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从19世纪中期至20世纪中叶，这套《美国经典语文课本：McGuffey Readers》一直被广泛用作美国学校的语文教材，据称有10000多所美国学校拿它当作教材。在21世纪的今天，西方一些私立学校和家庭学校仍用它作为教材，足见这套《美国经典语文课本：McGuffey Readers》的价值与影响力。据估计，这套《美国经典语文课本：McGuffey Readers》从问世至今，至少发行了1.22亿册。应该说，没有哪一套个人主编的教材能超过《美国经典语文课本：McGuffey Readers》发行量了！

国内出版的这套《美国经典语文课本：McGuffey Readers》读本完整保持了英文原版内容，共分为1~6级，从英语启蒙开始，循序渐进，是一套呈现美国文学与历史文化、体现美国精神与价值观念的优秀读本，《美国经典语文课本：McGuffey Readers》也是中国学生系统学习英语，提高阅读水平的一套很有价值的读物。本版的《美国经典语文课本：McGuffey Readers》突出特点，在精彩的原文基础上，增加了导学功能。这一功能包括两个部分：一是课后训练（STUDY GUIDE），这些练习由加拿大公立学校教师与英语教学者共同编写，帮助读者更好地掌握词汇、学会阅读、理解思考；二是朗读制作，加拿大高中从事表演与视觉艺术教学的 Schwartz，利用工作之余的时间，重新录制和编辑配套朗读。配套英文朗读免费下载使用，详见图书封底博客信息。

这是一套什么样的书：
*《美国出版周刊》列入该书为“人类出版史上销量第3位”，销量累计1.25亿册。
* 美国斯坦福大学的“美国学生教材与读本展览”特别陈列此套经典；
* 汽车大王福特先生儿时受益此书，后来自费印刷数万套，赠送给学校；
* 美国现代家庭仍作为“Homeschooling”的阅读范本，网上学习论坛众多；
* 全球*配有学习导读版，加拿大英语教师为中国学生特别编写练习；
* 更重要的是，她是一套融英语学习、经典美读、心灵教育于一体的优秀读本。

内容简介

呈现于读者面前的这套《美国经典语文课本：McGuffey Readers》，亦名《麦加菲读本》，其编者威廉·H·麦加菲曾先后任美国迈阿密大学语言学教授和俄亥俄大学校长。从移民时期以来，这套《美国经典语文课本：McGuffey Readers》影响了四五代美国人的成长，对奠定美国人的道德观与价值观起到了很大作用。本版《美国经典语文课本：McGuffey Readers》的突出特点是，在精彩的原文基础上，增加了导学功能。这一功能包括两个部分：一是课后训练（STUDY GUIDE），这些练习由加拿大公立学校教师与英语教学者共同编写，帮助读者更好地掌握词汇、学会阅读、理解思考；二是朗读制作，加拿大高中从事表演与视觉艺术教学的 Schwartz，利用工作之余的时间，重新录制和编辑配套朗读。配套英文朗读免费下载使用，详见图书封底博客信息。
《美国经典语文课本：McGuffey Readers》第4册介绍了一些优美的文学作品，包括诗歌和《圣经》的节选。主要讨论了拿破仑·波拿巴、清教徒先祖、妇女、上帝、宗教信仰和哲学等话题。课后还附有一些思考练习，这些练习可以帮助学生更好地理解文章，引发孩子们的思考。本书更适合高年级学生阅读。

