INTRODUCTION.

 It is seldom that I find a book so far above children that I cannot share its best thought with them. So when I first took up one of John Burroughs's essays, I at once foresaw many a ramble¹ with my pupils through the enchanted² country that is found within its breezy pages. To read John Burroughs is to live in the woods and fields, and to associate intimately with all their little timid inhabitants; to learn that—

   "God made all the creatures and gave them our love and our fear,

    To give sign, we and they are his children, one family here."

When I came to use Pepacton in my class of the sixth grade, I soon found, not only that the children read better but that they came rapidly to a better appreciation³ of the finer bits of literature in their regular readers, while their interest in their new author grew quickly to an enthusiasm. Never was a little brother or sister more real to them than was "Peggy Mel" as she rushed into the hive laden⁴ with stolen honey, while her neighbors gossiped about it, or the stately elm that played sly tricks, or the log which proved to be a good bedfellow because it did not grumble⁵. Burroughs's way of investing beasts, birds, insects, and inanimate things with human motives⁶ is very pleasing to children. They like to trace analogies between the human and the irrational⁷, to think of a weed as a tramp stealing rides, of Nature as a tell-tale when taken by surprise.

The quiet enthusiasm of John Burroughs's essays is much healthier than the over-wrought dramatic action which sets all the nerves a-quiver,—nerves already stimulated⁸ to excess by the comedies and tragedies forced upon the daily lives of children. It is especially true of children living in crowded cities, shut away from the woods and hills, constant witnesses of the effects of human passion, that they need the tonic⁹ of a quiet literature rather than the stimulant¹⁰ of a stormy or dramatic one,—a literature which develops gentle feelings, deep thought, and a relish¹¹ for what is homely¹² and homespun, rather than a literature which calls forth¹³ excited feelings.

The essays in this volume are those in which my pupils have expressed an enthusiastic interest, or which, after careful reading, I have selected for future use. I have found in them few pages so hard as to require over much study, or a too frequent use of the dictionary. John Burroughs, more than almost any other writer of the time, has a prevailing¹⁴ taste for simple words and simple constructions. "He that runs may read" him. I have found many children under eleven years of age who could read a whole page without hesitating. If I discover some words which I foresee will cause difficulty, I place such on the blackboard and rapidly pronounce and explain them before the reading. Generally, however, I find the text the best interpreter of its words. What follows explains what goes before, if the child is led to read on to the end of the sentence. It is a mistake to allow children to be frightened away from choice reading by an occasional hard word. There is no better time than his reading lesson in which to teach a child that the hard things of life are to be grappled with and overcome. A mistake also, I think, is that toilsome process of explanation which I sometimes find teachers following, under the impression that it will be "parrot work" (as the stock phrase of the "institutes" has it) for the pupils to read anything which they do not clearly and fully¹⁵ comprehend. Teachers' definitions, in such cases, I have often noticed, are no better than dictionary definitions, and surely everybody knows that few more fruitless things than dictionary definitions are ever crammed¹⁶ into the memory of a child. Better far give free play to the native intelligence of the child, and trust it to apprehend¹⁷, though it may not yet comprehend nor be able to express its apprehension¹⁸ in definition. On this subject I am glad to quote so high an authority as Sir Walter Scott: "Indeed I rather suspect that children derive¹⁹ impulses of a powerful and important kind from reading things which they do not comprehend, and therefore that to write down to children's understanding is a mistake. Set them on the scent²⁰ and let them puzzle it out."

From time to time I have allowed my pupils to give me written reports from memory of these essays, and have often found these little compositions sparkling with pleasing information, or full of that childlike fun which is characteristic of the author. I have marked the errors in these exercises, and have given them back to the children to rewrite. Sometimes the second papers show careful correction-and sometimes the mistakes are partially²¹ neglected. Very often the child wishes to improve on the first composition, and so adds new blunders as well as creates new interest.

There is a law of self-preservation in Nature, which takes care of mistakes. Every human soul reaches toward the light in the most direct path open to it, and will correct its own errors as soon as it is developed far enough. There is no use in trying to force maturity²²; teachers who trouble children beyond all reason, and worry over their mistakes, are fumbling²³ at the roots of young plants that will grow if they are let alone long enough.

The average mechanical work (spelling, construction of sentences, writing, etc.) is better under this method than when more time is devoted²⁴ to the mechanics and less to the thought of composition. I have seen many reports of Burroughs's essays from the pens of children more pleasing and reliable than the essays of some professional reviewers; in these papers I often find the children adding little suggestions of their own; as, "Do birds dream?" One of the girls says her bird "jumps in its sleep." A little ten year old writes, "Weeds are unuseful flowers," and, "I like this book because there are real things in it." Another thinks she "will look more carefully" if she ever gets out into the country again. For the development of close observation and good feeling toward the common things of life, I know of no writings better than those of John Burroughs.

MARY E. BURT

JONES SCHOOL, CHICAGO, Sept. 1, 1887.

