LINCOLN'S BIRTHDAY GETTYSBURG ADDRESS (289) ABRAHAM LINCOLN (291) THE HERITAGE OF NOBLE LIVES (304) LETTER TO MRS. BIXBY (308) ABRAHAM LINCOLN WALKS AT MIDNIGHT (324) WASHINGTON'S BIRTHDAY CONCORD HYMN (270) SUPPOSED SPEECH OF JOHN ADAMS (276) LIBERTY AND UNION (279) THE AMERICAN EXPERIMENT (284) THE HERITAGE OF NOBLE LIVES (304) SPRING (MARCH 21) HARK, HARK! THE LARK (66) THE COMING OF SPRING (79) HOME-THOUGHTS, FROM ABROAD (86) BOY SCOUT PROGRAM (Girl Scouts, Camp Fire Girls, Children of the Republic) HOW THEY BROUGHT THE GOOD NEWS (137) INCIDENT OF THE FRENCH CAMP (140) YOU ARE THE HOPE OF THE WORLD (299) YUSSOUF (309) A MAN'S A MAN FOR A' THAT (311) IF (313) THE BUGLE SONG (317) A DEFINITION OF A GENTLEMAN (322) A MESSAGE TO GARCIA (498) FLAG DAY PAUL REVERE'S RIDE (265) HOME AND COUNTRY (296) PATRIOTIC DAY HOW THEY BROUGHT THE GOOD NEWS (137) INCIDENT OF THE FRENCH CAMP (140) SPARTACUS TO THE GLADIATORS (257) THE ISLES OF GREECE (261) CONCORD HYMN (270) GETTYSBURG ADDRESS (289) AARBOR DAY AND BIRD DAY TO A WATERFOWL (54) THE SKYLARK (58) TO A SKYLARK (59) TO A SKYLARK (61) HARK, HARK! THE LARK (66) MORNING-GLORIES (73) PINE-TREES AND THE SKY: EVENING (75) FLOWER IN THE CRANNIED WALL (77) A VAGABOND SONG (88) SONG OF THE CHATTAHOOCHEE (337) PEACE AND GOOD-WILL DAY THE POOR VOTER ON ELECTION DAY (287) YUSSOUF (309) A MAN'S A MAN FOR A' THAT (311) IF (313) THE BUGLE SONG (317) THE CHAMBERED NAUTILUS (319) ABRAHAM LINCOLN WALKS AT MIDNIGHT (324) COURAGE SATAN, THE WAR DOG (39) THE THUNDERING HERD (44) LOCHINVAR (131) THE LEAP OF ROUSHAN BEG (133) INCIDENT OF THE FRENCH CAMP (140) A MESSAGE TO GARCIA (498) FAITH TO A WATERFOWL (54) TO A SKYLARK (61) FLOWER IN THE CRANNIED WALL (77) SERVICE INCIDENT OF THE FRENCH CAMP (140) EVANGELINE (382) A MESSAGE TO GARCIA (498) HOME* THE SKYLARK (58) TO A SKYLARK (59) SNOW-BOUND (340) BIRTHDAYS OF GREAT AMERICAN AUTHORS OLIVER WENDELL HOLMES, AUGUST 29 THE DEACON'S MASTERPIECE (452) THE BALLAD OF THE OYSTERMAN (457) WILLIAM CULLEN BRYANT, NOVEMBER 3 TO A WATERFOWL (54) JOHN GREENLEAF WHITTIER, DECEMBER 17 BENJAMIN FRANKLIN, JANUARY 17 EDGAR ALLAN POE, JANUARY 19 THE MASQUE OF THE RED DEATH (97) JAMES RUSSELL LOWELL, FEBRUARY 22 YUSSOUF (309) HENRY WADSWORTH LONGFELLOW, FEBRUARY 27 THE LEAP OF ROUSHAN BEG (133) PAUL REVERE'S RIDE (265) EVANGELINE (382) THE BUILDING OF THE SHIP (504) RALPH WALDO EMERSON, MAY 25 THE RHODORA (76) CONCORD HYMN (270) NATHANIEL HAWTHORNE, JULY 4 *Good Stories for Great Holidays, Oleott, has additional material for special exercises and for special birthday programs. PRACTICAL SUGGESTIONS SILENT AND ORAL READING This book contains abundant material for both silent and oral reading, and most lessons will involve the use of both methods. Poetry should be read aloud, for much of its beauty lies in its rhythm. Particularly effective units from prose selections, notable for their beauty (see question 4, "Discussion," page 38), should also be read aloud, together with passages that answer questions, establish opinions, or prove statements (see "Class Reading," page 106). Reading aloud is thus motivated and given purpose. Oral reading is one of the best tests that can be applied to determine appreciation not only of the thought but of the spirit of a literary selection. Vocal expression, moreover, is the surest test of emotional reaction to a piece of literature. Because it compels attention to every detail vocal expression offers valuable training. For setting standards in pronunciation, enunciation, and voice control, oral reading has an important place, especially in schools with a large number of pupils whose speech is slovenly. AIMS IN SILENT READING Many of the prose selections in this Reader should be read silently. Some of these are informational, such as "The American Experiment," "The Heritage of Noble Lives," etc. They are to be read chiefly for the facts they contain, and only incidentally, if at all, for the story. Other selections, particularly those of Part II, together with stories such as "Rip Van Winkle" and "The Ransom of Red Chief," are to be read mainly for enjoyment (see "Silent Reading," page 11). The use of this type of material should develop the ability to get the main thought from units of subject-matter that bulk large. Such literature is to be read mainly for the story element, that is, for enjoyment, and may be read rapidly. This kind of selection trains pupils to read intelligently a newspaper, a magazine article, or a story book; and this is one of the important types of reading ability. The reading of such literature enlarges the pupil's experience and enables him to live many lives in one, to learn the meaning of life as it is interpreted in story and song. The teacher, therefore, stresses the story plot as the chief aim and follows with secondary aims, such as reading to learn facts of character (see question 2, page 232), story-setting (see question 1, page 260), social customs (see questions 7 and 8, Part the First, page 439), selective reading to point a parallel or to verify conclusions (see question 8, page 233, and question 10, page 286), reading to find graphic passages for illustration by means of pictures and diagrams (see question 23, page 440), reading to form moral and aesthetic judgments (see question 6, top of page 38). Pupils, like adults, read for various purposes, chief of which are: (a) to become acquainted with the facts of life, (b) to enlarge experience and learn the meaning of life as interpreted in story and song, (c) to lose oneself in the experiences of others, (d) to master the selection in detail. Hence the pupil reads some selections for facts and opinions; some for the main thread of the story, for enjoyment; and others for intensive, detailed study. The kind of selection and the purpose for which it is read will determine the method of treatment. Obviously, modes of procedure in silent-reading lessons vary, depending upon the reading aims and the pupils' needs. Some lessons are chiefly for drill purposes or training exercises. These are chiefly remedial and deal for the most part with individual pupils, allowing the other members of the class to pursue their own work in silent reading. Often the aim is to gain experience in thought-getting without specific attention to silent |