Prepared by ANNABEL C. ROE, Teacher of Literature fob One-Teacher Schools MARY L. HOWARD, Librarian STATE NORMAL SCHOOL,^ WORCESTER, MASS. BOSTON WRIGHT & POTTER PRINTING 32 DERNE STREET 1920 PRINTERS Ten-Book Lists FOR One -Teacher Schools Prepared by ANNABEL C. ROE, Teacher of Literature and MARY L. HOWARD, Librarian STATE NORMAL SCHOOL, WORCESTER, MASS. BOSTON WRIGHT & POTTER PRINTING CO., STATE PRINTERS 32 DERNE STREET 1920 Publication of this Document APPROVED BY THE Supervisor of Administration. o v*rv C0^>. & The Ten-Book Lists. - The cordial greeting given the leaflet, “Rural School Libraries at Small G Cost,” sent out by the State Normal School at Worcester in 1914, has encour- aged us to send another arranged on a little different plan. We hope that you who are teachers will find in these “Ten-Book Lists” suggestions for additions to your school bookshelves that may inspire a great and growing love for read- ying in your pupils. The pleasure found in new books is so real, the pride in a well-chosen library so satisfying, that they should be felt in all schools. We have tried to gather a variety great enough to fit the needs of all: books for the older and the younger children; books for reference, information, entertainment; books old and new; books of small cost and a few of greater. Any school with- out its set of well-filled shelves which could purchase the complete list would have the beginnings of a valuable library. If the children could earn part of the money themselves and make a new bookcase, it would be an excellent proj- ect, and might produce an interest in the care of bindings, pages and shelves that school property does not usually receive. We have grouped our selections in tens, not because there is any magic in that number, but because such a limit may help in the choice of a good book on the topic. The subjects aim to cover the ordinary interests of school with the exception of arithmetic, and include the newer fields of study now emphasized, — civics or good citizenship and patriotism, — that have deeper meaning since the Great War. This accounts for the second list on history, called “History Collections,” and the new volume of patriotic verse under “Poetry.” Several of the nature books are for reference and should be in every school library; we refer to those by Chapman, Dana, and Matthews. Editions of standard poets have not been listed as their poems for children are printed in the collec- tions or the sets of readers. The “Sets” have been included because of their tested value: Stories Pictures Tell take the pupils into the realm of art; Baldwin and Bender, Graded Readers , and Williams, Choice Literature , are good for use along with the regular read- ing lessons as the selections are in truth “choice;” The World Book is a 1918 encyclopaedia in ten volumes, full of up-to-date information expressed in every- day language and illustrated by five thousand pictures. The children would find it a mine of pleasure — profitable pleasure — at once. The prices given are those of to-day, September, 1920, and may not be those of to-morrow. They tell, however, somewhere near what the cost would be and also relative values. 4 JEsop, OLD STORIES. . Fables, ...... . Crowell, . . $0 75 Andersen, . Fairy Tales, ..... . Houghton, Mifflin, . 2 00 Cutler, . . King Arthur, ..... . Crowell, . . 1 35 Dasent, . . Popular Tales from the Norse, . Lippincott, . 1 50 Grimm Brothers, . Household Tales, .... . Macmillan, . 1 00 Hawthorne, . The Wonder Book and Tanglewood Tales, . Houghton, Mifflin, 56 Jacobs, . English Fairy Tales, .... . Putnam, . . 1 75 Peabody, . Old Greek Folk Stories, . Houghton, Mifflin, 48 Pyle, . Merry Adventures of Robin Hood, . Scribner, . 76 Stewart, . . Tell Me a Story I Never Heard Before, . . F. H. Re veil, . . 1 75 MODERN STORIES. Alden, . Why the Chimes Rang, . Bobbs, Merrill, . . $0 75 Barrie, . Peter and Wendy, .... . Scribner, . . 1 50 Burnett, . . The Secret Garden, .... . F. A. Stokes, . 2 50 Clemens, . Prince and Pauper, .... . Harper, . 2 50 Dix, . Merrylips, ...... . Macmillan, . 2 00 Dodge, . . Hans Brinker (or the Silver Skates), . Scribner, . 72 Kipling, . . Just So Stories, ..... . Doubleday, Page, . 2 00 Lagerlof, . Adventures of Nils, .... . Doubleday, Page, . 