Journeys Through Bookland Volume X Part 58

VOLUME TWO

_The Golden Touch_ 43 _The Child's World_ 66 (See Study--Volume X, page 277) _The Fir Tree_ 68 (See Study of Picture, _The Swallow and the Stork Came_--Volume X, page 55) (See Study in _The Lesson and the Author's Purpose_--Volume X, page 173) _Picture Books in Winter_ 87 _Seven Times One_ 119 (See Study--Volume X, page 278) _Shuffle-Shoon and Amber Locks_ 121 (See Study of Picture--Volume X, page 54) _The Snow Queen_ 124 (See Study on _The Plot_--Volume II, page 169) _A Visit from Saint Nicholas_ 202 (See Study in Figures--Volume X, page 270) _Tom, the Water Baby_ 215 (See Study of Picture, _Tom and the Dragon Fly_--Volume X, page 55) (See Nature Study Lesson--Volume X, page 381) _The Milkmaid_ 374 _Holger Danske_ 377 _The Fairies of Caldon-Low_ 395 (See Story Told--Volume X, page 68) _Who Stole the Bird's Nest?_ 399 (See Character Study--Volume X, page 95) _The First Snowfall_ 403 (See Study in Figures--Volume X, page 270) (See Complete Study--Volume X, page 281) _King of the Golden River_ 405 (See Study--Volume II, page 441) (See Study in Description--Volume X, page 366) (See Complete Study--Volume X, page 393) _The Potato_ 467 (See Study--Volume X, page 285) _The Queen of the Underworld_ 468 _Origin of the Opal_ 480 (See Study--Volume X, page 285) _In Time's Swing_ 481 _Why the Sea Is Salt_ 484 (See Study in _Close Reading_--Volume X, page 231)

VOLUME THREE

_Robinson Crusoe_ 45 (See Nature Study--Volume X, page 382) _Faithless Sally Brown_ 92 (See Study in _Close Reading_--Volume X, page 232) _Swiss Family Robinson_ 99 (See Nature Study--Volume X, page 382) _Cupid and Psyche_ 365 _Frithiof The Bold_ 394 _Lochinvar_ 432 _Robin Hood and the Stranger_ 444 (See Study in Narration--Volume X, page 363)

VOLUME FOUR

_The Barefoot Boy_ 3 (See Study--Volume X, page 286) _Cid Campeador_ 9 (See Study in Exposition--Volume X, page 368) _To H. W. L._ 84 _The Village Blacksmith_ 86 _The Definition of a Gentleman_ 170 (See Study in _Close Reading_--Volume X, page 234) _Incident of the French Camp_ 174 _The Boston Ma.s.sacre_ 217 (See Study in Argument--Volume X, page 370) _Alfred the Great_ 260 (See Study in History--Volume X, page 414) _Little Giffin of Tennessee_ 461 (See Story Told--Volume X, page 71)

VOLUME FIVE

_Gulliver's Travels_ 6 (See Study in _Close Reading_ on _Adventures in Lilliput_--Volume X, page 235) _Ballad of Agincourt_ 95 (See Story Told--Volume X, page 74) _Lead, Kindly Light_ 110 (See Study--Volume X, page 98) _Geraint and Enid_ 148 (See Study of Picture, _Geraint hears Enid Singing_--Volume X, page 60) _The Pa.s.sing of Arthur_ 237 (See Complete Study--Volume X, page 214) _The Heart of Bruce_ 316 (See Study in _Close Reading_--Volume X, page 238) _How They Brought the Good News from Ghent to Aix_ 335 _Reminiscences of a Pioneer_ 340 (See Study--Volume X, page 119) _Braddock's Defeat_ 379 (See Study in _Close Reading_--Volume X, page 227) _The American Flag_ 396

VOLUME SIX

_Rab and His Friends_ 99 (See Study in Emotional Power--Volume X, page 177) (See Study in _Close Reading_--Volume X, page 225) _Annie Laurie_ 119 (See Study in _Close Reading_--Volume X, page 243) _Sweet and Low_ 122 _The Bugle Song_ 133 (See Study--Volume X, page 287) _A Christmas Carol_ 244 (See Study in Scene--Volume X, page 168) (See Study of Picture, _Bob and Tiny Tim_--Volume X, page 41) _Christmas in Old Time_ 356 _Poor Richard's Almanac_ 407 (See Study in Character Building--Volume X, page 101) _The Country Squire_ 474 _To My Infant Son_ 478

