SELECTED GENERAL BIBLIOGRAPHY I. GENERAL COLLECTIONS OF CHILDREN'S LITERATURE Tappan, Eva March, The Children's Hour. Neilson, William Allen, and others, The Junior Classics. 8 vols. Aldrich, Thomas Bailey, and others, The Young Folks' Library. 30 vols. Mabie, Hamilton Wright, After School Library. 12 vols. Scudder, Horace E., The Children's Book. [Best single-volume collection for early grades.] Barnes, Walter, Types of Children's Literature. II. HISTORICAL DEVELOPMENT Darton, F. J. Harvey, "Children's Books," in Cambridge History of English Literature, Vol. XI, chap. xvi. [Best brief account of development in England. Elaborate bibliography.] Tassin, Algernon, "Books for Children," in Cambridge History of American Literature, Vol. II, chap. vii. [Best account of American development. Extended bibliography.] Field, Mrs. E. M., The Child and His Book. The history and progress of children's literature in England. [Stops with 1826.] Moses, Montrose J., Children's Books and Reading. [Deals with both English and American side. Book-lists and bibliographies.] Ashton, John, Chapbooks of the Eighteenth Century. Halsey, Rosalie V., Forgotten Books of the American Nursery. Welsh, Charles, A Bookseller of the Last Century. [John Newbery.] "Godfrey, Elizabeth," English Children in the Olden Time. Earle, Florence Morse, Child Life in Colonial Days. III. GUIDES IN TEACHING I. SPECIFIC PEDAGOGY Barnes, Walter, English in the Country School. Carpenter, G. R., Baker, F. T., and Scott, F. N., The Teaching of English. [Pp. 155-187, "Literature in the Elementary Schools," by Professor Baker.] Chubb, Percival, The Teaching of English. Cox, John Harrington, Literature in the Common School. Barron, Julia S., Bacon, Corinne, and Dana, J. C., Course of Study for Normal School Pupils on Literature for Children. [A syllabus.] Hosic, James Fleming, The Elementary Course in English. MacClintock, Porter Lander, Literature in the Elementary School. McMurry, Charles A., Special Method in Reading in the Grades. Welch, John S., Literature in the School: Aims, Methods, and Interpretations. 2. MORE GENERAL AND INSPIRATIONAL Bates, Arlo, Talks on the Teaching of Literature. Bennett, Arnold, Literatary Taste and How to Form It. Kerfoot, J. B., How to Read. Lee, Gerald Stanley, The Child and the Book. Quiller-Couch, Sir Arthur, On the Art of Reading. [Children's Literature.] Scudder, Horace E., Literature in the Schools. Smith, C. Alphonso, What Can Literature Do for Me? Woodberry, George E., The Appreciation of Literature. The Heart of Man. 2 3. GUIDES TO BOOKS FOR CHILDREN Arnold, Gertrude W., A Mother's List of Books for Children. Macy, John, A Child's Guide to Reading.` Moore, Annie Carroll, Roads to Childhood. Olcott, Frances Jenkins, The Children's Reading. One Thousand Good Books for Children. [Classified and graded list prepared by National Congress of Mothers' Literature Committee, Alice M. Jordan, Chairman. Issued by U. S. Bureau of Education, Washington, D. C., as Home Education Circular No. 1.] Stevens, David Harrison, The Home Guide to Good Reading. Allison, S. B., and Perdue, H. A., The Story in Primary Education. Bailey, Carolyn Sherman, For the Story-Teller. Bryant, Sarah Cone, How to Tell Stories to Children. Stories to Tell to Children. [Introduction.] Cather, Katherine D., Educating by Story-Telling. Cowles, Julia D., The Art of Story-Telling. Cross, Allen, and Statler, Nellie M., Story-Telling for Upper Grades. Forbush, William B., Manual of Stories. Horne, H. H., Story-Telling, Questioning, and Studying. Keyes, Angela M., Stories and Story-Telling. Kready, Laura F., A Study of Fairy Tales. [Chap. iii, "The Telling of Fairy Tales."] Lindsay, Maud, The Story-Teller for Little Children. Lyman, Edna, Story Telling: What to Tell and How to Tell It. McMurry, Charles A., Special Method in Reading in the Grades. Moore, Annie C., Article "Story-Telling," Cyclopedia of Education. [Ed. Monroe.] Shedlock, Marie L., The Art of the Story-Teller. St. John, Edward Porter, Stories and Story-Telling in Moral and Religious Education. Wyche, Richard Thomas, Some Great Stories and How to Tell Them. V. ON DRAMATIZATION Briggs, T. H., and Coffman, L. D., Reading in Public Schools. ing," and chap. xxiii, "Dramatics."] Curtis, Elnora W., The