1 90 Richards, . The Golden Windows, .... . Little, Brown, . . 1 20 Spyri, . Heidi, ...... . Ginn, 68 \ BOOKS FOR BOYS AND GIRLS UNDER ELEVEN YEARS. Aspinwall, Short Stories for Short People, . Dutton, . $1 50 Carroll, . Alice’s Adventures in Wonderland (and Through the Looking Glass), . Macmillan, . 1 00 Collodi, . Pinocchio, ...... 50 Ouida (De la Ram6e) , The Niirnberg Stove, .... . Lippincott, 50 Eastman, Indian Heroes and Great Chieftains, . Little, Brown, . . 1 35 Harris, Uncle Remus and His Friends, . Houghton, Mifflin, . 1 25 Kingsley, Water Babies, ..... . Lippincott, . 1 35 Lamprey, In the Days of the Guild, . Stokes, . 1 50 Macdonald, At the Back of the North Wind, . . Dutton, . 1 50 Moore, Pennies and Plans, .... . Macmillan, 60 BOOKS FOR BOYS AND GIRLS ELEVEN YEARS AND OLDER. Aldrich, . The Hilltop on the Marne, . . Grosset & Dunlap, $0 75 Bennett, . Master Skylark, .... . Century, . 1 50 Collins, . The Fighting Engineers, . Century, . 1 30 Collins, . Money Making for Boys, . Dodd, Mead, 1 13 Hale, The Man Without a Country (paper), . F. A. Owen, 10 Kipling, . Captains Courageous, . . . . Century, . 1 50 Seaman, . Jacqueline of the Carrier Pigeons, . . Macmillan, 1 50 Usher, The Story of the Pilgrims for Children, . Educational Publish- ing Company. 1 25 Wallace, . Grit-a-Plenty, .... . F. H. Revell, . 1 35 Williams, Romance of Modern Invention, . Lippincott, 2 00 5 AN INFORMAL WORD ON STORIES AND STORY-TELLING. When libraries teem with books of stories for telling, when books on story- telling continue to appear from the press, and courses in story-telling are listed in the catalogues of normal schools, schools of social service and of oratory, can any one doubt the importance of this oldest and most fascinating of the arts? And they tell us that “the crest of the wave is not reached yet in story-telling.” One writer says: “Stories are the lights along the way in the lives of little chil- dren and avenues through which grown-ups come in closest contact with child- life.” Isn’t it delightful that what children love so naturally should be a part of their school work? The results of a teacher’s efforts in this line may be so great that she may wonder whether she needs any other approach to impress the beautiful and the moral on her pupils fhan the paths in this “blessed land of make-believe.” That is why we have several books on this subject in the lists. Miss Shed- lock’s The Art of the Story-teller is so clear and definite that one who has never tried to tell stories before has a good basis for beginning. There is a set of tales given at the end that may fit many a chink in the Friday afternoon program. The Stories to Tell to Children , by Sarah Cone Bryant, has been used so long and so effectively by our public school story-tellers that it is almost a classic. It contains some of the old favorites. The latest book is Mary Stewart’s Tell Me a Story I Never Heard Before , 1919, a collection from the story-tellers of long ago for the story-tellers of to-day. It chances to be one of the more expensive books, but it has such a happy foreword, such attractive black and white illus- trations, and best of all such a charming set of tales that we could not resist including it. The group of “Old Stories” has in it the best known and the best loved of the world’s lore. The teacher may plan to use the fables and fairy stories in the primary grades, then the Greek and Norse tales in the fourth and fifth grades, the Robin Hood adventures in the sixth, and, finally, King Arthur in the seventh. This suggestion comes from the experience of several teachers. A little play from any of these is simple to work out and is good for the chil- dren’s development of free expression. Among the favorites for dramatization are “The Three Billy-Goats Gruff” from the Norse, “The Town Musicians,” “The Shoe Maker and the Elves,” “Sleeping Beauty,” and “Hansel and Grethel” from Grimm Brothers. The last story just suits Hallowe’en. This sort of return from the pupils is valuable for team work and growth of original- ity; it is also good fun. Our only advice or caution is to make use every time of the choice bits of language found in the story, such, for example, as “ Your face is as long as three days of