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Thought and language, 39, 214, 219, of English course, 350; ends to

be gained by, 350–1; basic work
Thurber, Professor Samuel, 262, n. in scansion, 351-2; progressive

work in various verse forms, 356-9.
Training of teachers, literary, in- " Vicar of Wakefield,263, 308.

adequacy of, 391. See Teacher. Vocal interpretation of masterpieces,
Translation, as composition work, 94; of “Lucy Gray," 100, 103;
189, 328.

practice at home, 143, 375–6.
Treatment of masterpieces, as deter- See Reading aloud.

mining place in course, 89 ff.; Vocabulary, gaining a, 112; devel-
methods of, 91 ff.; importance of oping an interest in words, 213.
first impression, 94; presentation See Word-study.
of wholes, 96; securing unity Vocations, preparation for, in H. S.,
of impression, 96; development 240 ff.; specified, 248-9.
work, 101; summary of points, Voice, influence on child, 36; teach-
104; to be progressive, 138; not er's, 374, 375–6. See Vocal Inter-
to be for grammatical values, 139; pretation of Masterpieces.
too lengthy and exhaustive, 140;
other pitfalls, 140–1; differences Waste, avoidance of, 388.
in, dictated by differences in Webster, Daniel, study of man and
books, 141; fitting spirit essen. his speeches, 260.
tial, 151; freedom to be allowed Whitman, 4, 5, 35.
teacher in, 151; to be governed Wholes, literary, securing apprehen-
by nature of work, 152; must sion of, 96, 102.
also be guided by quality and Word-method vs. sentence-method
equipment of class, 153; need of in teaching reading, 67 ff.
plans, 154; evil of indefiniteness Woodward, Professor F. C., on Study
in, 155; of Browning's “Incident of English Grammar, 208.
of the French Camp,” 155; of his Wordsworth, 35; his “ Lucy Gray,”
“ How they brought the Good suggested method of treatment,
News from Ghent,” 156; degrees
of definiteness, 157; of the "Lay Writing, when to begin, see Read.
of Rosabelle," after Professor ing; psychological objections to
Hales, 157-8; of the "Lay of the early practice of, 64; as motor
Last Minstrel,” 160 ff.; general side of read-write process, 73;
counsels as to, 169. See Litera. undue excellence in, pressed for,

ture, Study of Masterpieces, Method. 107; first steps in mechanics of
Trench, his “ Study of Words,” 213. (capitalization, etc.), 215.

Twice-told Tales," 277.

also in Plan of Language Work,
Unity, regard for, in masterpieces, Word-study, 169, 213, 231, 232, 281,

92 ff.

(passim), 225–232.

289; in description, 339; in ex-
Versification, 167, 188, 276, 290, position, 342. See also Diction.

340; work in, an integral part ary, Vocabulary

102 ff.

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Under the General Editorship of Nicholas Murray Butler, Professor of Philosophy

and Education in Columbia University.

The contributors to this series will be leading teachers and students of education in Europe as well as in the United States. Each volume applies the results of the latest scholarship and the widest experience to some phase of educational thought or activity. Each subject is treated in untechnical language, and the series is intended to form a prac. tical reference library of text-books in professional study, the price of which is within every one's reach.


By David Eugene Smith, Principal of the State Normal School at Brockport, N.Y.

Cloth, 12mo. $1.00 net. (Now Ready.)


Historical Reasons for Teaching Arith-

Typical Parts of Algebra.


Growth of Geometry.
Why Arithmetic is Taught at Present.

How Arithmetic has Developed.

What is Geometry ? General Suggestions

for Teachers. CHAPTER IV.

How Arithmetic has been Taught.

The Bases of Geometry.

The Present Teaching of Arithmetic.

Typical Parts of Geometry
The Growth of Algebra.


The Teacher's Book-shelf.
Algebra - What and Why Taught.


“This book will be particularly interesting to progressive teachers, for they will find much in it that will be helpful to them, especially in guiding them to higher levels. I wish to strongly recommend it to all teachers of elementary mathematics, for it cannot fail to create new interests and desires for better things. It gives a résumé of many of the best authorities on the teaching of arithmetic, algebra, and geometry, including an account of their origin and development." — Professor W. H. METZLER, Syracuse University, in Journal of Pedagogy."






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This volume will mark a departure from the conventional treatment of the subject of school hygiene. The schoolroom is viewed as the unit first to be considered in the plan. ning of a school building. Accordingly, the building is regarded as the grouping of the number of schoolrooms required, with corridors, cloak-rooms, etc., and no as a building of a given size determined by the appropriation, and then divided up into schoolrooms, corridors, etc. The book is not one of open questions on school hygiene, but offers some definite conclusions. Much new material on the subject is presented. The chapters are: The Schoolroom, The School Building, School Grounds, Warming and Ventilation, School Baths, School Furniture, Postures and Physical Exercise, Eyesight and Hearing, The Hygiene of Handwriting, Fatigue, Sanitation, and Diseases which concern the School.


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This volume is designed to point out the salient features that constitute the "new" of geography. After presenting the gradual development of human knowledge concerning the form and size of the earth, the author shows the marvellous results of discovery that followed the blockading of the trade routes between Europe and Cathay, - the discovery of the New World, the finding of an all-water route to India, the decline of the commercial power of Genoa and Venice, and the battle between the factory and the feudal system that established the centres of commerce in western Europe and in the New World

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This book expresses the conviction that if we are to make good the serious shortcom. ings of our school training in English, it must be by more effective work, not alone or chiefly in the high school, but throughout the elementary school course. This book, therefore, devotes special attention to the work of the elementary school. It sketches a unified, progressive, rich, and well-articulated course, covering the whole period from the kindergarten through the high school, and deals with the difficulties and problems which meet the teacher in developing the student's twin powers of appreciation and expression. The treatment is practical, and the recommendations are the outcome of the writer's efforts and experiences in the class-room. It lays stress upon the fundamental need of a better liter. ary equipment of the teacher, and the consistent application of literary principles and standards in school work. Unless our teachers, the author insists, speak and read and write well, and by their exemplary influences win their pupils to good habits of thought, feeling, and language, and to worthy preferences and pleasures, no great advance can be looked for. The book aims to invest school work in English with the literary quality and attractiveness that must belong to it, if it is to be the most powerful school agency for the refinement of manners, the enrichment of intercourse, and the ennobling of character.

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