Craftsmanship, need of spirit of, in
pupil, 319-20, 335, 382; Professor

studies, 104; to be allowed for in
composition work, 176.

have, 362, 384.

Criticism, literary, study of, 266,
304. See Esthetics.

Culture, claims of, in education, 241.

study of, 282, 289, 312, 313, 393.

See Shakespeare.

Debating, 191, 250, 292, 344-6;
H. S. course in, connecting with
study of orations (Webster, Burke,
etc.), 258-61.

Declamation, desiderata in, 53.

De Coverley Papers, 266, 305-6.
See Addison.

Definiteness, importance of, in teach-
ing, 105, 154-5. See Thorough-

ness.

Description, not beginning-work for
child, 113, 178; in relation to
geography work, 182 ff.; empha-
sis on, in second year of H. S.,
255, 263, 265, 295, 298-9; larger
aims involved in, 322; special
problems of, 335; development of,
338-40; kinds, scientific and lit-
erary, literary and pictorial, 338-
40; in combination with narration,
340; relation to exposition, 341,
344.
Development-work in literary study,
IOI, 289; in notes, etc., 279–282.
See under Works cited.
Dewey, Dr. John, on learning to read

and write, 58 ff.

Diagram, Chart, Table, Map, use
of in note-book and literary study,
279-82.

Dictionary, use of, 105, 169, 227,
229, 231.
Discursiveness, dangers of, in literary

Ear, as basis of literary training, 21,
24, 36, 375-6. See Oral, and
Vocal Interpretation.
Earle's "Simple Grammar of Eng-
lish Now in Use," 213; view of
grammatical study, 214.

Easy-word versions of classics, 85.
Education, Platonic conception of,
as nurture, 28 ff., 387; function of
literature in, 29, 378; as "drawing
out" process, 29; assimilation in,
30-1; danger of one-sided book-
ishness in, 63; effects of modern
urban environment on, 62 ff.; dan-
ger of over-rationalizing early, 65-
6; centres of interest in process
of, 79 ff; sway of educator's ideals,
122-3; two aspects of, in H. S. pe-
riod, 239; general culture as aim,
239; or preparation for life by
choice of vocation, 240; must
provide for all types of character,
241; formal discipline in, 241,
many-sided development, 241;
needs of adolescent, 243; policy
adapted to adolescent, 244-5; vo-
cations for which literary studies
may prepare, 248; importance of
marking off stages; sense of fresh
start with H. S., 251; new features
of H. S. régime, 251; process of,
organic, 255, 256; as preparation
for life or as itself life, 317-8;
incentives in, 319-21; at bottom,
character-forming, especially in

Emotions, training of, through litera-
ture, 29-30, 85, 90, 125, 238, 379;
dominance in adolescent period, |
238; art as means of training, 238;
through poetry, 353; character
rooted in, 379.

English Course, need of unity and
continuity, viii., 388; of systema-
tization, 147, 389.

English teaching, aims, ix., II, 80 ff.,
125; in H. S., 235 ff., 274, 371
ff., 378 ff., 391-3.
Environment, creating child's spir-
itual, 34; effect of modern urban,
in relation to reading and writing,
62 ff.; elements of child's, 80 ff.;
teacher as factor in, 122; class-
room, 270.

Epic, study of, 124 ff.; epic-phase in
child's development, 124; grand
types of, 127; beginnings of study
of, 128; continuing in H. S., 256;
relation to ballad and other forms,
257 ff., 283.

Essay, the study of, 302, 307–8.
Ethical Culture Schools, viii.-ix.
127.

Ethical ends in teaching English, 11,
80, 81, 124, 125, 147, 194, 202-3,
369, 392-3; during period of
adolescence, 236 ff., 316; need of
more men teachers to exemplify

virile virtues, 239; many-sided
development and thoroughness,
241; culture and character, 242;
humor as factor, 125, 247; slow,
unconscious growth toward, 264;
sense of beauty as aid, 274, 292;
relation of school and life, 317;
involved in composition work,
322-4, 341, 349; self-command
and self-formation, 322; in debat-
ing, 346; how literary and lin-
guistic studies may promote, 378-
80; formation of ideals, 379-80;
dangers of didacticism, 381.
Exhibits of English work, 194.
Exposition, emphasis on, in third

year of H. S., 255, 266; models,
266, 303 ff.; ethical aspects of
work in, 323; special problems
of, 335; development of, 340-4;
processes, 343; relation to argu-
ment, 344.