rainy weather” from “The Town Musicians,” or “He has eyes like saucers and a nose as long as a poker” from “The Three Billy-Goats Gruff.” It is such little touches that help make these old tales real art. The Greek stories are well brought in when the children are studying Greek history, so that their whole school life centers for a time around that land and its achievement. And they love it. In one of our city schools a little girl used to tell her teacher that she was so glad next week was coming because it 6 would be Greek week. They are fond of Ulysses, Perseus, and the other ancient heroes. The Norse stories have a charm all their own that has only lately been appreciated by the schools. There are those now who say, “Don’t omit the Norse tales under any circumstances.” Every country has its group of folk lore that we would include in our list if only our limit had been twenty instead of ten. Besides use in regular school work, the story-telling is coming to a place in social life. If, perhaps, the teacher has no talent as a musician to entertain her friends, she may find that a little practice will make her very popular as a story-teller at the children’s parties or church socials in town. We know that the latest development of this art is on the city street, where the story-teller dressed very likely as a gypsy gathers a group of children about her and tells yarns to them till her supply is exhausted. It may not hit the reader’s place in life exactly, but we venture to believe that she may feel that story-telling is a real art worth developing in herself further than she may need for the school- room. It has unrealized possibilities. The other stories on the lists are especially for outside reading and should be thoroughly enjoyed. One of the best ways of exciting interest in them is that old method of reading aloud an incident or two without very much comment. We who are teachers should have enough of the child left in us to find a keen delight in the adventures of the little people who ramble through these pages; so there ought to be no hardship in finding good paragraphs to arouse interest in our pupils. The books selected cover many parts of the world and many periods of time ; this means that the child’s leisure reading will be a good begin- ning for his later trips in bookland. The story, be it told or read, “is a great life message that passes from one soul to another. It is quickly given, but it lasts in the life through eternity. It has power to bless and it has also power to curse.” It has been our aim to give in these tiny lists the best that our writers have yet produced, and par- ticularly that which has proved itself a power to bless the lives of children. ANIMALS. Burroughs, . Squirrels and Other Fur-Bearers, . Houghton, Mifflin, . $0 84 Kipling, . . Jungle Books, .... Doubleday, Page, . 2 00 Long, . Ways of Wood Folk, Ginn, 60 Long, . Wood Folk at School, . Ginn, 60 M or ley, . . Little Mitchell, .... McClurg, . . 1 25 Roberts, . . Haunters of the Silences, Doubleday, Page, . 2 00 Seton, . Krag and Johnny Bear, Scribner, . 50 Seton, . The Biography of a Grizzly, . Century . 1 90 Seton, . Trail of the Sandhill Stag, Scribner, . . 1 00 Sewell, . Black Beauty, .... Crowell, . 75 NATURE. Bigham, . . Fanciful Flower Tales, Little, Brown, . . $0 70 Burgess, . . Old Mother West Wind, Little, Brown, . 70 Chapman, . Handbook of Birds ol Eastern North America, . Appleton, . . 3 50 Dana, . How to Know the Wild Flowers, . Scribner, . . 3 00 Mathews, . Field Book of American Trees and Shrubs, Putnam, . . 2 50 Miller, . True Bird Stories, Houghton, Mifflin, 84 Morley, . . Butterflies and Bees, . Ginn, 60 7 Morrison and Brues, . How to Make the Garden Pay (Grades V to VIII) Houghton, Mifflin, . $1 00 Patch, Dame Bug and Her Babies, .... Pine Cone Publishing Company, Orono, Me., . 1 00 Sharp, A Year Out-of Doors, ..... Houghton, Mifflin, 52 GEOGRAPHY. Andrews, Seven Little Sisters, ..... Ginn, . $0 64 Carroll, . Around the World, ..... Silver, Burdett. Book I, 72 Book II 76 Book III 84 Book IV 92 Lane, Toward the Rising Sun, .... Ginn, 60 Lee, McDonald and Dal- When I Was a Boy in China, Lothrop, . 75 rymple, . . Little People Everywhere Series (14 vols.), Little, Brown, . 