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OH, DEAR, WHAT CAN THE MATTER BE!

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Good-eve- ning! good-eve-ning! Ye mer - ry dan-cers all! Good-eve-ning! good

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eve - ning! Ye peo-ple great and small. Ye dames and ye mas- ters, ye

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young men and maidens, To mirth and to danc-ing my fid - dle doth call. Good

eve-ning! good-eve-ning! Ye mer-ry dan-cers all.

Tra la la la la la la la,

Tra la la la la la la la, Tra la la la la la la la, Tra la la la la la.

THE JOLLY MILLER.

Allegro. 6

There was

a jol · ly mill - er And he lived by him - self,

As the

wheel went 'round He made his wealth; One hand on the hop - per And the

oth - er

on the bag,

As the wheel went 'round He made his grab.

DIRECTIONS FOR PLAYING.

An odd number of boys and girls is required in playing this game, the odd one being a boy. The players stand in couples, a boy and a girl side by side, and form a double ring, the boys in the inner and the girls in the outer circle. They walk around arm-in-arm while the odd player stands in the center and is the “Miller." The players sing the words while walking. When the word "grab” is sung each boy drops the arm of his partner and tries to catch the arm of the girl în front, taking the place beside her. The “Miller" also tries to secure for himself a partner and a place. If he succeeds, the boy left without a partner becomes the “Miller," and in his turn tries to catch or “grab” a partner.

ABOUT THE SERIES | HARLES ELIOT NORTON summed up the problem of the child's reading by

his ear for the music of verse and may rouse his fancy. And to this end nothing is better than the ryhmes and jingles which have sung themselves, generation after generation, in the nursery or on the playground. 'Mother Goose' is the best Primer. No matter if the rhymes be nonsense verses; many a poet might learn the lesson of good versification from them, and the child in repeating them is acquiring the accent of emphasis and of rhythmical form."

And again, Andrew Lang in his “Treatise on Apperception” says: “The German popular fairy tales have rightly found an abiding place in school instruction. They have great national educational value, since they reflect the thoughts and feelings, the näive view of creation characteristic of the youthful period of our people, and since they disclose the noblest traits in the souls of the people,-fidelity and moral purity. Above all they are in sympathy with the child's way of looking at things-his yearnings and feelings."

“The fairy tale is closely followed by the heroic saga. Since the saga treads earthly ways more than the fairy tale, and, turns with preference to human figures and deeds, as it connects its tales with definite persons and places, and not seldom mingles with these some real historical facts, so it forms the natural transition from the fairy tale to history; it carries over the imaginative view of the world, characteristic of the child, into the rational."

The series of “The Folk-Lore Readers” represents an attempt to organize the choicest of the world's folk-lore material, which has been available hitherto only in individual and ungraded books. Beginning in the Primer with the best of the Mother Goose and Nursery Rhymes, the series contains selected material from Æsop, La Fontaine, Perrault, Hans Christian Andersen, the brothers Grimm, the classic writers of Greece and Rome, and many others who have put into literary form the folk tales of the different nations.

In the higher books of the series the material is chosen from the world's best literature, with the emphasis on the folk-lore and legendary side. In these books selections are made from such works as “King of the Golden River" by John Ruskin, "Legend of Sleepy Hollow" by Washington Irving, “Hiawatha" by Henry W. Longfellow, "Gulliver's Travels” by Dean Swift and "The Adventures of Ulysses” by Charles Lamb.

The thought of the series is not only to make the child acquainted with the folk-lore literature of his own and other nations, but to appeal to and develop his imagination along legitimate and profitable lines. The training of the imagination is one of the pressing needs of our American education.

E. O. G.

The Art-Literature Readers

BY FRANCES ELIZABETH CHUTTER AND EULALIE OSGOOD GROVER The Primer. The lessons in the "Art-Literature Primer” are drawn from famous

paintings and familiar rhymes which deal with children's interests and activities. They are short, dramatic and colloquial. They teach the child to read as he talks. It is one of the simplest Primers published, with a vocabulary of only 258 words. Illustrated with 43 reproductions of famous paintings in colors by the duotype process. Cloth, 112 pages. Price, 30 cents. Book One. This book continues the lessons of the Primer, the increase in difficulty

being very slight. A larger number of pieces of literature are worked into the lessons than in any other First Reader. With 42 reproductions of paintings in colors by the duotype process. Cloth, 112 pages. Price, 30 cents. Book Two. In this book the biographical sketches of authors and artists are introduced

as a part of the reading matter for the child. The authors so treated are Henry Wadsworth Longfellow and Robert Louis Stevenson; the artists are Sir Joshua Reynolds and Rosa Bonheur. The biographical sketches and the work of each of these authors and artists are grouped so as to give a connected story and emphasize their personalities, Many other authors and artists are represented. Illustrated with 38 reproductions of portraits and famous paintings in colors by the duotype process. Cloth, 160 pages. Price, 40 cents. Book Three. The distinguishing features of this book are its careful grading, its delight

ful biographical sketches, its grouping of the work of the authors and artists and its reproductions of famous paintings in two colors by the duotype process. The authors treated biographically are Eugene Field, John G. Whittier, Hans Christian Anderson, Louisa M. Alcott, Laura E. Richards, Celia Thaxter, Lucy Larcom, Louis Carroll. The artists so treated are Sir Edwin Landseer and Thomas Gainsborough. Cloth, 224 pages. Price, 50 cents. Book Four. In this book the boys and girls are introduced to two of Spain's greatest

artists, Don Diego Velasquez, and Bartolome Esteban Murillo, to eight of the world's most notable writers, James Whitcomb Riley, Frances Hodgson Burnett, Charles Kingsley, Helen Hunt Jackson, George MacDonald, Dinah Mulock Craik, Æsop and Ernest Thompson Seton. There are biographical sketches of each author and artist and the work of each is grouped as a section. Cloth, 256 pages. Price, 50 cents.

Other books in this series are in active preparation

The Folk-Lore Readers

BY EULALIE OSGOOD GROVER, AUTHOR OF “THE SUNBONNET BABIES' PRIMER" The Primer. is

familiar to the child. This leaves his attention free for mastering the technical difficulties of reading and gives him the pleasure of meeting familiar rhymes on the printed page. There are frequent lessons in dialogue to secure natural expression. The book has a vocabulary of only 285 words and is illustrated in colors by Margaret Ely Webb. Cloth, 112 pages. Price, 30 cents. Book One. This book begins where the Primer leaves off. The lessons are based

largely on nursery rhymes, Æsop's fables, folk-lore stories and simple verses. They are unusually rhythmic and dramatic in quality and appeal at once to the child's imagination. The book is illustrated throughout in colors by Margaret Ely Webb. Cloth, 112 pages. Price, 30 cents.

Other books in this series are in active preparation ATKINSON. MENTZER & COMPANY, BOSTON, NEW YORK, CHICAGO, DALLAS

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