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Story Hour Readings: Seventh Year by Hartwell, E.C.

Story Hour Readings: Seventh Year by Hartwell, E.C.

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STORY HOUR READINGS
SEVENTH YEAR
BY
E. C. HARTWELL, M.A., M.Pd.
SUPERINTENDENT OF SCHOOLS
BUFFALO, NEW YORK

Illustrations by
George Varian, F. Murch, Wilfred Jones
M. M. Jamieson, and others

AMERICAN BOOK COMPANY
NEW YORK
CINCINNATI
CHICAGO
BOSTON
ATLANTA
[2]
Copyright, 1921, by
AMERICAN BOOK COMPANY
All rights reserved
W. P. II
STORY HOUR READINGS
1
MADE IN U. S. A.
[3]
PREFACE

This reader undertakes to provide desirable material for work in silent reading without losing sight of the
other elements essential in a good reader for pupils in the seventh grade or in the first year of the junior high
school.

One task before the teacher of Reading in this year is to foster, by stimulating material, a taste for good
reading which it is to be hoped has at least been partially formed in the preceding grades. The selections in
this volume are made with the purpose of giving the seventh-grade pupils such virile and enjoyable literature
as will make them desire more of the same kind. The character and fitness of the material, not the date of its
production, have governed the choice of the editor.

Arrangement by Groups. There is an obvious advantage in grouping kindred reading materials in sections
under such captions as "Adventure," "From Great Books," "Our Country," etc. Besides affording some
elements of continuity, the plan offers opportunity for comparison and contrast of the treatment of similar
themes. It also insures a massing of the effect of the idea for which the section stands. Secondarily, the section
divisions break up the solid text, and because of this the pupils feel at frequent intervals that they have
completed something definite.

The groupings make no pretense to being mutually exclusive. On occasion a selection may well be
transferred[4] to another section. For example, the Washington and Lincoln stories should be used in the
proper season in the "Our Country" section although it is obvious that they belong in "Special Days."
Teachers should have no hesitation in breaking across from one section to another when the occasion or the
children's interest seems to warrant.

Mechanical Features. Editor and publisher have spared no pains or expense to make this book attractive to
children. The volume is not cumbersome or unwieldy in size. The length of line is that of the normal book
with which they regularly will come into contact. The type is clean-cut and legible. Finally, enough white
space has been left in the pages to give the book an "open," attractive appearance. No single item has so much
to do with children's future attitude toward books as the appearance of their school Readers.

Socialized Work. Opportunity for dramatization, committee work, and other team activity is presented
repeatedly throughout this volume. Wherever the teacher can profitably get the pupils to work in groups she
should take advantage of the cooperative spirit and do so.

Citizenship. This means more than the passing phase of so-called Americanization. It means a genuine love of country, a reverence for our pioneer fathers, a respect for law, order, and truth. This Reader is rich in patriotic content. It is hoped that the ethical element in the selections will be found to be forceful as well as pleasing. The book emphasizes throughout the importance of the individual and social virtues. If it can help teachers to make clean, upright, and loyal citizens of our great Republic it will not have been made in vain.[5]

Mastery of the printed page is not the sole end and aim of Reading. It is hoped that the devices employed in this Reader, as well as the direction and suggestions in study materials contained in the volume, may assist in developing a genuine love of good books.

Manual. Valuable assistance in dealing with the material in this book is supplied by the Teachers' Manual,
Story Hour Readings, Seventh and Eighth Years. This Manual consists of three parts:
The Project Gutenberg eBook of Story Hour Readings, by E. C. Hartwell, M.A., M.Pd.
E. C. HARTWELL, M.A., M.Pd.
2

I. An introductory article on the Teaching of Reading, which discusses Silent Reading (with detailed
directions for speed tests), Oral Reading, Dramatization, Appreciative Reading, Memorizing, Word Study and
Use of the Dictionary, Reading Outside of School, Use of Illustrative Material, and Correlation.

II. Detailed lesson plans for each selection in Story Hour Readings Seventh Year.
III. Detailed lesson plans for each selection in Story Hour Readings Eighth Year.[6]
ACKNOWLEDGMENTS
In addition to acknowledgments made in connection with material incorporated in this volume, thanks are due
as follows for permissions to reprint:

To D. Appleton & Company, Publishers, for permission to use "A Battle with a Whale" from Frank T.
Bullen's The Cruise of the Cachalot; to Thomas B. Harned, Literary Executor of Walt Whitman, for
permission to reprint "O Captain! My Captain."

"The Stagecoach," from Mark Twain's Roughing It, is used by express permission of the Estate of Samuel L.
Clemens, the Mark Twain Company, and Harper & Brothers, Publishers.

Selections by Emerson, Hawthorne, Holmes, Longfellow, Amy Lowell, James Russell Lowell, Sill, Thoreau,
and Whittier are used by permission of and special arrangement with Houghton Mifflin Company, the
authorized publishers of these authors.

Acknowledgment is made to the American Book Company for the use of selections by James Baldwin, John
Esten Cooke, Edward Eggleston, H\u00e9l\u00e8ne Guerber, Joel Chandler Harris, William Dean Howells, James
Johonnot, Orison Swett Marden, W. F. Markwick and W. A. Smith, Frank R. Stockton, and Maurice
Thompson.[7]

CONTENTS
PAGE
A SHEAF OF LEGENDS
Ali Hafed's Quest
Orison Swett
Marden
13
How Kilhugh Rode to Arthur's Hall
James Baldwin
18
The Gift of the White Bear
George Webbe
Dasent
25
The Story of Iron
31
The Wonderful Artisan
James Baldwin
39
Charlemagne and Roland
H\u00e9l\u00e8ne A.
Guerber
46
Keeping the Bridge

Thomas
Babington
Macaulay

50
The Project Gutenberg eBook of Story Hour Readings, by E. C. Hartwell, M.A., M.Pd.
PREFACE
3

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