65 Perkins, . The Dutch Twins, ..... Houghton, Mifflin, 88 Perkins, . The Esquimo Twins, ..... Houghton, Mifflin, 88 Southern Stories Retold from St. Nicholas, Stories of the Great Lakes Retold from St. Century, . . 1 25 Nicholas, ...... Stories of Strange Sights Retold from St. Century, . . 1 25 Nicholas, ...... Century, . . 1 25 INDUSTRIAL GEOGRAPHY. Brooks, . The Story of Cotton, ..... Rand, McNally, . $1 00 Chamberlain, . How We Are Clothed, ..... Macmillan, 80 Chamberlain, . How We Are Fed, ..... Macmillan, 80 Chamberlain, . How We Are Sheltered, .... Macmillan, 80 Foreman, Stories of Useful Inventions, Century, . 60 Shillig, . The Four Wonders, . Rand, McNally, 90 Tappan, . The Farmer and His Friends, Houghton, Mifflin, 80 Tappan, . Diggers in the Earth, ..... Houghton, Mifflin, 80 Tappan, . Makers of Many Things, .... Houghton, Mifflin, 80 Tappan, . Travellers and Traveling, .... Houghton, Mifflin, 80 HISTORY. Dutton, . Little Stories of England, .... American Book, . $0 40 Dutton, . Little Stories of France, .... American Book, 40 Perkins, . The Belgian Twins, ..... Houghton, Mifflin, 88 Perkins, . The French Twins, ..... Houghton, Mifflin, 88 Sparks, . Expansion of the American People, Scott, Foresman, . 1 12 Stone and Fickett, . Days and Deeds a Hundred Years Ago, D. C. Heath, . 64 Stone and Fickett, . Everyday Life in the Colonies, D. C. Heath, 64 Tappan, . The Little Book of the Flag, Houghton, Mifflin, 64 Tappan, . Little Book of the War (Great War), Houghton, Mifflin, 40 Tappan, . Our Country’s Story, ..... Houghton, Mifflin, . 1 04 HISTORY COLLECTIONS. Andrews, Ten Boys Who Lived on the Road from Long Ago to Now, ...... Ginn, . $0 64 Tappan, . American Hero Stories (Grades IV and V), Houghton, Mifflin, 92 Deming and Bemis, . Stories of Patriotism (Grades V and VI), Houghton, Mifflin, 72 Bemis, Holtz, Smith, The Patriotic Reader (Grades VII and VIII), Houghton, Mifflin, 72 Brooks, . Stories of the Old Bay State, American Book, 57 Gordy, Stories of American Explorers, Scribner, . 68 Haaren and Poland, . Famous Men of the Middle Ages, . American Book, 54 Horton, . A Group of Famous Women, D. C. Heath, 96 Sanford and Owen, . Modern Americans, ..... Laurel Book, 80 Wayland, History Stories for Primary Grades, Macmillan, 72 8 BIOGRAPHY. Antin, . . At School in the Promised Land, . Houghton, Mifflin, . $0 28 Eastman, . . From the Deep Woods to Civilization, Little, Brown, . . 2 00 Grenfell, . . . Adrift on an Ice Pan, . Houghton, Mifflin, 28 Hagedorn, . Boys’ Life of Theodore Roosevelt, Harper, . 1 60 Hudson, . . Far Away and Long Ago, Putnam, . . 2 50 Keller, . . Story of My Life, Houghton, Mifflin, 44 Mitchell, . . The Youth of Washington, . Century, . . 2 00 Moores, . . . Christopher Columbus for Boys and Girls, Houghton, Mifflin, 28 Nicolay, . . . Boys’ Life of Abraham Lincoln, Century, . . 1 75 Nicolay, . . . Boys Life of U. S. Grant, Century, . . 1 50 GOOD CITIZENSHIP. Fryer, . . Our Town and Civic Duty, . Winston, . . $0 70 Fryer, . . Our Home and Personal Duty, Winston, . 70 Fryer, . . Community Interest and Public Spirit, Winston, . 76 Greene, . . . America First, .... Scribner, . 72 Greene, . . . My Country’s Voice, . Scribner, . 64 O’Shea and Kellogg, . Health Habits, .... Macmillan, 80 O’Shea and Kellogg, . Making the Most of Life, Macmillan, . 1 00 Salsbury, . . Liberty the Giant Killer, Institute for Public Service, New York, N. Y., . 65 Synon, . . My Country’s Part, Scribner, . 64 Turkington, . . Stories of Thrift for Young Americans, Scribner, . 72 POETRY. BrOadhurst and Rhodes, . . Verse for Patriots, Lippincott, . $1 12 Field, . . . Poems of Childhood (illustrated by M. Parrish) , Scribner, . . 2 50 Lear, . . Nonsense Songs, .... Little, Brown, . 50 Peabody, . . Singing Leaves, .... Houghton, Mifflin, . 1 00 Riley, . Riley Reader, .... Bobbs, Merrill, . 60 Rossetti, . . . Selected Poems, .... Macmillan, 40 Stevenson, . . The Child’s Garden of Verses, Altemus, . . 1 00 Wiggin and Smith, . Golden Numbers, Houghton, Mifflin, . 1 10 Wiggin and Smith, . The Posy Ring, .... Houghton, Mifflin, 90 Mother Goose Nursery Rhymes, . Altemus, . 50 BOOKS FOR THE TEACHER. Andress, . . Health Education in Rural Schools, Houghton, Mifflin, . $1 85 Bryant, . . Stories to Tell to Children, . Houghton, Mifflin, . 