Dramatic Instinct in Education. Finlay-Johnson, Harriet, The Dramatic Method of Teaching. Gesell, Arnold L., and Beatrice C., The Normal Child and Primary Education. [Chapter on "Dramatic Expression."] Herts, Alice M., The Children's Educational Theatre. Nixon, Lillian E., Fairy Tales a Child Can Read and Act. VI. THE BIBLE AS LITERATURE FOR CHILDREN Moulton, Richard Green, A Short Introduction to the Literature of the Bible. The simplest and best discussion for teachers of the Bible as literature. The books that follow are good sources for story material from the Bible. Baldwin, James, Old Stories from the East. Hodges, George, The Garden of Eden. The Castle of Zion. When the King Came. Houghton, Louise Seymour, Telling Bible Stories. Moulton, Richard Green, Bible Stories: Old Testament. Bible Stories: New Testament. [Two volumes of The Modern Reader's Bible for Children. The only variations from the text are by omissions.] Olcott, Frances Jenkins, Bible Stories to Read and Tell. Smith, Nora Archibald, Old, Old Tales from the Old, Old Book. Stewart, Mary, "Tell Me a True Story." VII. SOME INTERPRETATIONS OF CHILDHOOD Aldrich, Thomas Bailey, The Story of a Bad Boy. Grahame, Kenneth, Dream Days. The Golden Age. Kelly, Myra, Little Citizens. Larcom, Lucy, A New England Girlhood. Loti, Pierre, The Story of a Child. Martin, George Madden, Emmy Lou, Her Book and Heart. Masters, Edgar Lee, Mitch Miller. Pater, Walter, The Child in the House. Shute, Henry A., The Real Diary of a Real Boy. Smith, William Hawley, The Evolution of Dodd. Stuart, Ruth McEnery, Sonny. Walpole, Hugh, Jeremy. Warner, Charles Dudley, On Being a Boy. VIII. SOCIAL AND PSYCHOLOGICAL BACKGROUND Addams, Jane, Youth and Our City Streets. Cabot, Ella Lyman, The Seven Ages of Childhood. Dawson, George E., The Child and His Religion. Engleman, J. O., Moral Education. Griggs, Edward Howard, Moral Education. Hall, G. Stanley, Youth. Henderson, C. Hanford, Education and the Larger Life. Hoyt, Franklin Chase, Quicksands of Youth. Oppenheim, Nathan, The Development of the Child. Puffer, J. Adams, The Boy and His Gang. CHILDREN'S LITERATURE SECTION I. PREFACE AND GENERAL INTRODUCTION THE PREFACE This book is primarily a handbook for teachers in the grades and for students preparing to teach in the grades. Although it does not ignore problems of grading and presentation, the chief purpose is to acquaint teachers and prospective teachers with standard literature of the various kinds suitable for use in the classroom and to give them information regarding books and authors to aid them in directing the selection of books by and for children. In discussing the early training of children in literature with large classes of young people preparing for teaching in the grades, the compilers found themselves face to face with two difficulties. In the first place, only a limited number of these prospective teachers were in any real sense acquainted with what may be called the basic traditional material. Rhymes, fables, myths, stories were so vaguely and indistinctly held in mind that they were practically of no great value. It was therefore not possible to assume much real acquaintance with the material needed for use with children, and the securing of such an acquaintance seemed the first essential. After all is said, a discussion of ways and means must follow such a mastery of basic material. In the second place, there was the difficulty of finding in any compact form a body of material sufficient in extent and wide enough in its range to serve as a satisfactory basis for such a course. No doubt the ideal way would be to send the student to the many authoritative volumes covering the various fields dealt with in this collection. But with large classes and a limited amount of time such a plan was hardly practicable. The young teacher cannot be much of a specialist in any of the various fields of knowledge with the elements of which he is expected to acquaint children. The principles of economy demand that the brief courses which specifically prepare for teaching should be such as will make the work in the schoolroom most helpful and least wasteful from the very beginning. Hence this attempt to collect in one volume what may somewhat roughly be spoken of as material