Since the themes of the stories reveal timeless truths about the human condition, from the humorous to the tragic, we see that one of the marks of a classic is its universal appeal.
The literary, philosophical and religious climate following World War I was not friendly to traditional beliefs about the essential goodness of man. And, there are poems of loss that appear in the nursery poems of Mother Goose and Robert Louis Stevenson where the sad times of childhood prepare us for the heartbreaks of adolescence and youth.
It is difficult to say exactly why a piece of literature possesses the quality of lasting pleasure, but it has something to do with this unity where the characters, the plot, the dialogue, beginning, middle and the end, combine in such a way as to proclaim that the story or the poem could not have been written in any other way.
A famous poet once said that poetry is news that stays news. There is nothing we would change. These titles and perhaps a thousand more stay in print year after year, in some cases century after century, whereas it is likely the best seller of today will be recycled paper for tomorrow.
Due to persistent parental requests we have added grade level suggestions simply as rough approximations. It has been said that all poetry is about love in some way, seeking it, having it, or losing it.
Even though reading the Good Books are their own reward, that is, their worth is found in the delight and knowledge they give, not in material reward; it is also true that a grounding in this literature cultivates our emotional and mental life to receive the ideas and questions presented by the Great Books of Western civilization that begin with such authors as Homer, Euclid, Plato, Aeschylus, and Aristotle.
A good deal of the poems of the nursery and early childhood are about having love, even in the so-called nonsense poetry there is a light-hearted delight that comes from a loving, and lively, heart.
Of course, it is not possible to keep this schedule with frequent television viewing or Internet browsing and chat. The answer requires that we remind ourselves of who we are: Furthermore, such stories will not achieve a universal theme, a victory or failure based on the unity of all human beings, but whose action and outcome is confined to one particular circumstance that could or could not apply to others.
When the sensory and mental powers are focused on the content of the Good Books then our sense of the good, the true and the beautiful are increased even more since the culture of these stories and poems are saturated in either the ethical perception of the modern world or the ancient world or the Judeo-Christian revelation of Western civilization.
Students, parents and teachers sometimes ask what the difference is between reading books onscreen, such as, Robinson Crusoe, certainly one of the Good Books, and reading the same story on the printed page between the covers of a book.
At most schools, the video and electronic experience continues with computers and televisions in the classrooms and ironically! To say these classic books are true and good does not mean they do not contain evil; the stories of Grimm and Anderson for example would be nothing without the presence of cruel adults and disobedient children.
Without the literary mode that as Aristotle said not only instructs but delights, education would not be worthy of the name. For a time titles such as The Cat in the Hat, Green Eggs and Ham, and, Hop on Pop were used as substitutes for the standard early readers and certainly the playful rhymes and rhythms were a welcome respite from the Dick and Jane type look-say readers.
But will we be able to put it together again? In fact, it is only a life centered in the good and the beautiful and the true that recognizes and mourns the presence of their opposites. We recognize that parents and children have found value in both approaches; in fact, when asked we always say to parents simply to follow the way that seems best to achieve literacy for their children.
Rather, we say a classic work of art, be it a painting, sculpture, musical composition, or literature, is experienced as an integrated whole.
And what has been that culture? Unlike empirical science, teaching the Good Books is experimental, like an art, where the rational faculty of the child is not the main focus, but the intuitive, the emotional, imaginative and the sensory dimensions of his being are brought into play.
It amounts to a virtual disconnect with reality. The ancients attributed this allure to the presence of the Muse, a mysterious source of inspiration for the author and the reader.
A student thus nourished passes from reading the Good Books to the first Great Books generally somewhere between the end of the elementary experience and the beginning college years. But a more important reason to read the Good Books listed here, and to read them preferably when young, is to prepare the imagination and intellect for the more challenging ideas of the Great Books.
Seuss phenomenon and the explosion of books for children that followed this revolution, began to edge out the classics on book shelves in stores and school libraries; and ideologically the treasury of books from Mother Goose to The Scarlet Pimpernel have come to be considered hopelessly old fashioned and no longer relevant.
In other words, if a child has been well nourished on Mother Goose and Robert Louis Stevenson, he or she is ready to read Shakespeare. We can profit a great deal by talking about them with friends and family, but in the end we can never explain why it is exactly that we continue to admire them.
Note well that all totalitarian regimes in the past and in our time remove first from education all books of poetry and fiction, books that portray the breadth of the human spirit.
When we go to the doctor and receive an anesthetic we are being made temporarily not to feel so a particular examination or operation can be performed without feeling pain. By reading these books that portray us at our best and sometimes at our worst, we are united in a common bond of understanding of what it means to be human and thereby create in us a sympathy and a tolerance for the foibles of mankind and an abiding admiration for our ability to be loving, courageous and kind.
Parents who want to teach their children to read often seek information about the best way to proceed: Perhaps this can be understood from a psychological and sociological perspective given the carnage of modern warfare and the disruption of nations.
But it all begins in the realm of the senses — all of it. But, we can say the following about classic literature: The poems and stories that were once enjoyed in wonder and delight in youth are now viewed in maturity in their truth and wisdom.
A work of art can never be systematized, analyzed, taken apart, classified and labeled and put back together again — neither could Humpty Dumpty! We believe that students can increase their pace of reading by increasing the movement of their eyes over the words, taking in more of the sentence, but also slowing down when they begin to lose comprehension.
Eye movement resembles a hypnotic or drugged state and the brain reacts in some respects as if it were asleep when viewing television.ultimedescente.com is the place to go to get the answers you need and to ask the questions you want.
THE IMPORTANCE OF CHILDREN’S LITERATURE – THE GOOD BOOKS [This Preface and the following Introduction will be part of a book of the same or similar title, including Study Guides for each of the Good Books included on our list.].
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 kwjWXajbWjnQta 投稿者：Archie 投稿日：/10/13(Mon) More or less not much going on worth mentioning. Pretty much nothing seems worth. Archives and past articles from the Philadelphia Inquirer, Philadelphia Daily News, and ultimedescente.comDownload