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.

66

Burke, on Conciliation," 258, 264,
267, 309-12.

Burns, 265, 266, 308.
Burroughs, John, 299.
Byron, 246-7, 265, 299.

Carlyle, 266, 308.

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.