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LIBRARY

Leland Stanford, Jr.

C

COPYRIGHTED

BY EDUCATIONAL PUBLISHING COMPANY

1903.

FOREWORD.

In the SPRAGUE CLASSIC READERS, the author unmistakably designs to interest the pupils strongly, and to teach them helpful lessons, by means of selections having genuine literary merit. To do this, the thought-content of the selections must lie within the circle of the child's living, vital interests, not too trivial, nor yet too abstruse or philosophical. They must be more difficult than what has already been achieved, and yet be within easy grasp; and in every instance, they must help the pupil to a better understanding of the world of men and things about him, and of his own right relations thereto.

A study of this book will demonstrate its fitness to accomplish the delicate and difficult task indicated. From its reading, the child will gain a clearer insight into his social environment, which is the most important thing in education. The thought that good-will and kindly co-operation are worth while is constantly suggested, and this suggestion must, gradually, become manifest in the child's own behavior. His ethical and social nature will, also, be aroused and nourished by the concrete examples of correct ethical and social action so attractively presented to him.

He is not required to learn meaningless words and phrases for arbitrary memory training, the varied information given being related to something of vital concern to himself in the experiences of his daily life. Nor are ethical lessons obtruded upon the child. The selections hold his attention by their own interest, and the lessons are absorbed, through the subtle law of suggestion working their way silently, but effectively, into the body of his emotions and impulses,

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and so make the desired impress upon his character. And everything that genuinely influences an individual, young or old, first insinuates itself in this subtle way into the springs of his conduct.

For a story a child will forsake his play, his comrades, and even his food. In fact, childhood is the story time of life, hence, the story is the best means of instructing a child. In this volume, this supreme interest of childhood has been recognized, and stories are made prominent whose worth has been tested through many generations. It has been remembered, too, that a child cannot trace connections between causes and effects when too far removed, obscure, or intricate. For him, the reward for well-doing, for honesty and courage, and modesty and industry, must be obvious and real. Myths, fairy-tales, and fables originated among primitive, child-like people, and in this literature we find the fundamental virtues greatly rewarded, and the violation of them clearly punished. In this lies the secret of the popularity of this class of reading among children, and, also, the reason why it is so valuable as a mode of instruction.

Finally, I am confident that pupils will be made happier by the reading of this book. There is nothing pedantic about it, nothing to suggest an irksome, unwelcome task. It will give children delight while instructing them, and I feel that by the reading of its pages their lives will be made brighter and gentler and richer for themselves and for those about them.

University of Wisconsin.

M. V. O'SHEA.

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PREFACE.

IN GENERAL. The present volume retains the idea of true, general culture as its underlying purpose, and yet sacrifices to that end nothing of the best reading-book value. The selections herein are replete with life and interest, and carry the child over a wide range of life and experience. This diversity of subjects and styles, together with the many articles of greater length, affords ample opportunity for securing the chief ends for which reading is taught, viz: General literary and ethical culture, a refined and critical taste, the power of grasping and interpreting sustained thought and emotion, and, finally, the correct and pleasing oral expression of the same.

SCOPE. From the world's mythology, we have chosen interesting and wholesome selections to give the pupil some notion of the higher ideas and and customs of the primitive races. These lessons form a natural introduction to the stories and incidents from authentic history and biography with which they are grouped, while fables, choice poems, and beautiful descriptions keep the child in close, harmonious touch with nature and strengthens his character on the humane and æsthetic sides. Among the selections admirably fitted to develop the strongest dramatic power are: "Robert of Lincoln," "Cow Bells," "Little Orphant Annie," "Granny," "The King," "The Mountains," "The Sea," "Barefoot Boy," "Peace Pipe," "Lady Clare," "The Pied Piper," "The Boston Boys," and "The Twenty-third Psalm," all of which should be studied until the pupil fully brings out the spirit and sentiment with which they are imbued. See "Proper Names and Notes," in back of this volume, for further aid.

GRADING. The grading, in this book, is chiefly for proper adjustment of topics and styles, the pupil having outgrown frequent word repetitions.

METHODS. Suggestions previously given should be kept in mind, particularly those in Part I of Book IV. Special care should also be taken to keep the pupil in perfect sympathy with the author and with his classmates, in order to overcome the embarrassing self-consciousness common in this and subsequent grades, the only cure for which is an absorbing interest in the lesson coupled with a sympathetic school atmosphere. Hence, the teacher should make every effort to maintain these two conditions.

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