Special Method in Primary Reading and Oral Work with Stories

Chapter II

Chapter 2 of Special Method in Primary Reading and Oral Work with Stories is here in full — 334 sentences across 67 reading sections, with audio for every sentence and word.

By Charles A. (Charles Alexander) McMurry • Curated US English Learning Edition

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It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.

There are, of course, occasional geniuses, but they may be left out of consideration.

They are not often found in the schoolroom any more than in other walks of life.

What we need is a practical, sensible development of a power which we all possess in varying degrees.

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Chapter II Reading 1/66

Special Method in Primary Reading and Oral Work with Stories Charles A. (Charles Alexander) McMurry

Chapter II

Chapter 2 of Special Method in Primary Reading and Oral Work with Stories is here in full — 334 sentences across 67 reading sections, with audio for every sentence and word.

THE BASIS OF SKILL IN ORAL WORK Accepting the statement that skill in oral presentation of a story is a prime demand in early education, the important question for teachers is how to cultivate their resources in this phase of teaching, how to become good story-tellers. It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition. There are, of course, occasional geniuses, but they may be left out of consideration. They are not often found in the schoolroom any more than in other walks of life. What we need is a practical, sensible development of a power which we all possess in varying degrees.

Special Method in Primary Reading and Oral Work with Stories

Chapter II

Chapter 2 of Special Method in Primary Reading and Oral Work with Stories is here in full — 334 sentences across 67 reading sections, with audio for every sentence and word.

Reading 1/66 · 5 reading units · Lines 1–5

Line 1

Line 2

It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.

Line 3

There are, of course, occasional geniuses, but they may be left out of consideration.

/ðer ɑːr ʌv kɔːrs əˈkeɪʒənəl ˈdʒiːnjəsɪz bʌt ðeɪ meɪ biː left aʊt ʌv kənˌsɪdərˈeɪʃən/

Line 4

They are not often found in the schoolroom any more than in other walks of life.

/ðeɪ ɑːr nɑːt ˈɔːfən faʊnd ɪn ðə ˈskuːlruːm ˈeni mɔːr ðæn ɪn ˈʌðər wɔːks ʌv laɪf/

Line 5

What we need is a practical, sensible development of a power which we all possess in varying degrees.

/wʌt wiː niːd ɪz ə ˈpræktəkəl ˈsensəbəl dɪˈveləpmənt ʌv ə ˈpaʊər wɪtʃ wiː ɔːl pəˈzes ɪn ˈveriɪŋ dɪˈɡriːz/

Learner Dictionary

These definitions explain words found in the current reading and keep every example grounded in its original sentence.

Oxford-style entry order: headword, part of speech, US IPA, concise definition, contextual example, and audio.

acquisition noun US /ˌækwəˈzɪʃən/

the act of contracting or assuming or acquiring possession of something

From this reading “It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.”

cultivate verb US /ˈkʌltəveɪt/

foster the growth of

From this reading “THE BASIS OF SKILL IN ORAL WORK Accepting the statement that skill in oral presentation of a story is a prime demand in early education, the important question for teachers is how to cultivate their resources in this phase of teaching, how to become good story-tellers.”

geniuses noun US /ˈdʒiːnjəsɪz/

plural of “genius” — someone who has exceptional intellectual ability and originality

From this reading “There are, of course, occasional geniuses, but they may be left out of consideration.”

oral adjective US /ˈɔːrəl/

using speech rather than writing

phase noun US /feɪz/

any distinct time period in a sequence of events

presentation noun US /ˌprezənˈteɪʃən/

the activity of formally presenting something (as a prize or reward)

schoolroom noun US /ˈskuːlruːm/

a room in a school where lessons take place

From this reading “They are not often found in the schoolroom any more than in other walks of life.”

varying adjective US /ˈveriɪŋ/

marked by diversity or difference

From this reading “What we need is a practical, sensible development of a power which we all possess in varying degrees.”

Word partnerships in these lines

English keeps certain words together, and knowing the pair is worth more than knowing each word alone. Every partnership below was counted across our whole published library, and earns its place by appearing far more often than two unrelated words of the same frequency would.

