The second thing I want to share: Make sure that the reading you do is connected to the past!
Or they are not really reading, they are decoding!
I mean, this is not only for children. Everyone should avoid the sort of reading that sticks to one layer of time, as if now is the only thing you need to know. Even light reading is far more satisfying when it makes connections, references history, and evokes other things you've read, great things. P. G. Wodehouse delights in part because he never lets you forget your Dickens, and the preux chevalier in everyone gets a regular airing.
Knowledge itself is hierarchical, textured, and spangled — so reading should reflect that reality. It's a big mistake to get lateral in education, as in life. Don't lie down to meet your fate!
If your goal is to teach reading, don't think that you can get there in a straight line. If your goal is to teach morals, the worst thing you can do is to set out a precept as if on a platter. Aesop came as close to doing this as is comfortable, and even he knew that the parable and aphorism are more meaningful than the lecture!
Mainly, we want our children to know this: You feel small because you — and we — are small. Very small in relation to the greatness of what men have thought and dreamed of. Ultimately, we want them to experience the otherness of the greatness of God. We need them to know it the only way they can know it — by slow degrees, by the unfolding of experience that shows them that this is so.
In other words, you cannot shortcut or flatten out this process.
I trust you are convinced of this. I trust that you, like me, shy away from ad-copy texts disguised as literature, blunt preaching, and shallow cheery didacticism. Even in the earliest days of learning to read, the child must be enchanted by meaning.
The problem becomes this: How does a family that has to take care of the babies, cook the meals, and sometimes run outside, not to mention earn a living, figure out how to get materials connected to the past into the curriculum?
I think I've told you about how, when I started homeschooling, I found that I was already in possession of some books that offered just what I needed. Thanks to the Chief's mother, a lady who really did not throw much away, but sometimes took it in her head to give me a few things, I had these readers I'm picturing here. Amazingly and providentially, they provide everything you need for elementary school literature, other than that library of second-hand books you have to get cracking on.
I was conflicted about sharing my treasures here, for the main reason that these books are out of print, and it seems, well, unhelpful to recommend something that isn't available accept in some second-hand shops (including online though).
It might seem like I'm either mocking or taunting you. I feel like if I had any notion of what I'm doing, or any shred of entrepreneurial spirit, I would figure out how to republish these. I have none. I make no money from any of the things I tell you (other than the few pennies when you order something from Amazon through a link here).
Even if I did figure out how to reprint them, I have a suspicion that I'm the only person — or maybe there are a few of you, not enough to convince my (imaginary) investors — who really sees the value in these old books, despite my attempts to convince you.
Well, it's my blog and I can put pictures of old books on here if it amuses me, I guess. It feels a bit silly.
I'll tell you what I like as we go, and maybe that will help you sort out what you like, and maybe that will be some help after all.
The really old reader there, The Progressive Road to Reading, is hardly imaginable to us as a third grade reader. I don't know what the second and first were like, because they weren't in the box Grandma gave me.
Just this one.
“Gaining a real delight in literature.”
Ah, what a goal!
When someone rants about how they just can't understand what the beef with public education today is, I want to get out this book and shove it down their throats kindly show them the difference.
It teaches us something: Mainly that in these early days of learning, we mustn't stop reading to our young reader. Obviously this book was not meant to be tackled by the child alone! He can do a few words and we can do some, and the essential thing is that we are reading something worthwhile. The illustrations are all mature and uncondescending. I find them very pleasing, and my children did too. About the only concession to the young mind is the larger type and bigger leading (space between lines — important for developing eyes to be able to track properly).
When you use a book like this along with your workbook (as I mentioned in my Part I post), you leave the phonics a bit to the side and simply enjoy the myths, Bible stories, and little parables. You might use it for two years, taking bits for copying and dictation, but mostly just reading and discussing.
My other resources were these Bobbs-Merrill readers from the 30s. It's hard for me to express how much I love them.
