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GRADED POETRY

FIRST AND SECOND YEARS

EDITED BY

KATHERINE D. BLAKE

PRINCIPAL GIRLS' DEPARTMENT PUBLIC SCHOOL NO. 6,

NEW YORK CITY

AND

GEORGIA ALEXANDER

SUPERVISING PRINCIPAL, INDIANAPOLIS, INDIANA

NEW YORK

YNARD, MERRILL, & CO.

1906

10.

HARVARD COLLEGE LIBRARY
TRASFED Ficht THE

LIDE ANY OF THE
GRADUATE SCHOOL OF EDUCATION

1938
JUL 14 1906

Harvard University,
Dept. of Education Library,

Cift of the Publishers,

COPYRIGHT, 1905,

BY

MAYNARD, MERRILL, & CO.

INTRODUCTION

POETRY is the chosen language of childhood and youth. The baby repeats words again and again for the mere joy of their sound : the melody of nursery rhymes gives a delight which is quite independent of the meaning of the words. Not until youth approaches maturity is there an equal pleasure in the rounded periods of elegant prose. It is in childhood therefore that the young mind should be stored with poems whose rhythm will be a present delight and whose beautiful thoughts will not lose their charm in later years.

The selections for the lowest grades are addressed primarily to the feeling for verbal beauty, the recognition of which in the mind of the child is fundamental to the plan of this work. The editors have felt that the inclusion of critical notes in these little books intended for elementary school children would be not only superfluous, but, in the degree in which critical comment drew the child's attention from the text, subversive of the desired result. Nor are there any notes on methods. The best way to teach children to love a poem is to read it inspiringly to them. The French say: “The ear is the pathway to the heart.” A poem should be so read that it will sing itself in the hearts of the listening children.

In the brief biographies appended to the later books the human element has been brought out. An effort has been made to call attention to the education of the poet and his equipment for his life work rather than to the literary qualities of his style.

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