r >* rr »i *h» last ''ate stamped below 
 
 S !TY of CALIFORNIA 
 LIBRARY 
 
 , s ANGELES, CALIF.
 
 THE ELEMENTARY COURSE IN ENGLISH 
 
 26
 
 THE UNIVERSITY OF CHICAGO PRESS 
 CHICAGO, ILLINOIS 
 
 Hgents 
 THE BAKER & TAYLOR COMPANY 
 
 NEW YORK 
 
 THE CAMBRIDGE UNIVERSITY PRESS 
 
 LONDON AND EDINBURGH
 
 THE 
 
 ELEMENTARY COURSE 
 
 IN ENGLISH 
 
 A SYLLABUS 
 
 WITH GRADED LISTS AND 
 
 REFERENCES 
 
 JAMES FLEMING HOSIC, Ph.M. (Chicago) 
 
 Head of the Department of English 
 Chicago Teachers College 
 
 The University of Chicago Press 
 Chicago, Illinois
 
 Copyright 1908 By 
 James Fleming Hosic 
 
 Copyright 1911 By 
 The University of Chicago 
 
 Published April 191 1 
 Second Impression April 1912 
 
 Composed and Printed By 
 
 The University of Chicago Press 
 
 Chicago, Illinois, U.S.A.
 
 L £> 
 
 PREFACE 
 
 This syllabus grew out of the needs of a particu- 
 lar group of schools. It was found that in order 
 to co-operate intelligently, a body of teachers 
 requires something more explicit and, at the same 
 time, more general than the brief outline courses 
 of study which boards of education usually provide. 
 Hence the working principles which had proved 
 most important in actual practice were compiled, 
 and to these were added suggestions for the various 
 grades, brief bibliographies, and a series of graded 
 and annotated lists of poems, stories, and other 
 material. The work represents, therefore, experi- 
 ence of a comprehensive and varied character, 
 and is offered with some confidence as a working 
 guide for teachers of elementary English. 
 
 The book is intended primarily as a manual for 
 the teacher's desk. An effort has been made to 
 indicate definitely the character of the activities 
 to be carried on in the several grades, and to ar- 
 range a collection of material sufficiently varied to 
 meet changing conditions and so selected and listed 
 as to be readily accessible. The system of index- 
 ing, by which a poem or story can easily be found 
 in one or more of a small number of volumes, 
 which the teacher can reasonably expect to have
 
 VI PREFACE 
 
 access to, is believed to be new, and has been found 
 exceedingly convenient. 
 
 Great care has been exercised to include only 
 really good versions of the traditional stories. 
 This is by no means an easy matter, for the freedom 
 with which the old tales have been garbled by well- 
 meaning but inartistic pedagogues is appalling. 
 Truly the printing-press, especially that of the 
 schoolbook house, is the deadly enemy of the 
 classical literature of the folk. Cinderella in words 
 of one syllable and sentences of four words is 
 neither delectable nor edifying, and a strong 
 animal tale like the famous Story of the Three Bears 
 loses itself completely in the sentimental, kinder- 
 gartenized Goldie Locks, now too widely current. 
 Classics will stand the test of time, but this does 
 not insure them, it seems, against the tinkering 
 of education-mongers. 
 
 It is hoped that classes in normal schools, 
 teachers in institutes, teachers and principals in 
 individual schools, and parents in club meetings 
 may find the syllabus convenient, both as a basis 
 of discussion and as a bibliography. Indeed the 
 book has been satisfactorily used in these ways. 
 The plan of the work forbade the elaboration of 
 any topic; hence no apology is offered for the 
 dogmatic tone of the suggestions.
 
 PREFACE vu 
 
 The lists of references make no pretense to com- 
 pleteness. They are intended for general use, 
 not for specialists. The latter will, no doubt, 
 prefer to compile lists of their own. The most 
 comprehensive and generally useful references are 
 placed first. These often contain extensive bib- 
 liographies, which will open the way to as wide 
 and thorough reading upon the various topics as 
 inclination or circumstances may prompt. 
 
 It remains only to acknowledge the author's 
 obvious indebtedness to sundry books, pamphlets, 
 and courses of study, many of which are named as 
 references, and especially to the teachers and 
 principals of the Chicago public schools. It was 
 through their influence that the material was first 
 assembled, and it is because of their kindly appre- 
 ciation that the work is now offered to a wider 
 audience. 
 
 Chicago Teachers College 
 February 15, 191 1
 
 CONTENTS 
 
 PAGE 
 
 Introduction 3 
 
 An Outline of the Theory of Instruction in 
 
 English in Elementary Schools ... n 
 
 Language in Education 11 
 
 Composition — Oral and Written 14 ^ 
 
 Word-Study 27 
 
 Grammar 31 
 
 Reading 35 \ 
 
 Literature 43 
 
 The Course in English by Grades .... 57 
 
 Kindergarten 57 
 
 First Grade 63 
 
 Second Grade 73 
 
 Third Grade 81 
 
 Fourth Grade 89 
 
 Fifth Grade 97 
 
 Sixth Grade 105 
 
 Seventh Grade 113 
 
 Eighth Grade 121 
 
 Appendix 131 
 
 Books for Reading to the Pupils 131 
 
 Verse Collections 135 
 
 Prose Collections 139 
 
 Index 145 
 
 ix
 
 INTRODUCTION
 
 INTRODUCTION 
 
 Twenty-five years of agitation concerning in- 
 struction in the mother tongue has brought about 
 one definite result, namely, that everywhere and 
 unhesitatingly a large place on the daily school 
 program is reserved for it. As to the efficiency of 
 the instruction there is great variance of opinion. 
 Few are entirely satisfied. There seems to be a 
 growing suspicion that some of us have indulged in 
 sentiment and fine talk about freedom and the 
 unconscious absorbing of good English, at the 
 expense of honest, thorough teaching. The spell- 
 ing class has come back, grammar is "revived," 
 literature is " analyzed" — but with a difference. 
 Not technique without interest or deeper educa- 
 tional bearing, but technique with these, is the 
 newer aim. Ground has been gained, and the way 
 of further advance seems plain. 
 
 We must turn to psychology and the scientific 
 method for tangible aid in organizing our English 
 work. These can provide the explanation of our 
 failures and indicate the right way to our goal 
 Such investigations as those of Huey and Dearborn 
 into the actual process of reading, for example, 
 throw a flood of light on the problem of teaching 
 reading and will aid in establishing more rational 
 
 3
 
 4 ELEMENTARY COURSE IN ENGLISH 
 
 methods. Similar studies of the process of acquir- 
 ing the oral language, of spelling, and of grammar 
 are hardly less suggestive and will ultimately 
 revolutionize instruction in these subjects. Formal 
 discipline is yielding to the "pedagogical child," 
 but both must give way for the real boy with his 
 real needs and his natural manner of responding 
 to the influences about him. More and more 
 the school must become typical of contemporary 
 life. 
 
 An outline of English to guide the teachers of a 
 school is, in a sense, a necessary evil. If a wise 
 and skilful person were to have charge of a group 
 of children throughout the elementary period, she 
 could provide, adapt, and devise for them better 
 than any general outline could possibly suggest. 
 But such conditions are rarely found. Instead, 
 classes must meet several teachers, generally a 
 new one each year; the teachers of a large school 
 must work in concert; and hence arises the need 
 of a plan to which all agree. When such a plan 
 is an evolution — grows out of the experience of 
 many teachers laboring together for a number of 
 years — and is criticized in the light of what has been 
 done elsewhere, it is quite likely to embody much 
 of the best that is known about the work planned, 
 and may come reasonably near to what the one
 
 INTRODUCTION 5 
 
 ideally wise person would do if she had some of 
 the children all of the time. 
 
 But English as a subject of study does not lend 
 itself readily or happily to definite outlining. The 
 grading and prescription of literature, in the present 
 state of our knowledge at least, is necessarily arbi- 
 trary, for the most part, and may defeat the pur- 
 pose of the literary study. Much great literature is 
 simple and has a message for everybody. Effect- 
 ive reading, moreover, depends largely upon the 
 fitting mood. A genuine contact of mind with 
 book is much more readily secured at some times 
 than at others. At most, the course maker should 
 reserve for the work of each grade a few selections 
 which all children should know and which have 
 unfailingly appealed to children of that age. In 
 this way there is insured to each teacher a body of 
 suitable material and to the children the building- 
 up of a repertoire of classics upon which taste may 
 gradually be formed and ideals molded. The 
 winnowing which is now going on will ultimately 
 determine what these inevitable selections are. 
 
 The case of language presents even greater diffi- 
 culties. Language-study is not an end in itself 
 and not an object of conscious interest to little 
 children. Yet to assign certain facts of language 
 to certain grades is to make it appear that the
 
 6 ELEMENTARY COURSE IN ENGLISH 
 
 mastery of these facts, independent of their prac- 
 tical uses, is the aim. Ideally, pupils should master 
 the forms of language as they require them for 
 self-expression. As a matter of fact, real mastery 
 is never accomplished in any other way; as witness 
 the number of those who know but do not do. 
 Marks of punctuation, for example, should be 
 taught as the pupil's maturing sentence forms 
 demand them. On the other hand, it is true that 
 sentence forms are mastered to some extent in 
 learning to punctuate, provided that the pupil 
 does some thinking for himself in the process. On 
 the whole, specific mention of certain facts and 
 principles of language in the course for a given grade 
 must be taken to mean that those items of tech- 
 nique are necessary to any child in the stage of 
 advancement which the other work of the grade 
 implies, and the teacher should make sure that 
 they are positively and usefully known. Succeed- 
 ing teachers should not permit such knowledge to 
 grow dim. 
 
 The word English has come to signify a group 
 of studies called language, composition, word- 
 study, reading, literature, grammar, and even 
 penmanship. For clearness it is worth while to 
 observe that only four distinct but related activities 
 are involved: hearing, speaking, reading, and
 
 INTRODUCTION 7 
 
 writing English. The essential purpose of these 
 studies, moreover, is only twofold : to become able 
 to express yourself and to understand others. In 
 a large sense the aim is simply effectiveness in the 
 use of the mother tongue. The reaching of this 
 aim, however, is sure to involve a large acquisition 
 of knowledge, growth in intellectual power, quick- 
 ening of artistic and ethical perception, and 
 strengthening of moral resolution. The values 
 to be realized will be more fully set forth in the 
 first section of the syllabus. 
 
 Finally, it should be remarked that knowl- 
 edge, enthusiasm, and a sound point of view are 
 equally important. Everyone who teaches Eng- 
 lish, whether to younger or to older children, should 
 be and remain a constant student, both of the 
 problems of instruction and of language itself. 
 The teacher must preserve the student's interest, 
 and strive for the scholar's breadth and reverent 
 respect for the subject. She will hardly fail to 
 love and observe her children, and to study their 
 needs.
 
 OUTLINE OF THEORY
 
 AN OUTLINE OF THE THEORY OF IN- 
 STRUCTION IN ENGLISH IN 
 ELEMENTARY SCHOOLS 
 
 LANGUAGE IN EDUCATION 
 
 I. In any statement of educational aims and 
 values, language must be given a large place. The 
 fundamental fact is that mind grows through its 
 own activity, which is aroused by stimuli in the 
 environment, and that mental activity is largely 
 conditioned by language. Mental development, 
 therefore, is first in importance. Other values are 
 knowledge, aesthetic pleasure, social power, social 
 solidarity, and social advance. Language is the 
 most useful of all tools. 
 
 II. The English language has peculiarities which 
 make it both easy and difficult to learn. Inflec- 
 tion, for example, is easy; spelling is difficult. 
 
 III. The school is but one of many factors at 
 work. In some respects the influence of the home 
 and the street is stronger. Few rise far above the 
 level of the community. 
 
 IV. The present conditions are distinctly favor- 
 able for good work in English. The importance 
 of the study is now recognized, and teachers are 
 making ever-increasing efforts to prepare them-
 
 12 ELEMENTARY COURSE IN ENGLISH 
 
 selves for a task admittedly difficult. A definite, 
 uniform, and settled policy as to method, and 
 especially as to material, is yet to be developed. 
 
 V. Considerable advance has been made in 
 observing and recording the actual linguistic con- 
 dition of pupils at the time of entering school. 
 Naturally these vary widely, but the modern 
 teacher is ready to make an intelligent effort to 
 begin with little children at the point to which the 
 home has brought them. 
 
 VI. Learning English involves four fundamental 
 processes: hearing, speaking, reading, and writing. 
 The practical result is twofold: ability to express 
 oneself and to understand others. To this should 
 be added some knowledge and appreciation of 
 literature. The material and exercises for use in 
 school are commonly grouped under such heads 
 as composition, word-study, grammar, reading, 
 and literature. Each of these subjects deserves 
 consideration in turn. 
 
 References 
 
 O'Shea: Linguistic Development and Education (bibliog- 
 raphy). 
 
 : Education as Adjustment, pp. 214-22. 
 
 Chubb : The Teaching of English. 
 
 Carpenter, Baker, and Scott: The Teaching of English 
 (bibliography).
 
 LANGUAGE IN EDUCATION 13 
 
 Fouillee: Education from a National Standpoint. 
 
 Laurie: Lectures on Language. 
 
 Colby: Literature and Life in School. 
 
 Welton: Principles and Methods of Teaching, pp. 101-19. 
 
 Judd: Psychology. 
 
 Morgan: Psychology for Teachers. 
 
 Dewey: How We Think, pp. 170-87. 
 
 Harris: Psychologic Foundations of Education. 
 
 Dewey: "The Primary Education Fetich," Forum, May, 
 
 1898. 
 Pearson, et al.: "The Elementary School Curriculum, 
 
 First Year," Teachers College Recor d, January, 1906. 
 Proceedings of the National Education Association, the 
 
 Pedagogical Seminary, and other journals of education. 
 
 (See the indexes to the periodicals.)
 
 COMPOSITION— ORAL AND WRITTEN 
 
 All effort toward expression in words is, in a 
 broad sense, composition. Hence the term in- 
 cludes the fragmentary and informal expressions 
 heard throughout the day, as well as the complete 
 treatment of a topic. All language exercises 
 should look to some definite result in the daily 
 activity of the pupils. The oral language deserves 
 even more attention than the written, and should 
 be measured by standards equally high. Neither 
 oral nor written language should be permitted to 
 lag behind the child's needs nor fail to contribute 
 its share to his intellectual growth. 
 
 1. The aims of the teacher of language include 
 the following: 
 
 i . To make the free expression of ideas a pleasure 
 to the children. 
 
 2. To arouse a desire on the part of the pupils 
 to keep the national language pure. 
 
 3. To develop ideas and orderly habits of think- 
 ing. 
 
 4. To secure ease, correctness, and adequacy of 
 expression. 
 
 5. To aid the individual to overcome his special 
 faults. 
 
 14
 
 COMPOSITION 15 
 
 6. To equip all with the information and train- 
 ing necessary to meet the actual demands of life. 
 
 II. Certain principles of success should be borne 
 in mind: 
 
 1. Language development is special, not gen- 
 eral. To be effective, language exercises must 
 present a variety of typical situations in which 
 expression springs from a felt need. Formal dis- 
 cipline in language does not adequately prepare for 
 life. 
 
 2. Imitation, largely unconscious, is the chief 
 method of assimilation, particularly in the case of 
 younger children and particularly in the case of 
 oral language. 
 
 3. Hence the strongest school influence in lan- 
 guage is that of the group to which a child belongs. 
 The teacher's task is largely that of helping the 
 children to train each other. 
 
 4. Habits of order and consecutiveness are in- 
 stilled chiefly by the teacher's presentation, ques- 
 tions, and directions. 
 
 5. The use of good English is a habit. A judi- 
 cious but persistent effort to establish it must be 
 made throughout the day's work. First, because 
 the combined influence of the home and the com- 
 munity often exceeds that of the school and is 
 frequently vitiating; secondly, because otherwise
 
 1 6 ELEMENTARY COURSE IN ENGLISH 
 
 only the stimulus of the English class will produce 
 the desired reaction, while elsewhere the habit of 
 using poor English will assert itself. 
 
 6. Language is an art. Nothing but intelligent, 
 eager, long-continued practice under guidance and 
 criticism can bring success in it. 
 
 7. Strong and effective motives for expression 
 should be appealed to. These include: (1) the 
 desire to give pleasure and profit to others; (2) the 
 desire to express and support an opinion; (3) the 
 desire to enjoy for oneself the mastery of an art. 
 
 8. It is idle to speak of children's remaining 
 unconscious of form. Language is made up of 
 forms. So long as pupils study forms because they 
 need to use them, such study is educative and 
 defensible. Isolation is indeed to be condemned. 
 The idea to be expressed should, of course, be the 
 chief interest. 
 
 9. Originality springs from first-hand observa- 
 tion and the free play of the imagination. Prig- 
 gishness and bookish insincerity are often mistaken 
 for it. 
 
 10. Facts and principles of language and com- 
 position should be taught and used — taught 
 through use and when they are needed for use. 
 Explicit statement should not be expected or 
 required earlier than the fourth year. There is
 
 COMPOSITION 17 
 
 no valid excuse for lack of thoroughness, however, 
 and knowledge once gained should never afterward 
 be allowed to fall into disuse. 
 
 II. Every part or aspect of the work in English 
 should be related to some or all of the others and 
 as far as possible to all of the activities of the 
 school. 
 
 III. The means to be employed may be grouped 
 under three heads: 
 
 1. Impression — presenting literature by reading 
 or telling, with the accompanying comment and 
 discussion. This leads to wider interests, a larger 
 and better word-stock, and higher standards of 
 expression. 
 
 2. Expression — conversation, dramatization, 
 topical recitation, and original composition. Ex- 
 pressional activity conditions all growth in lan- 
 guage. 
 
 3. Formal instruction — the criticism and correc- 
 tion of oral and written language, instruction in 
 the principles of composition, drill in the correction 
 of errors, and exercises to establish good use in 
 punctuation, spelling, grammar, and other elements 
 of technique. 
 
 IV. Systematic instruction in language, par- 
 ticularly in the upper grades, requires a special 
 period, which, wherever possible, should be con-
 
 1 8 ELEMENTARY COURSE IN ENGLISH 
 
 secutive with the period for literature in order to 
 permit of adjustments in the time for written 
 work and the use of one for illustration of the other. 
 Such a period should be devoted (i) to the induc- 
 tive study of principles and to practice in the ap- 
 plication of them; (2) to the study of examples of 
 effective composition in order to set up proper 
 standards and to learn the methods of the art; and 
 (3) to practice in expression and to correction and 
 criticism, the material to be drawn from the whole 
 range of the pupils' knowledge and interests, and 
 with the purpose either to increase knowledge or 
 to give pleasure. The activities may be further 
 specified as follows: 
 
 1. Conversation. — This is not merely informal 
 recitation. It is free exchange and actual con- 
 tribution. To have it, freedom and good will 
 must be established. The teacher should guide 
 it, however, and prevent mere babbling. Her op- 
 portunity lies in leading the children to see rela- 
 tions where they have seen only facts, and in help- 
 ing them to the words and idioms they need. A 
 few worthy topics will be mentioned specifically 
 in the outline for primary grades. 
 
 2. Report and discussion. — Pupils should learn 
 to put a matter of observation, experience, read- 
 ing, or opinion clearly and effectively before the
 
 COMPOSITION 19 
 
 class. Training in speaking on one's feet in a 
 composed, pleasing, and forcible manner is well 
 worth the effort necessary to secure it, and can 
 hardly begin too early. Such exercises should 
 often be impromptu in character. 
 
 3. The oral story. — (a) The story is naturally a 
 valuable means of instruction for little children. 
 It is a primitive and popular mode of thinking; it 
 awakens the imagination and may train it to 
 rational processes; it conveys much knowledge of 
 men and things, cultivates the taste for literature, 
 and exercises the ethical judgment. As a means 
 of discipline in language it (1) affords training in 
 unity and sequence; (2) increases and improves 
 the vocabulary through the appropriation of the 
 words of the author for ideas which the story has 
 awakened; (3) advances facility in pronunciation 
 and in the use of English idiom and the English 
 sentence; (4) develops power to hold to a train of 
 thought, and (5) strengthens the memory for 
 imaginative details. One may add that oral re- 
 production is only an aid to original composition, 
 never a substitute for it, and that unless the right 
 sort of stories is handled according to an effective 
 plan the exercise is nearly worthless. 
 
 b) Stories suitable for retelling by children are 
 not numerous. Such stories should be (1) brief,
 
 20 ELEMENTARY COURSE IN ENGLISH 
 
 (2) simple in structure and motive, and (3) full of 
 action and imagination; (4) the language appeal- 
 ing to the senses; (5) the story moving steadily 
 forward; (6) each incident fully developed; (7) 
 the ending definite and satisfying; (8) the appeal 
 to the emotions direct and vivid. For the young- 
 est children, folk-tale, carefully selected, best ful- 
 fils the conditions. Later, use may be made of 
 the fables, the myths and legendary stories, and, 
 to a limited extent, of stories by modern authors, 
 particularly stories of animals. With regard to 
 all traditional stories the greatest care should be 
 exercised to secure the best possible version. 
 
 c) The telling of stories is an art. It implies a 
 good knowledge of literary forms and elements and 
 a lively interest in traditional literature for its own 
 sake. The artistic purpose and structure of each 
 story must be clearly apprehended. Such changes 
 and omissions must be decided upon as presenta- 
 tion to the ear may require. In the actual telling, 
 the narrative must be made to live in the imagi- 
 nation as a whole made up of definite literary 
 units. 
 
 d) Retelling by the children should usually be 
 asked for only after repeated hearings. Only so 
 can the story be assimilated and the pupil become 
 able to render it as his story. The meanings,
 
 COMPOSITION 21 
 
 associations, and sequence of the story should be 
 developed by questions and discussion, and occa- 
 sionally an outline of the incidents may be worked 
 out and placed before the class or written down by 
 each pupil, or both. 
 
 e) If worked out by the children themselves, 
 dramatization is a useful form of reproduction in 
 the primary grades, but it should never degenerate 
 into a mere exercise for entertainment. This form 
 of expression should gradually be replaced in 
 grades above the second by the reading of "parts" 
 and by the arranging of plays in writing. 
 
 3. Learning poetry by heart. — Many of the shorter 
 poems in the literature course should be learned 
 by heart. Aside from the gain in appprecia- 
 tion, the expressional value is considerable, par- 
 ticularly if proper care has been exercised in 
 making vivid the pictures and associations of 
 the words and the meaning of the whole. Read- 
 ing of the poems may begin even in the first 
 grade, and the copying of them in books kept 
 for the purpose in the third. Mere repetition 
 of the words of the poem should never be per- 
 mitted; memorizing and reciting should mean 
 memorizing and reciting the thought, and a 
 rational method of doing this should be de- 
 veloped. Attention may well be directed, in the
 
 22 ELEMENTARY COURSE IN ENGLISH 
 
 higher grades, to the fitness of the words for their 
 peculiar office. 
 
