Read Ebook: Elson Grammar School Literature book 4 by Elson William H William Harris Keck Christine M

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PART I--Famous Rides, Selections from Shakespeare and other Poets, and Studies in Rhythm.

FAMOUS RIDES:

STUDIES IN RHYTHM:

THE BUGLE SONG, Alfred, Lord Tennyson THE BROOK, Alfred, Lord Tennyson SONG OF THE CHATTAHOOCHEE, Sidney Lanier THE CATARACT OF LODORE, Robert Southey THE BELLS, Edgar Allan Poe ANNABEL LEE, Edgar Allan Poe OPPORTUNITY, Edward Rowland Sill

NATURE:

TO A WATERFOWL, William Cullen Bryant THE SKYLARK, James Hogg TO A SKYLARK, Percy Bysshe Shelley THE CLOUD, Percy Bysshe Shelley APOSTROPHE TO THE OCEAN, Lord Byron

STORIES:

THE DESTRUCTION OF SENNACHERIB, Lord Byron THE EVE BEFORE WATERLOO, Lord Byron SONG OF THE GREEK BARD, Lord Byron MARCO BOZZARIS, Fitz-Greene Halleck THE BURIAL OF SIR JOHN MOORE, Charles Wolfe ABSALOM, Nathaniel Parker Wills LOCHINVAR, Sir Walter Scott PARTING OF MARMION AND DOUGLAS, Sir Walter Scott FOR A' THAT AND A' THAT, Robert Burns

SELECTIONS FROM SHAKESPEARE:

PART II--Great American Authors

WASHINGTON IRVING RIP VAN WINKLE THE VOYAGE

NATHANIEL HAWTHORNE THE GREAT STONE FACE MY VISIT TO NIAGARA

EDGAR ALLAN POE A DESCENT INTO THE MAELSTR?M THE RAVEN

HENRY WADSWORTH LONGFELLOW EVANGELINE: A TALE OF ACADIE THE BUILDING OF THE SHIP

JOHN GREENLEAF WHITTIER SNOW-BOUND THE SHIP BUILDERS

OLIVER WENDELL HOLMES THE CHAMBERED NAUTILUS THE DEACON'S MASTERPIECE; OR THE WONDERFUL "ONE-HOSS SHAY" OLD IRONSIDES THE BOYS THE LAST LEAF

JAMES RUSSELL LOWELL THE VISION OF SIR LAUNFAL YUSSOUF

SIDNEY LANIER THE MARSHES OF GLYNN

REGULUS BEFORE THE ROMAN SENATE, Epes Sargent THE RETURN OF REGULUS, Elijah Kellogg SPARTACUS TO THE GLADIATORS, Elijah Kellogg MERIT BEFORE BIRTH, Sallust RIENZI'S ADDRESS TO THE ROMANS, Mary Russell Mitford EMMET'S VINDICATION Robert Emmet KING PHILLIP TO THE WHITE SETTLER, Edward Everett THE CAPTURE OF QUEBEC, Francis Parkman ENGLAND AND HER COLONIES, Edmund Burke THE WAY TO WEALTH, Benjamin Franklin SPEECH ON A RESOLUTION TO PUT VIRGINIA INTO A STATE OF DEFENCE, Patrick Henry THE MAN WITHOUT A COUNTRY, Edward Everett Hale LOVE OF COUNTRY, Sir Walter Scott NAPOLEON BONAPARTE, Charles Phillips THE TRUE GRANDEUR OF NATIONS, Charles Sumner THE EVILS OF WAR, Henry Clay PEACE, THE POLICY OF A NATION, John C. Calhoun THE FIRST SETTLEMENT OF NEW ENGLAND, Daniel Webster SUPPOSED SPEECH OF JOHN ADAMS, Daniel Webster SOUTH CAROLINA AND THE UNION, Robert Hayne REPLY TO HAYNE, Daniel Webster DEDICATION SPEECH AT GETTYSBURG, Abraham Lincoln LINCOLN, THE GREAT COMMONER, Edwin Markham O CAPTAIN, MY CAPTAIN, Walt Whitman FAREWELL ADDRESS, George Washington THE MEMORY OF OUR FATHERS, Henry Ward Beecher THE AMERICAN FLAG, J. R. Drake WARREN'S ADDRESS AT THE BATTLE OF BUNKER HILL, John Pierpont COLUMBUS, Joaquin Miller RECESSIONAL--A VICTORIAN, Rudyard Kipling A DEFINITION OF A GENTLEMAN, Cardinal Newman

