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It is pleasant to note, among teachers of literature in the high school, a growing (or perhaps one should say an established) conviction that the pupil's enjoyment of what he reads ought to be the chief consideration in the work. From such enjoyment, it is conceded, come the knowledge and the power that are the end of study. All profitable literature work in the secondary grades must be based upon the unforced attention and activity of the student.

An inevitable phase of this liberal attitude is a readiness to promote the study of modern authors. It is now the generally accepted view that many pieces of recent literature are more suitable for young people's reading than the old and conventionally approved classics. This is not to say that the really readable classics should be discarded, since they have their own place and their own value. Yet it is everywhere admitted that modern literature should be given its opportunity to appeal to high school students, and that at some stage in their course it should receive its due share of recognition. The mere fact that modern writers are, in point of material and style, less remote than the classic authors from the immediate interests of the students is sufficient to recommend them. Then, too, since young people are, in the nature of things, constantly brought into contact with some form of modern literature, they need to be provided with a standard of criticism and choice.

The present volume is an attempt to assemble, in a convenient manner, a number of selections from recent literature, such as high school students of average taste and ability may understand and enjoy. These selections are not all equally difficult. Some need to be read rapidly for their intrinsic interest; others deserve more analysis of form and content; still others demand careful intensive study. This diversity of method is almost a necessity in a full year's course in reading, in which rigidity and monotony ought above all things to be avoided.

Although convinced that the larger part of the reading work in the high school years should be devoted to the study of prose, the editor has here included what she believes to be a just proportion of poetry. The poems have been chosen with a view to the fact that they are varied in form and sentiment; and that they exhibit in no small degree the tendencies of modern poetic thought, with its love of nature and its humanitarian impulses.

An attempt has been made to present examples of the most usual and readable forms of prose composition—narration, the account of travel, the personal essay, and serious exposition. The authors of these selections possess without exception that distinction of style which entitles them to a high rank in literature and makes them inspiring models for the unskilled writer.

A word may be said as to the intention of the study helps and lists of readings. The object of this equipment is to conserve the energies of the teacher and direct the activities of the student. It is by no means expected that any one class will be able to make use of all the material provided; yet it is hoped that a considerable amount may prove available to every group that has access to the text.

The study questions serve to concentrate the reading of the students, in order to prevent that aimless wandering of eye and mind, which with many pupils passes for study. Doubtless something would in most instances be gained if these questions were supplemented by specific directions from the teacher.

Lists of theme subjects accompany the selections, so that the work in composition may be to a large extent correlated with that in literature.[1] The plan of utilizing the newly stimulated interests of the pupils for training in composition is not a new one; its value has been proved. Modern Prose and Poetry aims to make the most of such correlation, at the same time drawing upon the personal experience of the students, to the elimination of all that is perfunctory and formal. Typical outlines (suggestions for theme writing) are provided; these, however, cannot serve in all cases, and the teacher must help the pupils in planning their themes, or give them such training as will enable them to make outlines for themselves.

It will be noted that some suggestions are presented for the dramatization of simple passages of narration, and for original composition of dramatic fragments. In an age when the trend of popular interest is unquestionably toward the drama, such suggestions need no defense. The study of dramatic composition may be granted as much or as little attention as the teacher thinks wise. In any event, it will afford an opportunity for a discussion of the drama and will serve, in an elementary way, to train the pupil's judgment as to the difference between good and bad plays. Especially can this end be accomplished if some of the plays mentioned in the lists be read by the class or by individual students.

A few simple exercises in the writing of poetry have been inserted, in order to give the pupils encouragement and assistance in trying their skill in verse. It is not intended that this work shall be done for the excellence of its results, but rather for the development of the pupil's ingenuity and the increasing of his respect for the poet and the poetic art.

The collateral readings are appended for the use of those teachers who wish to carry on a course of outside reading in connection with the regular work of the class. These lists have been made somewhat extensive and varied, in order that they may fit the tastes and opportunities of many teachers and pupils. In some cases, the collateral work may be presented by the teacher, to elaborate a subject in which the class has become interested; or individual pupils may prepare themselves and speak to the class about what they have read; or all the pupils may read for pleasure alone, merely reporting the extent of their reading, for the teacher's approval. The outside reading should, it is needless to say, be treated as a privilege and not as a mechanical task. The possibilities of this work will be increased if the teacher familiarizes herself with the material in the collateral lists, so that she can adapt the home readings to the tastes of the class and of specific pupils. The miscellaneous lists given at the close of the book are intended to supplement the lists accompanying the selections, and to offer some assistance in the choice of books for a high school library.

M.A.

New York, February, 1914.