In the early 1900s, Harriet Treadwell and Margaret Free published an excellent series of elementary literature readers for young children. In the Classical Liberal Arts Academy, these readers provide the content for our Elementary Literature courses.
With these books, besides merely learning to read, the child has the joy of reading the best in the language, and he is forming his taste for all subsequent reading. This development of taste should be recognized and encouraged. From time to time the children should be asked to choose what they would like to reread as a class, or individuals who read well aloud may be asked to select something already studied to read to the others. This kind of work gives the teacher opportunity to find out what is in a selection that the children like, and to commend what seems to her best.
The fact that some children voluntarily memorize a story or a poem should have hearty approval. It shows abiding interest and enjoyment, and it is likely to give, for the young child at least, the maximum of literary saturation.
Elementary Literature Primer (Grade K)
The Primer contains nine of the best folk tales, true to the original, and yet written in such a simple style that children can begin reading the real story during the first week in school.
Elementary Literature 1
The First Reader contains thirteen similar stories, of gradually increasing difficulty, and thirty-three of the best rhymes and jingles suitable for young children. This constitutes a course in literature, twenty-two stories and thirty-three child poems, as well adapted to first-grade children as are the selections for college entrance requirements to high-school students.
Elementary Literature 2
The Second Reader introduces fables and fairy stories and continues folk tales and simple poems. Others have used some of the same material in readers, but in a quite different way. Their purpose seems to have been to mix thoroughly.” We have organized the material: a group of fables, several groups of folk and fairy stories, a group of Mother Goose, of Rossetti, of Stevenson, and so on; so that the child may get a body, not a mere bit, of one kind of material before passing to another. Thus from the first he is trained to associate related literature and to organize what he reads.
Elementary Literature 3
The transition to the Third Reader will be found ea«y and to accord with the normal interests of the children. In prose the folk and fairy story is retained, but is merged into the wonder tale, which becomes a dominant note, while the fable gives place to more extended and more modern animal stories. The poetry begins with the group from Stevenson, whom the children have already learned to enjoy. Then follow selections from Lydia Maria Child, Lucy Larcom, Eugene Field, and a score of others dealing mainly with children’s interests in animals and other forms of nature.
Elementary Literature 4
The Fourth reader has been made essentially the book of myths and legends, because it is believed that these stories represent the next step in the development of the child’s interests in nature literature. In this year’s work the child studies eighteen of the best myths and legends, including some from Greek, Norse, German, Austrian, and American sources. The poetry is selected with the same care as in the earlier
books, with special reference to the child’s feeling for rhythm, love of animated nature, and enjoyment of fun.
Elementary Literature 5
The Fifth Reader focuses on hero-legends, which match the growing interests of the child at this stage. In this book, the student reads stories of great heroes from many traditions, including Greek, Norse, Anglo-Saxon, Irish, and English sources. These stories are longer and more complete, helping the student build attention and enjoy following a full narrative. The poetry is carefully chosen, as in the earlier books, to support a love of rhythm, an interest in nature, and a delight in lively and imaginative verse.
Elementary Literature 6
The Sixth Reader continues the development of the student’s literary taste by presenting a broader range of classic literature suited to more mature minds. In this book, students read longer and more challenging selections drawn from great authors, including historical narratives, essays, and refined works of prose and poetry. These readings help the student grow in understanding, judgment, and appreciation of language, while strengthening the habit of careful and thoughtful reading. The poetry is selected with the same care as in earlier books, fostering a deeper sense of rhythm, beauty, and reflection, and guiding the student toward a lasting love of excellent literature.
Elementary Literature 7
The Seventh Reader continues to guide the student toward a mature appreciation of great literature by presenting a carefully chosen collection of classic prose and poetry from distinguished authors. In this book, students encounter more advanced essays, historical writings, and literary selections that require thoughtful attention and sound judgment. These readings help to form the student’s ability to understand complex ideas, appreciate noble expression, and read with greater care and reflection. The poetry, as in the earlier books, is selected to deepen the student’s sense of rhythm, beauty, and meaning, fostering a lasting love for what is true, good, and beautiful in literature.
Elementary Literature 8
The Eighth Reader brings the student to a more mature stage of reading by presenting a rich selection of classic literature from some of the greatest writers in the English language. In this book, students read thoughtful essays, historical passages, and carefully chosen works of prose and poetry that require attention, reflection, and discernment. These selections help the student grow in understanding, strengthen judgment, and develop a deeper appreciation for clear and noble expression. The poetry is chosen, as in the earlier books, to refine the student’s sense of rhythm, beauty, and meaning, leading him toward a lasting love of excellent literature.