COURSE OF READING

In the ELSON READERS selections are grouped according to theme or authorship. This arrangement, however, is not intended to fix an order for reading in class; its purpose is to emphasise classification, facilitate comparison, and enable pupils to appreciate similarities and contrasts in the treatment of like themes by different authors.

To give variety, to meet the interests at different seasons and festivals, and to go from prose to poetry and from long to short selections, a carefully planned order of reading should be followed. Such an order of reading calls for a full consideration of all the factors mentioned above. The Course here offered meets these ends but may easily be varied to fit local conditions.

FIRST HALF-YEAR

BIOGRAPHY OF HAWTHORNE THE GREAT STONE FACE MY VISIT TO NIAGARA THE DIVERTING HISTORY OF JOHN GILPIN HOW THEY BROUGHT THE GOOD NEWS INCIDENT OF THE FRENCH CAMP HERV? RIEL COLUMBUS SUPPOSED SPEECH OF JOHN ADAMS SPEECH OF RESOLUTION TO PUT VIRGINIA INTO A STATE OF DEFENCE THE EVE BEFORE WATERLOO THE BUGLE SONG BIOGRAPHY OF HOLMES THE CHAMBERED NAUTILUS THE DEACON'S MASTERPIECE OLD IRONSIDES THE BOYS THE LAST LEAF MERIT BEFORE BIRTH WEBSTER-HAYNE DEBATE THE BROOK THE SONG OF THE CHATTAHOOCHEE THE CATARACT OF LODORE BIOGRAPHY OF POE A DESCENT INTO THE MAELSTR?M THE RAVEN ANNABEL LEE THE BELLS BIOGRAPHY OF WHITTIER SNOW-BOUND THE SHIP-BUILDERS REGULUS BEFORE THE ROMAN SENATE THE RETURN OF REGULUS SPARTACUS TO THE GLADIATORS THE WAY TO WEALTH EMMET'S VINDICATION MARCO BOZZARIS RIENZI'S ADDRESS TO THE ROMANS BIOGRAPHY OF LANIER THE MARSHES OF GLYNN

SECOND HALF-YEAR

LOVE OF COUNTRY WARREN'S ADDRESS PEACE, THE POLICY OF A NATION THE AMERICAN FLAG LINCOLN, THE GREAT COMMONER DEDICATION SPEECH O CAPTAIN, MY CAPTAIN FAREWELL ADDRESS BIOGRAPHY OF LOWELL THE VISION OF SIR LAUNFAL YUSSOUF BIOGRAPHY OF LONGFELLOW EVANGELINE THE BUILDING OF THE SHIP NAPOLEON BONAPARTE THE EVILS OF WAR BIOGRAPHY OF IRVING RIP VAN WINKLE THE VOYAGE PAUL REVERE'S RIDE THE LEAP OF ROUSHAN BEG THE CHARGE OF THE LIGHT BRIGADE SELECTIONS FROM SHAKESPEARE TO A WATER FOWL THE SKYLARK TO A SKYLARK THE CLOUD APOSTROPHE TO THE OCEAN ABSALOM LOCHINVAR PARTING OF MARMION AND DOUGLAS FOR A' THAT AND A' THAT KING PHILIP TO THE WHITE SETTLER THE CAPTURE OF QUEBEC ENGLAND AND HER COLONIES THE MAN WITHOUT A COUNTRY OPPORTUNITY THE DESTRUCTION OF SENNACHERIB SONG OF THE GREEK BARD THE BURIAL OF SIR JOHN MOORE THE TRUE GRANDEUR OF NATIONS THE MEMORY OF OUR FATHERS THE RECESSIONAL

INTRODUCTION

This book is designed to furnish reading material of choice literary and dramatic quality. The selections for the most part are those that have stood the test of time and are acknowledged masterpieces. The groupings into the separate parts will aid both teachers and pupils in the classification of the material, indicating at a glance the range and variety of the literature included.

