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Modern Prose And Poetry; For Secondary Schools Edited With Notes, Study Helps, And Reading Lists   By: (1875-1940)

Book cover

First Page:

MODERN PROSE AND POETRY FOR SECONDARY SCHOOLS

EDITED

WITH NOTES, STUDY HELPS, AND READING LISTS

BY

MARGARET ASHMUN, M.A.

Formerly Instructor in English in the University of Wisconsin Editor of Prose Literature for Secondary Schools

BOSTON NEW YORK CHICAGO HOUGHTON MIFFLIN COMPANY The Riverside Press Cambridge

COPYRIGHT, 1914, BY HOUGHTON MIFFLIN COMPANY ALL RIGHTS RESERVED

All selections in this book are used by special permission of, and arrangement with, the owners of the copyrights.

The Riverside Press CAMBRIDGE, MASSACHUSETTS U.S.A

Transcribers Note: There are several areas where a pronunciation guide is given with diacritical marks that cannot be reproduced in a text file. The following symbols are used:

Symbols for Diacritical Marks:

DIACRITICAL MARK SAMPLE ABOVE BELOW macron (straight line) ¯ [=x] [x=] 2 dots (diaresis, umlaut) ¨ [:x] [x:] 1 dot {~BULLET~} [.x] [x.] grave accent ` [`x] or [\x] [x`] or [x\] acute accent (aigu) ´ ['x] or [/x] [x'] or [x/] circumflex ^ [^x] [x^] caron (v shaped symbol) [vx] [xv] breve (u shaped symbol) [)x] [x)] tilde ~ [~x] [x~] cedilla ¸ [,x] [x,]

Also words italicized will have undescores before and after them and bold words will have = before and after them.

Footnotes have been moved to the end of the text. Minor typos have been corrected.

PREFACE

It is pleasant to note, among teachers of literature in the high school, a growing (or perhaps one should say an established) conviction that the pupil's enjoyment of what he reads ought to be the chief consideration in the work. From such enjoyment, it is conceded, come the knowledge and the power that are the end of study. All profitable literature work in the secondary grades must be based upon the unforced attention and activity of the student.

An inevitable phase of this liberal attitude is a readiness to promote the study of modern authors. It is now the generally accepted view that many pieces of recent literature are more suitable for young people's reading than the old and conventionally approved classics. This is not to say that the really readable classics should be discarded, since they have their own place and their own value. Yet it is everywhere admitted that modern literature should be given its opportunity to appeal to high school students, and that at some stage in their course it should receive its due share of recognition. The mere fact that modern writers are, in point of material and style, less remote than the classic authors from the immediate interests of the students is sufficient to recommend them. Then, too, since young people are, in the nature of things, constantly brought into contact with some form of modern literature, they need to be provided with a standard of criticism and choice.

The present volume is an attempt to assemble, in a convenient manner, a number of selections from recent literature, such as high school students of average taste and ability may understand and enjoy. These selections are not all equally difficult. Some need to be read rapidly for their intrinsic interest; others deserve more analysis of form and content; still others demand careful intensive study. This diversity of method is almost a necessity in a full year's course in reading, in which rigidity and monotony ought above all things to be avoided.

Although convinced that the larger part of the reading work in the high school years should be devoted to the study of prose, the editor has here included what she believes to be a just proportion of poetry. The poems have been chosen with a view to the fact that they are varied in form and sentiment; and that they exhibit in no small degree the tendencies of modern poetic thought, with its love of nature and its humanitarian impulses... Continue reading book >>




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