selections chosen are those best suited to children of this age. From Franklin to Holmes, the spirit and thoughts of our developing nation are set forth in a literature distinctively American, and some of the choicest treasures of that creative period are here brought together. Through these, the children may become familiar with the life of the past and may be made conscious of some of its lessons for the present and the future. They may thus come to know and love American authors and their works. The biographies are intended to portray in brief form the personal characteristics and lives of the authors, making them more interesting and real to the children, giving them the human touch and incidentally furnishing helpful data for interpreting their writings. The biographical introduction to Part Three gives a related story of the lives of American authors from whose writings selections have been made in this book. "Helps to Study" include questions and notes designed to stimulate inquiry on the part of pupils and to suggest fruitful lines for discussion. Only a few points are suggested, to indicate the way, and no attempt is made to cover the ground in all directions; that remains for the teacher to do. While placing emphasis primarily on interpreting the selection for the reader himself, the formalities necessary to give the full force of the selection to the hearer must not be overlooked. The technique of reading, though always subordinate and secondary to the mastery of the thought, nevertheless claims constant and careful attention. Good reading requires clear enunciation and correct pronunciation, and these can be secured only when the teacher steadily insists upon them. The increase in our school population of children in whose homes a foreign language is spoken, and the influence this has upon clearness and accuracy of speech furnish added reason for attention to these details. Special drill exercises should be given and the habit of using the dictionary freely should be firmly established in pupils. The ready use of the dictionary and other reference books for pronunciation and meaning of words, for historical and mythical allusions should be steadily cultivated. Without doubt much of the reading accepted in the public schools is seriously deficient in these particulars. The art of good reading can be cultivated by judicious training and the school should spare no pains to realize this result. To discriminating teachers it will be apparent that this book is not the usual school reader. On the contrary it differs widely from this in the cultural value of the selections, in the classification and arrangement of material, in the variety of interest to which it appeals, and in the abundance of classic literature from British and American authors which it contains. It aims to furnish the best in poetry and prose to be found in the literature of the English-speaking race and to furnish it in abundance. If these familiar old selections, long accepted as among the best in literature, shall be the means of cultivating in pupils a taste for good reading, and at the same time shall have that refining influence on character which good literature always has, then the book will have fulfilled its purpose. Grateful acknowledgment is made to those teachers who have given valuable suggestions and help in the compilation of this book. September, 1910. THE AUTHORS. |