Part One deals with poetry, and it is believed the poems offered in this group are unsurpassed. No effort on the teacher's part will be needed to arouse the enthusiasm of pupils who read the series of famous rides with which this group opens. The thrill of delight which children feel as they read of "A hurry of hoofs in a village street," or "Charging an army while all the world wondered," may lead to the stronger and more enduring emotions of patriotism and devotion. "John Gilpin's Ride," which has furnished amusement for generations of old and young, finds a place here. The rhythmic movement of these poems makes a natural transition to those selections especially designed as studies in rhythm. The series of nature poems and selections from Shakespeare complete a group of choice literary creations. Part Two is given to a study of the great American authors, and no apology is needed either for the choice of material or for the prominence given to this group. It is especially suited to parallel and supplement the work of this grade in American history. Part Three contains patriotic selections and some of the great orations. These are lofty and inspiring in style, within the grasp of the pupils, and are especially helpful in developing power of expression.

It is not expected that the order of selections will be followed. On the contrary, each teacher will follow the order which will best suit her own plans and purposes. While there is much material in the book that will re-enforce lessons in history, geography, and nature study, yet it is not for this that these selections should be studied, but rather for the pleasure that comes from reading beautiful thoughts beautifully expressed. The reading lesson should therefore be a study of literature, and it should lead the children to find beauty of thought and imagery, fitness in figures of speech, and delicate shades of meaning in words. Literature is an art, and the chief aim of the reading lesson is to discover and interpret its art qualities. In this way children learn how to read books and are enabled to appreciate the literary treasures of the race. The business of the reading book is to furnish the best available material for this purpose.

It is worth while to make a thorough study of a few well-chosen selections. Through the power gained in this way children are enabled to interpret and enjoy other selections without the aid of the teacher. If the class work is for the most part of the intensive kind, the pupils will read the remaining lessons alone for sheer pleasure, which is at once the secret and goal of good teaching in literature. Moreover, they will exercise a discriminating taste and judgment in their choice of reading matter. To love good literature, to find pleasure in reading it and to gain power to choose it with discrimination are the supreme ends to be attained by the reading lesson. For this reason, some selections should be read many times for the pleasure they give the children. In music the teacher sometimes calls for expressions of preference among songs: "What song shall we sing, children?" So in reading, "What selection shall we read?" is a good question for the teacher to ask frequently. Thus children come to make familiar friends of some of the stories and poems, and find genuine enjoyment in reading these again and again.

Good results may also be obtained by assigning to a pupil a particular lesson which he is expected to prepare. On a given day he will read to the class the selection assigned to him. The orations are especially suited to this mode of treatment. The pupil who can read one selection well has gone a long way toward being a good reader. The teacher who said to her pupils, "I shall read to you tomorrow," recognized this truth and knew the value of an occasional exercise of that kind. Good pedagogy approves of a judicious use of methods of imitation in teaching reading.

The biographies are intended to acquaint the children with the personal characteristics and lives of the authors, making them more interesting and real to the children, giving them the human touch and incidentally furnishing helpful data for interpreting their writings. In this connection, the authors have, by permission, drawn freely from Professor Newcomer's English and American Literatures. "Helps to Study" include questions and notes designed to stimulate inquiry on the part of pupils and to suggest fruitful lines of study. Only a few points are suggested, to indicate the way, and no attempt is made to cover the ground adequately; this remains for the teacher to do.

