The Ontario High School Reader

A.E. Marty

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• Publié par: void
• Publié le: 08 décembre 2010
• Nombre de lectures: 31
• Langue: English

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The Project Gutenberg EBook of The Ontario High School Reader, by A.E. Marty 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.org Title: The Ontario High School Reader Author: A.E. Marty Release Date: September 28, 2007 [EBook #22795] Language: English Character set encoding: ISO-8859-1 *** START OF THIS PROJECT GUTENBERG EBOOK THE ONTARIO HIGH SCHOOL READER *** Produced by Suzanne Lybarger, Turgut Dincer and the Online Distributed Proofreading Team at http://www.pgdp.net (This file was produced from images generously made available by The Internet Archive/Canadian Libraries) THE ONTARIO HIGH SCHOOL READER BY A. E. MARTY, M.A. COLLEGIATE INSTITUTE, OTTAWA A UTHORIZED CONTINUATION BY THE AND MINISTER OF E DUCATION AND FOR ONTARIO FOR USE IN HIGH S CHOOLS COLLEGIATE I NSTITUTES THE CANADA PUBLISHING COMPANY, LIMITED TORONTO Copyright, Canada, 1911, by T HE CANADA PUBLISHING COMPANY, LIMITED. PREFACE After communication with many of the teachers who have been using the Principles and Practice of Oral Reading in their classes, the author has made a number of important additions and changes. In its amended form the book is published under the title of the "Ontario High School Reader." As the book is intended for the teaching of oral reading it contains an introductory chapter on the Principles of Reading, and selections for practice, with appended notes. An effort has also been made to grade the selections in the order of their difficulty. Accordingly, a number of selections, each illustrating in a marked degree only one, or at most two, of the various elements of Vocal Expression, have been placed at the beginning; these should, of course, be taught before the more complex selections are attempted. It is not intended that the pupil shall master the chapter on the principles before beginning to read the selections; he should become familiar with each topic as it is illustrated in the lesson. In dealing with each lesson the teacher should first ascertain the elements of vocal expression that it best exemplifies. He should then discuss these elements with the pupils, using the necessary paragraphs of the Introduction, and such black-board exercises as he may deem necessary, until he is satisfied that the pupils are ready to undertake the study of the selection. At the oral reading the pupils should be able to show their mastery of the principles thus taught. Toward the close of the course, they will naturally read connectedly the various sections of the Introduction, in order to obtain a comprehensive and systematic view of the principles. To secure good reading, systematic drill on the exercises in Vowel Sounds and in Articulation is also necessary. TABLE OF CONTENTS PRINCIPLES OF R EADING Importance of Oral Reading Mechanical Side of Oral Reading Correct Pronunciation, Distinct Articulation. Expression Concrete Thinking, Abstract Thinking, Emotion. Elements of Vocal Expression Pause, Grouping, Time, Inflection, Pitch, Force, Stress, Emphasis, Shading, Perspective, Quality. SELECTIONS The Banner of St. George Jean Valjean and the Bishop The Well of St. Keyne Faith, Hope and Charity The Legend Beautiful The Vicar's Family Use Art The Soldier's Dream Van Elsen Pibroch of Donuil Dhu The Day is Done The Schoolmaster and the Boys The Knights' Chorus The Northern Star The Indigo Bird The Pasture Field Shipwrecked On His Blindness Briggs in Luck The Laughing Sally The Prodigal Son Christmas at Sea The Evening Wind Paradise and the Peri Shapcott Wensley Victor Hugo Robert Southey Bible Henry W. Longfellow Oliver Goldsmith Oliver Goldsmith Frederick George Scott Sir Walter Scott Henry W. Longfellow Charles Dickens Alfred, Lord Tennyson Unknown Ethelwyn Wetherald Ethelwyn Wetherald Robert Louis Stevenson John Milton William M. Thackeray Charles G. D. Roberts Bible Robert Louis Stevenson William Cullen Bryant Thomas Moore 36-305 36 38 43 46 47 52 58 60 61 63 65 70 71 72 73 75 80 81 84 88 90 93 95 7 1-35 1 2 3 The Lady of Shalott Home they brought her Warrior dead The Sky Barbara Frietchie Bless the Lord, O My Soul The Eternal Goodness The King of Glory The Four-Horse Race Mrs. Malaprop's Views The Glove and the Lions Alfred, Lord Tennyson Alfred, Lord Tennyson John Ruskin John Greenleaf Whittier Bible John Greenleaf Whittier Bible "Ralph Connor" Richard B. Sheridan Leigh Hunt 100 107 108 111 113 116 118 119 121 126 131 133 136 140 143 145 151 154 157 159 161 164 166 168 178 182 186 189 189 190 191 193 The Return of the Swallows Edmund W. Gosse The Fickleness of a Roman Mob William Shakespeare Sir Peter and Lady Teazle Richard B. Sheridan The Parting of Marmion and Douglas Sir Walter Scott Columbus From the "Apology" of Socrates Highland Hospitality The Outlaw Of Studies The Influence of