MCGUFFEY'S SECOND ECLECTIC READER
Welcome to the schoolroom of 1900. The moral tone is plain. "She is kindto the old blind man."
The exercises are still suitable, and perhaps more helpful than somecontemporary alternatives. Much is left to the teacher. Explanations givenin the text are enough to get started teaching a child to read and write.Counting in Roman numerals is included as a bonus in the form of lessonnumbers.
The author, not listed in the text is William Holmes McGuffey.
Don Kostuch
SECOND
ECLECTIC READER.
JOHN WILEY & SONS, Inc.
New York - Chichester-Weinheim-Brisbane-Singapore-Toronto
Copyright, 1896, by American Book Company
Copyright, 1907 and 1920, by H. H. Vail.
EP316
Preface
In this book, as well as in the others of the Revised Series, most of thefavorite drill selections, which constituted one of the leadingexcellences of MCGUFFEY'S READERS, have been retained. New selections havebeen inserted only when they seemed manifest improvements on thoseformerly used.
The plan of this Reader is a continuation and extension of that pursued inthe First Reader.
If the pupil is not familiar with the diacritical marks, he should becarefully drilled, as suggested on page 7, until the marked letterinstantly suggests the correct sound. He is then prepared to study hisreading lessons without any assistance from the teacher.
All new words are given at the head of each lesson. When these aremastered, the main difficulties left for the pupil are those ofexpression. In the latter portion of the book the simplerderivatives,—such as are formed by adding one or twoletters,—possessives, plurals, verbal forms, etc.,—are omitted if theprimitive word has been given. In this way the pupil is gradually led tothe mastery of words as ordinarily printed.
A few of the most usual abbreviations have been introduced,—such as Mr.,Mrs., etc. These should be carefully explained, not only as to theirmeaning and use, but as to the reason for their use.
Great care has been taken to have the illustrations worthy of thereputation MCGUFFEY'S READERS have attained, and some of the foremostdesigners of this country have contributed to the embellishment of thebook.
Many of these pictures will serve admirably for lessons in language, inextension and explanation of the text. The imagination of the artist has,in some cases, filled in details not found in the text.
The thanks of the publishers are due to very many experienced teachers,who have contributed their valuable suggestions.
June, 1879.