for a minimum basic course in Children's Literature. The important thing about this book, then, is the actual literary material included in it. The notes and suggestions scattered throughout are aimed to direct attention to this material either in the way of pointing out the sources of it, or helping in the understanding and appreciation of it, or suggesting some ways of presenting it most effectively to children. In the case of folk material, an effort has been made to present reliable versions of the stories used. Many of the folk stories, for instance, appear in dozens of collections and in dozens of forms, according to the artistic or pedagogic biases of the various compilers. As a rule the most accessible stories are found in versions written down to the supposed needs of children, and intended to be read by the children themselves. Even if we grant the teacher the right to make extensive modifications, it is still reasonable to insist that some correct traditional form be used as the starting point. Such a plan insures a mastery of one's material. The sources of the versions used in this text are pointed out in order that teachers who wish to do sɔ may extend their acquaintance to other folk material by referring to the various collections mentioned. Such a book as this must necessarily be selective. No doubt omissions will be noted of poems or stories that many teachers deem indispensable. Others will find selections included that to their minds are questionable. The editors can only plead in extenuation that they have included what they have found by experience to offer a sound basis for discussing with training classes the nature of this basic material and the form in which it should be presented to children. To accomplish these ends it has sometimes seemed well to give parallel versions, and occasionally to give a version that will necessitate the discussion of such subjects as the use of dialect, the inclusion of items of terror or horror, and the soundness of the ethical appeal. These various problems are indicated in the notes accompanying individual selections. The editorial apparatus does not constitute a treatise on literary criticism, or a manual of mythology or folklore, or a "pedagogy" of children's literature as such, or anything like an exhaustive bibliography of the fields of study touched upon. It aims at the very modest purpose of immediate and practical utility. It hopes to fill a place as a sort of first aid for the inexperienced teacher, and as soon as the teacher gets some real grasp of the elements of the problem this book must yield to the more elaborate and well-knit discussions of specialists in the various subjects treated. The bibliographical references throughout are intended to offer help in this forward step. These bibliographies are, in all cases, frankly selective. As a rule most of the books mentioned are books now in print. In the bibliographies connected with the sections of traditional material some of the more important works in the field of scholarship are named in each case for the benefit of those who may be working where such books are available in institutional or public libraries. Titles of books are printed in italics, while titles of poems, separate stories, and selections are printed in roman type inclosed in quotation marks. The grouping of material is in no sense a hard and fast one. Those who work in literary fields understand the pitfalls that beset one who attempts such a classification. Only a general grouping under headings used in the ordinary popular sense has been made. Fine distinctions are beside the mark in such a book as this. Popular literature was not made for classification, but for higher purposes, and anything that draws attention from the pleasure-giving and spirit-invigorating qualities of the literature itself should be avoided. Hence, the classifications adopted are as simple and unobtrusive as possible. Finally, the editors make no pretense to original scholarship. They have not attempted to extend the limits of human knowledge, but to point out pleasant paths leading to the limitless domains of literature. They have tried to reflect accurately the best practices and theories, or to point out how teachers may get at the best. |