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The Project Gutenberg EBook of The Beacon Second Reader, by James H. Fassett 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.net Title: The Beacon Second Reader Author: James H. Fassett Illustrator: Edna T. Hart Release Date: April 19, 2005 [EBook #15659] Language: English Character set encoding: ASCII *** START OF THIS PROJECT GUTENBERG EBOOK THE BEACON SECOND READER *** Produced by Mark C. Orton, Melissa Er-Raqabi and the Online Distributed Proofreading Team at http://www.pgdp.net. 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 Athenaeum Press GINN AND COMPANY - PROPRIETORS - BOSTON - U.S.A. PREFACE In the "Beacon Second Reader" the author has chosen for his stories only those of recognized literary merit; and while it has been necessary to rearrange and sometimes rewrite them for the purpose of simplification, yet he has endeavored to retain the spirit which has served to endear these ancient tales to the children of all ages. The fairy story appeals particularly to children who are in the second school year. It has been proved by our ablest psychologists that at about this period of development, children are especially susceptible to the stimulus of the old folklore. They are in fact passing through the stage which corresponds to the dawn of the human race, when demons, dragons, fairies, and hobgoblins were as firmly believed in as rivers and mountains. As a test of this theory the author asked hundreds of second-grade and third-grade school children to recall the stories which they had read during the preceding year, and to express their preferences. The choice of more than ninety per cent proved to be either folklore stories, pure and simple, or such tales as contained the folklore element. To be sure, children like other stories, but they respond at once with sparkling eyes and animated voices when the fairy tale is suggested. How unwise, therefore, it is to neglect this powerful stimulus which lies ready at our hands! Even a pupil who is natur
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