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For Children 1 1 500BOOKS FOR CHILDREN 1 NORA E. BEUST Specialist in School Libraries /114.4 14. or, . 11 4 -es . - ,0 I . A PW oh Bulletin 1939, No. 11 It t<1 maim STATICS DEPARTMENT OPTILEINTERIOR,HaroldL. Ickes,Seeman MIMIOFIDUCATION, J. W. Studebaker,Ceuradosiesar ailed States GarmasheetPrintingMks Wesklegtsa 44t re Oa tif fla 011111010111,stOfDmINIIN, WasiOntra,D. A hieslasea* . ,': i ....- ,..- i: : ... 4.1 :. - '' , .t t^ bayV . - - .4,)' 4: I r * $'` :f . o W...1*- 4"4'-' ' .''... r . 4l 4.47. .5 14.11$f 4'.'t :..!`'.: t I ' . r :" ' gi ' ,k, i 4't, 'I: - 4 , ' '... ..!1' 'et i; s :- i . 7.% t . t .. nzs 1 - 7,...., k trd, '; "'" ". , e" e 7 4 , J t, RAY, Ars "274LV,INi .th Wei LW" lb 1 s . CONTENTS Page FOREWORD_ 01, 411. v bi PRIPIACZ _ SECTIONI (Grades 1-3)__ 6 SECTIONII (Grades 4-6) ,. .......... - - - ........___ 20 , SECTIONIII (Grades 7-8) 38 NEWBRRTMEI3AL BOOKS _ 53 CALDICOTI' AWARDS__IMP MO OW as I ND 55 ILLUSTRATORS 59 PuBusaxas. 66 k hoax_ 110 am, airo 69 vt, In I 1 *0' e. 7t. ' A. " -.Or' ' ,s a __,* '--. .4- a .I, ,,,e vala. a,ra ., . * * i f, Or . N, :' * 10 ara.." .1,-*-vot. 1 v.irjrr; ,- ''4" 1,4-*vf.1.4 5 at: IC .._." 1. 1 ''''', , -4` -. % ... t p - _., J:, tit .3,..7" t. '-,,,....,....;lf,- riit, t,..12 ..PFle-... re .0* - .).... 1- . - ' .i. 41; , '9.14 a Onegift thefairiesgave me.(Three Theycommonlybestowedof yore.) Thelove ofbooks,the goldenkey Thatopenstheenchanteddoor. IOW ANDREW LANG. FromBallade oftheBookworm. Iv- - - 4. -'k,' 7 t45.11.. et* 0. p. FOREWORD The importanceof reading in thelives of childrendemands that teachers,librarians, and parentsgive carefulattention to theselec- tion of booksfrom which childrenmaymake their choices.Thepur- poseof this bibliographyis toacquaint adults andchildren with the widerangeof interesting subjectsatilt readablestyles of literature whichareavailable for the youthof today. Gratefulacknowledgment is made tothe specialistsin librarianship and elementaryeducation whoassisted inthe selectionof therepre- sentative listof titlesincluded.Appreciationis also expressed to the publisherswho cooperatedin supplyinginformation,illustrations, and books. BESS GOODY KOONTZ, ARgiAtant U. S.Commissionerof Education. V o GOP e INDIVIDUALENTRIES Individualentriesinclude: 1.Author'sname. 2. Thefull titleofthe book. 3.Illustrators, editors,andtranslatorswhen theirnames seemedto Is importantinidentifyingthebook. 4. Thepilblisher'sname. 5. Thelast iopyrightdate ofthe book,andthe dateofreprintingif the book isi reprintedition,or theabbreviatione. d. whenno date was available. 6.Thenumber ofpagesor the abbreviationunnum. if thenumberswere. not printedon thepages of the book. 7. Ifthe books are not boundincloth,boards hasbeen usedto a stiff bindingwitha paper indicate cover, andpaper has beenusedto indicatea book boundina papercover. 8.The listprice of the bookwhichhas beencheckedwitheach publisher. individual 9. The annotationwhichgivesa briefdescriptionof thebook. 10.Picture-bookformathas been usedtoindicatelarge-sizedbooksor smallbook forvolumes thatare not theaverage size of books. children's SYMBOLS "P" indicatesa book that preschool-aged'ehilarencan appreciate. "I"inalcatesa book that isespeciallysuitedto theneedsandintents of beginnersinreadink "R"indicatesa book thaChas been usedsuccessfullyforreadingaloud. T"indicatesa book thathas been usedsuccessfully foistory-telling. Numbersfollowinggrades suggest therange of gradesin whichthe book willprobablybeenjoyedthemost, VI di 4 ste - ¡T4ite' ; 3:4:, . .:»44 500 BOOKS FORCHILDREN PREFACE HIS COMPARATIVELYbrief list of approximately 500 readable books for preschooland elementary-school children should beuseful to:(1) School librarians who havelimited funds to spend foraninitial book collectionorfor additional volumes toadd to asmall library;(teacherswho have limited funds tospend for classroomlibrariei;(3) librarians of publiclibraries who do not háve specialists in children'sliteraturpontheir staffs; and in addition (4) pareetsorfriends of children who wish toguide children In their home reading and to purchasebooks for children's personallibraries. METHOD OF CQMPILATION I During thesummerof 4938atentative list of books, basedupon a partially completedMinnesota State\list,wascompiled byaclass of stadents in children'sliterature at the University ofChicago. Later the-, listwassentfoi checking and suggestions to theState supervisors of schoollibraries,a groupof children's, librarians,anda groupof specialists in thefield of elementaryeducation. The editor then formulated the presintlist by studying theindividual books with the aid of thesuggestions from the specialists. SELECTION- OF BOOKS . The booksincluded representa crosssection of the heritage inread- ing material that isavailable. to children of today.The selectionwas Ina& because it is desirable to havebooks that childrencanread with plet4sure andprofit, for then theymayfind satisfaction in readingas adults. Carefulselectionwasmade of authors,illustrators, and edi- tions in order tosecure avariety of material which isrepresentative of the wealth ofbooks thatareavailable for the children's library. GUIDING PIIINCIPLIS The followinf pripcipleshave guided the selection of types of books tobe includedmthe list: 1. Children -have manydifferent interests; namely,those centered about the home, theschool, the community;theirownactivities, needs, dreams, and desires.Moreover, these.interestsmaybe developed to various degrees ineachchia 2 500BOOKSFORCHILDREN 4. 