of check. This may be as simple a device as watching the expression of the children's faces to see registered there appreciation of the exercise read; or it may be as complex as a dramatic reproduction of the incidents.

Devices for checking comprehension are suggested in connection with each exercise. The more usual and effective methods of teaching comprehension are dramatization, reproduction, writing of headlines, development of outlines, expression of opinion based upon facts read, topical analysis, the naming of characters and statements of their relationships, and appreciation of ethical or artistic appeal.

The test material. The drill exercise, although modeled in some cases upon the standard reading and intelligence tests, expressly disclaim any attempt to displace or supersede these tests. The function of the two is wholly different. The material in the readers is for drill and improvement in speed and comprehension. The standard tests are for the measurement of achievement. No devices can be used as a measure until it has been standardized by application in thousands of concrete cases without substantial variation.

Standard Tests. This is the case with a number of standard tests now in general use. In the field of reading the most notable are the Courtis Standard Tests devised by S. A. Courtis, Director of Instruction, Teacher Training and Research, and Dean of Teachers College, Detroit, Michigan, and Walter S. Monroe, Professor of Education and Director of the Bureau of Educational Research, University of Illinois. The necessary instructions, record blanks and test sheets giving these tests may be obtained as follows:

Directions for Ordering Standardized Tests

These tests should be given at least once a year and if possible semi-annually in order to determine progress in speed and comprehension in silent reading, as well as to measure the pupils by a well established standard.

Topical recitation. Particular emphasis, especially in the later grades, should be placed upon the complete presentation of a topic by a pupil standing in front of the class and making the group understand what he has to say without questions by the teacher. More and more this is coming to be emphasized as a means of good teaching everywhere; and pupils are being trained to stand before a group of their classmates and give an intelligent account of anything of which they have adequate knowledge without the painful tooth-pulling process of extracting ideas.

The philosophy of study. One of the most important results of efficient teaching of silent reading is the contribution which it makes to the whole problem of study in the school. Briggs says that the primary purpose of the school is to teach people to do better the desirable things that they are likely to do anyway. One of the desirable things that school children are not only likely but certain to have to do is to study. A large portion of the studying that the child as well as the adult does consists in the acquirement of information from the printed page. It is essentially silent reading. Much of the difficulty teachers now meet in the inability of their pupils to study will be dispelled by effective teaching of silent reading. Probably no use of the same amount of time would yield more definite and valuable results than will thorough instruction in the process of thought getting from a printed page—in other words—silent reading.

ACKNOWLEDGMENTS

Grateful acknowledgment is made to the following authors and publishers for their courtesy in allowing the use of the copyrighted material in this volume: to J. Russell Smith for "The Eskimo" and "Otelne, the Indian of the Great North Woods"; to A. and C. Black for five selections from the series "Peeps at Many Lands"; to Augustus R. Keller and Company for Oscar Wilde's "The Happy Prince"; to J. Berg Esenwein for two selections from "Stories for Children and How to Tell Them"; to W. F. Quarrie and Company for four selections from "The World Book"; to The Youth's Companion for John Clair Minot's "Pietro's Adventure", and "Noblesse Oblige"; to the J. B. Lippincott Company for "The Mole Awakes" from Dr. S. C. Schmucker's "Under the Open Sky", and "A Trip to the Moon" from Charles R. Gibson's "The Stars and Their Mysteries"; to D. Appleton and Company for two selections from the "Boy Scouts' Year Book"; to the Federal Reserve Bank of Philadelphia for C. A. Sienkiewicz's "The Safest Place"; to the Association Press for "The First Potter" and "The Fire Spirit" from Hanford M. Burr's "Around the Fire"; to Boys' Life, the Boy Scouts' Magazine, for "The Ghost of Terrible Terry"; to Longmans, Green and Company for "The Boyhood of a Painter", from Andrew Lang's "The Strange Story Book"; and to the Public Ledger of Philadelphia for "General Pershing's Welcome Home". Henry W. Longfellow's "The Skeleton in Armor" is used by permission of, and under arrangement with, Houghton Mifflin Company, authorized publishers.

