Children_. The only variations from the text are by
omissions.]

Olcott, Frances Jenkins, _Bible Stories to Read and Tell_.

Smith, Nora Archibald, _Old, Old Tales from the Old, Old Book_.

Stewart, Mary, "_Tell Me a True Story_."

VII. SOME INTERPRETATIONS OF CHILDHOOD

Aldrich, Thomas Bailey, _The Story of a Bad Boy_.

Du Bois, Patterson, _Beckonings from Little Hands_.

Gilson, Roy Rolfe, _In the Morning Glow_.

Grahame, Kenneth, _Dream Days_. _The Golden Age_.

Howells, William Dean, _A Boy's Town_.

Kelly, Myra, _Little Citizens_.

Larcom, Lucy, _A New England Girlhood_.

Loti, Pierre, _The Story of a Child_.

Martin, George Madden, _Emmy Lou, Her Book and Heart_.

Masters, Edgar Lee, _Mitch Miller_.

Pater, Walter, _The Child in the House_.

Shute, Henry A., _The Real Diary of a Real Boy_.

Smith, William Hawley, _The Evolution of Dodd_.

Stuart, Ruth McEnery, _Sonny_.

Walpole, Hugh, _Jeremy_.

Warner, Charles Dudley, _On Being a Boy_.

White, William Allen, _The Court of Boyville_.

VIII. SOCIAL AND PSYCHOLOGICAL BACKGROUND

Addams, Jane, _Youth and Our City Streets_.

Adler, Felix, _The Moral Instruction of Children_.

Antin, Mary, _The Promised Land_.

Cabot, Ella Lyman, _The Seven Ages of Childhood_.

Dawson, George E., _The Child and His Religion_.

Engleman, J. O., _Moral Education_.

Griggs, Edward Howard, _Moral Education_.

Hall, G. Stanley, _Youth_.

Henderson, C. Hanford, _Education and the Larger Life_.

Hoyt, Franklin Chase, _Quicksands of Youth_.

Oppenheim, Nathan, _The Development of the Child_.

Puffer, J. Adams, _The Boy and His Gang_.

CHILDREN'S LITERATURE

SECTION I. PREFACE AND GENERAL INTRODUCTION

THE PREFACE

This book is primarily a handbook for teachers in the grades and for
students preparing to teach in the grades. Although it does not ignore
problems of grading and presentation, the chief purpose is to acquaint
teachers and prospective teachers with standard literature of the
various kinds suitable for use in the classroom and to give them
information regarding books and authors to aid them in directing the
selection of books by and for children.

In discussing the early training of children in literature with large
classes of young people preparing for teaching in the grades, the
compilers found themselves face to face with two difficulties. In the