The Elson Readers Part 1

The Elson Readers.

by William H. Elson and Christine M. Keck.

PREFACE

This book is based on the belief that an efficient reader for the fifth grade must score high when tested on five fundamental features: quality of literature; variety of literature; organization of literature; quant.i.ty of literature; and definite helps sufficient to make the text a genuine tool for cla.s.sroom use.

Quality Literature:

First among these features is the essential that the foundation of the book must be the acknowledged masterpieces of American and British authors. American boys and girls may be depended upon to read current magazines and newspapers, but if they are ever to have their taste and judgment of literary values enriched by familiarity with the cla.s.sics of our literature, the schools must provide the opportunity. This ideal does not mean the exclusion of well established present-day writers, but it does mean that the core of the school reader should be the rich literary heritage that has won recognition for its enduring value. Moreover, these masterpieces must come to the pupil in complete units, not in mere excerpts or garbled "cross-sections"; for the pupil in his school life should gain some real literary possessions.

A study of the contents of The Elson Readers, Book Five, will show how consistently its authors have based the book on this sound test of quality. The works of the acknowledged "makers" of our literature have been abundantly drawn upon to furnish a foundation of great stories and poems, gripping in interest and well within the powers of child-appreciation in this grade.

Variety of Literature:

Variety is fundamental to a well-rounded course of reading. If the school reader is to provide for all the purposes that a collection of literature for this grade should serve, it must contain material covering at least the following types: (1) literature representing both British and American authors; (2) some of the best modern poetry and prose as well as the literature of the past; (3) important race stories--great epics--and world-stories of adventure; (4) patriotic literature, rich in ideals of home and country, loyalty and service, thrift, cooperation, and citizens.h.i.+p--ideals of which American children gained, during the World War, a new conception that the school reader should perpetuate; (5) literature suited to festival occasions, particularly those celebrated in the schools: Armistice Day, Thanksgiving Day, Christmas, Arbor Day and Bird Day, anniversaries of the birthdays of Lincoln and Was.h.i.+ngton, as well as of Longfellow and other great American authors; (6) literature of the seasons, Nature, and out-of-door life; (7) literature of humor that will enliven the reading and cultivate the power to discriminate between wholesome humor--an essential part of life--and crude humor, so prevalent in the pupil's outside reading; (8) adventure stories both imaginative and real; (9) literature suited to dramatization, providing real project material.

This book offers a well-rounded course of reading covering all the types mentioned above. Especially by means of groups of stories and poems that portray love of home and its festivals, love of our free country and its flag, and unselfish service to others, this book makes a stirring appeal to good citizens.h.i.+p. Moreover, it will be noted that wholesome ethical ideals pervade the literature throughout.

Organization of Literature:

The literature of a school reader, if it is to do effective work, must be purposefully organized. Sound organization groups into related units the various selections that center about a common theme. This arrangement enables the pupil to see the larger dominant ideas of the book as a whole, instead of looking upon it as a confused sc.r.a.pbook of miscellaneous selections. Such arrangement also fosters literary comparison by bringing together selections having a common theme or authors.h.i.+p.

This book has been so organized as to fulfill these purposes. There are three main Parts, each distinguished by unity of theme or authors.h.i.+p. Part I, leading from a wholesome appreciation of Nature, particularly in its American setting, centers mainly about the important themes of patriotism, service, and good citizens.h.i.+p; Part II introduces some of the great tales that typify our love of stirring deeds; Part III presents some of our greatest American authors at sufficient length to make them stand out to the pupil. Through these grouped selections, together with the accompanying biographies, pupils may come to be familiar with and love some of the great company of writers that have made the name of America known in the world of literature.

Attention is called to three special features that keep the dominant theme of each Part clearly in the foreground: (1) "A Forward Look" and "A Backward Look" for each main division and important subdivisions emphasize the larger theme, and show how each selection contributes to the group-idea (see pages 19, 56, etc.); (2) the Notes and Questions frequently call the pupil's attention to the relation the selection bears to the main thought (see pages 39, 75, etc.); (3) the three main divisions, and the subordinate groups within each main unit, are made to stand out clearly by ill.u.s.trations that typify the theme (see pages 18, 21, etc.) and by topical headings that enable the pupil to visualize the group-units. By these three means the organization of the book is emphasized, and fundamental ideals are kept dominant.