Fables, as model of one-paragraph

composition, 226.

Festivals. See Celebrations.
Expression, powers of, not commen-
surate with mental powers, 39;
child's many ways of, 40; early
development should be mostly in-
cidental, 40; natural to child, 173;
dependent upon impression, 175,
382-3; relation to thought, 384-5;
as aid to development of inner
life, 385; checked by anxiety as
to what to say, 387.
First steps, importance of, 17.
Fitch, Sir Joshua, on Grammar and
Language Study, 206.

Form, literary, 176, 192-3, 348-9;

in letter-writing 185; developing
sense of, in H. S. students, 265,
273-4; in short story, 278; through
versification, 357-9.

Freytag, 282.
Froebel, 18, 31.

Gayley's "Classic Myths in English
Literature," 133, 257.

Gems of poetry, collections of, 87.
Genung, Professor, 270, 323, 338,
341.

Geography, in relation to composi-

tion, 178 ff., 182.

George, Professor A. J., his "Chaucer
to Arnold," 266; his English room
at Newton, 270, 311.
Gesture in declamation, 40, 53.
Girls in H. S., differences between,
and boys, 262, 273.
Goldsmith, 282, 299, 357.
Grading selections for use in differ-
ent classes, 89 ff., 140 ff., 146, 272;
in H. S., 394-5.
Grammar, place in course, 204 ff.;
language lesson as substitute for,
205; meaning of reaction against,
205-7; characteristics of English,
206, 208; Latinization of, 206,
209; ends gained by old type of,
207; possibilities in study of, 208;
disciplinary values in, 208–9;
method of studying native tongue,
210; child's natural beginnings
in, not at first a separate study,
211; course of progression, 211-
12; the child perforce a gram-
marian when he begins to use
language reflectively, 214; need
of terminology, 214; an incident
of work in Composition and
Literature; rules only to meet
needs, 215; formal grammar, as a
systematic and developed review
of facts already acquired, 220; in-
ductive approach, 221; exercises
in, 222; plan of text-book, 222-4;
in grammar schools or H. S., 224,

252; foreign language study as a
factor, 224; plan of organic lan-
guage and grammar study, con-
necting with work in composition,
225-32; in H. S., 252.
Gray's "Elegy," 265, 281, 357.

Habit, good speech as, 10, 319; of
taking pains in work, 321.
Hadley, President, 360 n.
Hales' "Longer English Poems,"
266.

Hall, G. Stanley, 58, 67, 72, 90, 235,
253.

Hawthorne, 157, 258, 264; study of
"Twice-told Tales," 277-8; life
of, 278.

Herbart, 318, 361.

Heroes, historic and legendary, liter-
ary celebration of, 80 ff., 126, 127.
"Hiawatha," misused as treatise on
Indian culture-epoch, 78.

High School, responsibility of, for
illiteracy, 17, 106; grammar in,
204, 224; the golden opportuni-
ties of adolescence for, 235 ff.;
social demands on, as determining
nature of literary studies, 239;
varying future of students to be
regarded, 240; aiding choice of
vocation, 240-1; providing for all
types of character, 241, 247;
policy adapted to adolescent, 242-
4; not to promote refinements of
scholarship or limit interests, 244;
training to use of books for prac-
tical purposes, 248; and to use of
library, 248; need of good school
library in, 248, 250; school maga-
zine desirable, 250; should be in-
vested at start with distinctive
character, 251; new features of
régime, 251, 316; beginnings of
work in, should signalize new de-

partures, 252, 253; and communi-
cate new spirit, and atmosphere,
253; effort in to be laborious, but
tranquil, 253-4; plan of course in
Literature and its relations to

Composition, 254 ff.; festivals and
morning exercises, 258; oratory
and debate, course in, 258-61;
class room for English work, 270;
spirit of work in, 317-8; follow-
ing and controlling pupils' interests
in, 318; ends to be served in de-
bating, 346.

History, in relation to Literature,
80 ff., 82-3, 126, 147, 379; in re-
lation to Composition, 178 ff.; of
English language, 231; of English
Literature, 267-8.

than a social problem, 9-11; re-
sponsibility of H. S. for, 17, 106.
Imagination, 32, 123, 181, 182, 378.
Imitation, 31, 122; Plato's doctrine
of, 33; dangers of, 95; language
and writing learned through, 374,
382; as factor in character-build-
ing, 380.
"Incident of the French Camp”
(Browning's), treatment of, 155-6.
Individuality, regard for, in compo-
sition work, 184, 191, 315, 324,
349, 385.

