THE UNIV. OF CHILD LIFE FIFTH READER BY AUTHORS OF 66 ETTA AUSTIN BLAISDELL AND MARY FRANCES BLAISDELL 66 CHILD LIFE," COPYRIGHT, 1902, BY THE MACMILLAN COMPANY. EDUCATION DEPT, Norwood Press J. S. Cushing & Co. - Berwick & Smith Norwood Mass. U.S.A. PREFACE THIS book forms the fifth in the series of Child Life Readers. It contains selections from the literature that children ought to know and enjoy. What boy or girl can fail to read with delight such books as "Swiss Family Robinson," "The Wonder Book," "Alice through the Looking-Glass," "Don Quixote," "Tom Brown's School Days," "The Arabian Nights," and "Pickwick Papers"? Selections from such books as these are given with the hope of so interesting the pupils in the part, that they may wish to read the whole. It is in this way that an early interest in literature may be inspired. Careful attention has been given to the grading in this series of readers, and in the Fifth Reader the material is selected with the special aim of giving to the pupil what he can read and understand, at the same time keeping in mind the necessity of presenting only that which has purity and excellence of thought, and is correct in diction. Attention is also called to the literary value of the poems, many of which should be learned by heart. 541475 NOTE TO TEACHERS THE material in this book has been selected with three definite aims first, to stimulate an interest in good literature; second, to present to the pupil reading matter of a high quality of thought and expression; third, to afford a sufficient and excellent drill, with a view to making the reading of the pupils fluent and intelligent. In order to awaken an interest in good books, the pupil should be encouraged to take books from the public library, and to read books at home. A school library will prove to be of great value in this work. The teacher should interest herself in the books which the pupils are reading, suggest books for them to read, ask them to read aloud a short selection from a book they have read, teach them to find a good selection, ask them to learn quotations and short poems by heart, teach them to select quotations worth knowing, call attention to a fine description, tó a thought well expressed; in fact, use every opportunity for leading the pupils to love the true, the good, and the beautiful in literature, as well as in nature and art. The more difficult words which the pupils should be able to pronounce and define correctly have been placed at the head of each lesson. The work of searching in the vocabulary at the end of the book for the pronunciation and definition of these words will afford excellent dictionary practice. 4 |