1 40 Carney, . . Country Life and the Country School, Row, Peterson, . . 1. 60 Dewey, . . The School and Society, University of Chicago Press, . 1 ■25 Engleman, . . Moral Education in School and Home, B. H. Sanborii, . . 1 60 Krackowizer, . Projects in the Primary Grades, Lippincott, . 1 40 McMurry, . Teaching by Projects, . Macmillan, . 1 32 Norsworthy and Whit- ley, . The Psychology of Childhood, Macmillan, . 1 80 Shedlock, . The Art of the Story-Teller, . Appleton, . . 2 25 Strayer and Nors- worthy, . How to Teach, .... Macmillan, . 1 80 SETS. Baldwin and Bender, Graded Readers (5 vols.), American Book, . $2 80 Blake and Alexander, Graded Poetry (7 vols.), Bobbs, Merrill, . . 2 00 Carpenter, . . Stories Pictures Tell (7 vols.), Rand, McNally, . 2 70 Williams, . . Choice Literature (7 vols.), . American Book, . 3 20 The World Book. Organized Knowledge in Story and Picture (10 vols.) f . . . Hanson, Roach, Fow- ler Company, Chi- cago, 111., . . 39 50 9 LIBRARY WORK IN THE TRAINING DEPARTMENT OF THE WORCESTER STATE NORMAL SCHOOL. Suggestions to Rural School Teachers. It is one of the teacher’s most stimulating and satisfying experiences to en- courage children to read, and to develop in them a love for it. Its effect is quickly noticed in all the other work of the children, and good results can easily be obtained even though it is not possible to have a large library and extensive facilities or even to devote much time to it. Perhaps the reason why teachers do not more generally appreciate their opportunities in this line is because there are not many schools in which there is a specific aim to accomplish this result. If you should visit the training department of the Worcester State Normal School you would find that such an aim does exist, and that it has been found very advantageous to add regular library instruction to the curriculum. This work is introduced in the third grade, and varies in its problems according to the grade. We began by establishing a reading hour once a week, when all the grades from the third to the sixth gathered in the assembly room after recess on a definite afternoon. We very quickly transformed this room into an attractive reading room by placing in it kindergarten tables on each of which was an assortment of books on a definite subject. For the third grade children, who were just beginning to read by themselves, we were careful to select books with large print and plenty of pictures, and we kept these on a special table so that these small children would be sure to find something to interest them. Third grade children should be given books which contain short stories, full of life and action, and with plenty of dialogue, for at this age, when reading is still a problem to them, they tire of descriptions or of stories which do not stimulate their imag- ination. It would be time lost if the children did not find themselves intensely interested in the books which they chose and if they did not find that the end of the reading hour came all too soon. During this reading hour the older chil- dren were able to decide for themselves whether they would sit at a History table, a Geography table, a Fairy Book table, or whatever subject suited their fancy. This reading hour has come to be greatly anticipated by the pupils, and is conducted easily and in a very dignified and orderly way. The success of it has been due to the way in which the children were prepared for it. The prin- cipal of the department informed them before their first visit to the reading room that they were to go quietly and in an orderly manner to the tables and choose very carefully a book which they felt they would like to read for the entire period; then to take a seat and read it. They were warned against divid- ing their attention among a number of books, none of which they actually read. The advantages of a reading hour are manifold. The children acquire a love of reading, a taste for good books and a desire for knowledge. There is in the experience an excellent opportunity for them to broaden their knowledge in the subjects which interest them most, because they are free to follow their own inclinations in selecting books. They become accustomed to the atmosphere of 10 a library, and learn to