New Zealand School Books.

Oamaru Mail, Volume XXIV, Issue 7497, 21 April 1899, Page 4

New Zealand School Books.

" The Imperial Reader#" is the dis-, tinguisbiacr Litlo given to a *aries of reading books designed for use in the New Zetland primary schools which Messrs Whitcombc Tomba, Limited, have issued, or, more correctly speaking, are issuing, for the final number his not yet left the press. We have bean favored with copies of the eight books already issued, embracing everything from the primers up to the fifth standard book, and we are pleased to be able to speak in terms nob merely of commendation, but of bigb praise, of the manner in which the work has been performed. We are not peine the length of saying that they are perfect; for there are imperfections in them, just as there are in every sett of school books that have come under our observation. The faults, are, however, of such a character as m*y be readily remedied in a subsequent edition, and we have no doubt that the publishers and their editor will gladly avail themselves of snch suggested revisions a? the collec'ive ■wisdom of educationists may suggest. The moat striking fault is foend in the list of •* Wonfs of Itke sound bat of diffdrcnt meaning" given at the end of the first, secoad, and third readers The object no doubt is, by placing such words in conjunction with their meanings attached, to pointedly direct attention to their difference and arrest & somewhat prevalent habit amongst ch'ldren of confounding them in composition exercises ; bat it is highly probable that; in correcting the fault of misuse there may be created the greater fault of mispronunciation, and the probability is intensified by words of only a slight similarity of sound being mixed with words of precisely the same soand but diff rently spelt. It is possibte to devise other means of correcting existing errors without risking the creation of a more serious fault, and we have no doubt that the force of the objection to the present method will be recognised by] the editor. Other liultiare of a minor character. Some are such as are inseparable from a first issue of a new publication To turn now co what may be tanned the distinguishing characteristics of the books and their spicial recommendations, it must first be said that the introduction of leasoia dealing with New Zealand subjects is not only calculated to stimulate amongst, the children interest in their own country, its early history, its physical features, and its marvels of scenery, but tends to the c-eation of a wholesome love of country and a sound national sentiment that moat prove of great value to the State. Moreover, such lessons cannot fail to beget and develop a habit of observation, which in itself forms no small element of true education. The greatest point of excellence about •"The ImpsrUl Readers," and one which certainly places them ahead of any series of school readers hitherto in use in the colony lies is the language appended to the lessons. Commenced modestly in the "Second Reader," these exercises are skilfully developed in the subsequent numbers, and provide excellent methods of imparting a knowledge of English, while, being baaed upon the lessons, they are an aid to tine intelligent comprehension of the matter and are conducive to accurate thinking and accurate expression. To the country school teacher charged with the instruction of several standards, and consequently unable to give an undivided or long-continued attention to one class, these language exercises will be a valuable aid. They will enable the teacher to largely throw the children upon their own reaou'cea, with an assurance that they have before them the right method and plain examples t<> guide them in independent work. It is prob»b!e that a knowledge of the which beset the teachers of small country schools haa led to the introduction of the new feature to which we have made reference—a feature which, in a young country lite this, with a multitude of small settlements, gives to "The Imperial Keadcrs" a decided superiority over any s-.ries of school reading books with which we are familiar. It only remains to be added that the general get-up of the book 3 reflects great credit not only upon tha publishers, but upon the colony. The type Is clear aad bold, the illustrations, with some few exceptions, are admirable, and the binding is sabatant'al, while the co<t is no greater than thai nf rhs imported school books. We note with aima pleasure that there i 3 a prospect of the Education adopting ' !hs Imperial Sendees" Board for use in the ot o.;ago.