 4. Written composition. — This is a form of ex- 
 pression which involves many factors and which 
 usually offers much difficulty to the learner. Pen- 
 manship, spelling, indentation, capitals, marks of 
 punctuation, and a more formal structure than 
 that of oral language combine to hinder a free 
 play of ideas. Failure results from lack of oral 
 preparation, from attempting too much, from 
 improper subject-matter, and from over-insistence 
 on perfection of mechanical details. Because 
 exercises are long they are too infrequent and are 
 not properly criticized. Finally, pupils very often 
 lack interest or will not take pains. The following 
 is suggested: 
 
 a) That genuine motives for writing be brought 
 into play. Letters are particularly easy to motive. 
 
 b) That the topics chosen be such as have in- 
 terest to the pupils — their work, their play, their 
 fancies. The assignment should provide a defi- 
 nite problem which the pupil can work out. 
 
 c) That, generally speaking, writing be called 
 for only when the topic is well in hand. In gen- 
 eral, discussion, oral treatment, and blackboard 
 work may well precede the attempt to make a 
 permanent record on paper. Nevertheless, the
 
 COMPOSITION 23 
 
 freedom of individual effort must be preserved, 
 and the value of impromptu exercises should be 
 recognized. 
 
 d) That pupils should early learn to work to a 
 plan. As far as practicable the plan or outline 
 should be their own, made and used by the indi- 
 vidual as a guide to composing and recompos- 
 ing. The connection between such outlining and 
 instruction in paragraphing is close and impor- 
 tant. 
 
 e) That correction and criticism should be sys- 
 tematic and progressive. Typical items should be 
 made class exercises and the pupils left to make 
 specific corrections for themselves. A few things 
 only should be attempted at once, often only a 
 single thing. Pupils should learn how to criticize 
 a first draft for themselves and how to offer definite 
 suggestions on the work of classmates. The 
 blackboard should be utilized. Many composi- 
 tions should be read to the class, sometimes by the 
 teacher and sometimes by the writers. In this 
 way pupils may learn to judge the quality of writ- 
 ing by its appeal to the ear. 
 
 5. Technical work. — The place of this has been 
 indicated (in II, 8 and 10). It has its beginning 
 in the feeling that one must do his work as well 
 as possible. The method may include:
 
 24 ELEMENTARY COURSE IN ENGLISH 
 
 a) Observation of forms and usages in the read- 
 ing. 
 
 b) Copying of poetry in the literature class, and 
 of letter forms and dialogue. 
 
 c) Dictation exercises to fix certain specific 
 points. Except for testing, the passage should be 
 studied beforehand and compared afterward. 
 The class should drill, not mark time. 
 
 d) Blackboard exercises to present facts quickly 
 to the eyes of all and to give practice in correction. 
 
 e) Requiring pupils to use what they know. 
 
 /) Making common errors evident to the whole 
 class and correcting them by emphasizing the righl 
 forms and by arousing a class pride in using them. 
 
 g) Occasional lessons in English grammar. 
 
 References 
 i. The more theoretical and general works are: 
 
 O'Shea: Linguistic Development and Education (bibliog- 
 raphy). 
 
 Chubb: The Teaching of English, chaps, iv, viii, xi, and xii. 
 
 Carpenter, Baker, and Scott: The Teaching of English, 
 pp. 121-43 (bibliography). 
 
 Wei ton: Principles and Methods of Teaching, pp. 164-84. 
 
 McMurry: Special Method in Language. 
 
 Kirkpatrick: Fundamentals of Child-Study, chap. viii. 
 
 : "How Children Learn to Talk," Science, Septem- 
 ber, 1 891.
 
 COMPOSITION 25 
 
 Barnum: "Dramatic Instinct in the Elementary School," 
 Teachers College Record, March, 1907. 
 
 Hartog: The Writing of English. 
 
 Clapp and Huston: The Conduct of Composition Work in 
 Grammar Grades. 
 
 Spalding: The Problem of Elementary Composition. 
 
 Boas: Report of a Committee on English to the Board of 
 Education, London, 1909. 
 
 Proceedings of the National Education Association, Educa- 
 tion, Educational Review, School Review, and other 
 periodicals (see annual indexes). 
 
 2. On the use of the oral story: 
 St. John: Stories and Story-Telling. 
 Bryant, How to Tell Stories. 
 
 : Stories to Tell. (Introduction.) 
 
 MacClintock: Literature in the Elementary School. 
 McMurry: Method in Primary Reading and Oral Work. 
 Earhart: "The Story," Teachers College Record, March, 
 
 1907. 
 Sully, Studies of Childhood; and Children's Ways. 
 Allison and Perdue: The Place of the Story in Primary 
 
 Education. 
 Vostrovsky: "A Study of Children's Own Stories," Studies 
 
 in Education, Vol. I, pp. 15-17. 
 
 3. On the organization of material the following language 
 books are suggestive: 
 
 Perdue and Griswold : Language through Nature, Literature, 
 
 and Art. 
 Harris and Gilbert: Guide Books to English. 
 Robins and Row: Essential Studies in English.
 
 26 ELEMENTARY COURSE IN ENGLISH 
 
 Buehler and Hotchkiss: Modem English Lessons. 
 
 Gordy and Mead: Language Lessons. 
 
 Cooley and Webster: The New Course in English. 
 
 Smith: Longman's English Lessons. 
 
 Rankin: Everyday English. 
 
 Maxwell : Speaking and Writing. 
 
 4. For deskbooks the following are recommended: 
 Wooley: Handbook of Composition. 
 
 : The Mechanics of Writing. 
 
 Bigelow : Handbook of Punctuation. 
 
 Lewis : A First Book in Writing English. 
 
 Baldwin: The Expository Sentence and Paragraph. 
 
 Thomas: Composition and Rhetoric. 
 
 Thorndike : The Elements of Rhetoric and Composition. 
 
 Bates: Talks on the Writing of English. 
 
 Dye: Letters and Letter Writing. 
 
 Fernald: Synonyms, Antonyms, and Prepositions. 
 
 Note. — References on picture-study will be found at the end 
 of the section on literature.
 
 WORD-STUDY 
 
 1. The term word-study is a convenient heading 
 for discussion rather than the title of a subject of 
 study to be pursued consecutively and independ- 
 ently throughout the course. It includes oral and 
 written spelling, phonics, word composition, defini- 
 tion, synonyms, dictation, the use of the dictionary, 
 etc. 
 
 II. Phonics. — i. The study of elementary sounds 
 should begin when a small reading vocabulary of 
 representative words has been acquired. It has 
 immediate application in reading but should con- 
 stitute a separate exercise. 
 
 2. No diacritics need be used. The pupils 
 should gain the facts from observation and use 
 them. 
 
 3. Correct pronunciation will result from care- 
 ful hearing rather than from attention to the organs 
 of speech. There should be frequent drills, how- 
 ever, to secure accuracy and pure tone. 
 
 III. Spelling. — 1. Good spelling is the result of 
 good pronunciation, a habit of imaging words 
 accurately, and care in writing. The words most 
 often misspelled are usually those which have been 
 longest in the speaking vocabulary. 
 
 27
 
 28 ELEMENTARY COURSE IN ENGLISH 
 
 2. Oral spelling, drill on lists, grouping, the 
 learning of rules, the making of word books, all 
 have value. The test of actual life, however, is 
 the ability to spell words correctly in their context. 
 
 3. Spelling must have definite attention. The 
 unphonetic character of English spelling, com- 
 bined with the fact that, in reading, words are 
 seen as wholes, makes the spelling class necessary. 
 Yet it should be remembered that good spelling 
 is largely a by-product. 
 
 4. No spelling-book can wholly replace the lists 
 prepared by the teacher. At most it is a guide 
 and a convenience. It should contain no markings 
 or other changes in the normal appearance of the 
 written or printed word. Syllabifying should 
 mainly be confined to the oral exercises. 
 
 IV. Word compostion. — 1 . The systematic study 
 of derivation is of doubtful value in the lower 
 grades. The knowledge of the pupils is too limited 
 to permit of safe generalization. 
 
 2. Nevertheless, an interest in the life-history of 
 words should be aroused, and, as opportunity 
 offers, useful facts as to the meaning and applica- 
 tion of prefixes, suffixes, and common elements 
 should be taught. 
 
 V. Dictation. — 1. The most judicious discrimi- 
 nation should be exercised in the matter of direct-
 
 WORD-STUDY 29 
 
 ing the attention of children to words which 
 they should acquire. Priggishness and affectation 
 readily result from the effort to use words. 
 
 2. But the assimilation of needed words, particu- 
 larly from reading, requires attention to them. 
 The learner must have a sense of their fitness and 
 an occasion to use them in self-expression. 
 
 3. Reasonable accuracy should be demanded and 
 secured. 
 
 4. Dictation should be used only as a necessary 
 means to some specific end. 
 
 VI. Use of the dictionary. — 1. When the dic- 
 tionary is brought into daily use, the principle of 
 diacritics should be taught and the habit of 
 cautious, intelligent use of the book carefully de- 
 veloped. 
 
 2. The learning of definitions from the diction- 
 ary is an unprofitable exercise. The children 
 might better strive to form their own. Compari- 
 son afterward would then result in actual knowl- 
 edge and greater accuracy. 
 
 References 
 
 on PHONICS 
 Wyld: Historical Study of the Mother Tongue. 
 Sheldon: Introduction to Webster's Dictionary. 
 Lounsbury : The Standard of Pronunciation. 
 : The Standard of Usage.
 
 30 ELEMENTARY COURSE IN ENGLISH 
 
 Jones : The Technique of Speech. 
 
 Everts : The Speaking Voice. 
 
 Van Liew and Lucas: Phonics and Reading. 
 
 Robbins: Phonetics for Schools. 
 
 Summers : A Manual for Teachers of Reading. 
 
 ON SPELLING 
 
 O'Shea: Linguistic Development and Education. 
 Cornman: Spelling in the Elementary School. 
 Thorndike: Principles of Teaching, pp. 268-73. 
 Bagley: Classroom Management, pp. 238-42. 
 Gregory: The Rationale of Spelling. 
 Cody: Word-Study in the Schools. 
 Clodd: The Story of the Alphabet. 
 
 Emerson: Outlines of the History of the English Language. 
 Manley, Sabin, Alexander, Bowen and others: Spelling- 
 Books. 
 
 ON ETYMOLOGY 
 
 Skeat: The Principles of English Etymology. 
 
 Greenough and Kittredge: Words and Their Ways in 
 
 English Speech. 
 Bradley: The Making of English. 
 Wyld: The Growth of English. 
 Emerson: The History of the English Language. 
 Anderson : A Study of English Words. 
 Webster's, the Standard, and the Century Dictionaries.
 
 ENGLISH GRAMMAR 
 
 I. Grammar should be taught in the elementary 
 school chiefly for its practical value, and it should 
 be applied. Grammatical parsing and analysis, 
 as isolated exercises, seem to bear little or no rela- 
 tion to correctness in speech and writing. (See 
 the account of Mr. Hoyt's investigations.) 
 
 II. The method of grasping the facts should be 
 inductive, but the natural limitations of children's 
 minds in pursuing scientific investigations must 
 be respected. The material is intangible, and 
 readily baffles the efforts of immature children. 
 
 III. Children should not be made to suppose 
 that they or anyone can find a logical explanation 
 for all grammatical forms or usages. Many expres- 
 sions are, in a sense, illogical. History alone can 
 account for many idioms of language. The at- 
 tempts which are sometimes made to psychologize 
 grammatical definitions and explanations violate 
 the intellectual sincerity of the children and make 
 them none the wiser. 
 
 IV. Attention should be directed to the func- 
 tions of the various parts and elements of the sen- 
 tence and to the order and arrangement of words. 
 Such work requires careful thought, and, at the 
 
 31
 
 32 ELEMENTARY COURSE IN ENGLISH 
 
 same time, bears directly upon reading and com- 
 position. 
 
 V. During and after the fourth year, principles 
 of grammar should be taught whenever the pupils 
 can profit by them in their daily experience. How- 
 ever simple the fact, it should be designated by 
 the standard terminology. 
 
 VI. The continued use of single sentences 
 chosen to present certain grammatical forms, to 
 the exclusion of connected discourse, is to be 
 avoided. The application of grammatical knowl- 
 edge is naturally to the sentence in context. The 
 best of all material is that provided by the pupil's 
 own compositions. 
 
 VII. When the members of a class see clearly 
 what a certain grammatical relation is, they should 
 have liberal opportunity to choose or construct 
 good sentences to illustrate it. Much excellent 
 practice in punctuation may accompany such 
 exercises. 
 
 VIII. A textbook in grammar should be mainly 
 a collection of good examples of idiomatic English 
 as it is spoken and written today. The grammar 
 of Milton, Wordsworth, Thackeray, and other 
 English classics may well be deferred. 
 
 IX. Formal grammar-study should begin with 
 the sentence as a whole and proceed analytically.
 
 GRAMMAR 33 
 
 This is not only the order natural to the learner 
 but it is pre-eminently the order suited to a lan- 
 guage which is slightly dependent upon inflection. 
 To begin with the learning of paradigms is a blun- 
 der inherited from Latinized grammars. In no 
 case should the practical needs of the class be 
 sacrificed for the sake of following out the logical 
 order of topics arranged by some textbook writer. 
 X. Diagrams should never become more than 
 clear, graphic representation of relations already 
 perceived, and should never require a key. 
 
 References 
 
 Chubb: The Teaching of English. 
 
 Carpenter, Baker, and Scott: The Teaching of English (bib- 
 liography) . 
 
 Barbour: The Teaching of English Grammar. 
 
 Hoyt: "Studies in the Teaching of English Grammar," 
 Teachers College Record, November, 1906. 
 
 Boas: Report on English to the Board of Education, London, 
 1909. 
 
 Sheffield: "Rational Study of English Grammar," School 
 Review, November, 1910. 
 
 Leonard: Grammar and Its Reasons (bibliography). 
 
 Fernald: A Working Grammar of the English Language. 
 
 Lounsbury : History of the English Language. 
 
 Emerson: History of the English Language. 
 
 Mead : The English Language and Its Grammar. 
 
 Buehler: A Modern English Grammar.
 
 34 ELEMENTARY COURSE IN ENGLISH 
 
 Scott and Buck: A Brief English Grammar. 
 Lewis: Applied English Grammar. 
 
 See the list of language books above and the bibliography 
 in Carpenter, Baker, and Scott; also various periodicals.
 
 READING 
 
 I. Reading in the higher grades of the elementary 
 school is practically a form of literary study and 
 will be so considered. By "reading" is meant 
 learning to read. This includes (i) the acquiring 
 of a sufficient mastery of symbols and of the pro- 
 cess of reading so that meaning can be gathered 
 with comfort and facility, and (2) the establishing 
 of sound and correct habits of interpreting the 
 printed page. 
 
 II. Too much time is often devoted to reading 
 in the primary grades. The physical strain of 
 reading is considerable. The process of learning, 
 moreover, can hardly be made so fruitful an experi- 
 ence in itself as work in oral literature, nature 
 study, and manual training. Pupils who tell 
 stories, learn poetry, and converse about nature 
 and other objects of experience actually make 
 more and better progress than those who drill 
 excessively on reading, especially in case these 
 various activities are systematically related to 
 reading. 
 
 III. Both the method and the material of pri- 
 mary reading depend upon one's view of what 
 reading is. Recent psychological investigation 
 
 35
 
 36 ELEMENTARY COURSE IN ENGLISH 
 
 has thrown much light upon the matter and goes 
 far to confirm the practice of the majority of pro- 
 gressive teachers, who have reached their position 
 through common-sense and experience. Among 
 the important points are : 
 
 i. The sentence is the unit in reading, "a simul- 
 taneous ancPsuccessive whole." Many less im- 
 portant words are ordinarily not in consciousness 
 at all, but throughout there is a sense of relation- 
 ship, an anticipation of context. Hence children 
 should form their reading habit upon the sentence. 
 But attention must be called to many of tne com- 
 ponent words if each is to become a part of the 
 reading vocabulary. This must not, however, 
 prevent continuity of vocal utterance. Oral read- 
 ing must be by phrases, clauses, sentences, never 
 word by word. Beginners should master each 
 sentence before attempting to read it aloud. 
 
 2. Reading involves a sort of "inner speech." 
 There are few who do not have at least a dim con- 
 sciousness of the articulate sounds of which the 
 sentence is made up. The most rapid readers are 
 most nearly "eye-minded," least hindered, that 
 is, by the individual words. Children should, 
 therefore, have much practice in silent reading. 
 It does not follow that practice in reading to others 
 should be omitted.
 
 READING 37 
 
 3. The process of getting the thought and ex- 
 pressing it is a very complex one, involving a series 
 of visual -auditory -associative -motor reactions. 
 Defective organs are often the cause of slow prog- 
 ress. The teacher must observe each child as an 
 individual and seek to establish a well-balanced 
 habit of both silent and oral reading. The need of 
 eclectic, method and of an abundance of suitable 
 material is evident. The relation of drawing and 
 writing to reading should be carefully considered. 
 Finally, the physical limitations should be scrupu- 
 lously respected, and every effort made to preserve 
 healthful conditions. Attention is called particu- 
 larly to the light upon the blackboard. 
 
 IV. A "method" in reading which requires a 
 manual of directions is an impertinence. Many, 
 perhaps a majority, of the children of English- 
 speaking parents make a fair beginning of reading 
 at home. Every teacher of reading should con- 
 sider carefully how far these informal methods of 
 learning to read can be employed in school. Few 
 intelligent children who see others reading will 
 fail to learn, if plenty of attractive books are within 
 reach. The primary school is not so much in 
 need of new and carefully designed methods as of 
 a better library. 
 
 V. Reading requires a knowledge of the sounds
 
 38 ELEMENTARY COURSE IN ENGLISH 
 
 of syllables and letters. Since the first stages of 
 reading involve only the child's spoken vocabulary, 
 he should early be taught the elementary sounds 
 and become able to recognize graphic word-sym- 
 bols for himself. Lessons in phonetics should 
 begin as soon as a small vocabulary of typical 
 words has been acquired in reading. The pupil 
 should observe the sound-values in familiar words 
 and should learn to associate families of words 
 having one or more sounds in common. The 
 easier and more frequently used sounds should be 
 taught first. Words should be treated as wholes 
 and left unmarked, though, for convenience, com- 
 mon sounds may be referred to by their standard 
 names; as long or short. To build up words by 
 beginning with the sound in the midst and adding 
 fore and aft is to violate the psychology of reading. 
 Many words do not belong to any family but 
 involve unusual phonetic values, and, when met 
 with in the reading, should be pronounced by the 
 teacher. Great care should be exercised to secure 
 correct hearing and correct pronunciation. Not 
 all of the sounds of the letters can be given 
 correctly in isolation by little children. The 
 teacher will find extreme difficulty with many of 
 them. Hence much of the practice should be upon 
 words as wholes, and upon syllables.
 
 READING 39 
 
 VI. The meaning of new words must come 
 through context, assisted perhaps by suitable 
 questions and illustrations. Even in the higher 
 grades, the dictionary definition should be con- 
 sulted only after the word has been considered 
 in its place in the sentence. Drills upon isolated 
 words before the study of the reading-lesson is 
 begun do not assist the growth of power in reading. 
 
 VII. Good expression in reading results mainly 
 from a vivid consciousness of the meaning and the 
 stimulus of an appreciative audience. An exer- 
 cise in reading aloud where all have the text under 
 the eye tends to become merely perfunctory and 
 should be varied. No teacher is excusable for 
 permitting pupils to fall into the habit of mere 
 word-calling. Other forms of expression may be 
 employed, story-telling and dramatization brought 
 into connection, an audience provided, and, above 
 all, an abundance of interesting subject-matter 
 secured. (No single reading-book can possibly 
 suffice for the work of any year. Three or four 
 sets of different types, and a miscellaneous collec- 
 tion, sufficient to enable each child to read some- 
 thing for himself and tell about it, are necessary. 
 An ideal of good oral reading should be presented 
 by the teacher herself. 
 
 VIII. The materials of primary reading may be
 
 40 ELEMENTARY COURSE IN ENGLISH 
 
 simple enough for beginners and yet contain 
 interest and value. All the activities of the class 
 may furnish riding-lessons. Simple rhymes, the 
 gist of stories, dramatizations, the summaries of 
 observations -/and conversations may be system- 
 atically formed into lessons for the blackboard, 
 and, where facilities are available, into lessons on 
 printed slips and in little books made and illus- 
 trated by the pupils themselves. Such a first 
 book excels any that can be published for general 
 distribution. 
 
 IX. The best reading-books have least to dis- 
 tinguish them from a child's library book. Such 
 impedimenta as word-lists, questions, section-heads 
 to divide stories into lessons, printing of new words 
 in black type, reviews, etc., simply bewilder the 
 pupil and cause that to appear formidable which 
 ought to seem easy. Clear, large type, simple 
 illustrations germane to the text, and continuity 
 of subject-matter are the essential features. Good 
 drawings or pictures in flat colors, when artistically 
 done and adequately reproduced, are probably 
 the best type of illustration to be had. Next 
 come clear copies of paintings, to which the lessons 
 refer. Any attempt to make the child's reading- 
 book a compendium of universal knowledge is to 
 be deplored.
 
 READING 41 
 
 X. The reading-material in a primary book is 
 seldom of interest and value in isolation. Lessons 
 should be taken when the class is properly prepared 
 for them and then only. This is particularly true 
 of lessons dealing with social and industrial life, 
 facts in nature, life in other lands, or copies of 
 famous pictures. 
 
 References 
 on the place of reading in school 
 
 Chubb: The Teaching of English, pp. 58-67. 
 
 Carpenter, Baker, and Scott: The Teaching of English, pp. 
 75-81 (bibliography). 
 
 Dewey : My Educational Creed. 
 
 Huey: The Psychology and Pedagogy of Reading, pp. 301-13 
 (bibliography) . 
 
 O'Shea: Dynamic Factors in Education, Part I (bibliog- 
 raphy). 
 
 ON THE PSYCHOLOGY OF READING 
 
 Dearborn: The Psychology of Reading. 
 
 Huey: Psychology and Pedagogy of Reading (bibliography). 
 
 Judd : Genetic Psychology for Teachers. 
 
 O'Shea: Language Development and Education (bibliog- 
 raphy). 
 
 Spaulding: Defective Reading, "New York Teachers' Mono- 
 graphs," June, 1902. 
 
 Wissler: "Interests of Children in Reading-Work," Peda- 
 gogical Seminary, Vol. V, pp. 532-40. 
 
 Jacobi : Psychological Notes on Primary Education.
 
 42 ELEMENTARY COURSE IN ENGLISH 
 
 Bagley: "Apperception of the Spoken Sentence," American 
 
 Journal of Psychology, Vol. XII. 
 Balliet: "Association of Ideas in Reading," Proceedings 
 
 of National Education Association, 1893. 
 
