Copyright 1919, 1928, by SCOTT, FORESMANAND COMPANY For permission to use copyrighted material, grateful acknowledgment is made to Doubleday, Page and Company for "The Blind Setter" from Frank of Freedom Hill by Samuel A. Derieux, for "Echo Mountain Grizzly" from Watched by Wild Animals by Enos A. Mills, for "No Sanctuary" from Shoes of Happiness by Edwin Markham, for "The Gift of the Magi" from The Four Million by O. Henry, and for "The Riverman" from Blazed Trail Stories by Stewart Edward White; to G. P. Putnam's Sons for "Old Ephraim, the Grizzly Bear" from The Wilderness Hunter by Theodore Roosevelt; to Henry Holt and Company and the author for "Four Little Foxes" from Slow Smoke by Lew Sarett and for "Books" by Walter de la Mare; to Clinton Scollard for "The Little Brown Wren"; to Katharine Lee Bates for "Robin's Secret" from Fairy Gold and for "America, the Beautiful"; to Small, Maynard and Company for "Little Bird" from The Giant and the Star by Madison Cawein and for "The Daisies" by Bliss Carman; to Macrae Smith Company for "A Night with Ruff Grouse” from Wood and Water Friends by Clarence Hawkes, for "Joan of Arc: Her Service to Freedom" from Historic Girlhoods by Rupert Sargent Holland, and for "Dr. Grenfell, Labrador Life-Saver" from Grenfell: Knight-Errant of the North by Fullerton Waldo; to Nature Magazine and the author for "Trumpets of Dawn" by Ben Hur Lampman; to the author for "A Famous Bird Club" by Ernest Harold Baynes; to George W. Jacobs and Company for "Jack-in-the-Pulpit” from All Around Our House by Rupert Sargent Holland; to The Century Company for “The Making of the Flowers" by Annie Johnson Flint, for “Spring Song" by Katherine Conway, for "The Land of Magic" by Edith D. Osborne, and for "The Winner Who Did Not Play" by Merritt Parmelee Allen, from St. Nicholas Magazine; to Outdoor America for "Our Vanishing Wild Flowers" by Albert A. Hanson and for "Conservation of Forests and Wild Life" by Colonel W. B. Greeley; to William Beebe and Henry Holt and Company for "Our Tree Friends" from The Log of the Sun; to Mrs. William H. Carruth for “Autumn" by William H. Carruth; to Hamlin Garland for "The Great Blizzard" from Boy Life on the Prairie; to John Masefield for "Spanish Waters" from The Story of a Round House and Other Poems; to Frederick A. Stokes Company for "Kilmeny-a Song of the Trawlers" from The New Morning, copyright 1919, by Alfred Noyes; to William Tyler Page for "The American's Creed"; to Dr. John Finley for "The Red Cross Spirit Speaks"; to Thomas Y. Crowell Company for "Lewis and Clark, Famous Pioneer Scouts" from The Boy's Book of Scouts by Percy K. Fitzhugh, and for "America, the Beautiful" by Katharine Lee Bates; to the author of "Keeping Faith with America" by Hildegarde Hawthorne; to Charles Scribner's Sons for "On a Florida River" from The Lanier Book, copyright 1904, by Sidney Lanier; to Doubleday, Doran and Company for "Paul Bunyan and His Great Blue Ox" from Paul Bunyan and His Great Blue Ox by Wallace Wadsworth; to Horace Traubel for "I Hear America Singing" and "O Captain! My Captain!" by Walt Whitman; to Dodd, Mead and Company, Inc., for "I Meant To Do My Work Today" from The Lonely Dancer by Richard Le Gallienne; to Berton Braley for "The Real Thrill"; to The Princeton Alumni Weekly for "Building a Subway" by Howard F. Peckworth; to Little, Brown and Company for "There Is No Frigate Like a Book" by Emily Dickinson; to George H. Doran Company for "Shade" from Dreamers and Other Poems, copyright 1917, by Theodosia Garrison, and for "Trees" from Trees and Other Poems by Joyce Kilmer; to E. P. Dutton and Company for "Pensioners" from Spires of Oxford and Other Poems by Winifred M. Letts, for "The South Wind" from The Old Huntsman and Other Poems by Siegfried Sassoon, and for "The Oregon Trail" from I Sing the Pioneer by Arthur Guiterman; to Harcourt, Brace and Company, Inc., for "Abraham Lincoln" from Abraham Lincoln: The Prairie Years, copyright 1926, by Carl Sandburg and for "Winter Branches" from Cross Currents, copyright 1921, by Margaret Widdemer; to the author for "Look to the Work" from The Hour Has Struck, copyright 1914, by Angela Morgan; to H. W. Wack for "The Tableaux of the Trail." "A Woodsman's Creed" by Lew Sarett and biographical material on Lew Sarett are reprinted by courtesy of the author and The American Magazine, copyright, The Crowell Publishing Company, 1926. "Loss of the Nobler Animals" by Henry D. Thoreau from The Heart of Thoreau's Journals, "Goldenrod" by Frank Dempster Sherman, and "The Tulip Garden" by Amy Lowell are reprinted by permission of, and by arrangement with, Houghton Mifflin Company. 287.1 PREFACE This volume is the first in a series of three books intended to provide material for an organized course in literature for junior high schools. Throughout this series the literature is so organized as to make deep and lasting impressions upon the minds, ideals, and attitudes of pupils. The aim is to relate literature to life and to set it to work in the service of good citizenship. This book contains an abundant supply of literature for a one-year course, selected from the works of the best authors, both classic and contemporary. It includes both recreational and work-type material. Not only should pupils have their taste and judgment cultivated through familiarity with the literary heritage that has won recognition by its enduring worth, but they should, also, have their experience enriched by selections of undoubted value from contemporary authors who are recognized interpreters of our present-day life. Such wide and extensive reading will not only inspire the pupil now and throughout life, but will also train him in the wholesome use of his leisure hours. The literature of such a book, if it is to establish effective reading habits in pupils, must be purposefully organized. Sound organization brings together into related units the selections that center about a common theme. Such arrangement enables the student to see the larger dominant ideas of the book as a whole, instead of viewing it as a confused scrapbook of miscellaneous selections. A pupil's interest depends largely upon what he knows of the subject treated. The reading of one short selection on a subject may not arouse in him enough interest to lead to further wide and extensive reading on that