move about quietly so as not to disturb other readers. Here, also, is an excellent opportunity to teach children to respect property not their own. They may be told how to open a new book, first pressing back the covers carefully, and then cutting with a paper knife the uncut pages, press- ing them back from top to bottom carefully to prevent breaking the back of the book. They should have clean hands to hold a book, and should hold it with both hands, placed one on each lower half of the page on which they are reading. If children are taught early in their school life to care for public prop- erty as if it were their own, it is a great step in the direction of teaching them careful, thoughtful, unselfish habits. In addition to allowing the children to read during the regular reading hour, we permit them to take books home, if they are so interested in the book they choose as to want to finish it. We have the child fill out a printed slip which states the name of the borrower, date when the book is taken, its name, and author. When the book is returned, — not more than a week later, — the slip is simply destroyed. In order that we might learn the reaction of the reading hour upon the pupils, they have from time to time been asked what book they have read, if they liked it, and why they liked it. We have found that this helps the child to express himself before a class and develops original thinking. It also gives the other pupils an idea as to whether they would like to read the book themselves. This sort of book report has been given at morning exercises, when the whole school is assembled, and also in the various classes. To be able to ask a geography class during a lesson on France, “Has any one read ‘The French Twins?’ ” and receive from an enthusiastic reader a few of the incidents of the story, is to add a great deal of interest to a lesson. Another way to stimulate the effect of this reading has been to have the children write out their impressions of the books they have read. The above program was so successful that we decided to broaden the library work to include more dictionary and encyclopsedia study, the use of the more important reference works and the card catalogue. We have found that chil- dren from the fifth grade up are quite capable, with practice, of using intelligently an encyclopsedia, “Who’s Who in America,” and other standard reference books. It is obviously an advantage to introduce this training early in their school life for it develops the habit of using reference books, and, if this habit becomes second nature, it will be of great value to them in later study. The next step in our library instruction is the use of the card catalogue. As the training school library is comparatively small, this catalogue is a very simple affair, the reference books being indexed under author, title, and subject. To teach a child to find out from that catalogue whether there is among our books one which he has seen or heard of outside, is a step toward teaching him to save time, which he might otherwise spend in searching bookshelves, and — a mqst important thing — preparing him to use more intelligently than he other- wise might the more complicated card catalogues of the city library. Every school library, no matter how small, should have a card catalogue of its books such as is described above. Without one there is no efficient way of accounting 11 for what has been purchased; books will become lost, and, on the other hand, a teacher will often be unaware that a much desired book is owned by the school. Another important point in elementary library instruction is teaching chil- dren the purpose and value of the book index and preface. Often a pupil reaches high school age without definite knowledge of the great importance of these two parts in reference work. This instruction can be given successfully in the lower grades. We believe that the elementary library instruction above outlined can be adapted with great success to the needs of the rural school where work along this line can be done in either one or two groups. The children in the training department of the Worcester State Normal School are enthusiastic over every phase of this library instruction and have gained much from it.