 ON METHOD IN TEACHING READING 
 
 Reeder: History of School Readers and Development of 
 
 Methods in Teaching Reading. 
 Hall: How to Teach Reading. 
 Spaulding and Bryce: Learning to Read. 
 Bagley: The Educative Process. 
 
 Teachers College Record for January and September, 1906. 
 Huey, O'Shea, Judd, Chubb, Carpenter, Baker, and Scott, 
 
 as above. 
 Clark: How to Teach [Oral] Reading. 
 Wei ton: Principles and Methods of Teaching, pp. 120-38. 
 Briggs and Coffman: Teaching of Reading. 
 Laing: Reading, a Manual for Teachers. 
 Prefaces and manuals of many school readers. 
 
 ON MATERIALS OF READING 
 
 Ford: The New England Primer. 
 
 Johnson: Old-Time Schools and School Books. 
 
 Kellogg: Primary Reading (edited). 
 
 Huey, O'Shea, Carpenter, et al., Reeder, and others, as above.
 
 LITERATURE 
 
 I. Literature has established itself as a subject 
 of study in the elementary schools. The children 
 of the Puritans read the Bible; the children of 
 Revolutionary times read patriotic verse and prose; 
 the children of the Reconstruction grew lean on 
 the graded-information reader; the children of 
 our own day study selections of prose and poetry 
 of recognized merit. In addition to literature for 
 reading, the modern course provides liberally also 
 for oral literature in all grades. 
 
 II. Literature is an art and is capable, there- 
 fore, of giving aesthetic pleasure and of develop- 
 ing the aesthetic sense; it provides imaginative 
 experience and trains the imagination in con- 
 structive and interpretative activity; it plays 
 upon the finer feelings and makes possible keener 
 sympathy; it embodies high ideals of life and 
 conduct and sets a standard of duty; it greatly 
 enlarges the reader's knowledge of human life 
 and tends to cosmopolitanism; it is a convenient 
 and useful source of recreation and sometimes of 
 comfort and consolation; and since it is every- 
 where and always the expression and product 
 of fine intelligence, it can hardly fail to promote 
 
 43
 
 44 ELEMENTARY COURSE IN ENGLISH 
 
 intelligence in those who to any degree appre- 
 hend it. 
 
 III. The method of the teacher of literature must 
 ever be true to the genius of the art and to the capa- 
 cities and limitations of his class. The science 
 of criticism and the history of production are both 
 matters of legitimate interest to the older student, 
 but they have small place in the elementary 
 school. The various facts which serve as the 
 poetic symbols must also be held in strict subjec- 
 tion. Imaginative realization of the piece — its 
 sounds, words, pictures, suggestions, thoughts, 
 emotions, meaning, and purpose as a whole — should 
 overtop all other aims. As growing maturity 
 makes it possible, to these should be added a clear 
 sense of the writer's method and of his success in 
 it. The following points deserve emphasis: 
 
 i. Literature, especially poetry, is addressed 
 primarily to the ear. A faithful oral rendering 
 is the most effective of all means of appreciation. 
 The teacher must therefore be a good interpreter, 
 and should seek to develop like power in the class. 
 
 2. The method of all art is suggestion. The 
 teacher's work is therefore twofold: first, she 
 must give needed assistance in catching the mean- 
 ings which have been only indirectly conveyed in 
 the selection which is being studied; second, she
 
 LITERATURE 45 
 
 must strive to make the experience typical and 
 habitual, so that, through training, the pupil may- 
 become able to grasp readily and pleasurably the 
 meaning of whatever literature his intellectual 
 development and his knowledge of life have pre- 
 pared him for. 
 
 3. Every literary work is a more or less perfect 
 unity of varied parts, and unfolds in accordance 
 with a plan of structure or arrangement. Whether 
 pupils are made to discover this plan or not, the 
 teacher should invariably be acquainted with it 
 and should conduct the several lessons in the light 
 of it. It is clear that otherwise she is an incapable 
 guide, that the true relation and subordination 
 of parts will almost surely be obscured, and that, 
 in all probability, the class will spend its energies 
 on small details or in "picking out the beauties of 
 literature." 
 
 4. Literature reflects the experience of the writer 
 and must be translated into terms of the experience 
 of the reader. There must be at least a "feeling 
 of the meaning" of each phrase and passage, a 
 certainty that a moment's reflection would suffice 
 to identify the meaning. Children are, of course, 
 not conscious of their mental processes and readily 
 form the habit of getting only a few vague ideas 
 from contact with a book. They must be taught
 
 46 ELEMENTARY COURSE IN ENGLISH 
 
 to bring their experience to bear and to know 
 when they have really grasped the meaning. This 
 must be accomplished, however, without destroying 
 their naivete and natural childish obliviousness 
 of self. 
 
 5. Too great care cannot be exercised in preserv- 
 ing the genuineness and sincerity of the pupils' 
 response to the appeals of literary prose and verse. 
 The child's own judgment, to which he has come 
 by his own observation, is a thousand times more 
 valuable than a mature opinion put into his mouth 
 by another. This does not mean that he is to be 
 left in entire ignorance of literary standards, but 
 merely that insincerity and sentimentality are the 
 cardinal literary sins. 
 
 6. In childhood and youth is the time for making 
 permanent acquisition of a considerable body of 
 poetry. Since there is no substitute for the work 
 itself in the authentic language of the composer, 
 to acquire means ultimately to learn by heart. 
 To do so is extremely easy for younger children, 
 and, if continued as a practice, need never become 
 distasteful. Pupils may easily learn to recall the 
 lines by remembering the structure, and the choice 
 of selections and passages may largely be left with 
 them. As a matter of school policy, the memoriz- 
 ing of poems beyond the child's comprehension can
 
 LITERATURE 47 
 
 hardly be defended; and the reciting of "memory 
 gems" in concert is better fitted to develop the 
 lungs than to promote taste or intellectuality. 
 
 7. It cannot too strongly be urged that the possi- 
 bilities of a given selection or group of selections 
 in the work of a given class be most carefully con- 
 sidered. While, fundamentally, the method of 
 all literature is the same, yet each selection is 
 unique and presents peculiar interests and prob- 
 lems. Added to this is the fact that each class has 
 its own individuality. Hence, special planning 
 for each study or series of studies is imperatively 
 necessary. It is doubtful whether any other sub- 
 ject suffers so often and so seriously from stereo- 
 typed and perfunctory assignment and handling 
 as literature. Pupils are given nothing to do, do 
 nothing, and grow accordingly. Honest, thorough- 
 going preparation on the part of the teacher is the 
 remedy for the fault, and it is the least that can be 
 demanded. 
 
 8. The longer pieces, which are in place in all 
 grades above the second, offer peculiarly fruitful 
 opportunity for varied and effective work. The 
 class must learn to carry forward the early portions, 
 add meaning to meaning, keep the thread of action 
 in sight, and come gradually to a comprehension 
 of the whole. The teacher must mingle the
 
 48 ELEMENTARY COURSE IN ENGLISH 
 
 methods of the raconteur with those of the reader 
 and the analytic student. The forms of response 
 from the children should be varied and highly 
 versatile. Collateral material for illustration and 
 enlargement should be plentifully provided. When 
 thus handled, such stories as that of Ulysses or 
 Arthur become great landmarks in the pupil's 
 school life, and are not without great possibilities 
 of culture for the teacher herself. 
 
 IV. The choice of literature for children is grow- 
 ing more rational. To put it simply, literature is 
 coming to be recognized as literature and children 
 as children. This means that versified moralizing 
 and sugar-coated science must give place to genu- 
 ine art, and that an earnest effort is being made to 
 know and respect the interests, limitations, and 
 point of view of children. Attention is called to 
 the following: 
 
 i. Simplicity of thought and structure com- 
 bined with sincerity is more readily found in tradi- 
 tional literature than in the work of the modern 
 artist, particularly in case the modern artist sets 
 out to write for children. Sophistication seeking 
 to become childlike generally ends in a pose. The 
 literature, especially the prose literature, of little 
 children should be very largely the literature of 
 the folk.
 
 LITERATURE 49 
 
 2. But folk-literature reflects the crudities, 
 primitive ethics, and coarseness inevitable in a 
 partially developed civilization. Hence the great- 
 est care must be exercised in selecting from the 
 mass of such material now available the few pieces 
 which are entirely fit. The wholesale editing and 
 rewriting of this literature to make it harmless and 
 easy to read should be decisively frowned down. 
 The mantle of Andersen has so far not found fit 
 shoulders. 
 
 3. Hopeless confusion with regard to mythical 
 stories seems to exist. The number of myths 
 actually taught is small; the number of school 
 stories called myths by undiscriminating educators 
 is very great. The myths of the pagan gods have 
 no place in the curriculum of the smaller children, 
 and when used in higher grades should not fail to 
 awaken a certain reverence for beliefs once faith- 
 fully cherished. Stories of how and why certain 
 phenomena of nature came to be, and stories of the 
 legendary heroes of the nations may well precede 
 any systematic attempt to acquaint pupils with 
 the myths of the deities. Mythology, in its higher 
 aspects, is certainly not food for babes. 
 
 4. The course should include a small body of 
 thoroughly good poetry which is within the chil- 
 dren's comprehension. Suitable occasion will easily 
 
 t 

 
 5© ELEMENTARY COURSE IN ENGLISH 
 
 be found during any year for lyrics of nature, of 
 play-time, of ideals, of fun and fancy, and of love 
 of country. No little one should be deprived of 
 Mother Goose, and this may well be followed by 
 many of the poems in Stevenson's Child's Garden 
 of Verses. The old favorites should be often re- 
 called from year to year, brought into comparison 
 with the new, and thus be made really "touch- 
 stones" and a permanent possession. And, in the 
 higher grades, the poems of the best-known authors 
 should be grouped, and a modest attempt made to 
 know the poet's work as an expression of his life 
 and interests. 
 
 5. Mr. Scudder's contention that American boys 
 and girls should know American literature has much 
 weight. The public school is the great assimilator, 
 and no leavening influence can be more effective 
 than the expression of the national spirit in prose 
 and verse. An added advantage is the greater ease 
 with which the more familiar symbols, our nature 
 and our history, are interpreted. Nevertheless, 
 only selections really artistic should be taught, and 
 these not to the exclusion of the best and most 
 suitable from whatever source. 
 
 6. Whether certain selections are adapted to a 
 particular grade or class depends much upon the 
 training the class has had and upon the method
 
 LITERATURE S 1 
 
 of handling. A selection can be assigned to a grade 
 only on the assumption that the work indicated 
 for preceding grades has been done. Again, litera- 
 ture difficult for reading may often be easily 
 understood when communicated orally. These 
 two considerations imply (i) that teachers must be 
 privileged to select material from grades below 
 their own, and (2) that selections will appear in 
 the lists of two or more grades. A genuine classic 
 gains by repeated study — at suitable intervals and 
 from new points of view. 
 
 7. Literature-study of the right sort largely 
 determines what children will read voluntarily. 
 This should be one of the teacher's cherished 
 purposes, for whatever guidance most children 
 receive in this vastly important matter the school 
 must give. To the person really in earnest, and 
 at the same time competent and tactful, numerous 
 ways will readily be found to supplement the 
 influences intrinsic to the class exercises themselves 
 and thus to insure a substantial increase in the 
 number of discriminating readers of the best. 
 
 V. The study of pictures so nearly coincides with 
 the study of literature, both in purpose and in 
 method, that many teachers find it of advantage to 
 supplement the one with the other. The fact that 
 illustration has become so large a factor in modern
 
 52 ELEMENTARY COURSE IN ENGLISH 
 
 book-making renders this all the more desirable 
 and, in specific cases, imperative. Many excel- 
 lent pictures have been suggested by passages in 
 literature, and many poems are but the attempt 
 to say in verse what the painter had already 
 expressed with his brush. Hence the possibility 
 of many companion studies. But such work can 
 hardly become systematic without encroaching 
 upon the field of graphic art. 
 
 References 
 
 on the value of literature as a study 
 
 Colby: Literature and Life in School. 
 
 MacClintock: Literature in the Elementary School. 
 
 Scudder: The Place of Literature in School. 
 
 Cox: Literature in the Common Schools. 
 
 Corson: Aims of Literary Study. 
 
 Butler: "Aims and Methods in the Study of Literature," 
 
 Education, Vol. XVI. 
 Barnum: "Elementary-School Curriculum, First Year," 
 
 Teachers College Record, January, 1906. 
 See Proceedings of the National Education Association, and 
 
 indexes to periodicals. 
 
 ON METHOD IN THE TEACHING OF LITERATURE 
 
 Chubb: The Teaching of English. 
 
 Carpenter, Baker, and Scott: The Teaching of English (bib 
 
 liography) . 
 MacClintock: Literature in the Elementary School.
 
 LITERATURE 53 
 
 Colby: Literature and Life foi School. 
 
 Bryant: How to Tell Stories to Children. 
 
 McMurry : How to Study- and Teaching How to Study. 
 
 Sylvester: Journeys through Bookland, Vol. X, pp. 329-464. 
 
 Welton: Principles and Methods of Teaching, pp. 130-63. 
 
 St. John: Stories and Story-Telling. 
 
 Bates: Talks on the Study of Literature. 
 
 Woodberry: The Appreciation of Literature. 
 
 ON THE CHOICE OF LITERATURE FOR CHILDREN 
 
 Moses: Children's Books and Reading. 
 
 Field: Fingerposts to Children's Reading. 
 
 Vostrovsky: "A Study of Children's Reading Tastes," 
 
 Pedagogical Seminary, Vol. VI, pp. 523-35. 
 Chamberlain: "Folk-Lore in the Schools," ibid., Vol. VII, 
 
 pp. 347-56. 
 Allen: "Pedagogy of Myth in the Grades," ibid., Vol. 
 
 VIII, pp. 258-77. 
 Ferguson: A Guide to Helpful Reading. 
 Macy: A Guide to Reading. 
 Lawrence: "Children's Interests in Literature," National 
 
 Education Association, Proceedings, 1899. 
 : "How Shall Children Be Led to Love Good 
 
 Books?" 1901. (Unsupported by evidence.) 
 McCracken: "What Children Like to Read," Outlook, 
 
 December, 1904. 
 "Report of the New England Association of Teachers of 
 
 English," School Review, 1907. 
 Boas: Report on English to the Board of Education, London, 
 
 1909. 
 Colby, MacClintock, Chubb, Bryant, as above. 
 
 Many articles in the periodicals (see annual indexes).
 
 54 ELEMENTARY COURSE IN ENGLISH 
 
 Library lists of the A.L.A., Pittsburgh Library, Detroil 
 Library, Hartford Library, Boston Library, Pupil's 
 Reading Circle of Illinois, Baker in Teachers College 
 Record, Chicago Board of Education, Library Commis- 
 sion of Wisconsin, Illinois "Course of Study," Indian- 
 apolis "Course in English," "Course in Literature," 
 at Brookline, Mass., "Helps for Teachers, No. i," 
 Chicago Public Library. 
 
 ON THE STUDY OF PICTURES 
 
 Emery: How to Study Pictures. 
 Sawvel: How to Interpret Pictures. 
 Van Dyke: The Meaning of Pictures. 
 Caffin: A Child's Guide to Pictures. 
 Wilson: Picture-Study (Teachers' Manual). 
 Wertz: Outlines for Picture-Study. 
 Sturgis: Appreciation of Pictures. 
 Witt: How to Look at Pictures.
 
 THE COURSE BY GRADES
 
 THE COURSE IN ENGLISH BY GRADES 
 THE KINDERGARTEN 
 
 Formerly the idea obtained that the effect of the 
 telling of the stories in the kindergarten and the 
 influence of the teacher of little children through her 
 speech were mainly in the directing of moral tend- 
 encies and the awakening of aspiration, love, and 
 reverence. Of late the conception has been broad- 
 ened to include, not only all this, but also the 
 unconscious communication of standards of English, 
 both in the story given and in the language used in 
 expression, as well as in the standards of tone, 
 pronunciation, and meaning. A worthier under- 
 taking for a teacher could not be imagined. She 
 can acquaint the children with beautiful phrases 
 and make for them "household words" of fine 
 speech, at the time when they are gathering with 
 quick ear, warm feelings, and wonderful speed a 
 vocabulary that will be more truly their own than 
 any that they may try to acquire with toil and 
 effort later. She can make them lovers of whole- 
 some sentiment and unconscious critics of weak 
 and bloodless romance. Children accustomed for 
 the first few years of their lives to the best, in their 
 own literary favorites may pass through the stage 
 
 57
 
 5 8 ELEMENTARY COURSE IN ENGLISH 
 
 of the Augusta Evans Wilson or E. P. Roe novel — 
 may revel in Daring Dick or perhaps the higher 
 type of melodrama provided by Henty — but time 
 has proved again and again that of their own 
 motion they soon become tired of it and find their 
 way back to the wholesome atmospheres that are 
 at one with their earlier enchantments. 
 
 It is a truism to say that the influence that can 
 be exerted in this way depends almost wholly on 
 the teacher's own personal efficiency. With older 
 children literary enthusiasm and appreciation may 
 be communicated where the chief instrument is 
 the story, but with small children equally impor- 
 tant factors are tone and language. These form 
 their standards quite as much as the matter 
 of the story. Hence the speech of the teacher 
 should be fine and sweet. This, coupled with good 
 story and good poetry and with sympathetic 
 encouragement of creative effort in word-making 
 and verse-making and story-making, will lay a sure 
 foundation for the love of literature and of right 
 habits of speaking. 
 
 But a word of warning is timely here. All word- 
 making from which any profit may come must be 
 spontaneous with the children themselves. Many 
 teachers make the mistake of coining words for 
 the children, and there is great danger that these
 
 KINDERGARTEN 59 
 
 may become insincere, affected, or infantile. Like 
 all other creation, word-making must be spon- 
 taneous and on the plane natural to the artist — a 
 delightful response to experience which is welcome 
 but not forced. What children want from grown 
 people is real words, and above all, meanings and 
 help in building general terms from concrete 
 experiences. This is a most neglected field in 
 English among small children, but it could be 
 worked with very great profit. 
 
 School work with the youngest ones is not yet 
 well defined. There is no lack of material or 
 method, but all is unorganized, and much thought- 
 ful study is needed to make it of use. The fol- 
 lowing points are of importance: 
 
 i. Material. — In the nursery, the rhyme and the 
 picture, with a few lines of rhythmic description, 
 are the best material for the little child. The short 
 lyric and ballad follow these, with the short story 
 of the Peter Rabbit type. Later, in the home, the 
 child will enjoy many old tales that friends and 
 parents will repeat for him, but at this time the 
 child is at the threshold of the kindergarten, and 
 should find there waiting for him the folk-tale, some 
 fairy tales, many simple tales of real life, and a 
 plentiful supply of good, simple verse. A very 
 large part of his English here should be the gaining
 
 60 ELEMENTARY COURSE IN ENGLISH 
 
 of names of things and of meanings of words. If 
 the wholesome habit should develop among the 
 children of asking, "What does that mean?" the 
 teacher may feel that she has added something to 
 the prospect of increasing the supply of intelligent, 
 fluent speech in the world. There is no book of 
 stories or poems that can be recommended as a 
 whole, since those produced for the kindergarten 
 are too limited or lack literary and artistic value. 
 Those for the primary grades are often equally 
 inartistic and many of the stories too advanced — 
 so that the teacher must make her own selection. 
 In the first year, fifteen stories is a good allowance ; 
 in the second year, perhaps twenty. Stories for 
 the first year should not require more than five 
 minutes in the telling; those for the second year, 
 not more than ten. 
 
 2. Method. — Stories should be repeated often, 
 if they are worth while, and a new story should 
 always be told twice, or at least on successive days. 
 They should be told without much gesture, and 
 the teacher should never request the children to 
 retell the story until they volunteer to do so. Parts 
 and sentences only will be given at first; after a 
 while the whole story will come. 
 
 One source of success with the kindergarten 
 teacher will be the tone of her voice and her manner
 
 KINDERGARTEN 61 
 
 of speaking. Little children are remarkably in- 
 fluenced by these things; hence the teacher should 
 take special note of the tone and manner of speak- 
 ing of those who speak well, and should constantly 
 cultivate her own power in this direction. The 
 first essential quality is sincerity, which is a result 
 of reality and earnestness in the teacher herself. 
 Then come simplicity and fulness of tone — the 
 head voice used but not forced, and every sentence 
 and every word given its proper value. The voice 
 should not be loud but clear and distinct, and the 
 teacher should speak simply and as if she felt the 
 importance of what she says. 
 
 There are several good books now in use in 
 method in story-telling. These should be con- 
 sulted. In verse, two or four lines are sufficient 
 at first, and the children should be encouraged to 
 contribute from their store. But, by and by, two 
 or three verses may be learned (these should be 
 thoroughly learned), and it is well to give some 
 lines of stately blank verse with a refrain. Rhyth- 
 mic refrain is admirable for young children. 
 
 Above all, the teacher should study the develop- 
 ment of English work in some book like Chubb 's 
 Teaching of English, so that she may realize the 
 scope of the subject of which her work is a small 
 part and get something of the inspiration that
 
 62 ELEMENTARY COURSE IN ENGLISH 
 
 comes from feeling the sweep of a large process 
 and the co-operation in a fine purpose. 
 
 References and Collections 
 
 McVannell and Hill: "Kindergarten Problems," Teachers 
 
 College Record, November, 1909. 
 Buckland: The Use of Stories in the Kindergarten. 
 Wiggin: Children's Rights. 
 Henderson : The Children of Good Fortune. 
 Bryant: How to Tell Stories to Children. 
 
 : Stories to Tell to Children. 
 
 St. John: Stories and Story-Telling. 
 Poulsson: In the Child's World. 
 Bailey and Lewis: The Children's Hour. 
 Wiggin: The Story Hour. 
 
 : Pinafore Palace. 
 
 Welsh: A Book of Nursery Rhymes. 
 Lansing: Rhymes and Stories. 
 O'Shea: Six Nursery Classics. 
 Johnson: Oaktree Fairy Book.
 
 THE FIRST GRADE 
 COMPOSITION 
 
 The important aim in this grade is training in 
 oral English. In all the exercises the children 
 should use clear, natural, and pleasing tones of 
 voice. The pupil should, however, become able 
 to write his name and some words and sentences 
 from the reading-lessons. Blackboard or large 
 sheets of unglazed paper with soft pencil are the 
 only suitable materials. The subjects for oral com- 
 position should include all the current interests 
 of the children. The following are the principal 
 opportunities afforded for development in spoken 
 language : 
 
 i. Conversation and report. — The topics should 
 be both interesting and instructive, and each lesson 
 should proceed to a definite end. The following 
 groups are suggested as typical: (a) home, father, 
 occupations, plays, outings, pets; (b) baker, car- 
 penter, postman, and other workers; (c) Colum- 
 bus Day, Thanksgiving Day, Christmas Day, 
 Lincoln's Birthday, Washington's Birthday; (d) 
 plants, trees, autumn, winter, spring; (e) pictures 
 of action or situation, such as the best illustrations 
 of Mother Goose, and pictures of children and 
 
 63
 
 64 ELEMENTARY COURSE IN ENGLISH 
 
 animals. Large pictures are required, and only 
 those having at least modest claims to artistic 
 excellence should be used. (See the suggestions 
 on literary study below.) 
 
