Modern Prose And Poetry; For Secondary Schools

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Title: Modern Prose And Poetry; For Secondary Schools
Edited With Notes, Study Helps, And Reading Lists
Author: Various
Editor: Margaret Ashmun
Release Date: November 26, 2005 [EBook #17160]
Language: English
Character set encoding: ISO-8859-1
? START OF THIS PROJECT GUTENBERG EBOOK MODERN PROSE AND POETRY ***
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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) &hibar; [=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