呈现于读者面前的这套《美国经典语文课本：McGuffey Readers》，亦名《麦加菲读本》，其编者威廉·H·麦加菲曾先后任美国迈阿密大学语言学教授和俄亥俄大学校长。从移民时期以来，这套《美国经典语文课本：McGuffey Readers》影响了四五代美国人的成长，对奠定美国人的道德观与价值观起到了很大作用。本版《美国经典语文课本：McGuffey Readers》的突出特点是，在精彩的原文基础上，增加了导学功能。这一功能包括两个部分：一是课后训练（STUDY GUIDE），这些练习由加拿大公立学校教师与英语教学者共同编写，帮助读者更好地掌握词汇、学会阅读、理解思考；二是朗读制作，加拿大高中从事表演与视觉艺术教学的 Schwartz，利用工作之余的时间，重新录制和编辑配套朗读。配套英文朗读免费下载使用，详见图书封底博客信息。
    《美国经典语文课本：McGuffey Readers》第4册介绍了一些优美的文学作品，包括诗歌和《圣经》的节选。主要讨论了拿破仑·波拿巴、清教徒先祖、妇女、上帝、宗教信仰和哲学等话题。课后还附有一些思考练习，这些练习可以帮助学生更好地理解文章，引发孩子们的思考。本书更适合高年级学生阅读。
   McGuffey Readers is a series of graded primers, including grade
levels 1-6, widely used as textbooks in American schools from the mid-19th
century to the mid-20th century, and are still used today in some private
schools and in homeschooling. It is estimated that at least 125 million copies
of McGuffey Readers were sold till the year of 1960, placing its sales in a category
with the Bible and Webster's Dictionary .
   The fourth reader was an introduction to good literature. It
contained British poetry and used the Bible among its selections. It discussed
Napoleon Bonaparte, Puritan fathers, women, God, education, religion and philosophy.

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作者简介

《美国经典语文课本：McGuffey Readers》作者 威廉·H·麦加菲，美国著名教育家。1800年出生于宾夕法尼亚州，1826年毕业于华盛顿大学杰斐逊学院。在数十年教育生涯中，他曾担任过迈阿密大学语言学教授，俄亥俄大学校长。自1845年开始任弗吉尼亚大学道德哲学教授。他还帮助组建了俄亥俄州公立学校体系。
早在19世纪初期，麦加菲就意识到，应该给那些孤独的垦荒者和欧洲移民的后代提供普遍的教育，于是他利用自己作为演讲家与教育工作者的天赋，开始为孩子们编写系列教材。这套《美国经典语文课本：McGuffey Readers》教材共7册，从学龄前至第6年级。他前后花费了20多年的时间才完成《美国经典语文课本：McGuffey Readers》全套教材的编写。这套《美国经典语文课本：McGuffey Readers》教材面世后就被美国很多学校选为课本。在75年间销量高达1.22亿，直到今天仍以各种版本流行于西方，被美国《出版周刊》评为“人类出版史上第三大畅销书”，对美国青年的心灵塑造与道德培养产生了深远的影响。

目　　录

LESSON 1 PERSEVERANCE
LESSON 2 TRY, TRYAGAIN
LESSON 3 WHY THESEA IS SALT
LESSON 4 WHY THESEA IS SALT( II )
LESSON 5 POPPINGCORN
LESSON 6 SMILES
LESSON 7 LAZY NED
LESSON 8 THEMONKEY
LESSON 9 MEDDLESOMEMATTY
LESSON 10 THE GOODSON
LESSON 11 TOMORROW
LESSON 12 WHERETHERE IS A WILL THERE IS A WAY
LESSON 13 PICCOLA
LESSON 14 TRUEMANLINESS

LESSON 1  PERSEVERANCE 
LESSON 2  TRY, TRY
AGAIN 
LESSON 3  WHY THE
SEA IS SALT 
LESSON 4  WHY THE
SEA IS SALT( II )
LESSON 5  POPPING
CORN 
LESSON 6  SMILES 
LESSON 7  LAZY NED 
LESSON 8  THE
MONKEY 
LESSON 9  MEDDLESOME
MATTY 
LESSON 10  THE GOOD
SON 
LESSON 11  TOMORROW

LESSON 12  WHERE
THERE IS A WILL THERE IS A WAY 
LESSON 13  PICCOLA 
LESSON 14  TRUE
MANLINESS 
LESSON 15  TRUE
MANLINESS ( II )
LESSON 16  THE
BROWN THRUSH 
LESSON 17  A SHIP
IN A STORM 
LESSON 18  THE SAILOR’S
CONSOLATION 
LESSON 19  TWO WAYS
OF TELLING A STORY 
LESSON 20  FREAKS
OF THE FROST 
LESSON 21  WASTE
NOT, WANT NOT 
LESSON 22  JEANNETTE
AND JO 
LESSON 23  THE LION