 2. Story-telling. — The pupil should be given a 
 single, complete impression of the whole. He 
 should not be pressed to attempt to retell a story 
 until he has heard it more than once and has 
 grasped it sufficiently to ask intelligent questions 
 about it. The teacher should be mindful through- 
 out of the objective point and essential structure 
 of the story, and should preserve its spirit. Con- 
 versation concerning the meaning of the story 
 should be carefully guided. Only the shorter 
 stories as indicated in the list below are suitable 
 for telling by the children. Graphic illustration 
 is highly valuable, both for testing and for deepen- 
 ing of the impression. By the end of the year 
 each pupil should be able to tell several stories, 
 from beginning to end, in a manner pleasing to 
 the class. (See the suggestions on literary study 
 below.) 
 
 3. Dramatization. — The more dramatic stories 
 and rhymes may well be acted out. The children 
 should be encouraged to arrange the simple 
 "properties," to plan the acting, and to compose 
 and perfect the dialogue.
 
 FIRST GRADE 65 
 
 4. Memorizing poetry. — The literary study of 
 the grade involves learning by heart. (See the 
 list of poems suggested.) Oral recitation is also 
 a valuable discipline in language, provided it is 
 genuine expression. 
 
 WORD-STUDY 
 
 L 
 
 After a suitable stock of type words has been 
 acquired in the reading, systematic study of phonics 
 should begin. Simple breathing exercises should be 
 provided; also practice in pronunciation of words, 
 pausing slightly on syllables without exaggerated 
 lip or tongue movement, in enunciation of i, e, 
 a, a, i, a, in connection with consonants, and in 
 articulation of initial and final consonants, espe- 
 cially p, t, b, s, m, n, g. Jingles may be repeated 
 for increasing the flexibility and strength of lips and 
 tongue. Words should be treated as wholes, and 
 the sounds of syllables and letters learned in their 
 connection. By grouping words in families, pupils 
 may easily be led to observe the sound values for 
 themselves. Such lessons may well take the form 
 of lively, interesting word games. Each teacher v/ 
 should have at hand a table by which the work 
 may be guided and systematized. As fast as 
 knowledge of the sounds of the letters grows, it 
 should be employed in making out new words in
 
 66 ELEMENTARY COURSE IN ENGLISH 
 
 the reading-lessons. The naming of the letters 
 leads naturally to spelling. By the end of the 
 year the members of the class should be able to 
 spell many common words and should know the 
 alphabet. Their progress in word-study may be 
 judged by their ability to hear sounds and repro- 
 duce them accurately, and by their recognition of 
 written and printed words. 
 
 READING 
 
 The first lessons should be blackboard lessons 
 made up from the conversations. The teacher 
 should secure continuity, sequence, and unity, and 
 should keep careful account of the growth in 
 vocabulary. Some word drill is necessary. Les- 
 sons based upon nursery rhymes which have been 
 memorized may be made very effective. Pupils 
 should be ready for a book in a few weeks, and 
 should have access to several attractive, easy 
 readers. Most children learn to read by them- 
 selves when they have something they like to read. 
 A suggested list appears below. The various reci- 
 tations in reading should involve a wide range of 
 interests, and should employ all avenues of both im- 
 pression and expression. Distinctness and appro- 
 priateness in the oral rendering should be secured. 
 The preparatory and collateral work necessary to
 
 FIRST GRADE 67 
 
 the interest and appreciation of a lesson should be 
 faithfully done. Isolation is the bane of the read- 
 ing work. (See the section on Reading in the 
 "Outline of Theory.") 
 
 LITERATURE 
 
 The impression should be conveyed orally, 
 though poems may well be placed upon the board 
 for incidental reading. The teacher's voice and 
 manner in telling and reciting should serve as an 
 unconscious model for the children. Such ques- 
 tions should be asked as will aid the children in 
 realizing the piece in the imagination. Literature 
 is suggestive and indirect; the teacher's method 
 must be of like character. The test of success is 
 that the pupils enjoy an experience akin to that 
 of which the selection is the adequate expression. 
 Their literary sincerity must in no way be violated. 
 The work with a poem should generally include 
 memorizing and reciting by the pupils, and in the 
 case of stories, telling or dramatizing. An effort 
 has been made to include in the lists of stories 
 and poems below only those selections which a 
 little child can understand and appreciate. It 
 does not follow, however, that because he gets 
 something more than sound that he should be 
 expected to render all the meaning in plain prose
 
 
 68 ELEMENTARY COURSE IN ENGLISH 
 
 or to analyze the effect which he has received. 
 The value of the story or poem can be measured 
 by the interest of the children and their desire to 
 make it their own. 
 
 Stories 
 
 The shorter and simpler stories are marked with an asterisk. 
 Most of these are suitable for dramatization. The name appended 
 is usually that of a trustworthy editor. The initials indicate the 
 titles of good sources of the story, which will be found in the list 
 of prose collections in the Appendix. 
 
 The Ant and the Grasshopper, f.e., f.f.s., Joseph Jacobs. 
 *The Boy Who Cried Wolf, f.e., H.o.-n., j.t.b., Joseph 
 Jacobs. 
 
 The Bremen Town Musicians, g.t.-l, f.f.s., Margaret \ 
 Hunt. 
 
 Briar Rose, g.t.-l, Margaret Hunt. . 
 *The Cat and the Mouse, b.f.b., Clifton Johnson. 
 *The Cat and the Mouse in Partnership, g.t.-i., g.h.t., 
 Margaret Hunt. 
 
 The Christ Child, d.b.s., The Bible. 
 
 Cinderella, o.f.b., t.m.g., Clifton Johnson. 
 *Clytie, f.g.m., s.o.G., Lillian Hyde. 
 *The Crow and the Pitcher, f.e., f.f.s., Joseph Jacobs. 
 *The Elves and the Shoemaker, g.t.-i., f.f.s., Margaret 
 
 Hunt. 
 ; "The Fir Tree, w.s., h.a.s., Hans Christian Andersen. 
 
 The Fisher Boy, b.f.b., Clifton Johnson. 
 
 Five Out of One Shell, s.t., Hans Christian Andersen. 
 *The Fox and the Grapes, f.e., f.f.s., Joseph Jacobs. 
 *The Fox and the Rooster, b.f.b., Clifton Johnson.
 
 FIRST GRADE 69 
 
 The Frog and the Ox, f.e., H.o.-n., Joseph Jacobs. 
 The Garden of Paradise, w.s., b.f.b., Hans Christian 
 
 Andersen. 
 *The Hare and the Tortoise, f.e., l.r.-h., Joseph Jacobs. 
 *Henny-Penny, e.f.t., Joseph Jacobs. 
 Hiawatha's Childhood (Song of Hiawatha, Part II), Henry 
 
 W. Longfellow. 
 *The House That Jack Built, h.o.-l, s.n.c, C. E. Norton. 
 *How Brother Rabbit Fooled the Whale and the Elephant, 
 
 s.t.c, Sara Cone Bryant. 
 Jack and the Beanstalk, e.f.t., f.s.f., Joseph Jacobs. 
 Jack the Giant Killer, e.f.t., b.f.b., Joseph Jacobs. 
 The Johnny-Cake, e.f.t., o.f.b., Joseph Jacobs. 
 Tame Molly, b.f.b., f.t., Clifton Johnson. 
 The Lion and the Mouse, f.e., f.s.f., Joseph Jacobs. 
 The Little Red Hen, o.f.b., s.t.c, r.s., f.c.h., Clifton 
 
 Johnson. 
 Little Red Riding-Hood, o.f.b., h.o.-ii., j.t.b., Clifton 
 
 Johnson. 
 *Little Tuppen, f.s.f., James Baldwin. 
 Mother Holle, G.T., g.h.t., Margaret Hunt. 
 Mezumi the Beautiful, b.f.b., Clifton Johnson. 
 The Old Woman Who Found the Sixpence, e.f.t., o.f.b., 
 
 j.t.b. , Joseph Jacobs. 
 One Eye, Two Eyes, and Three Eyes, G.T., f.s.f., Margaret 
 
 Hunt. 
 The Princess and the Bean, w.s., H.A.S., Hans Christian 
 
 Andersen. 
 Robert Scott and the Gnomes, b.f.b., Clifton Johnson. 
 Snow-White and Rose-Red, G.T.-n., g.h.t., Margaret Hunt. 
 The Story of Moses, d.b.s., Sarah E. Dawes. 
 The Story of Tom Thumb, b.f.b., f.s.f., Clifton Johnson.
 
 70 ELEMENTARY COURSE IN ENGLISH 
 
 The Straw, the Coal, and the Bean, g.t.-l, g.h.t., Margaret 
 
 Hunt. 
 *The Three Bears, e.f.t., o.f.b., s.n.c, Joseph Jacobs. 
 *The Three Billy Goats, f.t.n., f.s.f., r.s., George Webb 
 
 Dasent. 
 *The Three Pigs, e.f.t., o.f.b., Joseph Jacobs. 
 *Why the Bear Has a Short Tail, b.n.m., Florence Holbrook. 
 *Why the Cat Always Falls upon Her Feet, b.n.m., Florence 
 
 Holbrook. 
 *The Wind and the Sun, f.e., f.f.s., Joseph Jacobs. 
 The Wolf and the Seven Kids, g.t., o.f.b., Margaret Hunt. 
 
 Poetry 
 
 All Things Beautiful, l.s.-l, p.G.-n., Cecil F. Alexander. 
 
 Bed in Summer, C.G., P.G.-n., R. L. Stevenson. 
 
 Boats Sail on the River, s.s., p.g.-i., Christina Rossetti. 
 
 The Busy Bee, l.s.-l, p.g.-l, Isaac Watts. 
 
 Come, Little Leaves, G.M., George Cooper. 
 
 The Cow, C.G., g.p.-l, R. L. Stevenson. 
 
 A Good Play, p.G.-n., R. L. Stevenson. 
 
 Good Night, g.p.-l, Victor Hugo. 
 
 Good Night and Good Morning, l.s.-l, p.r., Lord Houghton. 
 
 The Land of Counterpane, C.G., R. L. Stevenson. 
 
 Little Birdie, l.s.-l, p.g.-l, j.t.b., Alfred Tennyson. 
 
 The Little Plant, p.g.-l, g.p.-l, Kate L. Brown. 
 
 Merry Sunshine, N.v. (unknown). 
 
 Mother Goose Rhymes, n.r., r.s., Charles Welsh. 
 
 Blow, Wind, Blow! 
 
 Ding Dong Bell. 
 
 Hi, Diddle, Diddle. 
 
 Humpty, Dumpty.
 
 FIRST GRADE 71 
 
 Hush-a-Bye, Baby. 
 
 I Saw a Ship a-Sailing. 
 
 Little Bo-Peep. 
 
 Little Boy Blue. 
 
 Little Cock Sparrow. 
 
 Little Jack Horner. 
 
 Little Miss Muffet. 
 
 Little Robin Redbreast. 
 
 London Bridge Is Falling Down. 
 
 Mistress Mary. 
 
 Monday's Child Is Fair of Face. 
 
 The North Wind Doth Blow. 
 
 Old King Cole. 
 
 Old Mother Hubbard. 
 
 Poor Old Robinson Crusoe. 
 
 Simple Simon. 
 
 Sing a Song of Sixpence. 
 
 Thirty Days Hath September. 
 
 Three Children Sliding on the Ice. 
 My Shadow, cc, p.G.-n., R. L. Stevenson. 
 November, N.v., G.P.-m., Alice Cary. 
 Over in the Meadow, l.s.-i., g.p.-i., Olive A. Wadsworth. 
 The Rain, C.G., g.p.-i., R. L. Stevenson. 
 Sleep, Baby, Sleep (two stanzas), l.s.-i., p.g.-i., j.t.b., g.m.s. 
 
 (from the German). 
 Spring, P.R., l.s.-i., Celia Thaxter. 
 The Swing, c.g., G.p.-m., R. L. Stevenson. 
 Twinkle, Twinkle, Little Star, l.s.-i., g.p.-i., Jane Taylor. 
 Who Has Seen the Wind? s.s., g.p.-i., Christina Rossetti. 
 Who Likes the Rain? R.v., f.c.h., Clara Bates. 
 The Wind, C.G., G.p.-i., R. L. Stevenson.
 
 72 ELEMENTARY COURSE IN ENGLISH 
 
 Reading-Books 
 
 In the following list the books are classified according to sub- 
 ject matter. A basal reader is supposed to be in the hands of 
 the children. 
 
 i. General: Beginner's Reader (Bass); Blodgett First 
 Reader; New Century First Reader (Perdue) ; Children's 
 First Story Book; Summers First Reader; Howe Primer; 
 Howe First Reader. 
 
 2. Childish Activities: Brooks Primer; Overall Boys; 
 Sunbonnet Babies; Wide-Awake Primer; W ide- Awake First 
 Reader. 
 
 3. Out-of-Doors: Outdoor Primer; Nature and Life 
 Primer; Robin Reader. 
 
 4. Primitive Life: Fishing and Hunting (Mott and Dut- 
 ton); Indian Primer (Fox); Two Little Indians (McGuire). 
 
 5. Pictures: Art-Literature Primer; Art-Literature First 
 Reader. 
 
 6. Literature: Aldine First Reader; Book of Nursery 
 Rhymes (Welsh); Child-Lore Dramatic Reader (Bryce); 
 Choice Literature for Primary I; First Book (Speight and 
 Thomson); First-Year Language Reader; Graded Classics for 
 First Year; Heart of Oak, Book I; Horace Mann Primer and 
 First Reader; Mother Goose Primer (Wiley); Our Story 
 Reader (Ketchum and Rice); Progressive Road to Reading, 
 First Book; Rhyme and Story Primer (McMahon); Reading- 
 Literature Primer (Free & Treadwell) ; Silver Burdett First 
 Reader; Verse and Prose for Beginners.
 
 THE SECOND GRADE 
 
 COMPOSITION 
 
 Oral English should receive the main stress. 
 The aim should include, not only phonetic and 
 grammatical correctness, but also sequence, ac- 
 curacy, and holding to the point. In the written 
 work, pupils should learn to form sentences and 
 small groups of sentences, expressing their own 
 ideas gained from the various studies. They 
 should also dictate to the teacher brief composi- 
 tions to be written in paragraph form on the board. 
 Lessons in nature and in civic life may briefly be 
 summed up, and thoughts about pictures, stories, 
 and poems expressed. There is no gain, however, 
 in urging children to write at length before their 
 knowledge of words is sufficient to prevent a multi- 
 tude of errors. The important phases of the com- 
 position work are : 
 
 i. Conversation. — As in the first grade. Special 
 exercises are unnecessary; the various subjects of 
 study afford ample opportunity and demand this 
 treatment. Guidance should be unobtrusive but 
 faithful. Bear in mind particularly the possibilities 
 of language development in the studies of : (a) primi- 
 tive life; (b) nature; (c) pictures; (d) literature. 
 
 73
 
 74 ELEMENTARY COURSE IN ENGLISH 
 
 2. Story-telling and dramatization. — As in the 
 first grade. Stories previously learned should be 
 referred to and retold. Stories unused in the first 
 year may now be taught. Original stories should 
 be invited; good pictures will readily suggest in- 
 cidents. The children should retell or act out only 
 the stories that are short and simple in structure, 
 and should be guided in preserving the sequence 
 and emphasis of the original. If the reproduction 
 grows out of a clear understanding, the more ol 
 the language of the story the children appropriate 
 the better. 
 
 3. Memorizing. — As in the first grade. Some 
 of the very short pieces may be copied. 
 
 4. Technical work. — Secure the correct use oi 
 such forms as the pupils require. These will in- 
 clude indentation, certain uses of capitals, and 
 punctuation with the period. 
 
 WORD-STUDY 
 
 Simple breathing exercises and practice in pro- 
 nunciation as in the first grade. Articulation of 
 consonants and molding of vowels should be care- 
 fully guided. Employ the knowledge of phonics 
 previously gained, and carry the work forward 
 according to a definite plan. By the end of the 
 year the pupils should be able to make out for
 
 SECOND GRADE 75 
 
 themselves all phonetic words in their reading 
 which are already in their oral vocabulary. 
 
 Children in the second grade should lay the 
 foundation of a good habit of spelling. Accurate 
 imaging of words, correct pronunciation, and 
 graphic expression are the important factors. Oral 
 spelling should accompany and advance beyond the 
 written work, which is still limited. The pupils 
 should spell freely the words they have known 
 longest and have most commonly used. 
 
 READING 
 
 Pupils should read for the same reason as adults, 
 that is, because they are interested. If the work 
 of the first year has been skilfully done and a supply 
 of suitable books is at hand, they will do so. The 
 business of the teacher is to relate the lessons 
 properly to the other activities, and to guide the 
 children in forming a sound, adaptable habit of 
 reading. A daily grind through a prescribed 
 reader can never accomplish this. Discriminat- 
 ing use should be made of the blackboard, of 
 printed slips, and of such a variety of reading- 
 books as is indicated below. In the oral reading 
 distinctness, appropriate expression, and pleasing 
 tones of voice should be secured. Pupils should not 
 try to give thought until they have thought to give.
 
 76 ELEMENTARY COURSE IN ENGLISH 
 LITERATURE 
 
 As in the first grade. Favorite stories should 
 be dramatized, with due care for the development 
 of good dialogue; and after the poems are under- 
 stood, they should be memorized and recited as 
 perfectly as possible. Many of the selections in the 
 first-grade list appear in the reading-books men- 
 tioned for this year. Pupils will obtain both 
 pleasure and profit from reading these for them- 
 selves. Selections should frequently be read to 
 the class by the teacher, with no attempt at formal 
 instruction. A list of books containing material 
 adapted to this kind of treatment will be found in 
 the Appendix. Such exercises, however, must on 
 no account degenerate into mere filling of time. 
 (See the section on Literature in the "Outline of 
 Theory.") 
 
 Stories 
 
 As in Grade I, the following stories are suggested for literary 
 study and incidental training in composition. The treatment 
 should generally consist of telling by the teacher, but a few of 
 the longer pieces are better adapted to reading than telling. In 
 this, certain children may be able to assist. For explanation of 
 the system of indexing see the first-year list 
 
 *Androclus and the Lion, f.e., L.R.-m., Joseph Jacobs. 
 *Arachne, f.g.m., Lillian Hyde. 
 *Baucis and Philemon, o.t.r., s.o.g., Alice Zimmern. 
 Beauty and the Beast, o.f.b., l.r.-ui., Clifton Johnson.
 
 SECOND GRADE 77 
 
 *The Children in the Moon, b.n.m., Florence Holbrook. 
 
 The Cyclops, o., Homer. 
 
 Daniel in the Lion's Den, d.b.s., The Bible. 
 
 Dick Whittington and His Cat, e.f.t., H.o.-n., Joseph 
 
 Jacobs. 
 *The Dog and His Image, f.e., H.o.-n., Joseph Jacobs. 
 *The Dog in the Manger, F.E., H.o.-n., Joseph Jacobs. 
 *Echo and Narcissus, t.a.g., f.g.m., G. W. Cox. 
 
 Epaminondas and His Auntie, s.t.c, Sara Cone Bryant. 
 *The Field Mouse and the Town Mouse, H.o.-n., l.r.-hl, 
 
 Charles Eliot Norton. 
 *The Fisherman and His Wife, ex., o.f.b., Margaret Hunt. 
 
 The Fisherman and the Genie, a.n.t., s.a.n., Andrew 
 Lang. 
 
 The Flax, w.s., h.a.s., Hans Christian Andersen. 
 
 The Foolish Weather Vane, i.s.l., Elizabeth Harrison. 
 *The Fox and the Crow, f.e., f.f.s., Joseph Jacobs. 
 *The Gingerbread Man, s.t.c, Sara Cone Bryant. 
 *The Golden Touch, L.R.-n., f.g.m., Franklin T. Baker. 
 
 Goody Two Shoes, H.o.-n., Charles Eliot Norton. 
 
 Graciosa and Percinet, f.s., Madame de Beaumont. 
 
 Hansel and Grethel, g.t.-l, g.h.t., Margaret Hunt. 
 
 Hans and Four Big Giants, i.s.l., Elizabeth Harrison. 
 
 Hans in Luck, g.t.-i., g.h.t., b.f.b., Margaret Hunt. 
 
 The Happy Family, w.s., Hans Christian Andersen. 
 
 Hiawatha's Gifts to Men, Henry W. Longfellow 
 
 *How Fire Was Brought to the Indians, b.n.m., Florence 
 Holbrook. 
 
 Lady Featherflight, o.f.b., Clifton Johnson. 
 *The Lark and the Farmer, f.e., f.s.f., Joseph Jacobs. 
 *Little Half-Chick, s.t.c., Sara Cone Bryant. 
 *Lox and the Three Fires, i.f.t., Mary H. Wade.
 
 78 ELEMENTARY COURSE IN ENGLISH 
 
 *Mr. Vinegar, e.f.t., o.f.b., Joseph Jacobs. 
 
 The Nightingale, w.s., s.x.c, Hans Christian Andersen. 
 
 Princet and the Golden Blackbird, f.s.f., James Baldwin. 
 
 Puss in Boots, t.m.g., f.f.s., Charles Welsh. 
 
 Raggylug, w.a.k., h.s.c., Ernest Thomson-Seton. 
 
 Reynard the Fox, Joseph Jacobs. 
 *The Star and the Lily, i.f.t., Mary H. Wade. 
 *The Story of the First Humming-Bird, b.n.m., Florence 
 Holbrook. 
 
 The Story of Joseph, d.b.s., The Bible. 
 
 The Three Sillies, e.f.t., Joseph Jacobs. 
 
 Tom Tit Tot, e.f.t., o.f.b., Joseph Jacobs. 
 
 The Ugly Duckling, w.s., L.R.-m., b.f.b., Hans Christian 
 Andersen. 
 
 Ulysses and the Bag of Winds, c, L.R.-n., Homer. 
 *The Valiant Taylor, g.t.-l, g.h.t., Margaret Hunt. 
 
 The Water of Life, G.T.-n., Margaret Hunt. 
 *Why Br'er Bar Has No Tail, u.R.s., Joel Chandler 
 Harris. 
 
 Why the Sea Is Salt, p.t.n., L.R.-n., George Webb Dasent. 
 *The Wolf and the Lamb, f.e., H.o.-n., Joseph Jacobs. 
 