Athens National Morality Hamlet's Advice to the Players Rosabelle The Island of the Scots Cranford Society Sir Galahad Song for Saint Cecilia's Day The Day was Lingering On First Looking into Chapman's Homer Great Things Were Ne'er Begotten in an Hour A Wood Lyric To Night The Opening Scene at the Trial of Warren Hastings Joaquin Miller Benjamin Jowett Sir Walter Scott Sir Walter Scott Francis, Lord Bacon Thomas Babington, Lord Macaulay John Bright William Shakespeare Sir Walter Scott William E. Aytoun Mrs. Gaskell Alfred, Lord Tennyson John Dryden Charles Heavysege John Keats Sir Daniel Wilson William Wilfred Campbell Percy Bysshe Shelley Thomas Babington, Lord Macaulay 194 Peroration of Opening Speech against Warren Hastings Edmund Burke The Song My Paddle Sings E. Pauline Johnson Thomas Babington, Lord The Defence of the Bridge Macaulay On the Death of King Edward VII The Heroes of Magersfontein Funeral of Julius Cæsar The Revenge Sir Herbert Henry Asquith The London Daily News William Shakespeare Alfred, Lord Tennyson 201 203 206 217 221 225 234 241 248 251 254 258 262 266 271 278 286 290 296 305 306 312 314 Hervé Riel Robert Browning The Handwriting on the Wall Bible Paul's Defence before King Agrippa Bible The Stranded Ship Sir Patrick Spens Charles G. D. Roberts Old Ballad King John and the Abbot of Canterbury Old Ballad The Key to Human Happiness The Vision of Sir Launfal On the Death of Gladstone The Downfall of Wolsey The Italian in England Advantages of Imperial Federation Collect for Dominion Day APPENDIX George Eliot James Russell Lowell Sir Wilfrid Laurier William Shakespeare Robert Browning George Monro Grant Charles G. D. Roberts A. Exercises in Vocalization and Articulation B. Physical Exercises C. List of Reference Books PRINCIPLES OF READING Importance of Oral Reading There are several reasons why every boy or girl should strive to become a good reader. In the first place, good oral reading is an accomplishment in itself. It affords a great deal of pleasure to others as well as to ourselves. In the second place, it improves our everyday speech and is also a preparation for public speaking; for the one who reads with distinctness and an accent of refinement is likely to speak in the same way, whether in private conversation [Pg 1] or on the public platform. Moreover, it is only one step from reading aloud before the class to recitation, and another step from recitation to public speaking. Lastly, oral reading is the best method of bringing out and conveying to others and to oneself all that a piece of literature expresses. For example, the voice is needed to bring out the musical effects of poetry. The following lines will illustrate this point: But the sea-caves rung, and the wild winds sung The dirge of lovely Rosabelle. Here the music of the rhythm and the harmony between sound and sense would be almost entirely lost in silent reading. The voice, too, is often the surest and most effective means of conveying differences of meaning and feeling in both prose and poetry. The following words from Hervé Riel (pp. 241-247) may be made to convey different meanings according to the intonation of the voice: Burn the fleet and ruin France? This may be read to express hesitation and deliberation, or, as is the evident [Pg 2] intention, shewn by the context as well as by the punctuation, to express Hervé Riel's surprise and indignation that such a thought should be entertained. Mechanical Side of Oral Reading Now in what does oral reading consist? It consists, first of all, in recognizing the words, pronouncing them correctly, and articulating them distinctly. The pupil in the First Book, who is learning to read, is trying to master this side of reading, which is the mechanical side. He cannot be too careful as to the habits of speech he forms; for correct position of the organs of speech and proper control of the breath make for correct pronunciation and distinct articulation, which are two of the foundation stones of good reading. By correct pronunciation, we mean the pronunciation approved by a standard dictionary. Elegance and refinement of speech depend largely on the correct pronunciation of the vowel sounds. The vowel a, which is sounded in seven different ways in the English language, presents the greatest difficulty. Many people recognize at most, only the sound of a in at, ate, all, far , and mortal respectively. They ignore the sound as in air , and the shorter quantity of the Italian a in ask , giving the sound of a in ate to the former and of a in at or a in all or a in far to the latter. Another difficulty is that of distinguishing the sound of oo in roof, food, etc., from the sound of oo in book and good, and from the sound of u in such words as pure and duke. Pronunciation, when perfectly pure, should be free from what we call provincialisms; that is, from any peculiarity of tone, accent, or vowel sound, which would mark the speaker as coming from any particular locality. If our pronunciat