VOLUME SEVEN

_The Daffodils_ 1 _The Old Oaken Bucket_ 11 _Bannockburn_ 15 _Boat Song_ 17 _The Petrified Fern_ 77 (See Study--Volume X, page 291) _An Exciting Canoe Race_ 79 (See Study in Forms of Expression--Volume X, page 376) _The Recessional_ 164 _The Forsaken Merman_ 180 (See Study--Volume X, page 295) _Tom and Maggie Tulliver_ 186 _The Cloud_ 257 (See Study--Volume X, page 301) _Brute Neighbors_ 260 (See Study--Volume X, page 383) _Ode to a Skylark_ 275 (See Study in Figures--Volume X, page 268) _The Pond in Winter_ 280 (See Nature Study--Volume X, page 383) _Winter Animals_ 293 (See Study--Volume X, page 383) _Trees and Ants that Help Each Other_ 306 (See Study--Volume X, page 385) _My Mother's Picture_ 335 (See Study in Description--Volume X, page 367) _The Reaper's Dream_ 345 _The Recovery of the Hispaniola_ 352 _The Cubes of Truth_ 406 _The Lost Child_ 409 (See Study in _Close Reading_--Volume X, page 243)

VOLUME EIGHT

_David Crockett in the Creek War_ 37 (See Study--Volume X, page 244) _America_ 60 _A Descent into the Maelstrom_ 95 _Herve Riel_ 168 (See Story Told--Volume X, page 78) _Dream Children_ 335 _Reading Shakespeare_ 346 _The Tempest_ 364

VOLUME NINE

_The Impeachment of Warren Hastings_ 32 (See Study--Volume X, page 248) From _The Death of Caesar_ 143 (See Study--Volume X, page 253) _Battle of Saratoga_ 176 (See Study in History--Volume X, page 419) _The Gold Bug_ 232 (See Study--Volume IX, page 283) _The Vision of Mirza_ 285 (See Study in Notes) _Pippa Pa.s.ses_ 293 (See Study--Volume IX, page 316) _The Gettysburg Address_ 321 _Of Expense_ 397 _Robert of Lincoln_ 444 _The Chambered Nautilus_ 454 _Ode to a Grecian Urn_ 462 _The Fate of the Indians_ 466 _A Call to Arms_ 475

CHAPTER XX

SUPPLEMENTARY BOOK LISTS

If _Journeys Through Bookland_ is read as we intend, it will occupy no inconsiderable part of the time boys and girls give to reading. Yet there will be a call for more books. Some selections from great authors will create a taste for more from the same writers, and certain pieces will suggest lines of reading that may profitably extend far beyond the limits of the present volumes. In fact, this series is meant to be the stimulus to a lifetime of reading. Some children are naturally readers, and will require more to satisfy their avid tastes than may be sufficient for their brothers and sisters, while other children may need to be helped even beyond the limits covered by our plans. It may be that some parents will feel uncertain what advice to give their boys and girls when asked about other books than those indicated in the text. For such the following lists have been prepared.

At the present day, good libraries are to be found in almost every town, and either from the school or the town library may be drawn most of the books mentioned. Books are always good presents, and from these lists parents who have watched the development of their children's tastes will find helpful hints in the selection of presents that will be accepted with joy and read with continued pleasure.

The training these plans for reading have given will excite interest in the great cla.s.sics which the quant.i.ties of light, frivolous stories carelessly written for children have in a measure relegated to the background. These cla.s.sics are the foundation of literature, and without a knowledge of them, best obtained in youth, genuine culture seems almost impossible.

In presenting the lists it has seemed best to make some of them parallel to the volumes of this work rather than to arrange them by the ages of the children or their grades in school. The power to read intelligently and with appreciation is not wholly dependent upon age, nor does rank in school show the capability of the young person. Some boys of twelve will read and enjoy things that others of sixteen will find almost impossible. Not infrequently a little "sixth-grader" reads better literature than many a high school student. Other lists for older boys and girls are cla.s.sified according to subject-matter. The method in every case is obvious.

This series is for boys and girls of all ages; for girls as much as for boys. Good literature appeals to universal taste, and there is little question of s.e.x in it. There was a time when girls were thought so different from boys that "girls' books" were written in abundance. Now that girls are given the same education that boys have, they usually like the same things. There will be found nearly as great extremes of taste in one s.e.x as in the other during those years to which this set is adapted. Whatever difference there is in the s.e.xes will manifest itself in what each selects for his or her own from the masterpiece that both read. That we get from our reading what we put into it, is as true of us when we are young as it is when we have grown older. To as great an extent as Alice is different from Fred will what she gets from reading _Rab and His Friends_ differ from what he absorbs.

