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A. Narration.

The Pine Tree Shillings: IV, 192.
A Christmas Carol: VI, 244.

B. Description.

Brute Neighbors: VII, 260.
The Alhambra: VIII, 153.

Children's Books of the Past: V, 101.

C. Exposition.

Imitation of Christ: VI, 134.

The Cubes of Truth: VII, 406.
Reading History: V, 394.

D. Argument.

Poor Richard's Almanac: VI, 407.

2. Kinds of Prose.

A. Fiction.

Aladdin: III, 288.

Tom Brown at Rugby: V, 469.

The Adventure of the Windmills: VII, 438. B. Essays.

Childhood: VI, 124.

Dream Children: VIII, 335.

The Vision of Mirza: IX, 285.
C. Orations.

The Gettysburg Address: IX, 321.
Abraham Lincoln: IX, 324.

II. POETRY.

1. Structure of Poetry.

A. Rhyme.

The Country Squire: VI, 474.
To My Infant Son: VI, 478.
B. Meter.

The Daffodils: VII, 1.

The Old Oaken Bucket: VII, 11.
Bannockburn: VII, 15.

Boat Song: VII, 17.

2. Kinds of Poetry.

A. Epics.

a. Heroic Epics.

Death of Hector: IV, 364. Wooden Horse: IV, 383. b. Lesser Epics.

Saint Nicholas: II, 202.

Pied Piper of Hamelin: III, 384.
Incident of the French Camp: IV, 174.
Sohrab and Rustum: VI, 173.

B. Lyrics.

a. Songs.

(1) Sacred.

Nearer Home: IV, 126.

Lead, Kindly Light: V, 110.

(2) Secular.

Annie Laurie: VI, 119.

Auld Lang Syne: VI, 228.

Those Evening Bells: VII, 340.

(3) Patriotic.

Battle Hymn of the Republic: V,

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CHAPTER XIV

JOURNEYS THROUGH BOOKLAND IN ITS RELATION

TO THE SCHOOL

Reading and Language

HESE books were prepared expressly for home readings, but as has been said elsewhere, they were prepared with a definite purpose to make them a living adjunct to school work and a strong helper in bringing the home and the school together. To accomplish this result it was necessary that all the studies offered in Journeys should be after the most approved methods and that there should be no selections that could not with propriety be used in any school in the land. This principle of selection. made it necessary to exclude some selections that might have been pleasing but at the same time were not universal in their acceptance. Again, it was necessary to include literature that was in a sense technical, that would apply to every class that young readers have in school. This does not mean that there are a great many things that are purely geographical or purely historical or that deal directly with the study of language and literature. It means that the reader of Journeys will find selections that he can use in nearly every class in school and that those selections are in the highest degree literary. In no way does a child learn more thoroughly that geography and history are worth

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study in themselves than by meeting them clothed in the beauty of fine writing. In no way will he be led more quickly into a love for nature in all her manifestations and into a keen desire to study nature than by the hand of literature. Language takes on a new interest when it becomes evident that it is a real and necessary help to writing as the great writers do.

Accordingly when the selections were chosen for Journeys, a tabulation of school subjects was made and under each head were placed the things that would be most helpful in school work. It was not decided finally to keep that arrangement in the books, for a different and a better system of grading and classification was selected. Nevertheless the selections are there, and the object of this and the few following chapters is to show what those selections are, how they may be used in school and how their use at home helps in the school work of every reader.

In the grades below the high school the following subjects are considered most important, viz.: reading, language, arithmetic, geography, history and nature study. At the first thought one would say that a set of books such as Journeys can be of no use in the arithmetic class, and of course their usefulness in that direction would not justify their existence. However, there are selections in Journeys that have a decided arithmetical flavor, such as, for instance, Three Sundays in a Week (Volume VI, page 453) and The Gold Bug (Volume IX, page 232). Even among the nursery rhymes is one that is purely arithmetical (Volume I, page 41). We may, however, disregard the arithmetic in Journeys,

but we must not lose sight of the fact that the method of reading discussed under the title Close Reading is exactly the method of study that every person must pursue if he is to make any success in mathematics. In no other branch is there a call for such close reading, and only he who can get all the meaning out of the statement of a problem can be certain of his solution. One of the reasons that so many children have trouble with the problems in their arithmetic classes is that they do not read intelligently. Many a good teacher of mathematics will tell you that a large part of her success is due to the fact that she has spent much of the time in the class in teaching her pupils to read understandingly. Many another could make a vast improvement in her methods of teaching if she would spend a part of the time of each recitation in teaching her pupils to read problems till they thoroughly understand them before beginning to work out the formulas. It follows then that every child who masters the art of close reading will be helped in a great measure in all his work in mathematics. The value of Journeys in this connection is that it makes that method of study clear and leads a child to its mastery almost without the recognition of what he is doing. It will teach him to think before he acts and to acquire the habit of looking for the full meaning of everything he reads.

In this and the two following chapters will be given studies of the most important subjects studied in the grades, showing the correlation of the Journeys material. These subjects will be treated in the following order: Reading, Language, Nature Study, Geography and History.

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