588575

COPYRIGHT, 1927, BY EMMA MILLER BOLENIUS

ALL RIGHTS RESERVED

DJ9

The Riverside Press

CAMBRIDGE. MASSACHUSETTS

PRINTED IN THE U.S.A.

TO THE TEACHER

THE chief aim of this series of readers is to develop, to a greater degree than has usually been done, the pupils' reading abilities, appreciation of literature, self-reliance, and good judgment in reading. This book is a unit in itself. In its careful selection of content, its schedule of readings, its study guides in the reader itself, and its varied suggestions for individual differences and further reading, the book furnishes guidance for a year's course.

Attention is directed to the following features:

I. A careful selection of content to meet the interests, aptitudes, and capacities of pupils in the Seventh and Eighth Grades and lay the foundation of successful high school reading.

A distinction is made between recreational reading (called Pleasure Reading) and the work-type of reading (called Study Reading), thus making it easier to get not only the appreciative delight in reading certain selections but also the concentrated effort necessary to master the more difficult type of reading without having the one encroach upon the other. Much autobiographical material is furnished in the writings of such men and women as Dr. Wilfred T. Grenfell, Jean Kenyon Mackenzie, William Beebe, Martin Johnson, John Muir, Professor George Herbert Palmer and his wife Alice Freeman Palmer, Mary Antin, Anzia Yezierska, Edward Bok, Abraham Mitrie Rihbany, and Andrew Carnegie, the latter being included in the immigration section of the Reader. See Contents, pages vii-x.

Twelve declamations are furnished; and two plays, one a complete Shakespearean play.

The Contents has variety and range of interest; balance ་ poetry and prose, recreational and work-type of reading, modern and classical; suitability, for training reading skills as well as for developing appreciation; literary quality of authorship; and much fresh material.

II. Flexibility for a variety of classroom uses. The selections can be used basally in a school where literature is emphasized each day or in one where it is confined to two or three periods a week; in a large city school or in the rural school where a number of grades are in one room. (See Procedures, page xv.)

III. Provision for individual differences. Before each selection a choice of procedures for first reading is offered. At the end of each is given a variety of suggestions from which to choose those most needed by your particular group.

IV. Well-chosen objectives, intensively applied and given repeated application throughout the year. Work in note-taking, outlining, and organization is included. (See page xiv.)

V. Study guides given in the Reader. These are as follows:

(1) The introduction to each selection motivates the reading by means of suggested Procedures. (See pages 1, 20, 26, 138, 267, 408, etc.)

(2) Numerous questions and suggestions at the end of a selection force the pupil to think. (Note pages 69, 71, 84, 148, 216, 217, 359, etc.)

(3) Italicized suggestions for self-directed study, inserted in the body of the text, serve as an effective check-up for the pupil himself. (Note pages 77, 86, 101, 250, 302, 312, 354, 425, 434, etc.)

(4) Grouping selections together for comparison forces pupils to draw conclusions and react positively. (See pages 22-23, 134, 211, 217, 218, 226, 276, 278, 280.)

(5) For each group a speed and comprehension test of silent reading is given. (See pages 69-71, 148-54, 194, 201-03, 208, 257, 262-64, 305-10, 363, 486.)

VI. A teachable plan for maturing and refining reading skills by means of definite objectives applied in a schedule of readings. The selections are rearranged in ten groups. A glance at Group I on page xi will show how each group is developed with its own dominating objective, reading units, test, library readings, and guiding questions for units.

(1) Each group has a dominating objective, applied in all the selections.

(2) The selections for each month, or group, are divided into reading units, each unit with a dominating theme. This division into reading units helps the teacher to get as much as possible from the time at the disposal of the class. Self-budgeting of time by the pupil is a valuable acquirement.

The reading of a number of selections as one assignment develops self-reliance, sense of responsibility, and good judgment in reading; also power to retain. It also makes it possible for a teacher using the Dalton or Winnetka plan to assign all the selections of a unit as a reading contract for pupils to handle independently.

