ment of, 179 ff.; in history work,
180; in biography, 181; emphasis
in first year of H. S., 255 ff.; deeper
aims involved in, 322; intensive

expected, 73, 107; composition
work thwarted by, 108; first steps,

110.

Pestalozzi, 379.

scription, 340.

Nature, child's interest in, 80, 125;
festivals, 136-7; in poetry, and
Literature generally, 298, 299.
Newspaper, use of, in composition
work, 190.

Note-taking and note-books, 279-82.
Novels, study of, 144, 263-4; short
story and novel, 256 ff.; master-
pieces, 264, 286-7.

Nurse, influence on child, 22.
Nursery Rhymes, child's first literary
food, 21.

154 ff., 363-4; must be definite
yet flexible, 154.

Plato, 17, 28, 33-4; his doctrine of
imitation, 33.

Plot, study of, 186, 278, 282-4, 287,
291-2, 312, 336, 337.
Plutarch, 292.
Poe, 258, 302.

Poetics, study of, 167, 188–9, 283-4,

287, 290, 297-8, 302, 350 ff.
Poetry, the staple of literary diet in
Primary Grades, 84; high office of,
393.
Pope, 266, 267, 303-4.

modern social progress on learning
of, 62; psychological objections,
64; two competing conceptions
of how to teach, 67 ff.
Reading, child's, extent of, 117;
habit, 118; over-ambition, 119;
over-prescription, 119; how much
in school, 138.

Reading aloud, 162–3, 275, 287, 296,
310, 312; of compositions, 324;
practice in, at home, 143; teacher's
part in, 94, 100, 103, 162, 375-8.
See also Vocal Interpretation.
Reading lesson, conduct of, 93 ff.;
points as to, 104.

Recitation, conduct of, 170, 172,
197-8; in composition work, 191;
first in H. S., striking new key-note,
251-4; in composition, 347-8.
Reduction, 190, 337.

environment, 12 ff., 80; celebra-
tions and festivals, 80, 136-7;
magazine in relation to composi-
tion work, 187; appropriate class
room for English work in, 270;
need of teachers enough in H. S.
for adequate individual work, 324;
personal problems of, dealt with
in debating, 346; clarifying public
opinion of, 346.

School room, adapted for English
work, 270.

Science, composition work in rela-
tion to, 113, 178 ff., 339; point
of view of, and that of Literature,
371-2.

Scott, 129; work on, in grammar
grades, 160, 161; study of life of,
168, 287.

Scudder, Horace, 148.

sions, Dictionary.

Reform of English teaching, signifi-
cance of movement for, I ff.;
President Hadley on, 360 n.
Repetition, 369. See Memorizing,
Review.

Reproduction, of story in kindergar-

ten, 45, 190; bane of too much, 386.
Results, mistaken demand for in lit-
erary development, 107.

Review, the, 369.

ing, need of all kinds, 49; different
kinds to be discriminated, 49; the
"core" " of classic pieces, 49-50,
131, 144; volumes of, 87-8; of
epic and ballad order, 128–9; what
to exclude, 129; what and how
much to study, 138; quality, 146;
ethical standard first test, 147.
See Literature, Literary Stand-
ards, Study of Masterpieces.
Self-activity, 31, 174.

grammar, 334.

"Robinson Crusoe," misuse of, for
knowledge purposes, 78.
Rossetti, Christina, value of her
poetry, 52.

Ruskin, 266; on versification, 353.

Scansion, 276; basis of work in
versification, 351; way of regard-
ing, 351; principles of, 352.
School, relation to home and social

unit-basis of work in language-
study and composition, 225,
332-3; proverb as model of self-
sufficient, 226; relation to para-
graph, 333; in narration, 336.
Shakespeare, for the young, 52; study
of, 213, 220-1; study of his lan-
guage, 232, 281, 289; tragedies for
H. S., 247; progressive work for
H. S., 263, 267; diction, note-
taking on, 281; "Merchant of

Venice," 281-2, 302; "Julius
Cæsar," 287, 289; life and times
of, 293-4, 308; " Macbeth," 312-3.
Shaw, Professor Edward R., 64 n.,
73 n.

Shelley, 246-7.

Short story. See Stories and Story-
telling.

"Silas Marner," 264, 282, 300.
Singing games, 21, 145.
"Snowbound," 265.
"Sohrab and Rustum," 283, 286.
Song, much poetry learned through,
145, 258; patriotic, humanitarian,
and nature, 145; class-songs, 189.
Spalding, Mrs., her "Problem of
Elementary Composition," cited,
III; on word-collecting, 213.
"Spectator" papers, 305-6. See Ad-
dison.

Speeches and Public-speaking, in con-
nection with debate and study of
orations, 258-61; composition of
various kinds; models, 258; cul-
mination in Burke, 258; Webster,
study of, 260; Burke, study of
"Speech on Conciliation," 309-12;
in relation to composition work in
argumentation, 344-6.
Spelling, 170, 376.