Quality of Literature:

Obviously, a book that is to supply the pupil with a year's course in literature must be a generous volume. Variety is impossible without quant.i.ty, especially where literary wholes rather than mere fragmentary excerpts are offered. Particularly is this true when complete units are included not only for intensive study, but also for extensive reading--longer units, of the so-called "paper cla.s.sics"

type, to be read mainly for the story-element. In bulk such units should be as large as the pupil can control readily in rapid silent reading, a kind of reading that increases the power to enjoy with intelligence a magazine or a book.

The Elson Readers, Book Five, is a generous volume in provision for these needs. Its inclusiveness makes possible a proper balance between prose and poetry, between long and short selections, and between material for intensive and extensive reading.

Definite Helps:

If the pupil is to gain the full benefit from his reading, certain definite helps must be provided. An efficient reader must score a high test not only on the fundamentals of quality, variety, organization and quant.i.ty of literature, but also on its fitness as a tool for cla.s.sroom use. The effectiveness of this Reader as such a tool may be indicated by the following distinguis.h.i.+ng features:

(1) A distinctive introduction, "The Crystal Gla.s.s" (see page 13), gives the pupil an illuminating interpretation of the organization and literary content of the volume.

(2) Definite suggestions for developing speed and concentration in silent reading. (See pages 21, 30, 34, 163, etc.)

(3) A comprehensive Glossary (pages 399-418) contains the words and phrases that offer valuable vocabulary training, either of p.r.o.nunciation or meaning. The teacher is free to use the Glossary according to the needs of her particular cla.s.s, but suggestive type words and phrases are listed under Notes and Questions.

(4) A complete program of study, "How to Gain the Full Benefit from Your Reading" (pages 28, 29), gives a concise explanation of the various helps found in the book.

(5) The helps to study are more than mere notes; they aid in making significant the larger purposes of the literature. These "Notes and Questions" include:

(a) Biographies of the authors, that supply data for interpreting the stories and poems; particularly helpful are those of Part III;

(b) Historical settings, wherever they are necessary to the intelligent understanding of the selection (see pages 94, 105, etc.);

(c) Questions and suggestions that present clearly the main idea, stimulate original discussion and comparison, and bring out modern parallels to the situations found in the selections;

(d) Words of everyday use frequently misp.r.o.nounced, listed, for study under "Discussion" (see page 29, etc.);

(e) Phrases that offer idiomatic difficulty; for convenience in locating these phrases the page and line numbers are indicated;

(f) Projects, individual and social.

SUGGESTIONS FOR AN ORDER OF READING

In The Elson Readers selections are grouped according to theme or authors.h.i.+p. Such an arrangement enables the pupil to see the dominant ideas of the book as a whole. This purpose is further aided by A Forward Look, or introduction, and A Backward Look, or review, for each main group. The book, therefore, emphasizes certain fundamental ideals, making them stand out clearly in the mind of the pupil. This result can best be accomplished by reading all the selections of a group in the order given, before taking up those of a different group. The order of the groups, however, may be varied to suit school conditions or preferences.

It goes without saying that selections particularly suited to the celebration of special days will be read in connection with such festival occasions. For example, "The First Thanksgiving Day," page 92, will be read immediately before the Thanksgiving holiday, even if the cla.s.s at that particular time is in the midst of some other main part of the Reader. Before a.s.signing a selection out of order, however, the teacher should scrutinize the notes and questions, to make certain that no references are made within these notes to a discussion in A Forward Look or to other selections in the group that pupils have not yet read. In case such references are found the teacher may well conduct a brief cla.s.s discussion to make these questions significant to the pupils.

It is the belief of the authors that the longer selections, such as those found in Part II, should be read silently and reported on in cla.s.s. In this way the monotony incident to the reading of such selections aloud in cla.s.s will be avoided. However, the cla.s.s will wish to read aloud certain pa.s.sages from these longer units because of their beauty, their dramatic quality, or the forceful way in which the author has expressed his thoughts. Cla.s.s readings are frequently suggested for this purpose. In this way reading aloud is given purposefulness.