 Poems 
 
 Autumn Fires, C.G., g.p.-l, R. L. Stevenson. 
 
 The Bee and the Flower, Alfred Tennyson. 
 
 The Bluebird, p.r., G.p.-m., Emily Huntington Miller. 
 
 Daisies, G.p.-n., l.f.l., Frank Dempster Sherman. 
 
 Dandelions, P.R., G.P.-n., Nellie M. Garabrant. 
 
 A Dream Lesson, l.r.-l, Carolyn Wells. 
 
 The Duck and the Kangaroo, p.c.L., Edward Lear. 
 
 The Duel, l.l., p.c.L., Eugene Field. 
 
 The Fairies, l.s.-l, p.r., William Allingham.
 
 SECOND GRADE 79 
 
 Farewell to the Farm, C.G., R. L. Stevenson. 
 
 Father in Heaven, We Thank Thee, N.v., Ralph Waldo 
 
 Emerson. 
 Foreign Children, C.G., p.g.-l, R. L. Stevenson. 
 The Hayloft, c.G., R. L. Stevenson. 
 Hie Away, g.p.-i., l.r.-h., Walter Scott. 
 How the Leaves Came Down, p.r., P.G.-n., Susan Coolidge. 
 Hush, the Waves Are Rolling In, L.s.-i., p.g.-i. (Old Gaelic). 
 Lady Moon, l.s.-i., p.r., Lord Houghton. 
 The Lamb, p.r., g.p.-ii., William Blake. 
 The Land of Story Books, c.G., p.g.-i., R. L. Stevenson. 
 Little Gustava, p.r., l.r.-h., Celia Thaxter. 
 Milking Time, S.S., p.r., Christina Rossetti. 
 Robin Redbreast, p.r., G.P.-n., William Allingham. 
 Seven Times One, l.s.-i., p.r., Jean Ingelow. 
 Shadow-Town Fairy, g.m., p.g.-i., L. D. Rice. 
 Singing, c.G., l.r.-h., R. L. Stevenson. 
 Song of the Busy Bee, N.v., G.p.-m., Marian Douglas. 
 Thanksgiving Day, p.r., G.P.-n., Lydia M. Child. 
 What the Winds Bring, p.r., Edmund C. Stedman. 
 Who Stole the Bird's Nest ? l.s.-i., G.P.-n., Lydia M. Child. 
 Why Do Bells of Christmas Ring? p.r., L. A. Coonley- 
 
 Ward. 
 Windy Nights, c.G., p.r., R. L. Stevenson. 
 Winter Time, c.G., R. L. Stevenson. 
 Wynken, Blynken, and Nod, p.g.-i., G.P.-n., Eugene Field. 
 
 Reading-Books 
 
 i. Life in Many Lands: Early Cave Men (Dopp); Es- 
 kimo Stories (Smith); Five Little Strangers (Schwartz); 
 In Field and Pasture (Dutton); Little Folks of Many Louis 
 (Chance); Stories of Indian Children (Husted).
 
 80 ELEMENTARY COURSE IN ENGLISH 
 
 2. Out-of-Doors : All the Year Round (Spring and 
 Autumn). 
 
 3. Pictures: Art-Literature Readers, Book II. 
 
 4. Literature: Child Classics Second Reader; Child Life 
 in Tale and Fable, Graded Classics II; Graded Literature 
 Second Reader; Heart of Oak, Book II; Horace Mann 
 Second Reader; Poetry Reader, I; Progressive Road to 
 Reading, Second Book; Second Fairy Reader; Second-Year 
 Language Reader (Baker); Silver Burdett Reader; Summers 
 Second Reader; Work That Is Play (Gardner). 
 
 5. Miscellaneous: Aldine Second Reader; Blodgett 
 Second Reader; Boy Blue and His Friends (Blaisdell); 
 Children's Classics in Dramatic Form (Stevenson); Far 
 East and Far West Red Children (Brooks); Howe Second 
 Reader; Reynard the Fox (Smyth) ; Stories of Mother Goose 
 Village (Bigham); Wide-Awake Second Reader.
 
 THE THIRD GRADE 
 
 COMPOSITION 
 
 The growing importance of writing must not 
 cause neglect of systematic instruction in oral com- 
 position. The opportunities for training include: 
 
 i. Recitation. — The pupil's effort at any time to 
 say clearly and exactly what he observes, thinks, or 
 knows should be regarded as composition and 
 guided accordingly, with faithfulness and judg- 
 ment. The conversational attitude should be 
 preserved. 
 
 2. Oral story. — Repeating of stories should yield 
 place slowly to original creation. Literature, 
 pictures, nature, play, and work will readily pro- 
 vide suggestive interests. The teacher's chief 
 business is to lead the children to realize their 
 experience and to cast it in purposeful and well- 
 planned expression. 
 
 3. Writing. — The written composition will in- 
 volve the paragraph (sentence-group) as a unit of 
 expression. The form and use of it can be easily 
 learned from the readers. The pupils should be 
 taught, in a simple way, how to think out a subject 
 in parts and how to place these parts in a definite 
 order. They should also learn to write simple 
 
 81
 
 82 ELEMENTARY COURSE IN ENGLISH 
 
 dramatizations and letters of friendship. The 
 poems to be learned should be copied in a special 
 book, which may be illustrated. 
 
 4. Technical work. — Without doubt the class will 
 need to know: (a) that capitals are used to begin 
 each line of verse, for certain abbreviations, in 
 headings and titles, in writing initials, the pronoun 
 I, the exclamation 0, names of the months, etc., 
 as well as at the beginning of each sentence; (b) 
 that each sentence must end with a period, ques- 
 tion mark, or exclamation point; (c) that the 
 period is used with initials and abbreviations; (d) 
 that the comma is used in certain parts of a letter 
 and as an apostrophe in possessives; (e) that 
 margins must be observed. Mistakes in grammar 
 should generally be corrected when made. Drills 
 to impress the correct forms will, at times, be 
 necessary, but they should grow out of the actual 
 situation and will vary with each class. 
 
 WORD-STUDY 
 
 Systematic work in phonics should be little 
 needed after the third year. The acquirement of 
 the pupils entering the class should be carefully 
 estimated, and a series of lessons planned to sup- 
 plement and complete what has been begun. Spell- 
 ing should be closely related to the study of sounds 
 
 ^ 
 *
 
 THIRD GRADE 83 
 
 and to the written composition. The drill to be 
 provided should be determined by the progress of 
 the class, but regular lessons will always be neces- 
 sary. Practice in correct breathing and pronun- 
 ciation should be continued. 
 
 READING 
 
 The process of reading should be fairly mastered 
 by the close of the third year. To this end, a 
 variety of books and other material should be 
 employed, so as to provide abundant experience 
 in getting thought and in conveying it. Stress 
 should be laid upon the reading to the listening 
 class of considerable portions of selections by 
 individual pupils and upon the reading of "parts" 
 in dialogue. Special pains should be taken to put 
 interesting books in the way of backward pupils, 
 and the voluntary reading of all should be unob- 
 trusively guided. No pupil should be passed to 
 the next grade who is unable to read and study the 
 books he is required to use. 
 
 LITERATURE 
 
 As before, including memorizing and oral expres- 
 sion. The reading-books for the grade are largely 
 literary and contain versions of many stories and 
 poems previously listed. At least one long story 
 
 ^
 
 84 ELEMENTARY COURSE IN ENGLISH 
 
 which is made up of successive, well-defined units 
 should be taught. The following are suggested: 
 (i) Robinson Crusoe. The versions by McMurry 
 and Allison are helpful as to the selection and 
 adaptation of incidents, but the teacher should 
 know the original thoroughly. (2) The Story of 
 Troy: Bryant's Iliad as the source; Gale's Achilles 
 and Hector and Church's Stories from Homer for 
 treatment. (3) The Story of Siegfried: Morris' 
 Sigurd the Volsung, and Volsunga Saga and Wag- 
 ner's Trilogy as the sources; Ragozin's Siegfried and 
 Beowulf, Baldwin's Siegfried, Chapin's Story of the 
 Rhinegold, Barber's Wagner Opera Stories, Maude's 
 Wagner's Heroines, Young's Wagner Stories as 
 suggestive versions. The story should begin with 
 the sword and end with the rescue of Brunhilda. 
 (See MacClintock, Literature in the Elementary 
 School, chap, viii; also paragraph 8 of section 
 III under Literature in the "Outline of Theory.") 
 
 Stories 
 
 For explanation of the annotations see First Grade. The 
 stories are intended mainly for oral treatment. 
 
 Aladdin and His Wonderful Lamp, H.o.-m., s.a.n., Horace 
 
 E. Scudder. 
 *Bellerophon, f.g.m., Lillian Hyde. 
 The Birds of Killingworth, Henry W. Longfellow.
 
 THIRD GRADE 85 
 
 *The Burning of the Rice Fields, H.s.c, Sara Cone Bryant. 
 *Cadmus and the Dragon, f.g.m., Lillian Hyde. 
 *The Cat, the Monkey, and the Chestnuts, f.e., f.f.s., 
 Joseph Jacobs. 
 
 The Christmas Rose, b.t., Rudolph Baumbach. 
 
 The Clocks of Rondaine, f.t., Frank R. Stockton. 
 *The Country Maid with Her Milk Pail, f.e., H.o.-n., 
 
 Joseph Jacobs. 
 *Cupid and Psyche, f.g.m., h.t., Edmund J. Carpenter. 
 
 A Dog of Flanders, Madame de la Ramee. 
 
 The Easter Rabbit, b.t., Rudolph Baumbach. 
 *Echo, f.g.m., o.t.r., Alice Zimmern. 
 The Fire-Bringer, h.s.c, b.w., Mary Austin. 
 *The First Snowdrops, b.n.m., Florence Holbrook. 
 
 Fulfilled, s.t.c., f.t. A., Svend Grundtvig. 
 
 The Golden Fleece, l.f.t., Edouard Laboulaye. 
 *The Gold in the Orchard, s.t.c., Sara Cone Bryant. 
 *The Gulls of Salt Lake, s.t.c., Sara Cone Bryant. 
 *Hiacinthus, f.g.m., h.t., Edmund J. Carpenter. 
 
 Johnny Bear, w.a.k., Ernest Thomson-Seton. 
 
 The King of the Golden River, H.s.c, John Ruskin. 
 The Legend of the Arbutus, i.m., Ellen Emerson. 
 
 The Little Hero of Harlem, h.s.c, Sara Cone Bryant. 
 
 The Magic Fiddle, o.f.b., Clifton Johnson. 
 
 The Niirnberg Stove, s.H., Madame de la Ramee. 
 *Orpheus and Eurydice, t.a.g., o.t.r., George A. Cox. 
 *Pandora, t.a.g., h.t., George A. Cox. 
 
 The Pied Piper of Hamelin, h.s.c, Robert Browning. 
 
 The Prodigal Son, The Bible. 
 
 Rhoecus, James Russell Lowell. 
 
 Rikki-Tikki-Tavi, j.b.-i., Rudyard Kipling. 
 
 Sinbad the Sailor, s.a.n., Horace E. Scudder.
 
 86 ELEMENTARY COURSE IN ENGLISH 
 
 The Snow-Queen, h.a.s., w.s., Hans Christian Andersen. 
 
 The Story of David, The Bible. 
 
 The Story of Samuel, The Bible. 
 *The Talkative Tortoise, i.f.t., s.t.c, Joseph Jacobs. 
 
 Toomai of the Elephants, j.b.-l, Rudyard Kipling. 
 
 Uncle Remus' Stories, Joel Chandler Harris. 
 *William Tell, L.R.-n, b.l., Horace E. Scudder. 
 *The Wolf and the Crane, f.e., Joseph Jacobs. 
 
 Poetry 
 
 Answer to a Child's Question, l.s.-i., p.r., Samuel T. Cole- 
 ridge. 
 
 Ariel's Song (from The Tempest), p.g.-ii., G.p.-il, William 
 Shakespeare. 
 
 A Boy's Song, l.s.-i., g.p.-iv., James Hogg. 
 
 A Child's Evening Prayer, G.p.-m., Sabine Baring-Gould. 
 
 The Child's World, l.s.-i., p.r., William B. Rands. 
 
 Fairies of the Caldon Low, G.p.-m., p.r., Mary Howitt. 
 
 Fern Song, L.R.-m., p.r., John B. Tabb. 
 
 The Flight of the Birds, a.a., Edmund C. Stedman. 
 
 Foreign Lands, c.G., p.g.-l, R. L. Stevenson. 
 
 Hiawatha (selections), Henry W. Longfellow. 
 
 Japanese Lullaby, p.r., p.g.-l, Eugene Field. 
 
 The Kitten and the Falling Leaves, p.r., l.s.-i., William 
 Wordsworth. 
 
 Little Dandelion, l.s.-i., Helen B. Bostwick. 
 
 Marjorie's Almanac, p.r., n.v., Thomas Bailey Aldrich. 
 
 My Bed Is a Boat, c.G., R. L. Stevenson. 
 
 Norse Lullaby, p.g.-l, Eugene Field. 
 
 Now the Day Is Over, p.c.l., Sabine Baring-Gould. 
 
 The Oak Tree, P.G., Mary Howitt.
 
 THIRD GRADE 87 
 
 Oh, Where Do Fairies Hide Their Heads ? L.R.-m., Thomas 
 
 H. Bailey. 
 One, Two, Three, p.g.-l, H. C. Bunner. 
 The Owl and the Pussy Cat, l.s.-i., P.G.-in., Edward Lear. 
 The Twenty-fourth Psalm, The Bible. 
 The Sandman, p.r., g.p.-i., Margaret Vandegrift. 
 September, p.r., n.v., Helen Hunt Jackson. 
 The Snowdrop, l.s.-i., p.g.-l, Alfred Tennyson. 
 The Spider and the Fly, p.g.-l, c.l., Mary Howitt. 
 Spring, L.c, Thomas Nash. 
 Sweet and Low, p.r., G.p.-m., Alfred Tennyson. 
 The Throstle, G.p.-m., N.v., Alfred Tennyson. 
 To a Butterfly, p.G.-m., l.s.-l, William Wordsworth. 
 The Tree, l.s.-l, p.r., Bjornstjerne Bjornson. 
 A Visit from St. Nicholas, l.s.-l, p.g.-l, Clement Moore. 
 The Voice of the Grass, p.r., n.v., Sara Roberts Boyle. 
 Where Go the Boats? G.p.-m., p.g.-l, R. L. Stevenson. 
 Wishing, l.s.-l, p.r., William Allingham. 
 Young Night Thoughts, C.G., R. L. Stevenson. 
 
 Reading-Books 
 
 1. Life in Many Lands: Child Life Third Reader, 
 Glimpses of Pioneer Life (Livingstone); Wide-Awake 
 Third Reader. 
 
 2. Out-of-Doors: Storks of Country Life (B radish); 
 Stories of Humble Friends (Pyle); Stories of Woods and 
 Fields (Brown). 
 
 3. Literature: Children's Classics in Dramatic Form, 
 Second Book (Stevenson); Child Classics Third Reader; 
 A Child's Garden of Verses (Stevenson) ; Fables and Folk 
 Stories (Scudder); Fairy Stories and Fables (Baldwin);
 
 88 ELEMENTARY COURSE IN ENGLISH 
 
 German Household Tales (Scudder); Graded Classics, III; 
 Graded Literature Readers, III; Hans Andersen s Stories 
 (Scudder); Poetry Reader, III; Progressive Road to Read- 
 ing, Third Book; Silver Burdett Reader, III; Third-Year 
 Language Reader. 
 
 4. Miscellaneous: Achilles and Hector (Gale); Blodgctt 
 Third Reader; Fifty Famous Stories (Baldwin) ; Old Stories 
 of the East (Baldwin) ; Myths of the Red Children (Wilson) ; 
 Robinson Crusoe (McMurry).
 
 THE FOURTH GRADE 
 COMPOSITION 
 
 As in the third grade, but involving somewhat 
 larger units, more definite knowledge of principles, 
 and more self-reliance in creative effort. The 
 activities include: 
 
 i . Recitation. — As before, growth in the power of 
 expression should keep pace with growth in knowl- 
 edge and experience. It should be borne in mind, 
 also, that the habit of care in the use of language 
 must be constantly stimulated or it will readily 
 give way before adverse influences. 
 
 2. Oral story. — The emphasis should be upon 
 original work. A beginning should be made in 
 the definite study of story structure. Certain 
 stories may be outlined by the class ; the knowledge 
 thus gained will aid the children in ordering the 
 parts of their narratives. These should grow out 
 of various interests. Specific problems in story 
 composition should be arranged by the teacher, 
 such as the completion of a story, the filling-out of 
 an outline for a story, the telling of a story sug- 
 gested by the. picture of an action or a situation 
 or by a connotative passage in literature, the mak- 
 ing of an imaginary biography, etc. 
 
 8g
 
 90 ELEMENTARY COURSE IN ENGLISH 
 
 3. Writing. — Dramatizations should from time 
 to time, be written out; likewise, some of the 
 shorter narratives. The descriptive element in 
 narration will require special attention but should 
 be handled very simply. Many observations and 
 experiences, both in school and out, will deserve 
 formulation. The organization of the theme into 
 sentences and paragraphs should be carefully 
 directed. Feeling for order and connection may 
 be cultivated by means of oral presentation. The 
 class should learn how to make an outline of their 
 material, but they should use the device sparingly. 
 Continue practice in writing and sending letters of 
 friendship. Let the pupils criticize their own 
 written work before submitting it. 
 
 4. Technical work. — See the third-grade outline. 
 In addition, pupils will need to know how to write 
 quotations, conversation, contractions, words in a 
 series, and terms of address. The correct form 
 should be learned from observation and enforced 
 by practice. Incidental instruction in grammar 
 should be given as needed. 
 
 WORD-STUDY 
 
 Occasional instruction in phonics and persistent 
 effort to secure good pronunciation by training the 
 ear constitute one phase ; oral and written spelling
 
 FOURTH GRADE 91 
 
 as determined by the actual needs, the other. The 
 teacher should aim at the formation of a good 
 habit of spelling as well as at the securing of imme- 
 diate results. Make the attack versatile. (See 
 the section on Spelling in the "Outline of Theory.") 
 
 READING 
 
 The material should be mainly literary. The 
 practice in oral expression should be sufficient to 
 enable all to read aloud pleasantly and intelligently. 
 One of the principal aims should be to teach chil- 
 dren how to study a book so as to grasp its essential 
 meaning. 
 
 LITERATURE 
 
 As before, but with more reading by the chil- 
 dren and more mature handling of the various 
 interests (see Chubb, Teaching of English, chap, 
 vi). One or more of the following longer works 
 should be taught, as in third grade: (1) Lisbeth 
 Long frock, from the Norwegian of Hans Aanrud, 
 by Laura E. Poulsson. This story contains much 
 of the poetry of the simple life. (2) The Story of 
 Ulysses : Palmer's or Bryant's Odyssey as the source ; 
 Cook's (Mrs. Gale's) Ulysses, Church's Stories 
 from Homer, Perry's The Boy's Odyssey, Burt's 
 Odysseus as suggestive in treatment. (3) The 
 Story of Beowulf: Earl's Deeds of Beowulf, Hall's
 
 92 ELEMENTARY COURSE IN ENGLISH 
 
 Beowulf in Modem Verse, or Tinker's Beowulf as 
 the source; John Gibb's Beowulf (in the Chil- 
 dren's Hour, Vol. IV), Holbrook's Northland 
 Heroes, and Price's Heroes of Myth as suggestive in 
 adaptation. (4) Alice in Wonderland, by Charles 
 L. Dodgson; Little Mr. Thimblefinger Stories, by 
 Joel Chandler Harris, for fun and fancy. (5) 
 Children of History, early times and later times, by 
 Mary S. Hancock. 
 
 Stories 
 
 For the system of indexing see the First Grade. The stories 
 are intended mainly for oral treatment, though many of them 
 will be found in the reading-books named below. 
 
 Ali Baba and the Forty Robbers, s.a.n., Horace E. Scudder. 
 
 The Bear and the Troll, L.R.-m. (Norse tale). 
 *The Camel and His Master, f.s.f., James Baldwin. 
 
 Boum-Boum, B.R.-rv., Jules Claretie. 
 *A Child's Dream of a Star, Charles Dickens. 
 
 Christmas at the Cratchits, Charles Dickens. 
 
 The Christmas Cuckoo (from The Wonderful Chair), 
 G.C.-rv., Francis Brown. 
 
 Cosette (from Les mistrables), c.L.R.-rv., Victor Hugo. 
 
 Daddy Jake, the Runaway, B.R.-rv., Joel Chandler Harris. 
 
 The Dog of Villemarie, b.r.-iv., M. A. L. Lane. 
 *The Fairy, the Lark, and the Grasshopper, s. B.R.-rv., Jean 
 
 Ingelow. 
 *The Flying Dutchman, b.l., Horace E. Scudder. 
 *The Goose That Laid Golden Eggs, f.e., Joseph Jacobs. 
 The Hare and the Tortoise, f.e., Joseph Jacobs.
 
 FOURTH GRADE 93 
 
 How I Helped Build a Nest (from A-Birding on a Broncho), 
 
 l.r.-iv., Florence A. Merriam. 
 *The Jackal and the Partridge (from Talcs of the Punjab), 
 
 l.r.-iv., Flora Annie Steele. 
 *The Jealous Courtiers, s.t.c, Sara Cone Bryant. 
 *The Judgment of Midas, H.s.c, Sara Cone Bryant. 
 Kaa's Hunting (from Jungle Book I), Rudyard Kipling. 
 The Labors of Hercules, f.g.m., t.a.g., Lillian Hyde. 
 *The Legend of St. Christopher, b.l., l.r.-iv., Horace E. 
 
 Scudder. 
 The Little Lame Prince, Dinah Maria Mulock. 
 The Little Post Boy (from Boys oj Other Countries), g.c.-iv., 
 
 Bayard Taylor. 
 The Lotus Eaters, t.a.g., George W. Cox. 
 The Man Who Never Was Scolded, B.R.-rv., Hans Christian 
 
 Andersen. 
 Mowgli's Brothers (from Jungle Book I), Rudyard Kip- 
 ling. 
 Mr. Seguin's Goat, l.r.-iv., Alphonse Daudet. 
 On the Road to Turin (from The Cardinal's Sniiff-Box) , 
 
 B.R.-rv., Henry Harland. 
 Perseus, g.h., Charles Kingsley. 
 
 *Peter Klaus and the Goat Herd, t.m.f.s., James Baldwin. 
 The Pine-Tree Shillings (from Grandfather's Chair), 
 
 Nathaniel Hawthorne. 
 *Prometheus, f.g.m., t.a.g., Lillian Hyde. 
 Skipper, L.R.-rv., Sewell Ford. 
 The Spelling Match (from Emmy Lou), l.r.-iv., George 
 
 Madden Martin. 
 *St. George and the Dragon, b.l., Horace E. Scudder. 
 St. Gerasimus and the Lion, b.s.f.b., Abbie Farwell Brown. 
 The Story of Abraham, d.b.s., The Bible.
 