Shown as this reading writes them, with the form the library counts, what kind of pairing it is, and how often it occurs.

varying degrees adjective + noun counted as “varying degree”

In this reading “What we need is a practical, sensible development of a power which we all possess in varying degrees.”

great majority adjective + noun

In this reading “It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.”

early education adjective + noun

In this reading “THE BASIS OF SKILL IN ORAL WORK Accepting the statement that skill in oral presentation of a story is a prime demand in early education, the important question for teachers is how to cultivate their resources in this phase of teaching, how to become good story-tellers.”

of course preposition + noun

as might be expected

In this reading “There are, of course, occasional geniuses, but they may be left out of consideration.”

in the schoolroom preposition + article + noun counted as “in … schoolroom”

In this reading “They are not often found in the schoolroom any more than in other walks of life.”

All words in this reading · 76

Every word in these five lines is listed here, and every one of them can be played on its own.

Dictionary details are shown only when verified; these are not licensed Oxford entries.

adeterminerUS /ə/

used before a singular noun to mean one of a group, when it is not a particular one

From this reading THE BASIS OF SKILL IN ORAL WORK Accepting the statement that skill in oral presentation of a story is a prime demand in early education, the important question for teachers is how to cultivate their resources in this phase of teaching, how to become good story-tellers.

AcceptingadjectiveUS /ækˈseptɪŋ/

tolerating without protest

acquisitionnounUS /ˌækwəˈzɪʃən/

the act of contracting or assuming or acquiring possession of something

From this reading It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.

alladjectiveUS /ɔːl/

(quantifier) used with either mass or count nouns to indicate the whole number or amount of or every one of a class

From this reading What we need is a practical, sensible development of a power which we all possess in varying degrees.

andeterminerUS /æn/

the form of “a” used before a word that begins with a vowel sound

From this reading It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.

anyadjectiveUS /ˈeni/

one or some or every or all without specification

From this reading They are not often found in the schoolroom any more than in other walks of life.

areauxiliary verbUS /ɑːr/

the form of “be” used with you, we, they, or a plural noun

From this reading There are, of course, occasional geniuses, but they may be left out of consideration.

BASISnounUS /ˈbeɪsəs/

a relation that provides the foundation for something

beauxiliary verbUS /biː/

used with a past participle to form the passive, or with -ing for continuous tenses

From this reading It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.

becomeverbUS /bɪˈkʌm/

enter or assume a certain state or condition

butconjunctionUS /bʌt/

used to introduce something that contrasts with what came before

From this reading It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.

considerationnounUS /kənˌsɪdərˈeɪʃən/

the process of giving careful thought to something

From this reading There are, of course, occasional geniuses, but they may be left out of consideration.

coursenounUS /kɔːrs/

education imparted in a series of lessons or meetings

From this reading There are, of course, occasional geniuses, but they may be left out of consideration.

cultivateverbUS /ˈkʌltəveɪt/

foster the growth of

degreesnounUS /dɪˈɡriːz/

plural of “degree” — a position on a scale of intensity or amount or quality

From this reading What we need is a practical, sensible development of a power which we all possess in varying degrees.

demandnounUS /dɪˈmænd/

an urgent or peremptory request

developmentnounUS /dɪˈveləpmənt/

act of improving by expanding or enlarging or refining

From this reading What we need is a practical, sensible development of a power which we all possess in varying degrees.

earlyadjectiveUS /ˈɜːrli/

at or near the beginning of a period of time or course of events or before the usual or expected time

educationnounUS /ˌedʒəˈkeɪʃən/

the activities of educating or instructing; activities that impart knowledge or skill

forprepositionUS /fɔːr/

intended to be given to, or used by, somebody

foundverbUS /faʊnd/

set up or found

From this reading They are not often found in the schoolroom any more than in other walks of life.

geniusesnounUS /ˈdʒiːnjəsɪz/

plural of “genius” — someone who has exceptional intellectual ability and originality

From this reading There are, of course, occasional geniuses, but they may be left out of consideration.

giftnounUS /ɡɪft/

something acquired without compensation

From this reading It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.

goodadjectiveUS /ɡʊd/

having desirable or positive qualities especially those suitable for a thing specified

greatadjectiveUS /ɡreɪt/

relatively large in size or number or extent; larger than others of its kind

From this reading It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.

how

Dictionary entry pending editorial verification. Tap Listen to hear the word.

