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Project Gutenberg's Story Hour Readings: Seventh Year, by E.C. Hartwell This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: Story Hour Readings: Seventh Year Author: E.C. Hartwell Release Date: April 12, 2007 [EBook #21046] Language: English Character set encoding: ASCII *** START OF THIS PROJECT GUTENBERG EBOOK STORY HOUR READINGS: SEVENTH YEAR *** Produced by Joseph R. Hauser, Emmy and the Online Distributed Proofreading Team at http://www.pgdp.net STORY HOUR READINGS SEVENTH YEAR BY E. C. HARTWELL, M.A., M.PD. SUPERINTENDENT OF SCHOOLS BUFFALO, NEW YORK Illustrations by George Varian, F. Murch, Wilfred Jones M. M. Jamieson, and others [Illustration] AMERICAN BOOK COMPANY NEW YORK CINCINNATI CHICAGO BOSTON ATLANTA COPYRIGHT, 1921, BY AMERICAN BOOK COMPANY _All rights reserved_ W. P. II MADE IN U. S. A. PREFACE This reader undertakes to provide desirable material for work in silent reading without losing sight of the other elements essential in a good reader for pupils in the seventh grade or in the first year of the junior high school. One task before the teacher of Reading in this year is to foster, by stimulating material, a taste for good reading which it is to be hoped has at least been partially formed in the preceding grades. The selections in this volume are made with the purpose of giving the seventh-grade pupils such virile and enjoyable literature as will make them desire more of the same kind. The character and fitness of the material, not the date of its production, have governed the choice of the editor. ARRANGEMENT BY GROUPS. There is an obvious advantage in grouping kindred reading materials in sections under such captions as "Adventure," "From Great Books," "Our Country," etc. Besides affording some elements of continuity, the plan offers opportunity for comparison and contrast of the treatment of similar themes. It also insures a massing of the effect of the idea for which the section stands. Secondarily, the section divisions break up the solid text, and because of this the pupils feel at frequent intervals that they have completed something
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