 94 ELEMENTARY COURSE IN ENGLISH 
 
 The Story of Prince Ahmed, S.A.N., g.l.r.-IV., Horace E. 
 
 Scudder. 
 The Story of Ruth, d.b.s., The Bible. 
 The Sword Excalibur, Sir Thomas Malory. 
 *Tarpeia, H.s.c, Sara Cone Bryant. 
 When the Sun Rises, s.B.R.-rv., Albrekt Segerstedt. 
 Why Mr. Billy Goat's Tail Is Short (from Little Mr. 
 
 Thimblefinger) , Joel Chandler Harris. 
 The Wood Pigeons and Mary, b.r.-iv., Mrs. Molesworth. 
 
 Poetry 
 
 Abou ben Adhem, l.s.-l, g.n., Leigh Hunt. 
 
 Alec Yeaton's Son, l.s.-i., Thomas Bailey Aldrich. 
 
 The Captain's Daughter, l.s.-i., c.l., James T. Fields. 
 
 A Child's Thought of God, p.r., p.g.-l, Elizabeth Barrett 
 
 Browning. 
 The Children's Hour, g.p.-iv., Henry W. Longfellow. 
 Evening at the Farm, p.g.-l, g.p.-iv., John T. Trowbridge. 
 Fairy Song (from The Culprit Fay), g.p.-iv., Joseph 
 
 Rodman Drake. 
 Father Is Coming, l.r.-iv., Mary Howitt. 
 The First Psalm, The Bible. 
 The First Snow-Fall (four stanzas), l.r.-iv., James 
 
 Russell Lowell. 
 The Fountain, l.s.-l, p.r., James Russell Lowell. 
 Four-Leaf Clover, l.r.-v., l.c, Ella Higginson. 
 The Frost Spirit, G.p.-m., John G. Whittier. 
 Gasper Becerra, Henry W. Longfellow. 
 The Gladness of Nature, g.p.-iv., William Cullen Bryant. 
 The Jabberwocky (from Through the Looking Glass), b.n.v., 
 
 Charles L. Dodgson. 
 Jack Frost, p.g.-l, c.l., Hannah F. Gould.
 
 FOURTH GRADE 95 
 
 Jack in the Pulpit, N.v., g.p.-iv., Clara Smith. 
 
 Little Bell, g.p.-l, l.s.-l, Thomas Westwood. 
 
 Little Brown Hands, ex., M. H. Krout. 
 
 Lucy Gray, l.r.-iv., c.l., Wilham Wordsworth. 
 
 Lullaby, l.r.-iv., l.c, Thomas Dekker. 
 
 The Mountain and the Squirrel, L.s.-i., p.g.-L, Ralph 
 Waldo Emerson. 
 
 October's Bright Blue Weather, N.v., G.N., Helen Hunt 
 Jackson. 
 
 Over Hill, over Dale (from A Midsummer-Night's Dream), 
 G.P.-m., L.c, William Shakespeare. 
 
 The Owl, p.r., g.p.-i., Alfred Tennyson. 
 
 The Pet Lamb, g.p.-iv., William Wordsworth. 
 
 The Rivulet, p.r., Lucy Larcom. 
 
 Robert of Lincoln, l.s.-l, g.p., William Cullen Bryant. 
 
 The Sandpiper, C.L., p.g.-L, Celia Thaxter. 
 
 The Song of the Brook, l.s.-l, p.g.-l, Alfred Tennyson. 
 
 The Three Bells, l.s.-l, John G. Whittier. 
 
 The Twenty-third Psalm, The Bible. 
 
 The Village Blacksmith, l.s.-l, p.g.-l, Henry W. Long- 
 fellow. 
 
 The Walrus and the Carpenter, b.n.v., Charles L. Dodgson. 
 
 While Shepherds Watched Their Flocks by Night, g.p.-iv., 
 p.r., Nahum Tate. 
 
 Winter (from the Song of the Wrens), P.G.-L, Alfred Tenny- 
 son. 
 
 The Wreck of the Hesperus, L.s.-L, Henry W. Longfellow. 
 
 Written in March, p.g.-l, g.p. -v., Wilham Wordsworth. 
 
 Reading-Books 
 i. Literature: A rabian Nights (Hale) ; A Book of Legends 
 (Scudder); Child-Life Fourth Reader (Blaisdell); Chinese
 
 96 ELEMENTARY COURSE IN ENGLISH 
 
 Fables and Folk Stories (Chow-Leung); Fourth-Year 
 Language Reader (Baker) ; Graded Classics, IV (Norvell) ; 
 Graded Literature Fourth Reader (Judson) ; Heroes of Myth 
 (Price) ; Japanese Fairy Tales (WilKston) ; Northland 
 Heroes (Holbrook); Old Greek Stories (Baldwin); Old 
 Indian Legends (Zitkala-Sa) ; Poetry Reader, IV (Blake) ; 
 Silver Burdett Reader, IV (Powers) ; The Story of Ulysses 
 (Cook) ; Children 's Classics in Dramatic Form, Third Book 
 (Stevenson); Animal Fables (Swafford). 
 
 2. Miscellaneous: America's Story for America's Chil- 
 dren (Pratt) ; A Boy on a Farm (Abbott) ; Little Stories of 
 France (Dutton); Stories of American Life and Adventure 
 (Eggleston) ; Stories of Pioneer Life (Bass) ; Stories from 
 American History (Turpin); Thirty More Fatnous Stories 
 Retold (Baldwin); Wilderness Babies (Schwartz).
 
 THE FIFTH GRADE 
 
 COMPOSITION 
 
 Consider carefully what has been attempted in 
 the first four years. Keep the balance between 
 practice in speaking and practice in writing. The 
 tendency to dependence upon books, likely to 
 become marked in the fifth grade, should be met 
 with much invention based upon experience. 
 Examples of good expression should be used to 
 teach method, not to provide material already 
 formulated. The definite instruction in facts and 
 principles which should be given is indicated 
 below. (See section IV under Composition in the 
 "Outline of Theory.") 
 
 i. Oral composition. — In all recitations, English 
 or other, pupils should be taught to say clearly 
 and coherently exactly what they mean. Repeat- 
 ing of stories should usually be only a means to 
 more perfectly ordered original work. Much of 
 the material to be written should first be presented 
 or discussed orally. Carry on the work suggested 
 under Oral Story in the Fourth Grade. Discus- 
 sion of current events and talks about books will 
 be profitable. 
 
 2. Written composition. — There should be many, 
 
 97
 
 98 ELEMENTARY COURSE IN ENGLISH 
 
 almost daily, short exercises and a few longer 
 papers as occasion demands. The various subjects 
 of study, together with literary composition, will 
 involve all the "forms of discourse," but, while 
 definite instruction should be given, no attempt 
 at a course in narration, exposition, etc., should be 
 made. All the pupils should be able to plan their 
 papers, to criticize their own first drafts, and to 
 make definite suggestions upon the work of others. 
 In letter-writing, as well as in other exercises, it will 
 be found profitable to permit the class to relate, 
 describe, or explain from the point of view of 
 another; for example, a character in a story or a 
 person on his travels. The letter of business 
 should be taught — as far as possible through actual 
 transactions. Pupils should always examine care- 
 fully the corrections made by the teacher, and, 
 unless the work is fairly good, should rewrite. 
 
 3. Technical work. — Correct usage in the forms 
 already employed should be insisted upon and 
 additional usages explained as need arises. Teach 
 the use of the hyphen in compound words and in 
 word-breaking, and of the comma to separate the 
 parts of a compound sentence and to set off phrases 
 and responsives. 
 
 Both reading and composition will require occa- 
 sional instruction in grammar. Pupils should
 
 FIFTH GRADE 99 
 
 learn to distinguish subject and predicate, adjec- 
 tive and adverbial modifers, pronoun and ante- 
 cedent, correct verb forms, inflections of pronouns, 
 plurals of nouns, and correct uses of common con- 
 nectives. Attention to these facts should be 
 entirely a part of, and contributory to, the work in 
 reading and composition. 
 
 WORD-STUDY 
 
 The special work of the grade is to learn to use 
 the dictionary. The class should learn not only 
 what can be found in the book, but also when it 
 should be appealed to. (See section VI under 
 Word-Study in the "Outline of Theory.") Spell- 
 ing-lessons should be made up from the words the 
 class are using, but there should be an attempt to 
 group also, in order to teach principles of spelling. 
 In this connection a good spelling-book is a useful 
 auxiliary. 
 
 LITERATURE 
 
 The study of literature will provide all the prac- 
 tice in oral reading that is necessary. Pupils 
 should be taught how to get the thought in all the 
 texts and supplementary books used. Oral litera- 
 ture and learning by heart should continue. 
 Assignments should be definite and suggestive. 
 Provide useful collateral material. (See the out-
 
 ioo ELEMENTARY COURSE IN ENGLISH 
 
 line for the Fourth Grade; also Chubb, chap, ix, 
 and the references on Literature in the "Outline 
 of Theory.") The following are suggested as 
 available for definite class reading and discussion: 
 (i) A Dog of Flanders, by Louise de la Ramee. 
 (2) Some Merry Adventures of Robin Hood, by 
 Howard Pyle. The teacher should know the bal- 
 lads and should develop carefully a healthy point 
 of view. The versions by Lansing, Buckingham, 
 and Tappan should be consulted (see MacClin- 
 tock, chap. viii). (3) The Golden Fleece, by James 
 Baldwin. Gayley's Classic Myths and Morris' 
 Life and Death of Jason are useful; also the ver- 
 sions by Kingsley, Church, Zimmern, Cox, and 
 Niebuhr. (4) Favorite Greek Myths, by Lillian S. 
 Hyde, supplemented by Peabody's Old Greek Folk 
 Stories, Carpenter's Hellenic Tales, and Zimmern's 
 Old Tales from Greece. (5) Wood Folk at School, by 
 William J. Long. (6) Poetry Reader, No. 5, by 
 Katherine D. Blake and Georgia Alexander. (7) 
 Fanciful Tales, by Frank Stockton, edited by 
 Julia Langworthy. (8) Boy Life, selections from 
 Howells, edited by Percival Chubb. 
 
 Prose 
 
 The material in the following list, mostly stories, is intended 
 to supplement the regular reader and the longer selections named 
 above. When possible, the reading should be largely by the
 
 FIFTH GRADE 101 
 
 children. Some of the pieces will provide useful examples of 
 composition. The abbreviations refer to titles listed in the Ap- 
 pendix. 
 
 * The Archery Contest (from Ivanhoe), b.r.-iv., Walter Scott. 
 The Adventure of the Enchanted Bark (from Don Quixote), 
 
 b.r.-iv., Miguel de Cervantes. 
 
 Billy Beg and His Bull, h.s.c, Seumas McManus. 
 vThe Capture of a Whale (from The Cruise of the Cachalot), 
 l.r.-iv., Frank T. Bullen. 
 
 The Chimaera (from The Wonder Book), Nathaniel Haw- 
 thorne. 
 
 A Christmas Fantasy, b.r.-iv., Thomas Bailey Aldrich. 
 
 Eppie's Punishment (from Silas M artier), g.l.r.-iv., George 
 Eliot. 
 
 A Farewell Appearance, g.l.r.-v., F. Anstey. 
 
 The Frigate and the Galleys (from The Blue Pavilions), 
 g.l.r.-v., A. T. Quiller-Couch. 
 
 The Golden Touch (from The Wonder Book), Nathaniel 
 Hawthorne. 
 
 • The Gorgon's Head (from The Wonder Book), Nathaniel 
 
 Hawthorne. 
 Japanese Folk Stories and Fairy Tales, Mary F. Nixon- 
 
 Roulet. 
 Jean Bart's Pipe, b.r.-iv., Alexander Dumas. 
 ^.The King of the Golden River, John Ruskin. 
 The Last Lesson, b.r.-iv., Alphonse Daudet. 
 Maggie Tulliver and the Gypsies (from The Mill on the 
 
 Floss), George Eliot. 
 Moni, the Goat Boy, Frau Johanna Spyri. 
 The Niirnberg Stove, Louise de la Ramee. 
 The Page Story-Book (edited by Frank E. Spaulding), 
 
 Thomas Nelson Page.
 
 102 ELEMENTARY COURSE IN ENGLISH 
 
 The Princess Alicia (from A Holiday Romance), b.r.-iv., 
 Charles Dickens. 
 
 The Pygmies (from Tanglewood Tales), Nathaniel Haw- 
 thorne. 
 
 The Punchinellos, Katherine W. Davis. 
 
 Robinson Crusoe, Daniel Defoe. 
 
 The Secrets of the Woods, William J. Long. 
 
 The Snow-Image, Nathaniel Hawthorne. 
 
 The Story of the Caliph Stork, William Hauff. 
 
 The Story of Florinda, g.l.r.-iv., Abby Morton Diaz. 
 
 The Story of Frithiof, c.H., j.t.b., Julia Goddard. 
 .The Story of Roland, h.c, j.t.b., Madame Ragozin. 
 
 Tales from Longfellow, Gertrude R. Schottenfels. 
 
 The Three Golden Apples (from The Wonder Book), Na- 
 thaniel Hawthorne. 
 
 Tilly's Christmas (from Aunt Jo's Scrap Bag), Louisa M. 
 Alcott. 
 
 Tom and the Lobster (from The Water Babies), Charles 
 Kingsley. 
 
 The White Seal (from Jungle Book I), Rudyard Kipling. 
 
 Poetry 
 
 An Apple Orchard in the Spring, g.n., B.R.-rv., William 
 
 Martin. 
 The Barefoot Boy, P.G.-rv., L.C., John G. Whittier. 
 The Battle of Blenheim, p.c.l., p.g.-ii., Robert Southey. 
 Bicycling Song, g.n., Henry C. Beeching. 
 The Blind Men and the Elephant, l.r.-v., p.c.l., John G. 
 
 Saxe. 
 Blow, Blow, Thou Winter Wind (from As You Like It), 
 
 William Shakespeare.
 
 FIFTH GRADE 103 
 
 The Brook Song (from Rhymes of Childhood), g.p.-iv., 
 
 b.r.-iv., James Whitcomb Riley. 
 The Corn-Song, John G. Whittier. 
 The Day Is Done, p.G.-n., g.p.-v., Henry W. Longfellow. 
 The Deacon's Masterpiece, Oliver Wendell Holmes. 
 Down to Sleep, g.p.-v., Helen Hunt Jackson. 
 A Farewell, p.c.l., l.s.-i., Charles Kingsley. 
 God Rest Ye, Merry Gentlemen, g.n., Dinah Maria Mu- 
 
 lock. 
 Going a-Nutting, g.n., Edmund Clarence Stedman. 
 The Heritage, p.G.-n., l.r.-iv., James Russell Lowell. 
 The Hunter's Song, g.n., Bryan Waller Proctor. 
 Hunting Song, l.c., Samuel Taylor Coleridge. 
 The Inchcape Rock, p.c.l., l.s.-ii., Robert Southey. 
 The Ivy Green, g.n., p.c.l., Charles Dickens. 
 John Gilpin, p.c.l., William Cowper. 
 The King of Denmark's Ride, g.n., l.c, Caroline E. Norton. 
 Knee-Deep in June, James Whitcomb Riley. 
 The Landing of the Pilgrims, g.n., g.p.-v., Felicia Hemans. 
 Lochinvar, p.e.c.k., g.n., l.c, Walter Scott. 
 Meg Merrilies, p.p., l.c, John Keats. 
 My Heart's in the Highlands, g.n., l.s.-i., Robert Burns. 
 Paul Revere's Ride, g.p.-v., Henry W. Longfellow. 
 The Planting of the Apple Tree, g.n., p.G.-n., William Cul- 
 
 len Bryant. 
 The Priest and the Mulberry Tree, g.n., p.c.l., Thomas 
 
 Love Peacock. 
 Robin Hood, L.c, John Keats. 
 The Sea, p.g.-ii., g.n., Bryan Waller Proctor. 
 Skating (from The Prelude), g.n., William Wordsworth. 
 A. Sudden Shower (from Rhymes of Childhood), p.r., G.P.-rv., 
 
 James Whitcomb Riley.
 
 104 ELEMENTARY COURSE IN ENGLISH 
 
 The Summer Shower, l.s.-h., c.l.r.-v., Thomas Buchanan 
 
 Read. 
 Sweet Peas, g.p.-iv., g.n., John Keats. 
 Those Evening Bells, p.c.l., g.p.-v., Thomas Moore. 
 The Tiger, g.p.-vl, l.s.-i., William Blake. 
 To-day, l.s.-i., g.p.-v., Thomas Carlyle. 
 Under the Greenwood Tree (from As You Like It), g.n., 
 
 l.s.-i., William Shakespeare. 
 The Violet, n.v., Bryan Waller Proctor. 
 Waken, Lords and Ladies Gay (from the Lady of the Lake) , 
 
 L.c, Walter Scott. 
 The Windy Night, G.N., Thomas Buchanan Read. 
 Woodman, Spare That Tree, P.S., g.p.-v., George P. Norris. 
 The Year's at the Spring (from Pippa Passes), g.p.-v. 
 
 L.C, Robert Browning. 
 Yussouf, James Russell Lowell.
 
 THE SIXTH GRADE 
 COMPOSITION 
 
 The suggestions for the fourth and fifth grades 
 apply to the sixth. All the kinds of work there 
 indicated should be continued. But there should 
 be an appreciable advance in maturity of subject, 
 range of ideas, and handling of technique. 
 
 i. Oral composition. — Topical recitation and 
 report will afford varied opportunity for growth in 
 speaking clearly, coherently, and to the subject. 
 The pupil should be able to make and use an outline 
 composed of the main heads of his talk. The sub- 
 ject-matter should include not only bodies of facts 
 gained from observation and reading, but also 
 explanation of games and processes, defense of 
 opinions, word-pictures, incidents, stories, sum- 
 maries, etc. The speaker should face the class. 
 They, in turn, should be guided in making definite, 
 systematic, and kindly suggestions on both the 
 matter and the method of the discourse, and in 
 discovering the secret of effectiveness. 
 
 2. Written composition. — Writing^lhould freely 
 
 and easily interchange with the speaking outlined 
 
 above and should frequently follow it, especially in 
 
 case the subject is not already familiar and welJ 
 
 i°5
 
 106 ELEMENTARY COURSE IN ENGLISH 
 
 in hand. A wide range of interests should be 
 involved, and the conditions under which the writ- 
 ing proceeds should be wisely varied. Selection 
 and arrangement of material should be learned, in 
 part, from the study of good examples. Some of 
 these should be outlined and summarized. Pupils 
 should be able to tell in one sentence what a para- 
 graph or a whole composition is about. Topical 
 criticism should be practiced, both by the indi- 
 vidual and by the class. Occasionally papers 
 should be returned for correction or revision after 
 several days have elapsed. The standard symbols 
 should be used. Class choice, opportunity to 
 publish, actual correspondence, dramatization for 
 an entertainment, actual biography, and keeping 
 a diary are among the means of providing strong 
 motives. 
 
 3. Technical work. — The knowledge of punctua- 
 tion, of the use of capitals, of grammatical forms, 
 of abbreviations, and of the conventional arrange- 
 ment of the parts of letters and manuscripts which 
 the work of previous years has required should be 
 gathered up, enforced, and extended so as to keep 
 pace with the maturing efforts of the pupils. Exer- 
 cises in examining the pages of books and magazines 
 and in dictation should be arranged, when necessary 
 to fix certain facts. Pupils should be able to
 
 SIXTH GRADE 107 
 
 understand and apply criticisms made in terms of 
 grammar, and they should learn how to transform, 
 combine, condense, and otherwise vary their sen- 
 tences so as to say more exactly or more pleasantly 
 what they have to say. 
 
 WORD-STUDY 
 
 Make sure that all the pupils can use the dic- 
 tionary profitably. They should be able to in- 
 dicate pronunciation by means of diacritics and 
 to distinguish synonyms. To the various word 
 exercises already indicated should be added the 
 grouping of words having the same prefix or other 
 common element, in order to secure a useful key 
 to meanings and also to make a beginning in the 
 study of word-formation. A lively interest in 
 words as living things will go far to improve both 
 spelling and usage. 
 
 LITERATURE 
 
 Appreciative oral reading, reading by the teacher, 
 and learning by heart should continue. Rapid 
 handling to enable a grasp of the meaning and 
 structure of the whole should generally precede 
 close study. Directive questions upon the various 
 literary interests should be carefully prepared and 
 assigned, so as to insure definite, purposeful work.
 
 108 ELEMENTARY COURSE IN ENGLISH 
 
 Reading or recitation should close the studies, in 
 order that the spirit of the piece as an imaginative 
 unit may be duly impressed. 
 
 The sixth-grade class has read sufficiently in 
 certain authors, notably Longfellow, to make it 
 desirable to dwell somewhat upon his life and work 
 as a whole. The pupils should be led also to 
 associate pieces from various authors which are 
 similar in subject or in form. The aim should be 
 to organize the child's literary knowledge and make 
 it readily serviceable. 
 
 The following are named as representative class 
 studies: (i) Heidi, from the German of Frau 
 Johanna Spyri, by Helen B. Dole; the story of a 
 little Swiss girl. (2) The Story of the Iliad, by 
 Alfred J. Church; Baldwin's The Golden Age, 
 Jebb's Homer, Seymour's Greek Life in the Homeric 
 Age, a historical atlas, and one or more standard 
 translations should be on the desk. (3) Norse 
 Stories, by Hamilton Wright Mabie. Kearey's 
 Heroes of Asgard, Guerber's Myths of Northern 
 Lands, and Anderson's Norse Mythology are some 
 of the best references. (4) Lobo, Rag, and Vixen, 
 by Ernest Thomson-Seton. (5) Tales of a Wayside 
 Inn, by Henry W. Longfellow. (6) Poetry Reader, 
 No. 6, by Katherine D. Blake and Georgia Alex- 
 ander. (7) A Christmas Carol (shortened version),
 
 SIXTH GRADE 109 
 
 by Charles Dickens. (8) A Book of Heroic Ballads, 
 by Mary Tileston. 
 
 Prose 
 For explanation of the purpose of the lists and the abbrevia- 
 tions see Fifth Grade. 
 
 Among the Meadow People, Clara Pierson. 
 An Army of Two (from Horse Shoe Robinson), G.c.-v., John 
 
 P. Kennedy. 
 The Cid (selections), c.H.-rv., Robert Sou they. 
 Cuore (an Italian school boy's journal), Edmondo de 
 
 Amicis. 
 Don Fulano (from John Brent), L.L.-rv., Theodore Winthrop. 
 Don Quixote (selected adventures), Miguel de Cervantes. 
 The Fall of the Leaf (from Our Village), g.l.r.-iv., M. R. 
 