First, there are the illustrations. Maybe it's the limitations of the two-color printing, but the effect is enlivening to the imagination.
Second, there is the help at the beginning of the book. (When was the last time you heard the phrase, “singular appeal”?) The directions give you leeway, in tacit acknowledgement of the fact that some things appeal to some people and others, not so much.
My third love is this: Each level includes myth, scripture, poetry, history, and some kind of essay that simply gives information. This is all the kinds of writing wrapped up in one helpful package.
Besides the selections, fourthly, the study sections at the end of most (but not all) of the readings are perfect.
{Just stop there for a second at that “but not all”: What reader today would let the poor burdened student get away with simply reading something? Is not our whole educational system designed to screw him down in the press until all the study is squeezed out of him, down to the last drop? We relentlessly pursue every thought to its bitter end, thoughts that we stuff into him like we are stuffing an olive. We only release our catch for purposes of mindless electronic entertainment. That he might read something in school without immediately being forced to regurgitate it doesn't occur to us, because we think of that kind of thing as “time off,” not learning.}
In these readers, the “voice” of the instructions is elevated yet kind. There is room for the present, breathing teacher. The assignments are not onerous and many can be done orally, if that suits. The vocabulary is demanding (“akimbo” — good word!). Those who don't take to reading right away are encouraged to draw. Draw! Imagine asking a fifth grader to draw a picture of what the scene suggests to him! Brilliant.
Nothing is easier than to have a notebook in which all the assignments are kept, and it's a joy for the student to do it, since his dignity is respected along the way.
The poetry is excellent for memorization.
Where the text has been produced for the series, it's well done.
The re-tellings of the Iliad and Odyssey and other sundry classics (done every year so that the child, when in high school meeting the originals for the first time, is familiar with the stories) are written with delicacy and attention to good writing. You know, re-tellings have to be well done, because you aren't just forcing the bare bones of the story into a sack. You have a standard to maintain!
The other selections are taken from the best authors.
You can find these readers. I don't know if you want to. I do know that something was lost along the way that is here: A deliberate, thoughtful leading of the child to the very best of the past, yes; and a respect for his willingness to explore it. I am sure that there are other publishers who did similar things, although I haven't come across them. Other readers show more willingness to bore the child and make him work to no particular purpose, and I have to deplore that.
I offer this kind of odd post as food for thought, that's all. If you are a publisher who has the ability and desire to reprint old series that no one shows much interest in, contact me!
{Next in this series: Part III of Teaching your child to read.}
Ginger says
I found them both, the First book on Ebay, and the primer of Bob-Merrill on Amazon….I am looking forward to
getting them. Thank you!
Sarah says
There could be quite a few of these available online for free ~ gutenberg, etc. Here's a link to the progressive road to reading. It looks like the whole series is here.
http://www.childrensbooksonline.org/Progressive_R…
Kristen says
Ok, I'll post not only the first comment, but the first “stupid question”: Once your child has the mechanics of reading down (and my 6-yr-old doesn't yet), what pedagogical role do readers like these play that regular old books don't? That sounds like I'm trying to pick a fight, but it is a completely sincere and humble question, primarily from a position of ignorance! Assuming that you can find books of the same quality (easier said than done, I know), is the unique contribution of a good reader that they are a kind of anthology of classic literature, or that that they provide exercises for the child to respond to what he is reading, or something else?
Put more simply, I guess that I'm not sure what a “reader” is and how it would be used in homeschooling. When I hear “reader,” I think of books written at a level for young readers to read themselves, but this is clearly a different animal.
I can't thank you enough for the time and thought that you are giving to this series. Don't stop now!
Rachel P. says
I see what you are saying and I agree. Readers may have their place in making the work of finding all those stories and essays easy to access. Let's not forget that these readers were first created for use in a public school room. In order to keep the children “on the same page” and reading at a level that advances their skill rather than hinders it by requiring too much too soon.