2.Childrendiffer greatlyintheirabilityto read,to underttand science,to workwiththeir hands,to appreciatemusic,tocomprehend theneedofprinciplesforliving,etc. 3. Theenvironmentisan important factorinthelifeofchildren. CRITERIAUSED IN THESELECTIONOFBOOKS A.Content: I.Factual: 1.Subjectintereststhechild. 2.Contentscontributeto the child'smental,spiritual,aesthetic, socialdevelopment. or 8.Stylesuitableto thesubjectmatter. 4.Authoritative. 5. Upto date. 6.Accurate. 7.Unprejudiced. II.Imaginative: -re 1. Subjectinteréststhechild. ; 2. Thefancytrue tothescene designed. 3. Thecharacters, plot,andsettingsincere,vital,and lifedescribed. truetothe 4. Thestyle of writingappropriateto thesubject. 5. Theliteraturegiveschildren an opportunityto gaindesirable experiencesvicariouslyin relationtoan understandingofself, of hiscommunity,or of thepast. B.Format: I.Bindingappropriate. II. Sizesuitable, J III.Appearancesatisfactory. IV.Readabilityofprintedpage. V.Illustrationsin harmonywithandilluminatingthe tht. ANNOTATIONS The annotationswere writtenwiththehope assistance tò thattheymightbe of parents,teachers,andlibrariansin booksmost determiningwhich nearlymeet thelieedsofindividual should children.Thenotes also beofvalueto bothadultsand to decide childreninhelpingthem whichbooksare concernedwithsubjects wishto read. aboutwhichchildren Further;thenotesintroducethemto subjects stillundiscovered. whichare Quotedpassages in the annotationsare takenfromthebooksin questionunlessotherwisestated. GRADING The degreeofreadingproficiencyofchildren varies withinAchoolgrades throughoutthecountry.Thereisalsoa great difilrence readingability in the ofchildren,w¡thineachgrade.The gradinghavebeen groupingand includedwith thehopethattheymay be of assist- 4. gri *.- b. r 1.1 - . 11. I 11: Li ....111:0 3:14.4. t, - - gob 500 BOOKS FORCHILDREN 3 ancein locating the materialof thegreatest interest and of the desired reading difficulty.Groups and gradesindicatedarebyno means definitely fixed. However, with the aid of thelibrarians ami Ceacherswho assisted in checking the books for inclusionin thjs list,the books havebeen roughly divided into threeparts, namely, Section I, Grades1-3; SectionII, Grades4-6; Section Ill, Grades7-8. Mso undereach book entered therangeof grades hasbeen noted within whichchildren have read the book withpleasure. The lower numbersignifies thegrade in whichchildren who read easilymayenjoy the book.The highernumber signifies the gratein which childrenarestill interestedin reading the book.The suggested grading doesnot take intoaccount the qxceptionally bright childor the child with seriousreading difficulties. It is probablethatsomechildren whoareclassed in the thirdgrade .at schoolmayenjoy booksthat other childrenwhoareclassed in the fourth grade read withpleasure. Thosein the fourth gradeMay wish toread books thatarelistedasbelongingto the third grtide.It is important to examinebooks in bothsections I and IIwhen selecting for childrewin thelower grades,because thereare manyso-called "border-line books."It is alsonecessary toexamiriemorethan section II when choosingbooks for childrenin the middlegrades. Theremay be material ofgreat importancetosomeseventh- andeighth-grade children in section II. No book has been enteredmorethanonce. s. PUBLISHERS The publishers havepermitted theOffice of EducationLibraryto retain the entire collectionof books listedin thispublication,sothat I* theymaybe convenientat all times for referenceand-eytaminationby members of the staff, visitingteachers,parents, librarians,and others. ILLUSTRATORS Aseparate list of illustrators also hasbeen includedbecause increas- ing interest in theart of decoration andillustrationof booksfor children makesit desirableto have thesenames'readilyavailable. 400 1667ti;64'"41!""'"112 4 500BOOKS FORCHILDREN z It BOOKS INTHEHOME "Thuswitha good andvariedlibraryto choosefrom, andaregular book hourforstory tellingorreadingaloud,parentsmay not only accomplish wondersin theeducationof theirchildrenbut theymay bringaboutamututklenjoymentthat willastimegoes on result in adeep,tender, and abidingfriendshipbetweenthemselvesandtheir
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