LESSON 24  STRAWBERRIES

LESSON 25  HARRY’S
RICHES 
LESSON 26  IN
TIME’S SWING 
LESSON 27  HARRY
AND HIS DOG 
LESSON 28  THE
VOICE OF THE GRASS 
LESSON 29  THE
EAGLE 
LESSON 30  THE OLD
EAGLE TREE 
LESSON 31  ALPINE
SONG 
LESSON 32  CIRCUMSTANCES
ALTER CASES 
LESSON 33  THE
NOBLEST REVENGE 
LESSON 34  EVENING
HYMN 
LESSON 35  HOW
MARGERY WONDERED 
LESSON 36  THE
CHILD’S WORLD 
LESSON 37  SUSIE’S
COMPOSITION 
LESSON 38  THE
SUMMER SHOWER 
LESSON 39  CONSEQUENCES
OF IDLENESS 
LESSON 40  ADVANTAGES
OF INDUSTRY 
LESSON 41  THE
FOUNTAIN 
LESSON 42  COFFEE 
LESSON 43  THE
WINTER KING 
LESSON 44  THE
NETTLE 
LESSON 45  THE
TEMPEST 
LESSON 46  THE
CREATOR 
LESSON 47  THE
HORSE 
LESSON 48  EMULATION

LESSON 49  THE
SANDPIPER 
LESSON 50  THE
RIGHT WAY 
LESSON 51  THE
GOLDEN RULE 
LESSON 52  THE SNOW
MAN 
LESSON 53  ROBINSON
CRUSOE’S HOUSE 
LESSON 54  ROBINSON
CRUSOE’S DRESS 
LESSON 55  SOMEBODY’S
DARLING 
LESSON 56  KNOWLEDGE
IS POWER 
LESSON 57  GOOD
WILL 
LESSON 58  A
CHINESE STORY 
LESSON 59  THE WAY
TO BE HAPPY 
LESSON 60  THE
GIRAFFE, OR CAMELOPARD 
LESSON 61  THE LOST
CHILD 
LESSON 62  WHICH? 
LESSON 63  THE PET
FAWN 
LESSON 64  ANNIE’S
DREAM 
LESSON 65  MY GHOST

LESSON 66  THE
ELEPHANT 
LESSON 67  DARE TO
DO RIGHT 
LESSON 68  DARE TO
DO RIGHT ( II )
LESSON 69  THE
WRECK OF THE HESPERUS 
LESSON 70  ANECDOTES
OF BIRDS
LESSON 71  THE
RAINBOW PILGRIMAGE 
LESSON 72  THE OLD
OAKEN BUCKET 
LESSON 73  THE
SERMON ON THE MOUNT 
LESSON 74  THE
YOUNG WITNESS 
LESSON 75  KING
SOLOMON AND THE ANTS 
LESSON 76  RIVERMOUTH
THEATER 
LESSON 77  ALFRED
THE GREAT 
LESSON 78  LIVING
ON A FARM 
LESSON 79  HUGH
IDLE AND MR. TOIL 
LESSON 80  HUGH
IDLE AND MR. TOIL ( II )
LESSON 81  BURNING
THE FALLOW 
LESSON 82  THE
DYING SOLDIERS 
LESSON 83  THE
ATTACK ON NYMWEGEN 
LESSON 84  THE
SEASONS 
LESSON 85  BRANDYWINE FORD 
LESSON 86  BRANDYWINE
FORD ( II )
LESSON 87  THE BEST
CAPITAL 
LESSON 88  THE
INCHCAPE ROCK 
LESSON 89  MY
MOTHER’S GRAVE 
LESSON
90  A MOTHER’S GIFT—THE BIBLE