As a homeschooling mother, I have to say offering books of quality and variety is important. There is no reason your local library can be just as successful as a good reader.
sibyl says
continued…
It seems to me that the idea with reading is to get a kid who is still struggling, like Auntie Leila says, with decoding, to realize that decoding is valuable to HER (the child) because of how interesting and rewarding it is. And while I guess one of my kids did get some reward out of “Hop on Pop,” (one of my nemeses), mostly that kind of nonsense book is non-interesting. My kids, anyway, liked books that would have been interesting and fun to be read-alouds — books with that spark of authorial quirkiness that is so essential in drawing a person into the written word. Really, isn't that what delights us adult readers? When we find a book through which an author perfectly conveys not only an interesting meaningful IDEA, but also in a voice so thoroughly OTHER and genuine that we can't help but read on, to see what and how the author will continue to say?
So you don't really need readers, although if you find a good one, great; and that's why Auntie Leila never made it to the end of “100 Easy Lessons,” and neither did I with any of my (thus far) four reading children: the inanity begins to be oppressive. Why not go to REAL books?
sibyl says
Hey, Kristen, my MN friend! The thing about a good reader is, it compiles in one place a lot of different styles of writing, all at about the level that you're having the child work at. However, my own arrogant opinion is that publishers really stopped making that sort of reader. And of course that would be because we no longer value that kind of writing.
Don't you find that most current children's books seem to be for one of two purposes: either to advance a really obvious lesson (share your toys, play with the kid in the wheelchair, food that's different might actually taste good, etc), or to sell a product (Dora the Explorer, Spider Man, Barbie, Caillou, even Max and Ruby)? What they aren't doing anymore is trying to draw a child into the good, true, and beautiful that our best writers and thinkers have given the world. Thus the dumb language, oppressively unartistic illustrations, snide tone even in some kids' picture books. Continued…
Kristen says
So Sibyl, what was the giveaway — my name, my slow-reading 6-yr-old, my lack of antecendent/pronoun agreement in the first paragraph (grrrr!)? Well, I see that I'm going to have to adopt a pseudonym if I continue to ask stupid questions on blogs that you have recommended to me. 🙂 By the way, thanks again for helping me find Auntie Leila!
And yes, I couldn't agree more about the state of children's books. I remember how liberating it was when I heard our mutual friend Annamarie say, “there are more than enough children's books out there that I like. So if I don't like a book, it doesn't stay in our house.” Yes!!! I don't have to have a serious moral objection to a book to reject it. I can just. plain. not. LIKE. it — because it's ugly or stupid or just annoying. Since then, many books (mostly given by well-meaning grandparents) have been dutifully read aloud once and then found their mysterious way to the basement, never to return. Another good reason never to finish the basement. 🙂
Rachel P. says
Leila, have you heard of Lamplighter? Check them out online.
Kristen says
Oops — not the first comment after all. But still the first stupid question!
Emily says
A couple of the Progressive Road to Reading books are available as free Google Books downloads. My son loves to use his Dad's Kindle, so we're loading them there for his use.
Leila, I really like what I'm seeing here. The stories SOUND so much more appealing than much of what is standard today. The phrases come off the tongue so nicely!
_Leila says
Kristen and Rachel, having a variety of wonderful books is not only a good way to home school, it's what makes life worth living!! Well, you know what I mean. Nothing can replace a good library.
Here is the worth of the reader to the home school. (THIS reader. Not any other one that I have seen!) It is well thought out in terms of including different kinds of writing on each level. Instead of mom thinking, “Oops! I forgot all about Norse myths!” Or “Where will I find good poetry?” — someone intelligent has put it all together, providing a complete elementary school course in reading and eventually writing.
It's not complete in the sense that you won't need another book! Of course not. It's complete in the sense of having everything necessary to feel you've grounded your child in literature through the ages, and it encourages you to use it as you see fit as well as to *go to the library* to read more! Many sections have library suggestions.
