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Eighth Reader By: Ida C. (Ida Catherine) Bender (1857-1916) |
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Minor changes have been made to correct typesetter errors; otherwise,
every effort has been made to remain true to the authors' words and
intent. Characters that could not be displayed directly in Latin 1 are
transcribed as follows: [)a], [)e], [)i], [)o], [)y] breve above letter
[=a], [=e], [=i], [=o], [=y] macron above letter
[:a], [:i], [:o], [:u] umlaut above letter
[s] tack up below letter
[Illustration: David Copperfield at Salem House (See page 23).]
READING WITH EXPRESSION EIGHTH READER BY JAMES BALDWIN AUTHOR OF "SCHOOL READING BY GRADES BALDWIN'S READERS,"
"HARPER'S READERS," ETC. AND IDA C. BENDER SUPERVISOR OF PRIMARY GRADES, BUFFALO, NEW YORK EIGHT BOOK SERIES NEW YORK ·:· CINCINNATI ·:· CHICAGO
AMERICAN BOOK COMPANY
COPYRIGHT, 1911, BY AMERICAN BOOK COMPANY. ENTERED AT STATIONERS' HALL, LONDON. B. & B. EIGHTH READER. W. P. 2
TO THE TEACHER
The paramount design of this series of School Readers is to help young
people to acquire the art and the habit of reading well that is, of
interpreting the printed page in such manner as to give pleasure and
instruction to themselves and to those who listen to them. In his eighth
year at school the pupil is supposed to be able to read, with ease and
with some degree of fluency, anything in the English language that may
come to his hand; but, that he may read always with the understanding
and in a manner pleasing to his hearers and satisfactory to himself, he
must still have daily systematic practice in the rendering of selections
not too difficult for comprehension and yet embracing various styles of
literary workmanship and illustrating the different forms of English
composition. The contents of this volume have been chosen and arranged
to supply or, where not supplying, to suggest the materials for this
kind of practice. Particular attention is called both to the high quality and to the wide
variety of the selections herein presented. They include specimens of
many styles of literary workmanship the products of the best thought of
modern times. It is believed that their study will not only prove
interesting to pupils, but will inspire them with a desire to read still
more upon the same subjects or from the works of the same authors; for
it is only by loving books and learning to know them that any one can
become a really good reader. The pupils should be encouraged to seek for and point out the particular
passages in each selection that are distinguished for their beauty,
their truth, or their peculiar adaptability to the purpose in view. The
habit should be cultivated of looking for and enjoying the admirable
qualities of any worthy literary production; and special attention
should be given to the style of writing which characterizes and gives
value to the works of various authors. These points should be the
subjects of daily discussions between teacher and pupils. The notes under the head of "Expression," which follow many of the
lessons, are intended, not only to aid in securing correctness of
expression, but also to afford suggestions for the appreciative reading
of the selections and an intelligent comparison of their literary
peculiarities. In the study of new, difficult, or unusual words, the
pupils should invariably refer to the dictionary.
CONTENTS
PAGE Brother and Sister George Eliot 11 My Last Day at Salem House Charles Dickens 22 The Departure from Miss Pinkerton's W. M. Thackeray 27 Two Gems from Browning:
I. Incident of the French Camp Robert Browning 36
II. Dog Tray Robert Browning 41 The Discovery of America Washington Irving 43 The Glove and the Lions Leigh Hunt 48 St... Continue reading book >>
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