topic; several related selections dealing with a subject, however, will enrich his knowledge, multiply his interest, and furnish a basis for literary comparison by bringing together selections having a common theme or authorship. Permanent reading inter ests cannot be aroused by the use of miscellaneous, unrelated, haphazard material. This book is so organized as to fulfill these purposes. In the Table of Contents you will notice that there are four main Parts, each distinguished by unity of theme. Part I aims to inspire a wholesome appreciation of nature and a desire to conserve her resources; Part II deals with the magic world of adventure (including the great deeds of King Arthur and his knights); Part III makes clear the heroic foundation of our inheritance of freedom and points the way to good citizenship; and Part IV presents some phases of life in our homeland that will make America mean more to boys and girls. Through these grouped selections permanent reading interests may be aroused and fundamental ideals in the development of personal character and good citizenship established. Five special features keep the plan of the book and the dominant theme of each Part clearly in the foreground: (1) A pupil's Introduction, "The Three Joys of Reading," that emphasizes the joy and value of reading and shows the pupil what to look for in each main Part; (2) Visual "guideposts" -large-type headings, half-title pages, and pictures typifying the theme of each unit; (3) A special introduction to each main Part, that gives the pupil a graphic but simple forecast of the main ideal dominating the group; (4) Notes and Questions that stress the contribution each story or poem makes to the main idea of the group; (5) A summary following each Part that serves, first, to crystallize into permanent form the impression made by each unit, and, second, to stimulate the pupil's initiative, leading him to apply the ideas that dominate the group either through parallel readings or through his own experience. An outstanding value of the organization just described lies in its tendency to weld together the school and the library. The school text that would train a pupil in the effective use of books, magazines, and newspapers must connect directly with the library, thus forming the core, or center, about which his general reading is organized. Much of his reading must of necessity be miscellaneous, but some of it should be more purposeful, for he gains a fuller knowledge of a subject when he gathers ideas from a group of selections that center about a common theme. For example, if he reads a number of stories about dogs, showing a variety of characteristics, his knowledge of dogs is multiplied. Moreover, his interest is intensified, and he wishes to read more about dogs. In this way his acquaintance with the literature of dogs is enlarged, and he comes to know the leading writers on that subject. Librarians agree that boys and girls who read a story of compelling interest usually ask for another on the same subject. Thus a story or group of selections in the school text should lead to other stories or books on the same or kindred theme. This book is based on such a purposeful plan. It aims not only to increase the pupil's knowledge of a subject, but also to intensify his interest and direct him to related material-in short, to cultivate the extensive reading habit and the library method of study. It seeks to direct and make purposeful the pupil's outside use of books, magazines, and newspapers, bringing to bear upon his school reading the experience and knowledge gained from these sources, thus welding together the school, the library, and the home in the development of right habits of reading and study. In this book carefully selected lists of especially apt library readings, designed to broaden and deepen the pupil's knowledge and sympathy, are found at the ends of the various selections. These lists, though not exhaustive, are chosen for their specific fitness, their abundant interest, and their excellent literary quality. They include the literature of both the past and the present. Some of these stories are suitable to be reported on in class by individual pupils or committees an excellent basis for supervised study and the social ized recitation; other stories are suitable for individual reading in leisure moments; while still others are suitable for the teacher to present-particularly those that bulk large and require interpretation. Obviously a book that is to supply the pupil with a year's course in literature must be a generous volume. Variety is impossible without quantity, especially where literary wholes rather than fragmentary excerpts are offered. Particularly is this true when complete units are included not only for intensive study, but also for extensive reading-longer units to be read mainly for the story-element. This book is a generous volume that provides for the needs previously discussed. Its inclusiveness makes possible a proper balance between prose and poetry, between long and short selections, and between material for intensive and extensive reading. There is material suited to all the purposes that a collection of literature for this grade should supply: silent reading both for the story-element and for getting quickly at essentials; intensive reading for detailed study; reading for expression; memorizing; dramatizing; public reading and recitation; plot study; and the rest. Moreover, the book includes a wide variety of types: ballads, lyrics, short stories and tales, addresses, letters, essays, and two dramas of Shakespeare's retold. Class readings of particular units and selected passages are suggested for oral expression and for entertainment, thus giving motive to reading aloud. The present volume is an enlargement and enrichment of Junior High School Literature, Book One, edition of 1919. Notable increase has been made in the quantity of material included, especially of contemporary literature. The growing demand of the school for enough material to provide for the needs of wide and extensive reading has received full recognition. Indeed this revision throughout is an attempt to meet the changing needs of the school and has been based largely upon the great body of experience gained through the nation-wide use of the original edition. |