Although I don't doubt my own ability to find a good poetry book or a wonderful mythology book, I'm glad to have a resource that provides the whole scope of literature every year, in a challenging way.
In addition, these books offer good work for the child. Charlotte Mason wants you to have the child narrate the story to you, but sometimes you are also making supper and changing a diaper. How wonderful to have excellent questions laid out for you right there! Each selection has just the right amount of oral and written work, of the various kinds to appeal to different style learners. There is nothing defeating, nothing overwhelming, no drilling.
By the time you get a fourth, fifth, or sixth grader, you may very well appreciate having an orderly language arts curriculum that connects to the past, offers a reasonable amount of work for the child to do, and is pleasingly designed.
You may start looking for just such a thing. What you will find, for the most part, is boring pedantic tripe that nevertheless is graphically unsettling, and a whole lot of busy work that will have everyone in tears. Even the readers that are offered by so-called classical curricula seem really tedious to me.
I found that it's not just a matter of having many school children “on the same page” — the individual child will benefit from these books. However, a bonus is that you can certainly put two children who are close in age on the same book! Then, not only can they work together, you can have a real discussion about the readings!
Kristen says
Thanks Leila. That clarifies things nicely for my slow, plodding brain! 🙂 And I loved the comment below of someone who said that she sought out classic works later on because she had been gently introduced to them in these readers.
These are not readers per se, but I have friends who are fans of the Writing with Ease workbooks from Susan Wise Bauer (the daughter half of the Well-Trained Mind team). From what I gather, they mimic readers in the anthologizing of excellent children's literature and in the use of narration/dictation exercises. But I think the emphasis is more narrowly on writing skills rather than “language arts” broadly. I'm going to give them a try next year, but I can't give a first-hand review yet.
_Leila says
It's great that the books are available online — then you can see them! But remember, that's really not the best way to teach the child. Part of what he is learning is to sit down *with a book*. I can't stress the importance of this enough!
The computer or Kindle has its place, but when you are specifically teaching reading, you must be very careful to watch over the whole experience. In learning, the medium IS the message. Especially if you are trying to teach reverence for the past, then you must be sure that actual printed books are part of the experience.
If there is no better way to get this material, then getting it online will work. But if there's any way to have an actual book, do it.
Rachel P. says
If you truly want to use this material, you can always find a way to print it and have a book binder put it in book form. And it really is important to have children start on books and not on the computer. It was eye opening to my son when he asked a question and I introduced him to a dictionary. No electricity necessary!
Rachel says
Leila,
First I have to say how much I enjoy your blog. It’s edifying and very pleasant to read. Thank you for writing!
Are you aware of anything that might compare to these readers that’s more widely available to purchase in book form?
Thank you!
Rachel says
I own some of the Bookhouse series, for example. Would those suffice?
_Leila says
And Kristen, it's not a stupid question! It's a good question! 🙂
Maggie says
I love the way you describe knowledge “hierarchical, textured, and spangled”… Spangled, that's a great word. I only ever hear it as a description of the US flag, I think I'm going to try and use it more often, and akimbo too!
Lindsey says
I taught in private school for a few years using Elson readers. They are still in print and seem similar to the reader featured here. I agree, they do NOT replace “whole” books but they are great for introducing students to a variety of genres and authors. In my classroom, the reader was often a jumping off point; after enjoying an excerpt from “Through the Looking Glass,” we read many other Carroll poems and the entire text of Alice in Wonderland!
Reading with children is SUCH a delight.
Christina says
Oh Leila! What a delightful post. We use just this sort of reader in our homeschool, and they are indeed wonderful. My favorite is the Cyr's Reader, though I have a few different types. The best part is that each reading “lesson” provides some sort of truly great idea for the child to ponder…it is not reading practice for reading's sake, there is actual *meaning* to consider, and the child appreciates this. This association is so important! The point of reading is to encounter great ideas! I don't know how this concept got lost along the way. ( I realize I'm repeating much of what you already said, but really, it can't be said too many times!)