importantadjectiveUS /ˌɪmˈpɔːrtənt/

of great significance or value

INprepositionUS /ɪn/

inside something, or within a place, period, or state

isauxiliary verbUS /ɪz/

the form of “be” used with he, she, it, or a singular noun

ItpronounUS /ɪt/

a thing, animal, or idea already mentioned

From this reading It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.

leftnounUS /left/

location near or direction toward the left side; i.e. the side to the north when a person or object faces east

From this reading There are, of course, occasional geniuses, but they may be left out of consideration.

lifenounUS /laɪf/

a characteristic state or mode of living

From this reading They are not often found in the schoolroom any more than in other walks of life.

majoritynounUS /məˈdʒɔːrəti/

the property resulting from being or relating to the greater in number of two parts; the main part

From this reading It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.

maymodal verbUS /meɪ/

used to say something is possible, or to give permission

From this reading It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.

moreadjectiveUS /mɔːr/

(comparative of “much” used with mass nouns) a quantifier meaning greater in size or amount or extent or degree

From this reading They are not often found in the schoolroom any more than in other walks of life.

neednounUS /niːd/

a condition requiring relief

From this reading What we need is a practical, sensible development of a power which we all possess in varying degrees.

notadverbUS /nɑːt/

used to make a word, phrase, or sentence negative

From this reading It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.

occasionaladjectiveUS /əˈkeɪʒənəl/

occurring from time to time

From this reading There are, of course, occasional geniuses, but they may be left out of consideration.

OFprepositionUS /ʌv/

belonging to, or connected with, somebody or something

oftenadverbUS /ˈɔːfən/

many times at short intervals

From this reading They are not often found in the schoolroom any more than in other walks of life.

ORALadjectiveUS /ˈɔːrəl/

using speech rather than writing

otheradjectiveUS /ˈʌðər/

not the same one or ones already mentioned or implied

From this reading They are not often found in the schoolroom any more than in other walks of life.

outadjectiveUS /aʊt/

not allowed to continue to bat or run

From this reading There are, of course, occasional geniuses, but they may be left out of consideration.

peoplenounUS /ˈpiːpəl/

(plural) any group of human beings (men or women or children) collectively

From this reading It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.

phasenounUS /feɪz/

any distinct time period in a sequence of events

possessverbUS /pəˈzes/

have as an attribute, knowledge, or skill

From this reading What we need is a practical, sensible development of a power which we all possess in varying degrees.

powernounUS /ˈpaʊər/

possession of controlling influence

From this reading What we need is a practical, sensible development of a power which we all possess in varying degrees.

practicaladjectiveUS /ˈpræktəkəl/

concerned with actual use or practice

From this reading What we need is a practical, sensible development of a power which we all possess in varying degrees.

presentationnounUS /ˌprezənˈteɪʃən/

the activity of formally presenting something (as a prize or reward)

primeadjectiveUS /praɪm/

first in rank or degree

questionverbUS /ˈkwestʃən/

challenge the accuracy, probity, or propriety of

remarkedverbUS /rɪˈmɑːrkt/

past form of “remark” — make mention of

From this reading It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.

resourcesnounUS /ˈriːsɔːrsɪz/

plural of “resource” — available source of wealth; a new or reserve supply that can be drawn upon when needed

schoolroomnounUS /ˈskuːlruːm/

a room in a school where lessons take place

From this reading They are not often found in the schoolroom any more than in other walks of life.

sensibleadjectiveUS /ˈsensəbəl/

showing reason or sound judgment

From this reading What we need is a practical, sensible development of a power which we all possess in varying degrees.

SKILLnounUS /skɪl/

an ability that has been acquired by training

statementnounUS /ˈsteɪtmənt/

a message that is stated or declared; a communication (oral or written) setting forth particulars or facts etc

storynounUS /ˈstɔːri/

a message that tells the particulars of an act or occurrence or course of events; presented in writing or drama or cinema or as a radio or television program

story-tellers

Dictionary entry pending editorial verification. Tap Listen to hear the word.

story-telling

Dictionary entry pending editorial verification. Tap Listen to hear the word.