The authors of The Silent Readers wish to acknowledge the careful and efficient assistance of Miss Mabel Dodge Holmes of the William Penn High School of Philadelphia, and of Superintendent Sidney V. Rowland of Radnor Township, Pa.

CONTENTS

SILENT READING

The book which you are now beginning is, as its title tells you, a silent reader; that is, a reader that you are to read to yourself, silently. It is much more interesting to read silently than to read aloud, and it is also much faster. With all the wonderful books and valuable articles that are being printed every day, it is important that you learn to read rapidly as well as to understand.

The purpose of this book is to help you to read fast and to understand clearly what you read. You will find all sorts of reading; animal stories, poems, fairy tales, problems, descriptions of strange places, puzzles, war stories, and lots of other things. We think you will find it very interesting, but the important thing is to use all this material to make yourself a rapid and at the same time a careful reader.

Of course you are much too old to move your lips when you read. If you have this habit you must break it at once, for you will never read rapidly as long as you continue to pronounce words even to yourself. It takes just as long to pronounce a word to yourself as to read it aloud. You must learn not to do so, if you are to gain speed in reading.

Your teacher is going to help you in every possible way and will frequently time you when you read and then test you to see if you have understood what you have read. But you will have to do the most yourself if you are really to learn to read rapidly and well.

THE ESKIMO

You will be able to remember what you read and to tell about it much better if you form the habit of making a brief outline as you go along. You can learn to make this outline without writing anything down, but in the beginning it would be a good plan to write down the topics as you come to them.

At the end of this selection you will find suggestions for making an outline.

Suppose there was no grocery where you could get bread or flour or potatoes, no meat shop, no milk dealer. Make it worse and suppose there was no place where you could buy clothes, shoes, coal or wood, balls or bats, sleds or knives. Suppose you had to go without all these things unless your father and mother or brothers and sisters helped you to make them. You would all have to work very hard and even then be poor, and often hungry, cold, and wet. You could not live in town because there is not ground enough there to raise potatoes and other things to eat. You would have to live in the country, where there is more land near each home. Your father would have to learn how to build a house, how to make shoes, how to make his tools, and how to do many things which the people you know never need to think about now. Your mother would have to make even the cloth for your clothes and to prepare all the food you had. That is, your family would have to make everything that you had in your home, or that you ate, or wore, or played with, or used in the garden. They would be busy all the time. Every family would have to have more businesses or trades than you can find in some small towns, and many of the things you have now they could not make at all, so you would not have them. For a long time, a very long time, that is the way people used to live all over the world. It was a hard life. There are even yet many places where people do not use machines and where every family makes everything for its own use.

The Eskimos live that way. Their country is far away to the north. It is a very poor, cold country, where very few things will grow, so there are not many Eskimos. Robinson Crusoe tried living all by himself for a while, but he had a lot of tools from the ship, and his island was rich in food and wood. He found goats there that gave milk; he found good wild grapes and other fruits; but he said he had to work very hard, even though he did not have any family to support. The Eskimo country is much poorer than Crusoe's island. It is away up north where the winter is very long and cold, and the summer is so short that no trees grow, and there are not many other plants. The Eskimo has no animals to give milk; he never heard of potatoes or bread, to say nothing of cake.

It is hard to get the things you need in such a country. For a winter house the Eskimo often builds a little hut of snow. Many boys and girls in the cooler parts of the United States and Canada have built a little snow house for sport, but the Eskimo finds it the warmest house he can get. If it has a window, you cannot see through it, for it is a piece of fish skin that looks like dirty glass. To keep the cold out he makes the doorway so low that people must crawl in. Then he builds a long tunnel outside the door to keep the wind out, and puts a chunk of snow in the outer end of the tunnel for a door. Along the sides of the house inside is a bank of snow covered with skins. This is both chair and bed.

If he made the room as warm as we make our houses, the roof would melt and drip down his neck. But he does not have enough fire to warm it much anyhow. The little fire he has for cooking is made by burning the fat of animals in an oil lamp.