 Mitford. 
 Football at Rugby (from Tom Brown's School Days), Thomas 
 
 Hughes. 
 The Four MacNicols, g.l.r.-v., William Black. 
 How They Besieged a Town (from The Cloister and the 
 
 Hearth), s.r.g.-vl, Charles Reade. 
 John Ridd's Adventure (from Lorna Boone), c.L.-iv., 
 
 Richard Blackmore. 
 A Little Brother to the Bear, William J. Long. 
 Mahala Joe (from The Basket Woman), C.H., Mary Austin. 
 Monarch, the Great Bear, Ernest Thomson-Seton. 
 Moses Goes to the Fair (from the Vicar of Wakefield), 
 
 g.l.r.-vi., Oliver Goldsmith. 
 The Peterkins Are Obliged to Move, C.H., Lucretia P. Hale. 
 Raleigh's Cloak (from Kenilworth) , Walter Scott. 
 Rolf's Escape (from Feats of the Fjord), l.l.-vi., Harriet 
 
 Martineau.
 
 HO ELEMENTARY COURSE IN ENGLISH 
 
 The Shipwreck (from David Copperfield), l.r.-vt., Charles 
 
 Dickens. 
 Spring in Kentucky (from A Kentucky Cardinal), Cyr-vi., 
 
 James Lane Allen. 
 The Stagecoach (from Tom Brown'' s School Days), L.r.-vi., 
 
 Thomas Hughes. 
 The Story of the Beaver, G.c.-v., William Davenport 
 
 Hulbert. 
 The Sugar Camp (from Being a Boy), Cyr-vi., Charles 
 
 Dudley Warner. 
 The Volsunga Saga, William Morris. 
 A Voyage to Lilliput, Jonathan Swift. 
 Ways of Wood Folk, William J. Long. 
 
 Poetry 
 
 The Boy and the Angel, l.s.-il, Robert Browning. 
 Breathes There the Man, g.n., g.p.-vl, Walter Scott. 
 The Bugle Song, g.p.-vi., p.g.-ii., Alfred Tennyson. 
 The Builders, G.p.-vi., Henry W. Longfellow. 
 The Burial of Moses, l.r.-v., g.n., Cecil Frances Alexander. 
 Christmas (from Marmion, introduction to canto vi), 
 
 Walter Scott. 
 Columbus, G.c.-v., g.n., Joaquin Miller. 
 Consider, l.s.-i., Christina Rossetti. 
 Corinna's Going a-Maying, g.n,, Robert Herrick. 
 The Daffodils, l.s.-il, g.n., William Wordsworth. 
 A Day of Sunshine, Henry W. Longfellow. 
 The Flag Goes By, g.n., p.g.-ii., Henry Holcombe 
 
 Bennett. 
 For A' That, and A' That, l.s.-ii., g.p.-vl, Robert Burns. 
 Green River, William Cullen Bryant.
 
 SIXTH GRADE in 
 
 Hark! Hark! The Lark (from Cymbeline), g.p.-iv., William 
 
 Shakespeare. 
 Hohenlinden, L.s.-n., p.g.-il, Thomas Campbell. 
 Home They Brought Her Warrior Dead (from the Princess), 
 
 L.s.-n., Alfred Tennyson. 
 Horatius (from Lays of Ancient Rome), Thomas Babington 
 
 Macaulay. 
 The Housekeeper, L.c., g.p.-v., Charles Lamb. 
 How They Brought the Good News, p.c.l., L.s.-n., Robert 
 
 Browning. 
 The Huskers (from Songs of Labor) , John G. Whittier. 
 An Incident of the French Camp, p.c.l., l.c, Robert Brown- 
 ing. 
 King Robert of Sicily, Henry W. Longfellow. 
 Lord Ullin's Daughter, L.s.-n., Thomas Campbell. 
 The Leap of Roushan Beg, Henry W. Longfellow. 
 The Legend Beautiful, Henry W. Longfellow. 
 Minnows, g.n., John Keats. 
 Nathan Hale, c.l.r.-l, Francis M. Finch. 
 Night Quarters, g.n., Henry Howard Brownell. 
 Nuremberg, Henry W. Longfellow. 
 Old Ironsides, g.p.-vi., Oliver Wendell Holmes. 
 On the Grasshopper and the Cricket, g.n., L.s.-n., John 
 
 Keats. 
 On the Grasshopper and the Cricket, g.n., l.s.-ii., Leigh 
 
 Hunt. 
 Pioneers, s.b.r.-v., Walt Whitman. 
 The Poet and the Children, John G. Whittier. 
 The Sailor's Wife, L.s.-n., William J. Mickle. 
 Sandalphon, Henry W. Longfellow. 
 Santa Filomena, Henry W. Longfellow. 
 Scythe Song, g.n., b.r.-iv., p.g.-h., Andrew Lang.
 
 H2 ELEMENTARY COURSE IN ENGLISH 
 
 The Shepherd of King Admetus, James Russell Lowell. 
 
 The Skeleton in Armor, Henry W. Longfellow. 
 
 Song of Marion's Men, L.s.-n., g.p.-vi., William Cullen 
 
 Bryant. 
 The Stars, L.s.-n., Bryan Waller Proctor. 
 Ye Mariners of England, l.s.-il, Thomas Campbell.
 
 THE SEVENTH GRADE 
 COMPOSITION 
 
 The various activities suggested for the fourth, 
 fifth, and sixth grades should be carried forward. 
 The advance should appear, not only in scope of 
 ideas, increased vocabulary, and more perfect 
 technique, but also in a more analytic attitude. 
 The fundamental laws of grammar and composi- 
 tion should be clearly and simply presented, so 
 as to enable the pupils to apply them in a practical 
 way, both in self-criticism and in class exercises. 
 The pupils hould also be able to use books of 
 reference, to gather material, and, in general, to 
 rely upon themselves. 
 
 i. Oral composition. — The oral exercises should 
 be as carefully planned and directed as the written. 
 Extend the use of the topical outline. Aim to cul- 
 tivate an ear for sentence euphony. Errors should 
 often be corrected by reference to the principle 
 or standard of use involved. Oral reports of home- 
 reading, occasional hours of recitation or story- 
 telling, and organized discussions of current events 
 may be very profitable. Every pupil in the class 
 should be able to speak clearly and connectedlyupon 
 any topic concerning which he has information. 
 113
 
 H4 ELEMENTARY COURSE IN ENGLISH 
 
 2. Written composition. — Definite instruction in 
 the selection and organization of material and in 
 methods of treatment to secure interest should be 
 given. One effective means is the analysis of 
 kindred examples. Such principles as unity, 
 sequence, beginning, ending, development of the 
 paragraph, and choice of title should be taught and 
 applied. With the outline may be coupled the 
 summary and with the oral report, the written 
 review or character sketch. Stories should be 
 criticized as to interest, climax, dialogue, and set- 
 ting; descriptions, as to vividness and point of 
 view; expositions, as to plan, paragraphing, clear- 
 ness, and accuracy. The pupils should be familiar 
 with the standard symbols used in correction and 
 should, as far as possible, find their own errors. 
 There should be practice in impromptu composi- 
 tion, occasionally with time limit, and in condens- 
 ing several paragraphs into one. 
 
 3. Technical work. — The reasons for adhering to 
 the standard usage in matters of form should be 
 given. Something of the logic of punctuation 
 should be discovered. There will be need of cer- 
 tain uses of the colon, the semicolon, and the dash. 
 Notes of invitation and reply should be taught. 
 
 Various topics in grammar will require some- 
 what extended treatment, but grammar and com-
 
 SEVENTH GRADE 115 
 
 position should constitute a single course. The 
 pupils should know with assurance when they 
 have a sentence, they should be able to distinguish 
 the larger elements and their functions, and they 
 should be able to transform, combine, condense, or 
 expand for euphony, clearness, or exactness. 
 Special attention should be given to word-order 
 and to connectives. 
 
 WORD-STUDY 
 
 The pupils should be taught to make sure of the 
 spelling and pronunciation of new words. The 
 word-lessons should be planned, in part, so as to 
 exemplify certain facts and principles or to correct 
 common errors. All forms of memory should be 
 employed, but the writing of words in context 
 should be regarded as the final test. The study 
 of word-composition should continue as in the sixth 
 grade. 
 
 LITERATURE 
 
 Attention should be directed to the artistic 
 purpose and method as well as to the thought. 
 The full meaning and pleasure of a book can be 
 conveyed only to the reader who observes and 
 appreciates the artistic elements and devices which 
 have been employed. The way of approach should
 
 n6 ELEMENTARY COURSE IN ENGLISH 
 
 be, as hitherto, through setting and the larger 
 whole to relation of parts and beauty of details. 
 Directive questions, varied expressional activities, 
 illustrative materials, biography, and comparative 
 citation should combine to render the experience 
 notable and educative. It would be appropriate 
 to dwell somewhat upon the lives and works of 
 Irving and Whittier. 
 
 The following are suggested as representative 
 class studies: (i) Knickerbocker Stories from Irving, 
 edited by Edward Everett Hale, Jr. This is No. 
 23 of the Standard Literature Series. It contains 
 "Rip Van Winkle," "The Legend of Sleepy 
 Hollow," and other Dutch-American sketches. (2) 
 King Arthur Stories from Malory, by Lillian O. 
 Stevens and Edward Frank Allen. The version 
 by Sidney Lanier and that by Dr. Edward Brooks 
 are also suitable. The class should have access 
 to Malory's Morte Arthure, Pyle's Men of Iron, 
 Gautier's Chivalry, and a collection of pictures. 
 Certain passages from Tennyson's Idylls of the King 
 and the tournament chapter in Ivanhoe will be 
 useful. (3) "Evangeline," by Henry W. Long- 
 fellow. (4) "Snow-Bound" and other poems, by 
 John G. Whittier. (5) Julius Caesar, by William 
 Shakespeare. Emphasis should be placed upon 
 the character of Brutus. (6) A-Hunling of the
 
 SEVENTH GRADE 117 
 
 Deer and Other Essays, by Charles Dudley Warner, 
 No. 37 of the Riverside Series. (7) Sharp Eyes 
 and Other Papers, by John Burroughs, No. 36 
 of the Riverside Series. (8) The Cricket on the 
 Hearth, by Charles Dickens. 
 
 Prose 
 
 For explanation of the purpose of the lists and the abbrevia- 
 tions see the Fifth Grade. 
 Afoot and Afloat (from Pepaclon and Wake- Robin), R.S., 
 
 John Burroughs. 
 Autobiography (boyhood and youth), Benjamin Franklin. 
 The Blizzard (from Boy Life on the Prairie), Hamlin Garland. 
 The Coyote, l.l.-vl, Samuel L. Clemens. 
 The Death of Major Andre (from Hugh Wynne), Dr. S. 
 
 Weir Mitchell. 
 An Escape from the Press Gang (from the Trumpet Major) , 
 
 G.L.R.-vn., Thomas Hardy. 
 Finding a Home (from Timothy's Quest), R.S., Kate Douglas 
 
 Wiggin. 
 The First Christmas Tree, Henry Van Dyke. 
 The Gray Champion (from Twice Told Tales), Nathaniel 
 
 Hawthorne. 
 The Great Carbuncle (from Tales of the White Hills), 
 
 Nathaniel Hawthorne. 
 The Great Stone Face, Nathaniel Hawthorne. 
 The Life of Washington, Horace E. Scudder. 
 The Lord of the Air (from Kindred of the Wild), Charles G. D. 
 
 Roberts. 
 Mr. Pickwick Drives, from (Pickwick Papers), Charles 
 
 Dickens.
 
 n8 ELEMENTARY COURSE IN ENGLISH 
 
 Mr. Winkle Skates (from Pickwick Papers), Charles Dickens. 
 
 Moti Guj — Mutineer (from Plain Tales from the Hills), 
 Rudyard Kipling. 
 
 My First Voyage (from Two Years before the Mast), Richard 
 Henry Dana, Jr. 
 
 Rab and His Friends, Dr. John Brown. 
 
 Rob Roy's Country (from Rob Roy), Walter Scott. 
 
 The Story of the Odyssey, Alfred J. Church. 
 
 Tales of a Grandfather, Walter Scott. 
 
 The Talisman, Walter Scott. 
 
 The Trail of the Sandhill Stag, Ernest Thomson-Seton. 
 
 Vanity Fair (from Pilgrim' 's Progress), John Bunyan. 
 
 A Village Wedding in Sweden (from Outre Mer), Henry W. 
 Longfellow. 
 
 Wee Willie Winkie (from The Phantom Rickshaw), Rud- 
 yard Kipling. 
 
 The Whistle, Benjamin Franklin. 
 
 VVhittier Memoir, r.s., Bliss Perry. 
 
 Winter Winds (from Boy Life on the Prairie), Hamlin Gar- 
 land. 
 
 Poetry 
 
 Abraham Davenport, John G. Whittier. 
 Alice Brand, L.s.-n., p.g.-ii., Walter Scott. 
 Allan A'Dale, h.o.-iv., b.p.b. (old ballad). 
 The Angel of Patience, John G. Whittier. 
 April, p.s., John G. Whittier. 
 
 Ballad of the Boat, l.s.-iii., p.g.-ii., Richard Garnett. 
 The Bells, g.n., g.p.-ii., p.c.l., Edgar Allen Poe. 
 The Bells of Shandon, Cyr-vn., H.o.-v., Francis S. Ma- 
 honey.
 
 SEVENTH GRADE 119 
 
 Charge of the Light Brigade, l.s.-ii., g.n., G.p.-vn., Alfred 
 Tennyson. 
 
 Christmas Everywhere, p.s.l., Phillips Brooks. 
 
 Christmas Tide, p.s.l., Richard Burton. 
 
 The Comedy of Errors, William Shakespeare. 
 
 Crossing the Plains, G.N., Joaquin Miller. 
 
 Crown Our Washington, s.s.l.-vii., Hezekiah Butterworth. 
 
 The Culprit Fay, Joseph Rodman Drake. 
 
 The Eternal Goodness, John G. Whittier. 
 
 The Evening Wind, L.s.-n., William Cullen Bryant. 
 
 Herve Riel, l.s.-iii., h.o.-v., Robert Browning. 
 
 Hesperus' Song, g.n., h.o.-v., Ben Jonson. 
 
 Home-Thoughts from Abroad, g.n., l.s.-iii., G.p.-vn., 
 Robert Browning. 
 
 The Humble-Bee, g.n., l.c, Ralph Waldo Emerson. 
 
 The Hurricane, L.s.-n., p.g.-h., William Cullen Bryant. 
 
 Laus Deo, John G. Whittier. 
 
 Miles Standish, Henry W. Longfellow. 
 
 The Noble Nature, l.s.-ii., g.p.-vii., Ben Jonson. 
 
 God, Our Help in Ages Past, L.s.-in., G.p.-vn., Isaac 
 Watts. 
 
 The Old Clock on the Stairs, p.G.-n., p.c.l., Henry W. Long- 
 fellow. 
 
 On the Death of Drake, c.l.r.-i., Fitz-Greene Halleck. 
 
 The Revenge, l.s.-ii., h.o.-v., Alfred Tennyson. 
 
 Romance of the Swan's Nest, g.n., l.s.-iu., p.g.-ii., Eliza- 
 beth Barrett Browning. 
 
 The Sabbath, s.s.l.-vi., James Grahame. 
 
 Sir Galahad, L.s.-m., p.g.-ii., Alfred Tennyson. 
 
 Sir Patrick Spens, g.n., H.o.-rv. (old ballad). 
 
 The Snow-Storm, g.n., L.s.-m., p.g.-vl, Ralph Waldo 
 Emerson.
 
 120 ELEMENTARY COURSE IN ENGLISH 
 
 Soldier, Rest! G.N., G.P.-vn., Walter Scott. 
 
 The Solitary Reaper, g.n., l.s.-ii., G.P.-vn., William Words- 
 worth. 
 
 Sound the Loud Timbrel, l.s.-ii., Thomas More. 
 
 Stand by the Flag, l.c, g.n., John Nicholas Wilder. 
 
 Tacking Ship Off Shore, g.n., Walter Mitchell. 
 
 True Knighthood (from Guinevere), l.s.-iii., Alfred Tenny- 
 son. 
 
 A Vagabond Song, G.P.-vn., Bliss Carman.
 
 THE EIGHTH GRADE 
 
 COMPOSITION 
 
 The point of view should be the same as in the 
 preceding grades. The emphasis should be placed, 
 as in the seventh grade, upon intelligent self- 
 direction in accordance with a few fundamental 
 principles of expression. Care should be exercised 
 to secure fresh and more advanced materials and 
 to vary the conditions, in order that interest may 
 be kept up and that genuine power and versatility 
 in speaking and writing may be developed. Not 
 fewer than two or three lessons each week should 
 be given. Each teacher should assure herself as 
 to what ability the members of a particular class 
 actually possess and should plan the year's work 
 with a view to rounding out and completing the 
 training which the course as a whole contemplates. 
 In doing so, the practical demands of life in a 
 society should be regarded as paramount to every 
 other consideration. Occasional oral debates and 
 frequent short written exercises are recommended. 
 Certain class books, intended primarily for the 
 high school, would provide useful material for both 
 teacher and pupils. Such are: Lewis' First 
 Manual of Composition, Baker and Abbott's
 
 122 ELEMENTARY COURSE IN ENGLISH 
 
 English Composition, Thomas' Composition and 
 Rhetoric, Crandall's First-Year English Book, and 
 Gardiner, Kittredge, and Arnold's Elements oj 
 English Composition. 
 
 GRAMMAR 
 
 A systematic course in the English sentence, 
 its parts and elements, the functions and properties 
 of words, should occupy from two to four recita- 
 tions throughout the year. The aim should be to 
 secure first-hand observation, discrimination, ac- 
 curate statement, and resulting improvement in 
 study and expression. Inductive handling of cur- 
 rent prose and of the compositions of the pupils 
 will be far more profitable than conning a book. 
 The pupils had better compile books of their own, 
 using occasionally a good modern grammar as a 
 reference. The work should be constructive 
 throughout, and the connection between the exer- 
 cises in grammar and the practice of correctness in 
 speech and writing should be definitely and effect- 
 ively made. The studies should be topical and 
 progressively connected, beginning with the sen- 
 tence as a whole. The important facts should be 
 grouped repeatedly from new points of view, in 
 order that they may be seen, not merely as items, 
 but as parts of an organized body of knowledge.
 
 EIGHTH GRADE 123 
 
 Above all, glibness of analysis according to some 
 formula must not be mistaken for thinking or actual 
 perception of relations. (See the section on Eng- 
 lish Grammar in the "Outline of Theory.") At 
 the end of the year, the pupils should be able to 
 explain in standard terminology the function of 
 each part or element of any sentence (not idiom) 
 which they can compose, and should have firmly 
 established the habit of applying the standards of 
 usage in self-criticism. 
 
 WORD-STUDY 
 
 The character and emphasis of the work should 
 be determined as in the case of composition. In 
 organizing the various kinds of lessons that will be 
 required, such word books as the following will be 
 of assistance: Frazier's National Speller, Scheppe's 
 Advanced Word Studies, Daly's Advanced Rational 
 Speller, Webster's New Standard Speller, the Bailey- 
 Manley Spelling-Book. 
 
 LITERATURE 
 
 The kind of work indicated for the seventh grade 
 should be continued. The typical interests in a 
 variety of selections of suitable maturity should 
 be simply, but clearly and definitely, presented. 
 Generalizations concerning literary method should
 
 J24 ELEMENTARY COURSE IN ENGLISH 
 
 f 
 
 be very few, but the pupils should be able to read 
 a masterpiece with some genuine appreciation of 
 its literary "values." One excellent gauge of 
 taste and ability is voluntary reading. With this 
 the teacher should keep in sympathetic touch, and 
 from it she should determine, in part, what the 
 class need and what kind of good reading they can 
 most easily like. Some attention should be de- 
 voted to the lives and works of Walter Scott, 
 Charles Dickens, James Russell Lowell, John 
 Burroughs, and Robert Louis Stevenson. 
 
 The following are suggested as representative 
 class studies. At least one from each group should 
 be selected, usually the first, (i) Treasure Island, 
 by Robert Louis Stevenson; Ivanhoe, by Walter 
 Scott; David Copper field (childhood and youth), 
 by Charles Dickens. (2) The Merchant of Venice, 
 The Tempest, by William Shakespeare; Rolfe's 
 Shakespeare the Boy and Bennett's Master Skylark 
 will be useful. (3) The Lady of the Lake, The 
 Lay of the Last Minstrel, by Walter Scott; Sohrab 
 and Rustum, by Matthew Arnold; Story of Chaucer's 
 Canterbury Pilgrims, by Katherine Lee Bates. 
 (4) A Moosehead Journal and Other Papers (No. 
 169 of the Riverside Series), by James Russell 
 Lowell; A Bunch of Herbs and Other Papers (No. 
 92 of the Riverside Series), by John Burroughs.
 
 EIGHTH GRADE 125 
 
 (5) Stories and Poems of Poe, edited by Edward 
 Everett Hale, Jr., in the Standard Literature 
 Series, or a suitable collection from some other 
 American writer; The Cotter's Saturday Night and 
 Other Poems, by Robert Burns (No. 77 of the 
 Riverside Series); The Prisoner of Chilton and 
 Other Poems, by Lord Byron (No. 128 of the 
 Riverside Series). (6) An Introduction to the Study 
 of Literature, by Edwin Lewis; Choice Literature for 
 Grammar Grades, Book II, by Sherman Wil- 
 liams; Heart of Oak Books, Vol. V, by Charles 
 Eliot Norton; Ballads and Ballad Poetry, by 
 Edward Everett Hale, Jr. ; The Odyssey in English 
 Prose (Riverside Series), by George H. Palmer — 
 for classes that have not read Church's version in 
 the seventh grade. 
 
 Prose 
 
 For the purpose of this supplemental list and an explanation 
 of the abbreviations, see the Fifth and earlier grades. 
 
 Baa, Baa, Black Sheep (from The Phantom Rickshaw), 
 
 Rudyard Kipling. 
 Bob: The Story of Our Mocking Bird (from the Lanier 
 
 Book), Sidney Lanier. 
 Camping Out (from the Van Dyke Book), Henry Van Dyke. 
 The Christmas Angel (from the Spirit of Christmas) , Henry 
 
 Van Dyke. 
 Eli (from Five Hundred Dollars), Heman White Chaplin.
 