From this reading It may be remarked that, for the great majority of people, story-telling is not a gift but an acquisition.

teachersnounUS /ˈtiːtʃərz/

plural of “teacher” — a person whose occupation is teaching

teachingnounUS /ˈtiːtʃɪŋ/

the profession of a teacher

thanconjunctionUS /ðæn/

used to introduce the second part of a comparison

From this reading They are not often found in the schoolroom any more than in other walks of life.

thatconjunctionUS /ðæt/

used to introduce what somebody said, thought, or felt

THEdeterminerUS /ðə/

used before a noun that is already known, already mentioned, or the only one of its kind

theirdeterminerUS /ðer/

belonging to the people or things already mentioned

ThereadverbUS /ðer/

in or at that place or location

From this reading There are, of course, occasional geniuses, but they may be left out of consideration.

theypronounUS /ðeɪ/

the people, animals, or things already mentioned, as the subject

From this reading There are, of course, occasional geniuses, but they may be left out of consideration.

thisdeterminerUS /ðɪs/

used for a person or thing that is near, or that has just been mentioned

toparticleUS /tuː/

used before the base form of a verb to make the infinitive

varyingadjectiveUS /ˈveriɪŋ/

marked by diversity or difference

From this reading What we need is a practical, sensible development of a power which we all possess in varying degrees.

walksnounUS /wɔːks/

plural of “walk” — the act of traveling by foot

From this reading They are not often found in the schoolroom any more than in other walks of life.

wepronounUS /wiː/

the speaker together with one or more other people

From this reading What we need is a practical, sensible development of a power which we all possess in varying degrees.

WhatpronounUS /wʌt/

used to ask for information about something

From this reading What we need is a practical, sensible development of a power which we all possess in varying degrees.

whichpronounUS /wɪtʃ/

used to introduce a clause giving more about a thing just mentioned

From this reading What we need is a practical, sensible development of a power which we all possess in varying degrees.

WORKverbUS /wɜːrk/

exert oneself by doing mental or physical work for a purpose or out of necessity

Chapter 2 of Special Method in Primary Reading and Oral Work with Stories by Charles A. (Charles Alexander) McMurry holds 334 sentences, grouped into 67 reading sections of at most 5 sentences. The text is the source edition, unabridged, and the chapter records which sentences cover which part of the work so that nothing is dropped. Every word can be tapped for its pronunciation and dictionary entry.

What does chapter 2 of Special Method in Primary Reading and Oral Work with Stories contain?

Chapter 2 holds 334 sentences of Special Method in Primary Reading and Oral Work with Stories, unabridged, divided into 67 reading sections.

This page carries chapter 2 of Special Method in Primary Reading and Oral Work with Stories by Charles A. (Charles Alexander) McMurry exactly as it stands in the source edition, without abridgement. It runs to 334 sentences, grouped into 67 sections of at most 5 sentences so that a reader can take the chapter in steady, finishable pieces. The chapter also stores a coverage record mapping every one of its sentences to a part of the work, which is how the edition demonstrates that no line was dropped.

How do I study chapter 2 of Special Method in Primary Reading and Oral Work with Stories?

Work through the 67 sections in order, replaying any sentence and tapping unfamiliar words for their entries.

Each of the 67 sections in this chapter is short enough to read once, hear once, and then re-read with the vocabulary in view. Tapping a word plays it alone and opens its dictionary entry with IPA, part of speech and meaning, so the reader is never forced to guess a pronunciation from spelling. Working section by section keeps a long chapter from becoming an undifferentiated wall of text, which is the usual reason a reader abandons a work of this period.

Can chapter 2 be read aloud to me?

Yes — every sentence and every individual word in chapter 2 can be played aloud in United States English.

Audio covers the whole chapter: any sentence can be played, and any single word within it can be played on its own. The voice uses United States English. For a work of this period that matters, because spelling is an unreliable guide to pronunciation for vocabulary that has fallen out of daily use, and a learner who guesses wrong tends to keep the error. Hearing the word in its own sentence, and then alone, settles it.

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Yes. All 2318 sentences of Project Gutenberg eBook #33923 are kept, with a record of which sentences cover which part.

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Project Gutenberg eBook #33923, unabridged. The Project Gutenberg header, footer and licence are removed.

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About 193 minutes of reading across 464 sections of 5 sentences each, at an unhurried pace.

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Chapter II

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