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Thought and language, 39, 214, 219,

Thurber, Professor Samuel, 262, n.

Training of teachers, literary, in-"
adequacy of, 391. See Teacher.
Translation, as composition work,
189, 328.

Treatment of masterpieces, as deter-
mining place in course, 89 ff.; |
methods of, 91 ff.; importance of
first impression, 94; presentation
of wholes, 96; securing unity
of impression, 96; development
work, 101; summary of points,
104; to be progressive, 138; not
to be for grammatical values, 139;
too lengthy and exhaustive, 140;
other pitfalls, 140-1; differences
in, dictated by differences in
books, 141; fitting spirit essen.
tial, 151; freedom to be allowed
teacher in, 151; to be governed
by nature of work, 152; must
also be guided by quality and
equipment of class, 153; need of
plans, 154; evil of indefiniteness
in, 155; of Browning's "Incident
of the French Camp," 155; of his
"How they brought the Good
News from Ghent," 156; degrees
of definiteness, 157; of the "Lay
of Rosabelle," after Professor
Hales, 157-8; of the "Lay of the
Last Minstrel," 160 ff.; general
counsels as to, 169. See Litera-
ture, Study of Masterpieces, Method.
Trench, his "Study of Words," 213.

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Twice-told Tales," 277.

Unity, regard for, in masterpieces,

102 ff.

Versification, 167, 188, 276, 290,

340; work in, an integral part

of English course, 350; ends to
be gained by, 350-1; basic work
in scansion, 351-2; progressive
work in various verse forms, 356-9.
Vicar of Wakefield," 263, 308.
Vocal interpretation of masterpieces,
94; of "Lucy Gray," 100, 103;
practice at home, 143, 375-6.
See Reading aloud.
Vocabulary, gaining a, 112; devel-
oping an interest in words, 213.
See Word-study.

Vocations, preparation for, in H. S.,
240 ff.; specified, 248-9.
Voice, influence on child, 36; teach-
er's, 374, 375-6. See Vocal Inter-
pretation of Masterpieces.

Waste, avoidance of, 388.
Webster, Daniel, study of man and
his speeches, 260.
Whitman, 4, 5, 35.

Wholes, literary, securing apprehen-
sion of, 96, 102.
Word-method vs. sentence-method
in teaching reading, 67 ff.
Woodward, Professor F. C., on Study
of English Grammar, 208.
Wordsworth, 35; his “Lucy Gray,”
suggested method of treatment,

92 ff.

Writing, when to begin, see Read-
ing; psychological objections to
early practice of, 64; as motor
side of read-write process, 73;
undue excellence in, pressed for,
107; first steps in mechanics of
(capitalization, etc.), 215. See
also in Plan of Language Work,
Word-study, 169, 213, 231, 232, 281,
(passim), 225-232.
289; in description, 339; in ex-
position, 342. See also Diction-
ary, Vocabulary.


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 practical reference library of text-books in professional study, the price of which is within every one's reach.


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"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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By Edward R. Shaw, Ph.D., Dean of the Faculty of Pedagogy in the New York University. Cloth, 12mo. $1.00 net. (Now Ready.)

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 planning of a school building. Accordingly, the building is regarded as the grouping of the number of schoolrooms required, with corridors, cloak-rooms, etc., and not 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 literary 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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