(Abbreviation: H. S. for High School.)
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 Allusions, treatment of, 104, 171. of storm and stress, contradic- Alphabet, learning of, 74.
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.
tions in, 244-5; egoism, intro-American culture and ideals; emer- spection, social feeling, loyalty, self-sacrifice, rivalry, jealousy, sex-consciousness, 245; greater capacity for intellectual labor, 253; danger of overstimulation, 253; its "new and final invoice 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 in power and insight; no forcing pace, 264; development of as-
gence of new type of, 4 ff; writers and themes foremost in Grammar Grades, 148. See Patriotism. Amplification, 190, 337-8. "Ancient Mariner," 147, 268, 272. Aptitudes, discovery of, as aim of
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.
Arnold, Matthew, 49, 237; poetry
for H. S., 257, 266, 283, 286, 303. Art, correlation of English work
with, 193; as educator of emo- | Character, development of, 125, 369,
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
organization of, through composi- tion, 174; expression of, dependent upon impression, 176; regard for individuality of, 184; postpone in- trospection in, 184; commendation for, 192, 203; its ignorance and unreadiness discriminated, 197; spontaneity, 199; its speech full of literary surprises, 201; as gram- marian, 211-2; its reflective use of language, 211-4; interest in words, 213; varying linguistic aptitudes and habits of, 218; growth of mind from mass to de- tail of thought, 219 (see Adoles- cence); organic development of faculties and powers, 255; girls and boys, 262; gradual, uncon- scious growth in insight and power, 264; extent to which its interests are to be followed, 317-8; teach- er's dealings with, 361; indeter- minateness of language of, 365; emotions of, basic in character, and chief concern in literary train- ing, 379, 382; importance of audi- tory factor in education of, 375-7; over-educating, 387-8. See Char- acter, Imitation.
Child-study, 19, 122, 361. See Child
and Adolescence. "Christmas Carol," 130, 288.
Classical element in English Litera-
ture, 133, 257, 303.
Class work, collective, in composi- tion, III; class-audience for read- ing, 191, 324; in composition, 347-8.
Co-education, more men teachers to realize ideal of, 239; in H. S., 262. Comenius, conception of child, 36, 79.
Comparative work, possibilities of, 50, 143; in connection with "Lay
of the Last Minstrel," 168; in descriptive composition, 339. Composition, causes of aversion to, 106, 173, 386; oral work in, basic, 107, 109; undue excellence in handwriting expected, 107; child hampered by attention to pen- manship, 108; too much work in, asked for, 109; should be brief, 109; the single sentence, 110; class work, coöperative, 111; me- chanics of, punctuation, etc., 112, 192-3; the single paragraph, 112-3; narration to start with, 114; use of outline, 114, 199; rambling habit, 115-6, 198; ought to grow naturally out of school life, 173; root idea of mental organization, 174, 177, 195; pro- cess and end of, 174-5; expres- sion dependent upon impression, 175, 382-4; relation to reading and literary study, 176, 186, 293, 382; sense of form and order in, 176; use of the term to be sparing, 176; not to be set apart as sepa- rate study, 177, 182, 326; involved in every study, 177 ff.; kinds of, 179 ff.; integration with other studies, 178 ff.; technique of, 179; development of narration, 179 ff.; in history, 180-1; must allow for expression of personal experience and individuality, 184, 196, 385; letter-writing, 185; form, neat- ness, etc., in, 185; study of con- struction, plot-weaving, etc., 186; completing unfinished anecdote, 187; in play-writing, 187; in school magazine, 187; in versifi- cation, 188; through translation, 189; paraphrase, reproduction, amplification, summary, obversion, condensation, 190; use of tele-
gram, proverb, newspaper, 190; written to be read to class, 190, 324; debating as, 191; accurate headings, 192-3; summary of prin- ciples, 194; as promoting self- control, 194, 322; miscellaneous drill in, 196; should have practical ends and seem worth while, 197; difficulties to be overcome, 197; lack of matter, 197-8; ignorance and unreadiness distinguished, 197; class discussion, 197; preliminary discussion of assigned topic, 198; care in choice of topic, 198; de- limitation of topic, 199; wordi- ness, 200; clearness, 200; study of Grammar involved in, 210; plan of work for H. S. will partly determine work in Literature, 254-5; relation of four kinds of, 255; speeches and orations in H. S.; models, 259-61; study of Age of Prose and Reason in con- nection with, 304 ff.; in H. S., 316 ff.; must be made to seem worth while, 317; interests to be appealed to in, 317-8; various incentives characterized, 319-20; need of spirit of craftsmanship, 319-20; often too coarsely and clumsily handled, 320-1; involves primarily training a character rather than an aptitude, 322; character values in various kinds, 322-4; to be treated as author- ship, 323; necessity of individual work, the conference, 324-5; correction, 324-5, 348; reading of, aloud, 324; all written work to be regarded as, 326-8; how to give effect to this view, 327-9; coöperation among teachers, 328; work in all kinds, at all times, with intensive work in one, 329;
narration as beginning, 330; no need of preliminary survey of gen- eral principles, 330; practice be- fore precept, 331; the old synthetic method and the new analytic; beginning with paragraph, 332; from mass to detail, 332; para- graph vs. sentence as starting- point, 333; rhetoric in relation to, 334; special problems of dif- ferent kinds of, 335-6; develop- ment of narrative kind, 336-8; of description, 338-40; of exposi- tion, 340-4; of argument, 344-7; handling recitations in, 347-8; rough copying of, 367; need of freeing mind from anxiety as to what to say; sole concern to be how to say, 386–7. "Comus," 247, 313. Condensation, 190. Construction, literary, development of sense of, 186, 260, 278, 282-4, 285, 287. See Form. Correction of mistakes, 47, 172, 177, 201, 217, 389; in H. S., 324-5. Correlation, 76 ff.; in composition work, 178 ff., 193; of language work and composition, 215, 225- 32; English grammar and that of foreign tongue, 224; Compo- sition and Literature in H. S., 254-5.
Corson, Professor, on Vocal Inter-
pretation of Literature, 288, 376. Course of study, need of systematiza- tion, 147, 388; basis of, in Eng- lish of H. S., 254-5; determining features of, in Composition and Literature, 254-5; H. S. work in Literature for four years, 257 ff.; tabular sketch of, in Literature for H. S., 394-5.
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