In the books of this series the love story has little place, and into it s.e.x problems do not enter. Its readers have not reached an age when such things are of serious moment, and there is enough good literature for them without dragging in or even admitting stories of pa.s.sion and those that make their strongest appeal to the attraction of one s.e.x for another. However, there is an abundance of sentiment, and the home feelings are recognized again and again; the love of parents for each other and for their offspring, the love of brother and sister, friends.h.i.+p, the pure affection of young people, love of home, of G.o.d, of country, all are subjects of the finest selections the language contains. Such are to be found in abundance.

In the lists more lat.i.tude has been allowed, and while nothing has been included that may excite anything but the purest emotions, yet room has been made for many of the great novels that are real studies of the lives and characters of adults. These books, really written for older people, will have their message for the young, a message that will be amplified and perhaps changed entirely, when, after many years, the book is read again with no lessened interest. _Les Miserables_ was read once by a young boy whose attention was caught and held so strongly by the exciting story that he held himself through all the long, prosy meanderings with which Hugo has delayed the march of his plot. Some years later the same boy, grown to a college student, read _Les Miserables_ again with even greater interest. He remembered the story quite well, but the prosy meanderings had to his broadened intelligence become wonderful pictures of life, and even the book-long description of the Battle of Waterloo was fascinating, though its only function in the story was to say that one man saved another man's life. The boy, now a man in middle life, read Hugo's masterpiece a third time. Story and description were now secondary in interest, but the author's deep insight into human nature, his brilliant style and shrewd, kindly philosophy held the old reader more closely than had anything before. So will it be with many of the books in the list. If we are to make friends, let us meet them as early as we can, see them as often as we can, and cling to them as long as we can.

In recommending books to children, parents will do well to remember that books in which young people are not interested will not be read in such a way as to be profitable. The books in these lists are all interesting in themselves, and there need be no fear that they will not be read. The child who has been trained after the manner indicated in these talks will need little further a.s.sistance in mastering these books.

[Ill.u.s.tration: CHARLES KINGSLEY THOMAS MOORE JOHN TYNDALL ALEXANDER POPE THOMAS CAMPBELL DAVID LIVINGSTONE GEORGE MACDONALD]

_Volume I_

aeSOP'S FABLES.

There are many good editions published by the various schoolbook houses. That edited by J. H. Stickney and published by Ginn & Co. is as good as any, and contains also a supplement with fables from La Fontaine and Krilof.

A CHILD'S GARDEN OF VERSES, by _Robert Louis Stevenson_.

The edition ill.u.s.trated by E. Mars and H. M. Squire and published by Rand, McNally & Co. is excellent. Jessie Wilc.o.x Smith ill.u.s.trates an edition for Charles Scribner's Sons.

LULLABY LAND, by _Eugene Field_.

This is published in beautiful form by Charles Scribner's Sons.

FAIRY TALES, by _Hans Christian Andersen_.

The schoolbook houses publish selections in an attractive form; Blackie and Son, London, a cheap edition.

FAIRY TALES, by _Wilhelm_ and _Jakob Grimm_.

Selections, such as those edited by Sarah E. Wiltse for Ginn & Co., are better than the complete editions, for many of the Grimm tales are coa.r.s.e and valueless.

BLUE FAIRY BOOK and GREEN FAIRY BOOK, by _Andrew Lang_.

Besides some of the Grimm tales these books contain folklore stories from many nations. Lang has edited other books in this series, but two are probably enough.

THE ADVENTURES OF A BROWNIE, by _Dinah Maria (Mulock) Craik_.

This is a charming little tale, much loved by children.

PINOCCHIO, by _C. Collodi_.

Walter Cramp's translation of this little Italian cla.s.sic will be highly appreciated. Ginn and Company.

OLD GREEK STORIES, by _James Baldwin_.

American Book Company. This contains the stories of Arachne, the Gorgon's Head, Prometheus and Theseus.

LETTERS FROM A CAT, by _Helen Hunt Jackson_.

Amusing letters which a cat writes to its mistress. Helpful in teaching kindness to animals.

THE BOOK OF JOYOUS CHILDREN, by _James Whitcomb Riley_.

Charles Scribner's Sons; _Child Rhymes_, Bobbs-Merrill Co.; _Child World_, Bobbs-Merrill Co. Three books with delightful poems for children and about them.

_Volume II_

While the books mentioned in these lists seem most closely connected to the volume to which they are ascribed, yet no hard and fast lines can be drawn. Children will read in the second volume of this set before they have finished the first, and the books in the lists are suitable whenever interest is ripe in the kind of literature which the books contain. Several of the t.i.tles given in the list for the first volume should be considered with the second volume.

WONDER BOOK FOR BOYS AND GIRLS, by _Nathaniel Hawthorne_.