I will recommend The Baldwin Project, if you don't know it. Loads and loads of books to read for free (and you can print them too) that were once the stuff of American and English elementary classrooms. It's amazing how “smart” these books seem compared to so much of what is available today. There is also an associated publishing house called “Yesterday's Classics” on the same site for those that want to buy a bound copy with lovely original illustrations. They do a fantastic job. Here is the link: http://www.mainlesson.com/
_Leila says
Christina, thanks! I think that the study portion at the end of the selection in the Bobbs-Merrill readers is what makes them so valuable. But I also love the stellar selections, which would leave me with no time for anything else if I had to work them out myself! I urge you to check it out. I'll show you mine 🙂
Thanks for the link!
Mrs. Pickles says
THANK you. I'm so glad someone else feels the same away about some modern easy reader books! Our library has a generous selection of short books for new readers at different levels, and while some of them are very interesting (particularly the history- and science-themed ones), most just seem like the literary equivalent of junk food. They're just empty filler with no nutritional value. I have a set of old McGuffey readers my mother gave me — I should keep an eye out for others as well. We also use the old Faith & Freedom readers recently republished by Seton.
I too have struggled with the place of readers in our homeschool, especially when my two reading children have enjoyed Real Books for a while now. But lately I've noticed that my oldest (9yo) struggles a bit with reading aloud, not to mention comprehension, so I've decided to spend time with them each day, letting them read to me from their readers, and then we can talk about what they've read. I'll look forward to spending that one-on-one time with them!
Breanna says
Holy cow! I had this book!
I mean, this exact book with the sweet peach-toned illustrations. I think I had book four. But you gave me a lovely book flashback and now I can see the pages in my mind again. Thank you. 😉
I was homeschooled K-12, and I think the value of the reader to me was that it suggested other books to get ahold of, back in the day when the library would let you take out as huge a stack as you wanted. Would not have been attracted to Norse myth had I met it for the first time via Wagner.
Joanie says
Oh, I do love these books! Thank you for sharing. I will now be searching the web for them.
Catherine Fournier says
Have you heard of Bethlehem Books? They started out collecting and re-publishing children's classics for homeschoolers, I'm not sure what they're focusing on now, but they do have a library of excellent classic children's books.
(and please join with me in mourning the loss of three boxes of carefully collected children's books. I started buying books 'for my children' when I was 16 (!) and they're gone, lost in the last of three moves in three years. I am so sad.)
Catherine
_Leila says
Oh, Catherine, that hurts. Your only consolation is to haunt every used book sale you can find!
I wonder if Bethlehem books would ever reprint these readers? Hmm….must find out. There are two categories in my mind: books, and readers. One isn't a substitute for the other. You can do without readers, but if you have a gem like the Bobbs-Merrill reader, the education of your children will be enhanced, truly it will. By being directed, not random!
Betsy says
Leila, you should add these posts on reading to your Homeschooling list on the right side of your blog. It would be great to have them there for easy reference!
emily barton says
I saw someone mention it near the beginning of the comments, but I second it: Lamplighter Books–I wonder if they would ever print this? It seems like it is right up their alley. http://www.lamplighterpublishing.com/
Amanda says
Leila, I purchased book VI to get a feel for the Bobbs-Merrill readers. My son is only 7 but a very advanced reader. I've only skimmed it but the selections look readable for him. Would you suggest sticking with the proper “grade level” for appropriateness of subject or study questions, or could a child conceivably use any level that is within their ability to read and grasp/retell? Thanks!
_Leila says
Amanda, it's hard for me to say. My inclination is that the books are already very advanced and there is more to education than being able to read the words: Emotional and spiritual maturity are just as important to foster as intellectual maturity, and indeed comprise the greater part of it. These books take into account the whole child, nurturing his imagination at appropriate developmental stages. While I don't think that it would hurt to give a 3rd grade book to an advanced 1st grader, I wonder what you would miss by jumping to the middle school level.
