SKETCH OF HIGH SCHOOL COURSE IN ENGLISH LITERATURE, SHOWING HOW THE
WORK MAY BE MASSED TO SECURE BOTH COHERENCE AND PROGRESSION
WHILE VARIED TO INCLUDE THE LEADING LITERARY SPECIES
"Travels with a Don- Bacon, Milton, Bible.
Lincoln's Gettysburg Curtis: "Public Duty Webster. Speech.
(with Mark Pattison's or Raleigh's biographies). Carlyle's "Essay on Burns." Burke (Morley's Life).
The arrangement does not indicate the order in which the works should be taken in any year. See text, Chap. XIV. Only a few books, among the many from which choice might be made, have been named; and these, for the sake of suggestion. For additions see the List of Books for Home Reading Recommended by the Conference on College Entrance Requirements in English. The most flagrant omissions are American poets and writers (Emerson, Lowell, Holmes), and such great names as Shelley, Wordsworth, and Browning; De Quincey, Landor, and Ruskin. These may be substituted for those authors who have already been read in the Grammar Grades, or may be introduced for comparative or collateral reading.
(Abbreviation: H. S. for High School.)
thetic insight and feeling, 265,
273; new sensitiveness to poetry
and style, 273-4; especially among
girls, 273; developing proper atti-
tude toward school in relation to
life, 317; humility, self-subordi-
nation in, 317-8; interest and
interests; danger of debilitating
concessions, 318; need of bracing
touch of austerity in treatment of
318; its task of self-command, 322.
Adventure, travel, etc., books of,
127.
Esthetics, study of, 266, 283, 302,
340.
Addison, 266, 267, 304 ff.
Adolescence, "the golden age," 235;
characteristics, 235 ff., 316; quick,
deep changes in, 235 ff.; new in-
terests and desires of, 236; needs
of, as determining choice of Liter-
ature for, 239; period for selecting
vocation, 240; by discovering and
developing special aptitudes, 241;
development of sustained atten-
tion in, 242; its waves of changing
interest, 242; nascent sex-con-
sciousness; religious and ethical
interests; love of Nature; crazes
and fads, 243; these often sud-
den and short-lived, 243; period
of storm and stress, contradic-
tions in, 244-5; egoism, intro-
spection, social feeling, loyalty,
self-sacrifice, rivalry, jealousy,
sex-consciousness, 245; greater
capacity for intellectual labor,
253; danger of overstimulation," Ancient Mariner," 147, 268, 272.
253; its " new and final invoice Aptitudes, discovery of, as aim of
of energy" to be husbanded, 253;
eager activity in tranquillizing at-
mosphere, 253-4; need of whole-
some objective bias in work, 246,
256; quick maturing of faculty;
differences between freshmen and
seniors, 261-2; girls and boys,
differences; co-education during,
262; slow, unconscious growth Arnold, Matthew, 49, 237; poetry
in power and insight; no forcing for H. S., 257, 266, 283, 286, 303.
pace, 264; development of as- Art, correlation of English work
Allusions, treatment of, 104, 171.
Alphabet, learning of, 74.
American culture and ideals; emer.
gence of new type of, 4 ff; writer!
and themes foremost in Gramma
Grades, 148. See Patriotism.
Amplification, 190, 337-8.
education, 240 ff.; serviceableness
of Literature, 248-9.
Argument, 178, 260, 292, 310; ethi
cal values in, 322; special prob.
lems of, 336.
Arithmetic in relation to composi
tion; and as involving training in
language, 178.
with, 193; as educator of emo- | Character, development of, 125, 369,
tions, 238; use of picture and
illustration, 269; analogue in
Literary Composition, 332, 335;
literary and pictorial forms of,
compared for descriptive purposes,
340; Literature as form of, 371 ff.;
didacticism, 381-2; effect on
character, 382.
Arthurian romances, 129, 134, 303.
Bacon, Lord, 141, 266.
Bain, Professor Alexander, on use of
outline, 114; on obversions, 190.
Ballads, 129, 131-2, 162; use in
story-telling compositions, 186;
study of, in H. S., 256-8; relation
to epic, 257.
Bible, literary study of, 132, 213, 220,
266, 268, 290.
Biography, 127, 168, 181, 278, 282-3,
287, 293-4, 298, 307-8.
Books, office of, in the home, 14, 15,
117; different kinds calling for
varying treatment, 141; reading
of, as a form of life, 380.
Boswell's "Johnson," 269.
Browning, 155, 156, 268.
Burke, on " Conciliation," 258, 264,
267, 309-12.
Burns, 265, 266, 308.
Burroughs, John, 299.
Byron, 246-7, 265, 299.
Celebrations, Festivals, Anniversa-
ries, etc., as literary opportunities,
80 ff., 136, 145, 189, 258; care
in making programmes for, 145-6;
original speeches for, 259; origi-
nal verses for, 358.
Celtic poetry and legend, 53, 134 ff.;
value of Celtic strain in English
poetry, 135, 303.
376-7, 391-2; in composition
work, 194, 202, 349; in the ado-
lescent, 235 ff. (see Adolescence),
251-4, 264, 317-8, 321; problem
in composition, to mould a char-
acter rather than train an aptitude,
322; in debating, 346; influence
of Art on, 381-2; dangers of di-
dacticism, 381.
Character-study in Literature, 167,
287, 291, 298, 301, 305-6.
Charts, Diagrams, Maps, Tables, in
note-book, 280 ff.
Child, the, as literary personality, xiii.,
37-8; literary outfit on entering
school, 22-3; Locke's faulty con-
ception of, 36; Comenius' concep-
tion of, 37; beginnings of literary
development, 38; danger of forc-
ing linguistic development, 39;
naturally poly-expressional, 40;
simple picture language proper
to, 43, 200; dramatizing instinct
of, 53; gesture, 53; a denizen of
two worlds, 54-5; make believe,
54; development of, following that
of race, 56; effect of modern con-
ditions on its learning to read and
write, 62 ff.; tastes and interests
of, 79 ff.; Nature's appeal to, 80;
human interests in life of, 80;
ethical content of literature for,
81; at heart a poet, 84; emotions,
dominancy of, in, 90; mistaken
demand for evidences of progress,
107; rude work to be expected
from, 108; control of reading of,
117 ff.; dangers of over-direction,
120; flexibility and adaptability of,
122; experiences of, real and vica-
rious, 123; steps in development
of, 122-3; epic-phase, 124; ex-
pression natural to, 173; mental
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