Spontaneity, 199, 386. See also Child.
Stevenson, 265, 267, 276, 299.
Stories, different kinds of, 46, 54;
masters of short story, 47, 258,
277-8; range of selection, 56-7,
88; epics, 128, 186; ballad and
short epics, 256-8; short story
and novel, 256; in form of drama,
257; Hawthorne's "Twice-told
Tales," 278; form, structure, at-
mosphere in, 278.
Story-telling, 25, 331, 336-7; skill
in, 26, 377; requirements of, 43,
46; need of training in, 46, 88;

in composition work, 186; impor-
tance of in education, 377-8.
Study of masterpieces, pitfalls in,
139-41; differences in degree of
detailed consideration, 141; classi-
fication, 142; for grammar grades,
143; ways of becoming acquainted
with, 144 ff.; importance of right
temper in, 150-1; to be governed
by nature of work, 152, 158; com-
position in connection with, 186;
in H. S., typical selections for,
246-7, 249-50, 254; sandwiching
quiet works between more excit-
ing, 254; of ballad, lyric, epic, dra-
matic species; short story, novel,
and play, 256 ff., 283; of speeches
and orations, 258-61; Shake-
speare, 263; of novels, 263-4;
works of descriptive order, 265 ff.;
of expository order, 266–7; of ar-
gumentative order, 267-8; grad-
ing of works, 272; too minute,
273; danger from over-edited
texts, 273; æsthetic values in,
274-5; vocal rendering, 275-6;
short stories, Hawthorne, etc.,
277-8; note-taking, diagramming,
etc., 279-82; word-study, 281;
"Sohrab and Rustum," 286;
Homer, 286; novels, 286-7;
"Julius Cæsar," 287-92; "L'Al-
legro" and "Il Penseroso," 296-
9;
"Silas Marner," 300-2; "Idylls
of the King," 303; "Merchant of
Venice," 281-2, 302; Age of
Prose, 303 ff.; Dryden, Pope,
Addison, 303 ff.; "Spectator" pa-
pers, 305-6; Macaulay's Essays,
306-7; Burke on "Conciliation,"
309-12; 'Macbeth," 312; "Co-
mus" and "Lycidas," 313-4; Es-
say on Milton, 314.

66

Style, development of sense of, in

H. S. students, 273-4; masters of,
two types, 275.
Summary, the, 190.

Syle's "From Milton to Tennyson,"
266.

Synonyms, 190.

Teacher, personal influence of, on
child, 33, 36, 42, 119, 374; use
of ideal child-speech by, 42; as
story-teller, 43-4, 377; voice and
manner, 44; need of training
in story-telling, 46; equipment
desirable for teaching reading and
writing, 74, 373-4; importance of
spirit of her teaching, 75, 318;
value of her vocal interpretations
of literature, 94 ff., 162, 275, 287;
dangers of assertion of literary
preferences, 119; power in deter-
mining child's interests, 122, 318;
liberty of programme, 151; must
get to know the individuality of
her class, 153; treatment of class
for composition purposes, 191-2;
need of appreciativeness and com-
mendation from, 192, 202; using
bright pupils to educate dull, 194;
exhibiting excellent work, 194;
regard for spontaneity, 199; sym-
pathy with child's way of putting
things, 201; should cover well-
defined field in her grade, 216–7,
389; need of skill in frequent
review work, 217; opportunities
which adolescent gives to H. S.
teacher, 235 ff.; his office, 237-8,
245-6, 318; personality must
support ideals prefigured in Lit-
erature, 238; need of more men
teachers in upper grammar grades
and H. S., 239; perplexed by
conflict of old and new ideals in
education, 241; should strike key- |

note of new spirit and régime in
first dealings with H. S. fresh-
men, 251 ff.; should investigate
literary antecedents of pupils, 252;
need of touch of bracing austerity
in dealing with students; danger
of cockering interests, 318;
power of personality, 319, 324;
has on hand in composition work
a character rather than an apti-
tude, 322; treating pupils as
authors, 323; need of personal
work in composition, 324; must
keep an eye on written work on
all subjects, 327-8; handling class
in composition, 347-8; need of
broader culture, 360-1, 390;
equipment, 361; attention to
method, 361-2; must be crafts-
man, 362, 384; need of plans,
363; inspiration, 363; thorough-
ness as a pitfall, 365; must change
attitude in passing from Science
to Literature, 371; victim of ex-
amination system, 373; habits of
speech, 376; his life in relation to
his work, 380; joy in his work, 381;
must live with great masters, 384;
must know English course from
start to finish, and his own work
in its relation thereto, 389;
training of, its admitted inade-
quacy, 391; high office of, 392-3.
Telegram, use of, in composition
work, 190.
Tennyson, 157, 268.

Teutonic myth and legend, as ele-
ments in literary study, 133.
Text-book, use of in grammar, 215,
216; in composition and rhetoric,
334.

Thackeray, 306, 308.
Thoroughness, 84-5, 139-42, 169,
241, 365.