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前　　言

从事编辑出版20 余年，能幸遇威廉· 麦加菲编写的《麦加菲读本》(McGuffey Readers)，首次引入中国并不断推广，这是件幸运而快乐的事儿。《麦加菲读本》在美国学校教育史上影响深远，发行量也很惊人，累计销量高达1.25 亿册。作者威廉·麦加菲在美国迈阿密大学、弗吉尼亚大学当过教授，曾担任俄亥俄大学校长，对美国公立学校的建立起了很大作用。《麦加菲读本》在美国教育史上，留下了不可磨灭的功劳，在斯坦福大学的课本展览中，便收藏了这套经典教材。我们将《麦加菲读本》引入中国，大致经历了这么三个阶段：
一、基于道德教育的家庭读本——2001 年偶遇此书，便从美国购来不同版本，翻译出版了《麦加菲美国学生美德读本》一书。这是《麦加菲读本》首次与中国读者见面。作为一本道德培养与家庭教育的图书，它受到了学生家长与老师的好评，不少学校推荐学生阅读。从小塑造孩子的美德，是本套教材编写的宗旨，英文原版问世不久便进入美国学校系统，广泛使用，直到20 世纪60 年代。它塑造了几代美国人的道德价值观念，相信对中国读者同样具有教育意义。

从事编辑出版20 余年， 能幸遇威廉· 麦加菲编写的《麦加菲读本》(McGuffey Readers)，首次引入中国并不断推广，这是件幸运而快乐的事儿。《麦加菲读本》在美国学校教育史上影响深远，发行量也很惊人，累计销量高达1.25 亿册。作者威廉·麦加菲在美国迈阿密大学、弗吉尼亚大学当过教授，曾担任俄亥俄大学校长，对美国公立学校的建立起了很大作用。《麦加菲读本》在美国教育史上，留下了不可磨灭的功劳，在斯坦福大学的课本展览中，便收藏了这套经典教材。我们将《麦加菲读本》引入中国，大致经历了这么三个阶段：
    一、基于道德教育的家庭读本——2001 年偶遇此书，便从美国购来不同版本，翻译出版了《麦加菲美国学生美德读本》一书。这是《麦加菲读本》首次与中国读者见面。作为一本道德培养与家庭教育的图书，它受到了学生家长与老师的好评，不少学校推荐学生阅读。从小塑造孩子的美德，是本套教材编写的宗旨，英文原版问世不久便进入美国学校系统，广泛使用，直到20 世纪60 年代。它塑造了几代美国人的道德价值观念，相信对中国读者同样具有教育意义。
    二、融英语学习和美德教育于一体的留学读本——2011 年，考虑到出国留学群体的迅猛增加，孩子们在出国之前，要提高语言能力，也应了解一些西方文化与价值观，这对他们将来学习与适应西方社会，无疑很有帮助。于是我们按英文原版和英汉双语的形式出版了四种版本——英文原版《美国语文读本》（上海三联平装版）、英文原版《美国语文》精装版（天津人民）、英汉双语版《美国语文》（天津社会科学出版社，全译版和精选版）。当时之所以使用“美国语文”这一概念，一是因为它确实是美国教育史上最有影响力的学校教材之一；二是期盼对国内语文教材的编写起到一点促进作用，学习和借鉴西方教材好的一面；三是期望以此引起学生家长和出国留学群体的重视。这些不同版本，针对不同阅读需求的读者，也让麦加菲读本在中国的推广到达了一个新的高度。于是市场上各种跟随之作相继而出，有些连封面上的图书简介、作者介绍、版式设计与内文图片，跟我们的版本一模一样，造成市场上各种版本混淆不清。
    三、由北美公立学校教师与英语教学者编写的“麦加菲英语·导学版”——2014
年，Holybird
Education & Publishing 在加拿大西部BC 省会城市维多利亚注册成立，作为一个结合中国读者需求与北美出版资源的平台，它将利用我们在中国20 多年的出版经历与北美的教育资源及作者优势，帮助我们优化图书产品、精细地做好教育出版。考虑到时下混乱的“美国语文”版本，同时为了纪念这位令人敬仰的教育家与教材编写者，我们特将书名回归原名——“McGuffey Readers”( 英文原版＋导学版)。新版本的突出特点是，在精彩的原文基础上，增加了导学功能。这一功能包括两个部分：一是课后训练（STUDY GUIDE），这些练习由加拿大公立学校教师与英语教学者共同编写，帮助读者更好地掌握词汇、学会阅读、理解思考；二是朗读制作，加拿大高中从事表演与视觉艺术教学的 Schwartz，利用工作之余的时间，重新录制和编辑配套朗读，前后花了一年多的时间，十分令人感激！
    这套《麦加菲读本》，既是美国中小学的学生教材，也是“在家教育”(Homeschooling)的优秀读本。它退出学校教材系统之后，仍一直被许多家庭作为孩子的读本，目前英文版每年销量仍有数万册，足见其教育的魔力！
    Holybird 与“麦加菲”结下如此之缘，我们将致力于“麦加菲”在中国的积极推广。“麦加菲”和“McGuffey”已成为正式注册商标，并用之于我们的图书及相关产品。微信公众号“麦加菲英语”开始投入使用。《麦加菲读本》是一套关注心灵教育的读本，塑造孩子们的心智(For the Well-trained Mind)。这也是我们在出版业务中所追求的目标。由于各方面原因，新版导学版可能出现一些缺点和错误，敬请赐教。
Holybird Education & Publishing
Victoria, BC, Canada