(3) Each group, or month, has a test of speed and comprehension, with test questions in the Reader.

(4) Each group also has listed the pages for library readings.

(5) Each reading unit has guiding questions which motivate the reading of the unit and train pupils to become self-reliant.

VII. Library guidance in book and magazine reading. The most suitable books, based on the latest investigations, are listed with the different selections. (See pages 18, 34, 62, 122, 360, 378, etc.) At the end of each section library readings are also given. (See pages 110, 163, 210, 266, 332, 419, 496.)

The author wishes to thank the superintendents and teachers who gave of their time and effort in the making of this course. Especially does she wish to express appreciation to Miss Kathleen A. Phillip, formerly of Central Michigan Normal School, Mt. Pleasant, Mich., Miss Marguerite M. Herr, head of the English Department of the High School at Durham, North Carolina, and Mr. Julius E. Warren, Superintendent of Schools, Lakewood, Ohio, for reading of manuscripts and proofs; and to Mr. Edwin M. Whitney, Director of the Whitney Studios of Platform Art for valuable suggestions about the Shakespearean play.

ACKNOWLEDGMENTS

GRATEFUL acknowledgments are tendered to the following pub-
lishers for permission to use valuable copyrighted material:

BOBBS MERRILL COMPANY, for "The Name of Old Glory," by
James Whitcomb Riley, from Home Folks, copyright, 1900.
DEVIN-ADAIR COMPANY, for Edmund Leamy's poem "The Big
Drays," from Moods and Memories, copyright, 1920.

DODD, MEAD & COMPANY, for the poem "Work," from Angela
Morgan's The Hour Has Struck; and "Play the Game," from
Henry Newbolt's Admirals All and Other Verses.

GEORGE H. DORAN COMPANY, for "The Prayer," from The
Silver Trumpet, by Amelia J. Burr, copyright, 1918.

DOUBLEDAY, PAGE AND COMPANY, for "I Dreamed in A
Dream," and "The First Dandelion," from Leaves of Grass, by
Walt Whitman, copyright, 1924.

HARPER & BROTHERS, for "Roses in the Subway," from Dana
Burnet's Poems; "Wind-in-the-Hair and Rain-in-the-Face,"
from Arthur Guiterman's The Laughing Muse; and Mark Twain's
story, "The Celebrated Jumping Frog," from Sketches.

HOUGHTON MIFFLIN COMPANY, for selections by Andy Adams,
Thomas Bailey Aldrich, Mary Antin, Lindon Bates, Jr., Samuel
J. Barrows and Isabel C. Barrows, William Beebe, Edward Bok,
Frank Bolles, Gamaliel Bradford, Anna Hempstead Branch, John
Buchan, John Burroughs, Andrew Carnegie, Florence Earle
Coates, John Esten Cooke, Samuel McChord Crothers, John
Drinkwater, W. Cameron Forbes, Richard Watson Gilder, Wil-
fred Thomason Grenfell, Edward Grey, William Eliot Griffis,
Parthenia A. Hague, John Hargrave, John Hay, C. Hanford
Henderson, Oliver Wendell Holmes, Estelle M. Hurll, Joseph
Husband, Sarah Orne Jewett, Martin Johnson, Henry Herbert
Knibbs, Franklin K. Lane, Lucy Larcom, Elliott C. Lincoln,
Henry Wadsworth Longfellow, Amy Lowell, James Russell Low-
ell, Jean Kenyon Mackenzie, Enos A. Mills, John Muir, Grace
Fallow Norton, Alice Freeman Palmer, George Herbert Palmer,
Frank Parsons, Josephine Preston Peabody, Lucy Fitch Perkins,
Nora Perry, Edna Dean Proctor, Abraham Mitrie Rihbany, Mary
Roberts Rinehart, Rafael Sabatini, Dallas Lore Sharp, Edward