CONTENTS.

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CHAPTER PAGE
I. Why Do We Read? 9
II. Literature in the School-room 25
III. Learning to Read 45
IV. The Study of the Lesson 87
V. Language Lessons as a Preparation for Reading Lessons 105
VI. Expression in Reading 117
VII. Lessons to Suggest Plans of Work 139
VIII. Lessons to Suggest Plans of Work—continued 157
IX. The Study of Pictures 185
X. Hints for Reading Lessons 199
XI. The Use of the Library 223
XII. A List of Books 251
XIII. A List of Poems 273


Consider what you have in the smallest chosen library. A company of the wisest and wittiest men that could be picked out of all civil countries, in a thousand years, have set in best order the results of their learning and wisdom. The men themselves were hidden and inaccessible, solitary, impatient of interruption, fenced by etiquette; but the thought that they did not uncover to their bosom friend is here written out in transparent words to us, the strangers of another age. We owe to books those general benefits which come from high intellectual action. Thus, I think, we often owe to them the perception of immortality. They impart sympathetic activity to the moral power. Go with mean people, and you think life is mean. Then read Plutarch, and the world is a proud place, peopled with men of positive quality, with heroes and demi-gods standing around us, who will not let us sleep. Then they address the imagination: only poetry inspires poetry. They become the organic culture of the time. College education is the reading of certain books which the common sense of all scholars agrees will represent the science already accumulated. In the highest civilization, the book is still the highest delight.

Ralph Waldo Emerson.

READING: HOW TO TEACH IT.

                                                                                                                                                                                                                                                                                                           

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