Of course, these books are just for \”school\” — the child can read all sorts of things while not in \”school\”! But they take him, little by little, through a course of reading that I think is wholesome and wide-ranging. So, for instance, even though each year touches on mythology, Bible literature, and history, there are poems and stories geared for what a child that age particularly delights in.
As always, you are the mom! If you want to use that book, then go for it! There are many other books that you can also use that will supply all that is wanting.
Amanda says
Leila! Thank you so much! That is exactly what I was wondering. He can understand and discuss literature at an advanced grade level, but I won't pretend he is emotionally mature. I'm sure there are things he misses when reading advanced level books, but he does enjoy them. I'll look for book 2 and 3 in reasonable shape for a good price. ( I got book VI on abebooks for only $4 total ) I would definitely prefer to nurture his imagination at an appropriate developmental stages,, as you said. Sometimes its just hard to figure out what's right when they are advanced, and find enough quality reading. 🙂
Amanda says
So my new question, now that I have books 3. (He is a second grader so I figure 1 year ahead is safe). Do you just have them read it aloud to you, and then discuss, a la Charlotte mason Narration, unless there are questions? Do they read it to themselves? Do you assign a section daily? He's reading lots of other books on his own but if this is officially for “school” how does one use it?
_Leila says
I do both. If the child is a good reader, I let him read some on his own, read some together, do some discussion, do some written work (very little for a 2nd grader, and including dictation). Take into account what he can actually do, and proceed accordingly — as to a section or a whole selection. Some are broken into \”chapters\” which suggests spreading them out over the week, and you will see that the questions are also broken into sections.
Do what works and what seems like a nice workout for the brain but not an overload. This is the beauty of homeschooling — tailor-made lessons! Be sure to include some drawing — perfect for answer the \”mental picture\” questions.
Amanda says
Thanks, this helps too. Today I had him read a story and he ended up reading 4 or 5. I asked him his favorite and he told be about one which was a little like Cinderella and told me the whole story of Cinderlad while I was chopping vegetables, then I asked if he'd like to draw a picture about it, which he did. He's not a big writer yet so writing about the picture wouldn't be his favorite, but we might make that copy work tomorrow. I didn't write down the narration though I always wish to when I don't get a chance because I love hearing them retell! There aren't many questions in this level, that I see. Thanks for passing along this gem!
CMerie says
I just wanted to let you know (mostly because I need to let someone know who will understand my excitement) that I just found a Bobbs-Merrill Primer from an etsy shop for $6. It's ordered and paid for, and I'm waiting on pins and needles for it to arrive. Am I a total geek to admit I'm excited for our first real year of school in the fall?! 🙂
Fatima says
Auntie Leila,
Would you give us some pointers on starting mathematics with young kids? I am under some pressure to enroll a 3-year old in a program that has 30-minute daily worksheets. I don't want to do it! Do you think the worksheets so soon will harm the kid? It seems to be a good program, other than the fact that there are worksheets.
Fatima
_Leila says
Fatima, there are so many reasons not to do worksheets at that age — unless of course he just got it into his head to do them for fun. Even so (and 30 minutes is very long, even for a first-grader), it's really important to work with his natural development. For a good book on how normal life in an interesting household promotes reading and numbers readiness, see Ruth Beechick: http://www.amazon.com/The-Three-Rs-Ruth-Beechick/…
Fatima says
Thank you! Starting academics early is such a complicated issue around here, those who don't start get blamed for limiting their kids opportunities! Phew! I will check out the book. I think I will have another conflict when I am going to suggest old books vs. modern reading programmes 🙁
Marissa says
Dear Auntie Leila,
Did you ever use the McGuffy readers with your kids? Or Alice and Jerry? I know McGuffy is popular with the Charlotte Mason crowd.
Leila says
I tried at the very beginning to do so, but found them not systematic enough for me. If you continue with these posts, searching “teaching your child to read” here on the blog for all of them, you will find all my recommendations!