Modern Prose And Poetry; For Secondary Schools | Page 2

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.
An attempt has been made to present examples of the most usual and
readable forms of prose composition--narration, the account of travel,
the personal essay, and serious exposition. The authors of these
selections possess without exception that distinction of style which
entitles them to a high rank in literature and makes them inspiring
models for the unskilled writer.
A word may be said as to the intention of the study helps and lists of
readings. The object of this equipment is to conserve the energies of the
teacher and direct the activities of the student. It is by no means
expected that any one class will be able to make use of all the material
provided; yet it is hoped that a considerable amount may prove
available to every group that has access to the text.
The study questions serve to concentrate the reading of the students, in
order to prevent that aimless wandering of eye and mind, which with
many pupils passes for study. Doubtless something would in most
instances be gained if these questions were supplemented by specific
directions from the teacher.
Lists of theme subjects accompany the selections, so that the work in
composition may be to a large extent correlated with that in literature.[1]
The plan of utilizing the newly stimulated interests of the pupils for

training in composition is not a new one; its value has been proved.
Modern Prose and Poetry aims to make the most of such correlation, at
the same time drawing upon the personal experience of the students, to
the elimination of all that is perfunctory and formal. Typical outlines
(suggestions for theme writing) are provided; these, however, cannot
serve in all cases, and the teacher must help the pupils in planning their
themes, or give them such training as will enable them to make outlines
for themselves.
It will be noted that some suggestions are presented for the
dramatization of simple passages of narration, and for original
composition of dramatic fragments. In an age when the trend of popular
interest is unquestionably toward the drama, such suggestions need no
defense. The study of dramatic composition may be granted as much or
as little attention as the teacher thinks wise. In any event, it will afford
an opportunity for a discussion of the drama and will serve, in an
elementary way, to train the pupil's judgment as to the difference
between good and bad plays. Especially can this end be accomplished
if some of the plays mentioned in the lists be read by the class or by
individual students.
A few simple exercises in the writing of poetry have been inserted, in
order to give the pupils encouragement and assistance in trying their
skill in verse. It is not intended that this work shall be done for the
excellence of its results, but rather for the development of the pupil's
ingenuity and the increasing of his respect for the poet and the poetic
art.
The collateral readings are appended for the use of those teachers who
wish to carry on a course of outside reading in connection with the
regular work of the class. These lists have been made somewhat
extensive and varied, in order that they may fit the tastes and
opportunities of many teachers and pupils. In some cases, the collateral
work may be presented by the teacher, to elaborate a subject in which
the class has become interested; or individual pupils may