THE CRYSTAL GLa.s.s

Once upon a time, as the fairy tale has it, there was a mighty magician named Merlin. He was the teacher of the young Prince Arthur, who was one day to become the British King. Merlin was old and wise, and he had the power of prophecy. One of his most wonderful possessions was a magic gla.s.s, a globe of crystal, into which one might gaze and see distant places as if they were near at hand, and see the events of past and future as if they were happening right before his eyes.

No one knows now the whereabouts of this wonder-working crystal, or what was its appearance. Very likely it seemed ordinary enough, though a gla.s.s of curious shape. Only those who knew how to use it could learn its secrets; for all others it had no power. But the magic that once lay in it has been given to certain books, which, like Merlin's globe, are filled with mysterious power. Such a book you now hold in your hands. If you do not understand how to use it, it will tell you nothing. But if you have this understanding, you have only to look within these pages, and past and present and future will be unfolded to your gaze.

Here is what you will find if you use this book as a Merlin's gla.s.s wherein to see the wonders which lie concealed within it.

First of all, you will see the world of animals and birds and flowers and times and seasons--the world of Nature. There is a story about a little girl who wanted to see the King to ask of him a favor. But no one could see him unless he was accompanied by some friends, for the King would not trust anyone unless he had proved himself friendly so that people loved to be with him. Now this little girl was very poor, and she had no friends. She wandered alone in the forest, and cried because she had no friends. Just at this time she came into the knowledge of a wonderful secret by which she could understand the language of the birds and of all the shy animals of the forest, and as soon as she could understand them and talk with them, they loved her, and the forest was no longer a lonely place but was filled with friends. Some of these friends went with her to the King's palace, and she now had no difficulty. She knew the language of those who lived in the forest, and she was no longer poor and lonely. So in the pages of this book you will learn of the lives of faithful dogs and huge buffaloes, and the brown thrush will sing for you a song full of meaning. The modest violet, the jack-in-the-pulpit, even the four-leaf clovers will tell you stories about the forest and the field, so that wherever you walk you will be surrounded by your friends. The magic gla.s.s of Merlin will unseal for you this world of Nature.

Merlin's globe also enables you to look into the past and live in it as if it were the present. You will take part in the first Thanksgiving Day. You will learn why the flag of our country is called Old Glory. You will look in upon the boy Lincoln, tired after his hard day's work on the farm, reading by the open fire in his father's cabin. You will see the young Was.h.i.+ngton bravely helping General Braddock to save his soldiers. So the magic gla.s.s of reading will make the early history of our country real to you, and the past will no longer be the past but a part of your present life.

If you wish to live for a time in the fairy realm, where there are buried treasure chests or magic lamps and rings, or if you would like to make a journey to far-off lands where are many wonders, you have only to look in this magic gla.s.s, and in a twinkling you are whisked away. You find yourself in a strange country where men and women wear curious, flowing garments of many colors, where trees and animals are unfamiliar, and where queer buildings with many towers attract your delighted eyes. The narrow streets are filled with strange life. You see a boy with eyes that seem to be looking on strange things. He is talking with an evil-looking man who bends over him, pointing down the street and out into the open country at the other end of the town. And presently the boy goes with the stranger, and you follow, for it is Aladdin and the magician, and you wish to know the adventure that is to come.

After this, Ali Baba and the cave of buried treasure and the forty thieves and Morgiana, the shrewd slave-girl, and the jars of oil will all appear in the magic gla.s.s, and another series of marvelous adventures will be disclosed to you. And then again, you come to a rich man's home, and before it, gazing enviously at it, is a poor tramp. Go up the steps with him and look upon the feast within the house. There is a queer table filled with food of strange form. And there is the rich man, Sindbad the Sailor, and you may listen if you will to his stories of travel to marvelous lands. Thus you travel to the mysterious East, without effort. You take part in wonderful adventures, without danger. Your magic gla.s.s is the window through which a world of fairy magic gleams vividly.

At another time you look, and the gla.s.s shows an English scene. It is the greenwood, somewhat out from London. Never were trees so green, or flowers so fresh and gay, or birds so filled with joy. You listen, and a gay fellow sings,

"Under the greenwood tree Who loves to lie with me, And tune his merry note Unto the sweet bird's throat,