Inductive method, 221, 225.
Interest, 85, 122, 144, 317-8, 368.
Irving, 258, 287.
'Ivanhoe," 263.

H. S., 268.

Home, linguistic and literary influ-
ences of, 12 ff.; relations to school,
12; foundations of historic and
epic appreciation in festivals of,
80; domestic virtues in Literature,
81; home reading, 117 ff.
Home reading and school reading,
14, 117.

Homer, his noble, simple speech as

model, 43, 129; study of, in H.
S., 257-8, 286.

"How they brought the Good News
from Ghent" (Browning's), treat-
ment of, 156.

Humor, importance of education in,
49, 125, 247.
Huxley, on method, 366.

Ideals, formation of through literary

and linguistic studies, 379, 393.
Idylls of the King" 129, 246, 265,
302-3.

Illiteracy, 3, 8 ff.; responsibilities of

ing to read and write, 59 ff.; on
English grammar, 206.
“Julius Cæsar," 287, 289.

Keats, 247, 265, 299.
Kindergarten, language training in,
18 ff.; child's progress before en-
tering, 19 ff.; need of forward look
in, 20; literary standards, 24, 28;
stories and story-telling in, 25;
ethical emaciation of stories,
25; teacher's voice, manner, and
style, 26; selection of poetry and
stories, 51 ff.; story-telling re-
quirements, 43 ff.; influence of
kindergarten ideals on primary
education, 60.

Knowledge, not purpose of literary
study, 77 ff., 104; a prerequisite
of literary appreciation, 82.

(see Grammar); criticism of lan-
guage-lesson text-books, 215, 219;
steps forward in, grade by grade,
216-7; work must have regard
to actual habits and linguistic
aptitudes of child, 218; various
schemes cited, need of set-
tled scheme, 218; basic principle
suggested, 219; plan of language
work and grammar, connection
with composition, 225-32.
Language and thought, 39, 214, 219,
384-5.

-

"Lay of Rosabelle" (Scott's), ways
of studying according to Professor
Hales, 157-8.

Lay of the Last Minstrel," method
of treatment in higher grammar
grades, 160 ff.; in H. S., 285.
Learning by doing, 31, 331, 334, 374.
Letter-writing, 185, 226, 229, 230,
326.

Lincoln, Gettysburg speech as model

for short commemorative speech,
259; other speeches, 260.
Linguistic conscience and pride,
American lack of, 11.
Linguistic power and mental power,
39. See Thought.
Library, school and home, 117-8;
function of librarian as adviser,
121; in H. S., 248, 250; H. S.
student should command resources
of, 248.

Life, Literature and, 136 ff., 237,

379, 391-2; education as prepara-
tion for, 239-40; literary studies as
preparation for vocations, 248-9;
creation of ideals through Litera-
ture, 379-80; reading great books
as form of living, 380; relation of
composition work to demands of,
385.

129-30, 146, 392; in simplest
pieces, 51; perverted by correlat-
ing mania, 77 ff.

Literature, considerations to guide
selection of, 76; misuse of, for
knowledge purposes, 77 ff.; rela-
tion to history, 80 ff., 84; volumes
of selections, 87; emotional appeal
of, fundamental, 90, 379; impor-
tance of presenting literary wholes,
96, 102; epic type of, for growing
child, 124; epic masterpieces, 129;
its relation to life, history, heroes,
and nature emphasized through
school festivals, 136 ff.; conditions
of its becoming a vital power in
people's lives, 137; how much to
be studied, 138; principle of pro-
gression governing course, 138;
mistreatment for grammatical
values, 139, 373; different kinds
of, calling for varying ways of study,
140-1; classification of material
for grammar grades, 143; gradual
accumulation of repertoire, 145-6;
composition in connection with,
186; grammar study involved in,
210; aim of study of, in H. S.,
236 ff.; and life, 237, 378-80;
needs of adolescent nature to be
met by, 243-6; examples of suit-
able, 246-7; vocations for which
literary studies may prepare,
248-9; striking key-note of
studies in H. S., 251-4; taking
inventory of freshmen's literary
preferences and antecedents, 252;
sandwiching quiet books between
more exciting, 254; work in,
partly determined by plans for
composition, 254-5; general work
and intensive, 256; narrative type,
emphasized in first year, 256-8,