1 ramble   

v.漫步，漫谈，漫游；n.漫步，闲谈，蔓延

参考例句：

• This is the best season for a ramble in the suburbs.这是去郊区漫游的最好季节。
• I like to ramble about the street after work.我下班后在街上漫步。

2 enchanted   

adj. 被施魔法的，陶醉的，入迷的 动词enchant的过去式和过去分词

参考例句：

• She was enchanted by the flowers you sent her. 她非常喜欢你送给她的花。
• He was enchanted by the idea. 他为这个主意而欣喜若狂。

3 appreciation   

n.评价；欣赏；感谢；领会，理解；价格上涨

参考例句：

• I would like to express my appreciation and thanks to you all.我想对你们所有人表达我的感激和谢意。
• I'll be sending them a donation in appreciation of their help.我将送给他们一笔捐款以感谢他们的帮助。

4 laden   

adj.装满了的；充满了的；负了重担的；苦恼的

参考例句：

• He is laden with heavy responsibility.他肩负重任。
• Dragging the fully laden boat across the sand dunes was no mean feat.将满载货物的船拖过沙丘是一件了不起的事。

5 grumble   

vi.抱怨；咕哝；n.抱怨，牢骚；咕哝，隆隆声

参考例句：

• I don't want to hear another grumble from you.我不愿再听到你的抱怨。
• He could do nothing but grumble over the situation.他除了埋怨局势之外别无他法。

6 motives   

n.动机，目的( motive的名词复数 )

参考例句：

• to impeach sb's motives 怀疑某人的动机
• His motives are unclear. 他的用意不明。

7 irrational   

adj.无理性的，失去理性的

参考例句：

• After taking the drug she became completely irrational.她在吸毒后变得完全失去了理性。
• There are also signs of irrational exuberance among some investors.在某些投资者中是存在非理性繁荣的征象的。

8 stimulated   

a.刺激的

参考例句：

• The exhibition has stimulated interest in her work. 展览增进了人们对她作品的兴趣。
• The award has stimulated her into working still harder. 奖金促使她更加努力地工作。

9 tonic   

n./adj.滋补品，补药，强身的，健体的

参考例句：

• It will be marketed as a tonic for the elderly.这将作为老年人滋补品在市场上销售。
• Sea air is Nature's best tonic for mind and body.海上的空气是大自然赋予的对人们身心的最佳补品。

10 stimulant   

n.刺激物，兴奋剂

参考例句：

• It is used in medicine for its stimulant quality.由于它有兴奋剂的特性而被应用于医学。
• Musk is used for perfume and stimulant.麝香可以用作香料和兴奋剂。

11 relish   

n.滋味，享受，爱好，调味品；vt.加调味料，享受，品味；vi.有滋味

参考例句：

• I have no relish for pop music.我对流行音乐不感兴趣。
• I relish the challenge of doing jobs that others turn down.我喜欢挑战别人拒绝做的工作。

12 homely   

adj.家常的，简朴的；不漂亮的

参考例句：

• We had a homely meal of bread and cheese.我们吃了一顿面包加乳酪的家常便餐。
• Come and have a homely meal with us,will you?来和我们一起吃顿家常便饭，好吗？

13 forth   

adv.向前；向外，往外

参考例句：

• The wind moved the trees gently back and forth.风吹得树轻轻地来回摇晃。
• He gave forth a series of works in rapid succession.他很快连续发表了一系列的作品。

14 prevailing   

adj.盛行的；占优势的；主要的

参考例句：

• She wears a fashionable hair style prevailing in the city.她的发型是这个城市流行的款式。
• This reflects attitudes and values prevailing in society.这反映了社会上盛行的态度和价值观。

15 fully   

adv.完全地，全部地，彻底地；充分地

参考例句：

• The doctor asked me to breathe in,then to breathe out fully.医生让我先吸气，然后全部呼出。
• They soon became fully integrated into the local community.他们很快就完全融入了当地人的圈子。

16 crammed   

adj.塞满的，挤满的；大口地吃；快速贪婪地吃v.把…塞满；填入；临时抱佛脚( cram的过去式)

参考例句：

• He crammed eight people into his car. 他往他的车里硬塞进八个人。
• All the shelves were crammed with books. 所有的架子上都堆满了书。

17 apprehend   

vt.理解，领悟，逮捕，拘捕，忧虑

参考例句：

• I apprehend no worsening of the situation.我不担心局势会恶化。
• Police have not apprehended her killer.警察还未抓获谋杀她的凶手。

18 apprehension   

n.理解，领悟；逮捕，拘捕；忧虑

参考例句：

• There were still areas of doubt and her apprehension grew.有些地方仍然存疑，于是她越来越担心。
• She is a girl of weak apprehension.她是一个理解力很差的女孩。

19 derive   

v.取得；导出；引申；来自；源自；出自

参考例句：

• We derive our sustenance from the land.我们从土地获取食物。
• We shall derive much benefit from reading good novels.我们将从优秀小说中获得很大好处。

20 scent   

n.气味，香味，香水，线索，嗅觉；v.嗅，发觉

参考例句：

• The air was filled with the scent of lilac.空气中弥漫着丁香花的芬芳。
• The flowers give off a heady scent at night.这些花晚上散发出醉人的芳香。

21 partially   

adv.部分地，从某些方面讲

参考例句：

• The door was partially concealed by the drapes.门有一部分被门帘遮住了。
• The police managed to restore calm and the curfew was partially lifted.警方设法恢复了平静，宵禁部分解除。

22 maturity   

n.成熟；完成；(支票、债券等)到期

参考例句：

• These plants ought to reach maturity after five years.这些植物五年后就该长成了。
• This is the period at which the body attains maturity.这是身体发育成熟的时期。

23 fumbling   

n. 摸索,漏接 v. 摸索,摸弄,笨拙的处理

参考例句：

• If he actually managed to the ball instead of fumbling it with an off-balance shot. 如果他实际上设法拿好球而不是fumbling它。50-balance射击笨拙地和迅速地会开始他的岗位移动，经常这样结束。
• If he actually managed to secure the ball instead of fumbling it awkwardly an off-balance shot. 如果他实际上设法拿好球而不是fumbling它。50-50提议有时。他从off-balance射击笨拙地和迅速地会开始他的岗位移动，经常这样结束。

24 devoted   

adj.忠诚的，忠实的，热心的，献身于...的

参考例句：

• He devoted his life to the educational cause of the motherland.他为祖国的教育事业贡献了一生。
• We devoted a lengthy and full discussion to this topic.我们对这个题目进行了长时间的充分讨论。