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媒体评论

这套《美国经典语文课本：McGuffey Readers》读本，由美国著名教育家、俄亥俄大学校长威廉·H·麦加菲花费20多年时间倾心主编，至l920年累计销量便高达l．22亿册，是美国畅销的语文课本，被《时代周刊》评为“人类出版史上第三大畅销书”。

在线试读部分章节

1. “Will you give my kite a lift?” said mylittle nephew to his sister, after trying in vain to make it fly by dragging italong the ground. Lucy very kindly took it up and threw it into the air, but,her brother neglecting to run off at the same moment, the kite fell down again.
2. “Ah! now, how awkward you are!” said thelittle fellow. “It was your fault entirely,” answered his sister. “Try again,children,” said I.
3. Lucy once more took up the kite. But nowJohn was in too great a hurry; he ran off so suddenly that he twitched the kiteout of her hand, and it fell flat as before. “Well, who is to blame now?” askedLucy. “Try again,” said I.
4. They did, and with more care; but a sidewind coming suddenly, as Lucy let go the kite, it was blown against someshrubs, and the tail became entangled in a moment, leaving the poor kitehanging with its head downward.
5. “There, there!” exclaimed John, “thatcomes of your throwing it all to one side.” “As if I could make the wind blowstraight,” said Lucy. In the meantime, I went to the kite’s assistance; andhaving disengaged the long tail, I rolled it up, saying, “Come, children, thereare too many trees here; let us find a more open space, and then try again.”
6. We presently found a nice grassplot, atone side of which I took my stand; and all things being prepared, I tossed thekite up just as little John ran off. It rose with all the dignity of a balloon,and promised a lofty flight; but John, delighted to find it pulling so hard atthe string, stopped short to look upward and admire. The string slackened, thekite wavered, and, the wind not being very favorable, down came the kite to thegrass. “O John, you should not have stopped,” said I. “However, try again.”
7. “I won’t try any more,” replied he, rathersullenly. “It is of no use, you see. The kite won’t fly, and I don’t want to beplagued with it any longer.” “Oh, fie, my little man! would you give up thesport, after all the pains we have taken both to make and to fly the kite? Afew disappointments ought not to discourage us. Come, I have wound up yourstring, and now try again.”

