Chapter 1 of Short Stories for English Courses is here in full — 413 sentences across 83 reading sections, with audio for every sentence and word.
A keeper or guardian of historical records and memories.
Chapter I
Chapter 1 of Short Stories for English Courses is here in full — 413 sentences across 83 reading sections, with audio for every sentence and word.
SHORTRIDGE HIGH SCHOOL, INDIANAPOLIS, IND. Why must we confine the reading of our children to the older literary classics? This is the question asked by an ever- increasing number of thoughtful teachers. They have no wish to displace or to discredit the classics. On the contrary, they love and revere them.
Chapter 1 of Short Stories for English Courses is here in full — 413 sentences across 83 reading sections, with audio for every sentence and word.
Reading 1/82 · 5 reading units · Lines 1–5
These definitions explain words found in the current reading and keep every example grounded in its original sentence.
Oxford-style entry order: headword, part of speech, US IPA, concise definition, contextual example, and audio.
study of the literary works of ancient Greece and Rome
From this reading “Why must we confine the reading of our children to the older literary classics?”
place limits on (extent or amount or access)
From this reading “Why must we confine the reading of our children to the older literary classics?”
cause to be distrusted or disbelieved
From this reading “They have no wish to displace or to discredit the classics.”
cause to move, usually with force or pressure
From this reading “They have no wish to displace or to discredit the classics.”
becoming greater or larger
From this reading “This is the question asked by an ever- increasing number of thoughtful teachers.”
the capital and largest city of Indiana; a major commercial center in the country's heartland; site of an annual 500-mile automobile race
From this reading “SHORTRIDGE HIGH SCHOOL, INDIANAPOLIS, IND.”
love unquestioningly and uncritically or to excess; venerate as an idol
From this reading “On the contrary, they love and revere them.”
plural of “teacher” — a person whose occupation is teaching
From this reading “This is the question asked by an ever- increasing number of thoughtful teachers.”
Every word in these five lines is listed here, and every one of them can be played on its own.
Dictionary details are shown only when verified; these are not licensed Oxford entries.
the form of “a” used before a word that begins with a vowel sound
From this reading This is the question asked by an ever- increasing number of thoughtful teachers.
used to join words or parts of a sentence that go together
From this reading On the contrary, they love and revere them.
past form of “ask” — make a request or demand for something to somebody
From this reading This is the question asked by an ever- increasing number of thoughtful teachers.
showing who or what does the action
From this reading This is the question asked by an ever- increasing number of thoughtful teachers.
plural of “child” — a young person of either sex
From this reading Why must we confine the reading of our children to the older literary classics?
study of the literary works of ancient Greece and Rome
From this reading Why must we confine the reading of our children to the older literary classics?
place limits on (extent or amount or access)
From this reading Why must we confine the reading of our children to the older literary classics?
very opposed in nature or character or purpose
From this reading On the contrary, they love and revere them.
cause to be distrusted or disbelieved
From this reading They have no wish to displace or to discredit the classics.
cause to move, usually with force or pressure
From this reading They have no wish to displace or to discredit the classics.
at any time
From this reading This is the question asked by an ever- increasing number of thoughtful teachers.
used with a past participle to form the perfect tenses
From this reading They have no wish to displace or to discredit the classics.
greater than normal in degree or intensity or amount
From this reading SHORTRIDGE HIGH SCHOOL, INDIANAPOLIS, IND.
becoming greater or larger
From this reading This is the question asked by an ever- increasing number of thoughtful teachers.
Dictionary entry pending editorial verification. Tap Listen to hear the word.
From this reading SHORTRIDGE HIGH SCHOOL, INDIANAPOLIS, IND.
the capital and largest city of Indiana; a major commercial center in the country's heartland; site of an annual 500-mile automobile race
From this reading SHORTRIDGE HIGH SCHOOL, INDIANAPOLIS, IND.
the form of “be” used with he, she, it, or a singular noun
From this reading This is the question asked by an ever- increasing number of thoughtful teachers.
of or relating to or characteristic of literature
From this reading Why must we confine the reading of our children to the older literary classics?
a strong positive emotion of regard and affection
From this reading On the contrary, they love and revere them.
used to say something is necessary, or almost certainly true
From this reading Why must we confine the reading of our children to the older literary classics?
not any; not one
From this reading They have no wish to displace or to discredit the classics.
the property possessed by a sum or total or indefinite quantity of units or individuals
From this reading This is the question asked by an ever- increasing number of thoughtful teachers.
belonging to, or connected with, somebody or something
From this reading Why must we confine the reading of our children to the older literary classics?
