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A B C D E F G H I J K L M N O P Q R S T U V W X Y Z


The Beacon Second Reader

Fassett, James H.

English



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Below is a summary of The Beacon Second Reader

THE
BEACON SECOND READER

BY

JAMES H. FASSETT




GINN AND COMPANY
BOSTON - NEW YORK - CHICAGO - LONDON
ATLANTA - DALLAS - COLUMBUS - SAN FRANCISCO




COPYRIGHT, 1914, BY JAMES H. FASSETT
ALL RIGHTS RESERVED



PRINTED IN THE UNITED STATES OF AMERICA
431.1



The Athenæum Press



GINN AND COMPANY - PROPRIETORS -
BOSTON - U.S.A.


PREFACE

In the "Beacon Second Reader" the author has chosen for his stories onlythose of recognized literary merit; and while it has been necessary torearrange and sometimes rewrite them for the purpose of simplification,yet he has endeavored to retain the spirit which has served to endearthese ancient tales to the children of all ages. The fairy story appealsparticularly to children who are in the second school year. It has beenproved by our ablest psychologists that at about this period ofdevelopment, children are especially susceptible to the stimulus of theold folklore. They are in fact passing through the stage whichcorresponds to the dawn of the human race, when demons, dragons,fairies, and hobgoblins were as firmly believed in as rivers andmountains.

As a test of this theory the author asked hundreds of second-grade andthird-grade school children to recall the stories which they had readduring the preceding year, and to express their preferences. The choiceof more than ninety per cent proved to be either folklore stories, pureand simple, or such tales as contained the folklore element. To be sure,children like other stories, but they respond at once with sparklingeyes and animated voices when the fairy tale is suggested. How unwise,therefore, it is to neglect this powerful stimulus which lies ready atour hands! Even a pupil who is naturally slow will wade painfully andlaboriously through a fairy story, while he would throw down in disgustan account of the sprouting of the bean or the mining of coal.

It can hardly be questioned, moreover, that the real culture which thechild derives from these literary classics is far greater than thatwhich he would gain from the "information" stories so common in theaverage second and third readers.


CONTENTS

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