While placing emphasis primarily on the thought-getting process the formalities of thought-giving must not be overlooked. The technique of reading, though always subordinate and secondary to the mastery of the thought, nevertheless claims constant and careful attention. Good reading requires clear enunciation and correct pronunciation and these can be secured only when the teacher steadily insists upon them. The increase of foreign elements in our school population and the influence of these upon clearness and accuracy of speech furnish added reason for attention to these details. Special drill exercises should be given and the habit of using the dictionary freely should be firmly established in pupils. The ready use of the dictionary and other reference books for pronunciation and meaning of words, for historical and mythical allusions should be steadily cultivated. Without doubt much of the reading accepted in the public schools is seriously deficient in these particulars. The art of good reading can be cultivated by judicious training and the school should spare no pains to realize this result.

Professor Clark, in his book on "How to Teach Reading," sets forth the four elements of vocal expression--Time, Pitch, Quality and Force. We quote a few of the sentences from his treatment of each of these elementary topics.

"Not a drum was heard, not a funeral note As his corse to the rampart we hurried,"

To discriminating teachers it will be apparent that this book is not the usual school reader. On the contrary it differs widely from this in the cultural value of the selections, in the classification and arrangement of material, in the variety of interest to which it appeals, and in the abundance of classic literature from American authors which it contains. It aims to furnish the best in poetry and prose to be found in the literature of the English-speaking race and to furnish it in abundance. If these familiar old selections, long accepted as among the best in literature, shall be the means of cultivating in pupils a taste for good reading, the book will have fulfilled its purpose.

For permission to use valuable selections from their lists, acknowledgment is due to Messrs. Houghton, Mifflin and Company, Charles Scribner's Sons, and The Whitaker and Ray Company.

Grateful acknowledgment is also made to those teachers who have given valuable suggestions and criticisms in the compilation of this book.

April, 1909.

"We live in deeds, not years, in thoughts, not breaths; In feelings, not in figures on a dial."

PHILIP JAMES BAILEY.

FAMOUS RIDES, SELECTIONS FROM SHAKESPEARE AND OTHER POETS, AND STUDIES IN RHYTHM

PAUL REVERE'S RIDE

HENRY WADSWORTH LONGFELLOW

Listen, my children, and you shall hear Of the midnight ride of Paul Revere, On the eighteenth of April, in Seventy-five: Hardly a man is now alive Who remembers that famous day and year.

Meanwhile, his friend through alley and street Wanders and watches with eager ears, Till in the silence around him he hears The muster of men at the barrack-door, The sound of arms, and the tramp of feet, And the measured tread of the grenadiers Marching down to their boats on the shore.

Then he climbed to the tower of the church, Up the wooden stairs, with stealthy tread, To the belfry-chamber overhead, And startled the pigeons from their perch On the sombre rafters, that round him made Masses and moving shapes of shade,-- Up the trembling ladder, steep and tall, To the highest window in the wall, Where he paused to listen and look down A moment on the roofs of the town, And the moonlight flowing over all.

Beneath, in the churchyard, lay the dead In their night-encampment on the hill, Wrapped in silence so deep and still, That he could hear, like a sentinel's tread, The watchful night-wind, as it went Creeping along from tent to tent, And seeming to whisper, "All is well!" A moment only he feels the spell Of the place and the hour, the secret dread Of the lonely belfry and the dead; For suddenly all his thoughts are bent On a shadowy something far away, Where the river widens to meet the bay,-- A line of black, that bends and floats On the rising tide, like a bridge of boats.

Meanwhile, impatient to mount and ride, Booted and spurred, with a heavy stride, On the opposite shore walked Paul Revere. Now he patted his horse's side, Now gazed at the landscape far and near, Then impetuous stamped the earth, And turned and tightened his saddle-girth; But mostly he watched with eager search The belfry-tower of the old North Church, As it rose above the graves on the hill, Lonely, and spectral, and sombre, and still. And lo! as he looks, on the belfry's height, A glimmer, and then a gleam of light! He springs to the saddle, the bridle he turns, But lingers and gazes, till full on his sight A second lamp in the belfry burns!

A hurry of hoofs in a village-street, A shape in the moonlight, a bulk in the dark, And beneath from the pebbles, in passing, a spark Struck out by a steed flying fearless and fleet: That was all! And yet, through the gloom and the light, The fate of a nation was riding that night; And the spark struck out by that steed, in his flight, Kindled the land into flame with its heat.

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