1. “Will you give my kite a lift?” said my
little nephew to his sister, after trying in vain to make it fly by dragging it
along the ground. Lucy very kindly took it up and threw it into the air, but,
her brother neglecting to run off at the same moment, the kite fell down again.
2. “Ah! now, how awkward you are!” said the
little fellow. “It was your fault entirely,” answered his sister. “Try again,
children,” said I.
3. Lucy once more took up the kite. But now
John was in too great a hurry; he ran off so suddenly that he twitched the kite
out of her hand, and it fell flat as before. “Well, who is to blame now?” asked
Lucy. “Try again,” said I.
4. They did, and with more care; but a side
wind coming suddenly, as Lucy let go the kite, it was blown against some
shrubs, and the tail became entangled in a moment, leaving the poor kite
hanging with its head downward.
5. “There, there!” exclaimed John, “that
comes of your throwing it all to one side.” “As if I could make the wind blow
straight,” said Lucy. In the meantime, I went to the kite’s assistance; and
having disengaged the long tail, I rolled it up, saying, “Come, children, there
are too many trees here; let us find a more open space, and then try again.”
6. We presently found a nice grassplot, at
one side of which I took my stand; and all things being prepared, I tossed the
kite up just as little John ran off. It rose with all the dignity of a balloon,
and promised a lofty flight; but John, delighted to find it pulling so hard at
the string, stopped short to look upward and admire. The string slackened, the
kite wavered, and, the wind not being very favorable, down came the kite to the
grass. “O John, you should not have stopped,” said I. “However, try again.”
7. “I won’t try any more,” replied he, rather
sullenly. “It is of no use, you see. The kite won’t fly, and I don’t want to be
plagued with it any longer.” “Oh, fie, my little man! would you give up the
sport, after all the pains we have taken both to make and to fly the kite? A
few disappointments ought not to discourage us. Come, I have wound up your
string, and now try again.”
8. And he did try, and succeeded, for the
kite was carried upward on the breeze as lightly as a feather; and when the
string was all out, John stood in great delight, holding fast the stick and
gazing on the kite, which now seemed like a little white speck in the blue sky.
“Look, look, aunt, how high it flies! and it pulls like a team of horses1, so
that I can hardly hold it. I wish I had a mile2 of string: I am sure it would
go to the end of it.”
9. After enjoying the sight as long as he
pleased, little John proceeded to roll up the string slowly; and when the kite
fell, he took it up with great glee, saying that it was not at all hurt, and
that it had behaved very well. “Shall we come out to-morrow, aunt, after
lessons, and try again?”
10. “I have no objection, my dear, if the
weather is fine. And now, as we walk home, tell me what you have learned from
your morning’s sport.” “I have learned to fly my kite properly.” “You may thank
aunt for it, brother,” said Lucy, “for you would have given it up long ago, if
she had not persuaded you to try again.”
11. “Yes, dear children, I wish to teach
you the value of perseverance, even when nothing more depends upon it than the
flying of a kite. Whenever you fail in your attempts to do any good thing, let
your motto be, —try again.”
 
STUDY GUIDE
B. Study Notes
1. A team of horses—When more than one horse is used to
pull an object, such as a cart or a wagon, the horses are together 
called a “team.” The word is commonly used in sports to identify people 
who are
playing with the same goal. In the same way, a “team” of horses
works together for a common purpose.
2. A mile—A unit of measure equal to 5280 feet (1609 meters). Most countries
now use the kilometer to measure long distances but a few countries still use
the mile including the United States and the United Kingdom.
 
C. Comprehension Questions
1. What are John and Lucy trying to do?
2. Why did the kite fail to fly? Give three
different reasons.
3. What important value did the children
learn?
D. Putting Events in Order
  Write
a number (1-6) beside each sentence to put the important parts of the story in
the correct order. The first event should be number 1 and the last event should
be number 6.
_____ The children and the aunt moved to an
open area covered with grass.
_____ The kite fell down because John
stopped running so that he could look at the kite.
_____ The kite flew high up in the sky
until it was a small speck.
_____ The aunt told the children their
motto should be “try again.”
_____ The kite fell into some small bushes.
_____ John wanted to give up.
 
E. Vocabulary—Use three of the following words to match the definitions.
Admire  hold  fast
 sullen  waver  perseverance
 slacken
1. ______________: when a rope or string
becomes loose.
2. ______________: continuing an action
even if it is very difficult.
3. ______________: to grab something
tightly.

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美国经典语文课本:McGuffey Readers(英文原版)(同步导学版 Book Four)(英文朗读下载)下载

美国经典语文课本:McGuffey Readers(英文原版)(同步导学版 Book Four)(英文朗读下载)

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