advanced in years; (“aged” is pronounced as two syllables)
From this reading Why must we confine the reading of our children to the older literary classics?
touching and supported by a surface
From this reading On the contrary, they love and revere them.
used to join alternatives or possibilities
From this reading They have no wish to displace or to discredit the classics.
belonging to the speaker and others
From this reading Why must we confine the reading of our children to the older literary classics?
challenge the accuracy, probity, or propriety of
From this reading This is the question asked by an ever- increasing number of thoughtful teachers.
the cognitive process of understanding a written linguistic message
From this reading Why must we confine the reading of our children to the older literary classics?
love unquestioningly and uncritically or to excess; venerate as an idol
From this reading On the contrary, they love and revere them.
an educational institution
From this reading SHORTRIDGE HIGH SCHOOL, INDIANAPOLIS, IND.
Dictionary entry pending editorial verification. Tap Listen to hear the word.
From this reading SHORTRIDGE HIGH SCHOOL, INDIANAPOLIS, IND.
plural of “teacher” — a person whose occupation is teaching
From this reading This is the question asked by an ever- increasing number of thoughtful teachers.
used before a noun that is already known, already mentioned, or the only one of its kind
From this reading Why must we confine the reading of our children to the older literary classics?
the people or things already mentioned, as the object
From this reading On the contrary, they love and revere them.
the people, animals, or things already mentioned, as the subject
From this reading They have no wish to displace or to discredit the classics.
used for a person or thing that is near, or that has just been mentioned
From this reading This is the question asked by an ever- increasing number of thoughtful teachers.
having intellectual depth
From this reading This is the question asked by an ever- increasing number of thoughtful teachers.
used before the base form of a verb to make the infinitive
From this reading Why must we confine the reading of our children to the older literary classics?
the speaker together with one or more other people
From this reading Why must we confine the reading of our children to the older literary classics?
the cause or intention underlying an action or situation, especially in the phrase “the whys and wherefores”
From this reading Why must we confine the reading of our children to the older literary classics?
hope for; have a wish
From this reading They have no wish to displace or to discredit the classics.
Chapter 1 of Short Stories for English Courses by Rosa Mary Redding[Editor] Mikels holds 413 sentences, grouped into 83 reading sections of at most 5 sentences. The text is the source edition, unabridged, and the chapter records which sentences cover which part of the work so that nothing is dropped. Every word can be tapped for its pronunciation and dictionary entry.
Chapter 1 holds 413 sentences of Short Stories for English Courses, unabridged, divided into 83 reading sections.
This page carries chapter 1 of Short Stories for English Courses by Rosa Mary Redding[Editor] Mikels exactly as it stands in the source edition, without abridgement. It runs to 413 sentences, grouped into 83 sections of at most 5 sentences so that a reader can take the chapter in steady, finishable pieces. The chapter also stores a coverage record mapping every one of its sentences to a part of the work, which is how the edition demonstrates that no line was dropped.
Work through the 83 sections in order, replaying any sentence and tapping unfamiliar words for their entries.
Each of the 83 sections in this chapter is short enough to read once, hear once, and then re-read with the vocabulary in view. Tapping a word plays it alone and opens its dictionary entry with IPA, part of speech and meaning, so the reader is never forced to guess a pronunciation from spelling. Working section by section keeps a long chapter from becoming an undifferentiated wall of text, which is the usual reason a reader abandons a work of this period.
Yes — every sentence and every individual word in chapter 1 can be played aloud in United States English.
Audio covers the whole chapter: any sentence can be played, and any single word within it can be played on its own. The voice uses United States English. For a work of this period that matters, because spelling is an unreliable guide to pronunciation for vocabulary that has fallen out of daily use, and a learner who guesses wrong tends to keep the error. Hearing the word in its own sentence, and then alone, settles it.
Common questions about reading Short Stories for English Courses by Rosa Mary Redding[Editor] Mikels on this page, its source edition and its audio.
Yes. All 6862 sentences of Project Gutenberg eBook #5403 are kept, with a record of which sentences cover which part.
Project Gutenberg eBook #5403, unabridged. The Project Gutenberg header, footer and licence are removed.
About 571 minutes of reading across 1373 sections of 5 sentences each, at an unhurried pace.
How to work through Short Stories for English Courses section by section, using the audio and the tap-to-define vocabulary.
Choose one of the 17 chapters of Short Stories for English Courses to begin.
Each section holds 5 sentences; read it once through.
Play the section aloud, then tap any unfamiliar word for its entry.
Words and structures a reader meets early in Short Stories for English Courses, each tappable for pronunciation and meaning.
