페이지 이미지
PDF
ePub

LITERATURER

BOOK ONE

BY

WILLIAM H, ELSON

AUTHOR ELSON READERS AND GOOD ENGLISH SERIES

AND

CHRISTINE M. KECK
HEAD UNION JUNIOR HIGH SCHOOL ENGLISH, GRAND RAPIDS, MICHIGAN

SCOTT, FORESMAN AND COMPANY
CHICAGO

NEW YORK

COPYRIGHT 1919
By Scott, FORESMAN AND COMPANY

For permission to use copyrighted material grateful acknowledgment is made to The London Times for “The Guards Came Through” by Sir Arthur Conan Doyle; to Thomas Hardy for “Men Who March Away" from The London Times; to John Galsworthy for "England to Free Men” from The Westminster Gazette; to John Masefield for “Spanish Waters"; to Hamlin Garland for “The Great Blizzard” from Boy Life on the Prairie; to Doubleday Page & Co. for “The Gift of the Magi" by 0. Henry; to G. P. Putnam's Sons for “Old Ephraim, the Grizzly Bear,” from The Wilderness Hunter by Theodore Roosevelt; to the George H. Doran Company for “Trees” from Trees and Other Poems by Joyce Kilmer; to Mr. R. W. Lillard for "America's Answer" from The New York Evening Post; to Horace Traubel for "Pioneers! O Pioneers!”, “I Hear America Singing”, “O Captain! My Captain!" by Walt Whitman; to Charles Scribner's Sons for “On a Florida River” by Sidney Lanier, from The Lanier Book, copyright 1904; and to Frederick A. Stokes Company for “Kilmeny-A Song of the Trawlers” by Alfred Noyes from The New Morning, copyright 1919.

Prog C.F. lance

کر

to Education for

ROBERT O. LAW COMPANY

EDITION BOOK MANUFACTURERS
CHICAGO. U. SA

PREFACE

The Junior High School offers exceptional opportunity for relating literature to life. In addition to the aesthetic and ethical purposes, long recognized in the study of literature, the World War emphasized the need for an extension of aims to include the teaching of certain fundamental American ideals. To marshal the available material, setting it to work in the service of social and civic ideals, is to give to literature the “central place in a new humanism." When we organize reading in the schools with reference to the teaching of ideals-personal, social, national, and patriotic—we "put the stress on literature as one of the chief means through which the child enters on his intellectual and spiritual inheritance." Outstanding among these ideals are: freedom, love of home and country, service, loyalty, courage, thrift, humane treatment of animals, a sense of humor, love of Nature, and an appreciation of the dignity of honest work. In a word, to provide a course in the history and development of civilization, particularly stressing America's part in it, is the present-day demand on the school.

The Junior High School Literature Series, of which the present volume is intended for use in the first year, provides such a course. The literature brought together in this book is organized with reference to the social ideal. Nature in its varied relations to human life, particularly child life, is presented in stories and poems of animals, birds, flowers, trees, and winter, all abounding in beauty and charm. Interest in Nature leads to interest in the deeds of men filled with the spirit of adventure. The heroism of brave men and women from the age of chivalry to the days of. self-sacrifice on Flanders Fields is told in ballad and romance, thus stimulating qualities of courage, loyalty, and devotion. Akin to these are the deeds of men who won freedom for their fellows and gave meaning to the words, "our inheritance of freedom.” Their heroism is told in story and song, from the time of the Great Charter and Robert the Bruce to the Declara

[ocr errors]
[ocr errors][ocr errors]

tion of Independence and the recent treaty of Versailles. The whole culminates in the literature and life in the homeland, interpreting America's part in these great enterprises of the human spirit. Through legend and history the spirit and thoughts of our developing nation are portrayed in a literature of compelling interest, distinctively American.

This book supplies material in such generous quantity as to provide in one volume a complete one-year course of literature. There is material suited to all the purposes that a collection of literature for this grade should supply: reading for the story element, silent reading, reading for expression, intensive reading, memorizing, dramatization, public reading and recitation, plot study, etc. Moreover, the book offers a wide variety of literature, representing various types: ballads, lyrics, short stories, tales, biographies, and the rest. The selections comprise not only those that have stood the test of time, but also some of the choicest treasures of the modern creative period. They are given in complete units, not mere excerpts or garbled "cross-sections.”

The helps to study are more than mere notes; they take into account the larger purposes of the literature. Especially illuminating are the selection "The Three Joys of Reading,” pages 9-14, and the Introductions to Parts II, III, and IV; these should be read by pupils before beginning the study of the selections in the several groups, for they interpret and give greater significance to the units. The biographical and historical notes provide helpful data for interpreting the stories and poems. A comprehensive glossary, pages 592-626, contains the words and phrases of the text that offer valuable vocabulary training, either of pronunciation or meaning. An additional feature that will appeal to many teachers is the list of common words frequently mispronounced given in connection with the helps to study. See pages 14, 26, etc.

The Authors.

[ocr errors]
[ocr errors]
[blocks in formation]

Hamlin Garland

69

..Hannah F. Gould. 75

.John Greenleaf Whittier 76

Ralph Waldo Emerson. 78

Henry W. Longfellow.. 80

.John T. Trowbridge. 82

William Shakespeare. 84

William Shakespeare... 85

« 이전계속 »