 126 ELEMENTARY COURSE IN ENGLISH 
 
 Farmer Finch (from the White Heron), C.H., Sarah Orne 
 
 Jewett. 
 The Flag-Raising, r.s., Kate Douglas Wiggin. 
 The Forest, Stewart Edward White. 
 The Gettysburg Address, Abraham Lincoln. 
 Jean-ah-Poquelin (from Old Creole Days), George W. Cable. 
 Jean Valjean and the Bishop (from Les miser ables) , Victor 
 
 Hugo. 
 The Last of the Mohicans, James Fenimore Cooper. 
 Lincoln and the Sleeping Sentinel, L. S. Chittenden. 
 Lorna Doone, Richard Blackmore. 
 The Man without a Country, Edward Everett Hale. 
 The Master of the Golden Pool (from the Watchers of the 
 
 Trails), Charles G. D. Roberts. 
 Micah Clarke, Conan Doyle. 
 Our New Neighbors at Ponkapog (from Marjorie Daw and 
 
 Other Stories), Thomas Bailey Aldrich. 
 The Perfect Tribute [to Lincoln], Mary Raymond Andrews. 
 The Shepherd's Trophy (from Bob, Son of Battle), Alfred 
 
 Ollivant. 
 The Ship That Found Herself (from the Day's Work), 
 
 Rudyard Kipling. 
 Stories of the Great West, Theodore Roosevelt. 
 The Story of the Other Wise Man, Henry Van Dyke. 
 A Watcher in the Woods, Dallas Lore Sharp. 
 Will o' the Mill, Robert Louis Stevenson. 
 
 Poetry 
 
 Abraham Lincoln, g.n., Richard Henry Stoddard. 
 
 The Blue and the Gray, p.c.l., s.s.L.-vn., Francis M. Finch. 
 
 Cavalier Tunes, l.c, L.s.-ni., Robert Browning. 
 
 The Cavalry Charge, p.g.-il, Edmund Clarence Stedman.
 
 EIGHTH GRADE 127 
 
 The Chambered Nautilus, P.G.-n., p.c.l., Oliver Wendell 
 
 Holmes. 
 The Concord Hymn, g.n., l.s.-ii., Ralph Waldo Emerson. 
 The Courtin', H.o.-v., James Russell Lowell. 
 Each and All, g.n., L.s.-m., p.c.l., Ralph W T aldo Emerson. 
 The Eagle, Alfred Tennyson. 
 Elegy Written in a Country Churchyard, L.s.-m., P.G.-n., 
 
 Thomas Gray. 
 The Finding of the Lyre, James Russell Lowell. 
 Gareth and Lynette, Alfred Tennyson. 
 Heartleap Well, William Wordsworth. 
 The Lady of Shalott, g.n., L.s.-m., Alfred Tennyson. 
 The Last Leaf, g.n., p.G.-n., Oliver Wendell Holmes. 
 Lead, Kindly Light, p.c.l., John Henry Newman. 
 Lincoln {Commemoration Ode, sec. VI), James Russell 
 
 Lowell. 
 A Midsummer-Night's Dream, William Shakespeare. 
 The Neckan, L.s.-m., P.G.-n., Matthew Arnold. 
 Night in the Desert, g.p.-vl, Robert Southey. 
 Captain, My Captain, g.p.-vhi., h.o.-vi., Walt Whitman. 
 Old Glory, p.G.-n., G.N., James Whitcomb Riley. 
 On His Blindness, g.n., L.s.-m., John Milton. 
 On May Morning, g.n., l.c, p.s., John Milton. 
 On the Castle of Chillon, L.s.-in., Lord Byron. 
 The Patriot, L.s.-m., Robert Browning. 
 Pheidippides, g.p.-vii., Robert Browning. 
 The Rhodora, Ralph Waldo Emerson. 
 Ring Out, Wild Bells (from In Memoriam, Part CYI), 
 
 G.p.-n., Alfred Tennyson. 
 Say Not, the Struggle Naught Availeth, L.s.-in., G.p.-vm., 
 
 Arthur Hugh Clough. 
 Self-Dependence, G.p.-vm, h.o.-vi., Matthew Arnold.
 
 128 ELEMENTARY COURSE IN ENGLISH 
 
 The Shell, p.g.-h., h.o.-vi., Alfred Tennyson. 
 
 She Walks in Beauty, L.s.-m., h.o.-vi., Lord Byron. 
 
 The Singing Leaves, James Russell Lowell. 
 
 Song of the Chattahoochie, p.c.l., s.s.l.-viii., Sidney Lanier. 
 
 Stanzas on Freedom, g.n., James Russell Lowell. 
 
 The Summer Wind, William Cullen Bryant. 
 
 Thanatopsis, p.g.-il, s.s.l.-vil, William Cullen Bryant. 
 
 To a Mountain Daisy, p.s., l.s.-iii., Robert Burns. 
 
 To a Mouse, L.s.-n., Robert Burns. 
 
 To a Skylark, L.s.-n., P.G.-n., Percy Bysshe Shelley. 
 
 To a Water Fowl, L.s.-n., William Cullen Bryant. 
 
 Up-Hill, Golden Treasury-n., Christina Rossetti. 
 
 The Vision of Sir Launfal, James Russell Lowell. 
 
 The Voyage of Maeldune, Alfred Tennyson. 
 
 Wendell Phillips, L.s.-m., James Russell Lowell. 
 
 The White Ship, l.s.-ltl, Dante Gabriel Rossetti.
 
 APPENDIX
 
 APPENDIX 
 BOOKS FOR READING TO THE PUPILS 
 
 The value of reading to children is well known. 
 Many of the selections named in the graded lists 
 may well be presented in this way. A few addi- 
 tional books are named below which are worth while 
 but which, for the most part, are not suited to any 
 other treatment at the age at which children will 
 best appreciate them. Several will require a good 
 deal of editing. No formal discussion is contem- 
 plated. Only occasional use is intended, and, in 
 some cases, only a few selections from a book should 
 be used. The list is meant to be representative, 
 not exhaustive. The volumes can be obtained 
 from any reliable bookseller. 
 
 For the Younger Children 
 
 Aldrich, Thomas Bailey: The Story of a Cat (transl. from 
 
 Bedolliere). 
 Baldwin, James: The Wonder Book of Horses. 
 Bannermann, Mrs. Helen: Little Black Sambo. 
 Bay, J. Christian: Danish Fairy and Folk Tales. 
 Bigham, Madge A.: Fanciful Flower Tales. 
 Carter, M. H. : Stories of Brave Dogs. 
 C. Collodi (transl. by Walter S. Cramp): Pinocchio, the 
 
 Story of a Marionette. 
 Crothers, Samuel: Miss Muff elf s Christmas Party. 
 
 131
 
 132 ELEMENTARY COURSE IN ENGLISH 
 
 Dole, Nathan Haskell: The Russian Fairy Book. 
 
 Hale, Lucretia P. : The Peterkin Papers. 
 
 Harris, Joel Chandler: Uncle Remus' Stories. 
 
 Kingsley, Charles: The Water Babies. 
 
 Kipling, Rudyard: The Jungle Books; Just-So Stories. 
 
 Laboulaye, Edouard: Fairy Tales of All Nations; Last 
 
 Fairy Tales. 
 Litsey, Edwin C. : The Race of the Swift (a book of animals). 
 Ortoli, Frederic (transl. by Joel Chandler Harris) : Evening 
 
 Tales. 
 Paine, Albert Bigelow: The Hollow Tree and Deep Woods 
 
 Book (fanciful in treatment). 
 Phelps- Ward, Elizabeth Stuart: Loveliness (a dog story). 
 Pyrnelle, Mrs. L. C: Diddie, Dumps, and Tot. 
 Pyle, Howard: Pepper and Salt; Twilight Land; The 
 
 Wonder Clock. 
 Pyle, Katherine: When the Wind Blows. 
 Richards, Laura E.: The Pig Brother (moral in intention). 
 Underhill, Zoe Dana: The Dwarf's Tailor and Other Fairy 
 
 Tales. 
 Wiggin, Kate Douglas, and Smith, Nora A.: The Fairy 
 
 Ring; The Magic Casements. 
 
 For the Older Children 
 
 Addison, Joseph : The Vision of Mirza. 
 Alcott, Louisa M. : Little Men; Little Women. 
 Aldrich, Thomas Bailey: The Story of a Bad Boy. 
 Amicis, Edmondo de: Cuore (an Italian schoolboy's 
 
 journal) . 
 Ariosto's Stories, Retold by a Lady. 
 Barrie, James M.: Little White Bird. 
 Bull, Jacob B.: Fritjof Nansen.
 
 BOOKS FOR READING 133 
 
 Bunyan, John: Pilgrim's Progress. 
 
 Chubb, Percival (editor): Travels at Home, by Mark 
 
 Twain. 
 Church, Alfred J.: Stories of the Old World. 
 Daudet, Alphonse: La Belle Nivernaise. 
 Diaz, Abby Morton: The William Henry Letters. 
 Edgar, Madalen: Stories from Morris. 
 Fouque, Baron La Motte: Sintram and His Companions. 
 Ewing, Juliana H.: Jackanapes; The Story of a Short Life 
 Field, Eugene : A Little Book of Profitable Tales. 
 Garland, Hamlin: Boy Life on the Prairie. 
 Graham, Kenneth: Dream Days; The Golden Age. 
 Greene, Nimmo F. : With Spurs of Gold (stories of chivalry) . 
 Henry-Pueffin, M. E. : The North Star (a tale of Norway iD 
 
 the tenth century). 
 Howells, William Dean: A Boy's Town. 
 Hutton, Laurence : A Boy I Knew and Four Dogs. 
 Jenks, Albert E.: Ba-Long-Long, the Igorrote Boy. 
 Keller, Helen: The Story of My Life. 
 Kingsley, Charles: Greek Heroes. 
 Kipling, Rudyard: Drums of the Fore and Aft; Muhammad 
 
 Din. 
 Monroe, Kirk: Snow-Shoes and Sledges. 
 Ollivant, Alfred: Bob, Son of Battle. 
 Raspe, Rudolf Eric: Travels of Baron Munchausen. 
 Riis, Jacob: The Making of an American. 
 Rives, Hallie E. : Tales from Dickens. 
 Roberts, Charles G. D.: Kindred of the Wild. 
 Roosevelt, Theodore: Stories of the Great West. 
 Schottenfels, Gertrude R. : Parzival and Other Stories. 
 Scott, Walter: Guy Mannering; Quentin Durward. 
 Stevenson, Robert Louis: Letters (selected).
 
 134 ELEMENTARY COURSE IN ENGLISH 
 
 Stockton, Frank: The Floating Prince. 
 
 Stories of the Ancient World, from St. Nicholas. 
 
 Sweetser, Kate Dickinson: Ten Boys from Dickens. 
 
 Turner, Francis, and Stoor, Howes: Tales from Chaucer. 
 
 Twain, Mark: The Prince and the Pauper. 
 
 Travels at Home (edited from Mr. Clemens' books by Perci- 
 
 val Chubb). 
 Washington, Booker T. : Up from Slavery. 
 Western Frontier Stories from St. Nicholas. 
 Williams, Sherman: Some Successful Americans. ..
 
 VERSE COLLECTIONS 
 
 The following list contains the titles of the verse 
 collections referred to by the initials in the outlines 
 for the various grades and several in addition. 
 The alphabetic order will enable easy identifica- 
 tion. The volumes most useful in the lower grades 
 are marked with an asterisk (*), those most useful 
 in the higher grades, with a dagger (f). All the 
 volumes are compilations except those by Blake, 
 Stevenson, Rands, Sherman, and Miss Rossetti. 
 The school readers named are, of course, partly 
 in prose. The list makes no pretense to be 
 exhaustive; the attempt is merely to render a 
 body of suitable material accessible. For the 
 principles of choice see the section on Literature 
 and the references there named. 
 
 An American Anthology — A. A. (a general collection of 
 American poetry), Edmund Clarence Stedman. 
 
 A Ballad Book, William Allingham. 
 
 Best Nonsense Verses — b.n.v., Josephine Daskam (Mrs. 
 Bacon). 
 
 The Blodgelt Readers, Nos. I-V — b.r., Andrew D. Blod- 
 gett. 
 
 The Blue Poetry Book — b.p.b., Andrew Lang. 
 t^4 Book of Famous Verse, Agnes Repplier. 
 
 A Book of Verse, E. V. Lucas. 
 
 i35
 
 136 ELEMENTARY COURSE IN ENGLISH 
 
 The Children's Garland, Coventry Patmore. 
 *Child Life in Poetry — c.l., John G. Whittier. 
 Child Life Readers, Nos. I-V — c.l.r., Etta A. and Mary F. 
 
 Blaisdell. 
 ^4 Child's Book of Poetry (inexpensive), Edna Lee Turpin. 
 The Child's Calendar Beautiful, R. Catherine Beeson. 
 *A Child's Garden of Verses — c.G., Robert Louis Stevenson. 
 The Children's Hour, Vols. I-X (a lihrary, partly of prose), 
 
 Eva March Tappan. 
 The Children's Treasury of Songs and Lyrics, Francis T. 
 
 Palgrave. 
 The Children's Treasure Trove of Pearls, Mary E. Tileston. 
 Choice Literature, Primary I and II, Intermediate I and 
 
 II, Grammar I and II — C.L., Sherman Williams. 
 Days and Deeds (verse) , Burton E. and Elizabeth B. Steven- 
 
 son. 
 ^Golden Numbers — g.n. (superior), Kate Douglas Wiggin 
 
 and Nora A. Smith. 
 Graded Classics, Nos. I-V — G.C., F. F. Norvell and M. W. 
 
 Haliburton. 
 Graded Literature Readers, Nos. I- VIII — G.L., Harry Pratt 
 
 Judson and Ida C. Bender. 
 Graded Memory Selections — g.m.s. (inexpensive, but a 
 
 poor selection and not well graded), S. D. Waterman 
 
 and others. 
 *\Graded Poetry Readers, Nos. I-VIII — g.p. (very good 
 
 material at a low price) , Katherine Blake and Georgia 
 
 Alexander. 
 Heart of Oak Books, Nos. I- VI — H.o., Charles Eliot 
 
 Norton. 
 Heroic Ballads (mostly British), D. H. Montgomery. 
 ^ Junior School Poetry Book, W. Peterson. 
 
 \
 
 VERSE COLLECTIONS 137 
 
 *\The Land of Song, Nos. I— III — l.s. (excellent), Katherine 
 
 Shute and Larkin Dunton. 
 The Language Readers, Nos. I-VI — l.r., Franklin T. 
 
 Baker and George R. Carpenter. 
 *Lillipul Lyrics — l.l., William Brighty Rands. 
 \The Listening Child — l.c. (good), Lucy Thacher. 
 Little Folk Lyrics — l.f.l., Frank Dempster Sherman. 
 Lyra Heroica (British), W. E. Henley. 
 Nature in Verse — N.v. (much is mediocre), Mary I. Love- 
 joy. 
 A Nursery RJiyme Book, Andrew Lang. 
 ^Nursery Rhymes — n.r. (the best collection at a low price), 
 
 Charles Welsh. 
 Open Sesame, Nos. I— III (only fair), B. W. Bellamy and 
 
 M. W. Goodwin. 
 Pinafore Palace, Kate Douglas Wiggin and Nora A. Smith. 
 ¥ \Poems by Grades, Nos. I and II — p.g. (excellent), Ada 
 
 Van Stone Harris and Charles B. Gilbert. 
 Poems Children Love — p.c.l. (contains many old favorites), 
 
 Penrhyn W. Coussins. 
 Poems Every Child Should Know — p.e.c.k. (the author's 
 
 comments are gratuitous and often fantastic), Mary E. 
 
 Burt. 
 Poems for the Study of Language — p.s.l. (the Illinois selec- 
 tion of a year or two ago) , Chestine Gowdy. 
 "— Poetry for Home and School (good, but out of print), A. C. 
 
 Bracket and I. M. Eliot. 
 Poetry of the Seasons — p.s. (much is mediocre), Mary I. 
 
 Lovejoy. 
 *The Posy Ring — p.r. (superior), Kate Douglas Wiggin and 
 
 Nora A. Smith. 
 A School Speaker and Reader, William DeWitt Hyde.
 
 138 ELEMENTARY COURSE IN ENGLISH 
 
 The Senior School Poetry Book, W. Peterson. 
 
 The Silver Burdett Readers, Nos. I-V — s.b.r., Ella M. 
 
 Powers and Thomas M. Balliett. 
 Sing-Song — s.s., Christina Rossetti. 
 Songs of Innocence, William Blake. 
 \Songs of Nature, John Burroughs. 
 Songs of the Tree Top and Meadow, Lida McMurry and 
 
 Mary Hall Husted. 
 Slepping-Slones to Literature, Nos. I- VIII, Sarah Louise 
 
 Arnold and Charles B. Gilbert. 
 A Treasury of Verse for Children, Edgar.
 
 PROSE COLLECTIONS 
 
 Arabian Nights Tales — A.N.T., Andrew Lang. 
 
 The Basket Woman (Indian stories), Mary Austin. 
 
 Baumbach's Tales — b.t., Rudolph Baumbach. 
 
 The Birchtree Fairy Book — b.f.b., Clifton Johnson. 
 
 The Blodgett Readers, Nos. I-V — b.r., Andrew D. Blodgett. 
 
 A Book of Christmas, Hamilton W. Mabie. 
 
 A Book of Legends — B.L., Horace E. Scudder. 
 
 The Book of Nature-Myths — b.n.m. (Pourquoi stories), 
 Florence Holbrook. 
 
 The Book of Saints and Friendly Beasts — b.s.f.b., Abbie 
 Farwell Brown. 
 
 Child-Life Readers, Nos. I-V — c.l.r., Etta A. and Mary F. 
 Blaisdell. 
 
 TAe Children's Book, Horace E. Scudder. 
 
 *The Children's Hour, Vols. I-X — c.h. (a library of chil- 
 dren's literature), Eva March Tappan. 
 
 Choice Literature for Primary, Intermediate, and Grammar 
 Grades, Nos. I- VI, Sherman Williams. 
 
 Classic Myths Retold, Mary Catherine Judd. 
 
 The Cyr Readers, Nos. I-VIII— Cyr, Ellen M. Cyr. 
 
 Dawes' Bible Stories — d.b.s., Sarah E. Dawes. 
 
 Days and Deeds (prose), Burton E. and Elizabeth B. 
 Stevenson. 
 
 The Elmtree Fairy Book, Clifton Johnson. 
 * English Fairy Tales — e.f.t., Joseph Jacobs. 
 
 The Epic of Kings, Helen Zimmern. 
 
 Ethics for Children, Ella Lyman Cabot. 
 *Fables and Folk Stories — f.f.s., Horace E. Scudder. 
 *Fables of Aesop — f.e., Joseph Jacobs. 
 
 i39
 
 140 ELEMENTARY COURSE IN ENGLISH 
 
 Fairy books and books of romance, Andrew Lang. 
 *Fairy Stories and Fables — F.S.F., James Baldwin. 
 Fairy Tales — F.T., Marion F. Lansing. 
 Fairy Tales from the Far North, P. C. Asbjornsen. 
 Fanciful Tales — f.t., Frank Stockton. 
 *Favorite Greek Myths — f.g.m., Lillian Hyde. 
 For the Children's Hour, Carolyn S. Bailey and Clara M. 
 
 Lewis. 
 Gaelic Folk Tales, Mary Grant O'Sheridan. 
 Graded Classics, Nos. I-V— G.c, F. T. Norvell and M. W. 
 
 Haliburton. 
 Graded Literature Readers, Nos. I-VIII — G.l.r., Harry 
 
 Pratt Judson and Ida C. Bender. 
 Greek Heroes — G.H., Charles Kingsley. 
 *Grimms' Household Tales — g.h.t. (a selection), Horace E. 
 
 Scudder. 
 Grimms' Tales, Vols. I and II — g.t., Margaret Hunt. 
 Grimms' Tales, Lucy Crane. 
 *Hans Andersen's Stories — h.a.s. (a selection), Horace E. 
 
 Scudder. 
 Heart of Oak Books, Nos. I-VI — h.o., Charles Eliot 
 
 Norton. 
 Hellenic Tales — h.t., Edmund J. Carpenter. 
 *How to Tell Stories to Children — H.s.c, Sara Cone Bryant. 
 Indian [Hindoo] Fairy Tales, Joseph Jacobs. 
 Indian Fairy Tales — i.f.t., Mary H. Wade. 
 Indian Myths, Ellen Emerson. 
 In Story Land — I.S.L., Elizabeth Harrison. 
 Journeys through Bookland, Vols. I-X (a good selection, 
 with notes for readers and for teachers and parents), 
 Charles H. Sylvester. 
 * Jungle Books, I and II — j.b., Rudyard Kipling.
 
 PROSE COLLECTIONS 141 
 
 Language Readers, Nos. I-VI— l.r., Franklin T. Baker 
 
 and George R. Carpenter. 
 Last Fairy Tales, Edouard Laboulaye. 
 Lights to Literature, Nos. I-VIII— l.l., Abbie E. Lane and 
 
 others. 
 More English Fairy Tales, Joseph Jacobs. 
 New World Fairy Book, Howard A. Kennedy. 
 *The Oaktree Fairy Book — o.f.b., Clifton Johnson. 
 Old Tales from Rome — o.t.r., Helen Zimmern. 
 Our Holidays from St. Nicholas. 
 
 Popular Tales from the Norse — p.t.n., George Webb Dasent. 
 Rhymes and Stories, Marion F. Lansing. 
 jRiverside Series of Classics — R.S., Horace E. Scudder. 
 The Russian Grandmother's Stories, Louise Seymour 
 
 Houghton. 
 School Reading by Grades, Nos. I-VIII — s.r.g., James' 
 
 Baldwin. 
 Silver Burdeit Readers, Nos. I-V, Ella M. Powers and 
 
 Thomas M. Balliett. 
 Six Nursery Classics — s.N.c, M. V. O'Shea. 
 fStandard Literature Series, Edward Everett Hale, Jr., and 
 
 others. 
 Stories and Tales — S.T., Hans Christian Andersen. 
 Stories Children Love, Charles Welsh. 
 Stories from Old Greece — s.o.c, Alice Zimmern. 
 Stories from the Arabian Nights — s.a.n., Horace E. Scudder. 
 Stories of the Red Children, Dorothy Brooks. 
 Stories to Tell to Children — s.T.c, Sara Cone Bryant. 
 The Story Hour — s.h., Kate Douglas Wiggin. 
 Tales of Ancient Greece — t.a.g., George W. Cox. 
 Tales of Laughter; Tales of Wonder, Kate Douglas Wiggin 
 
 and Nora A. Smith.
 
 142 ELEMENTARY COURSE IN ENGLISH 
 
 Tales of Mother Goose— tm.g., Charles Welsh. 
 
 Thirty More Famous Stories — t.m.f.s., James Baldwin. 
 
 The Tortoise and the Geese (Fables of Bidpai), Maude 
 
 Barrows Dutton. 
 Uncle Remus' Stories, Joel Chandler Harris. 
 Wild Animals I Have Known — w.a.h.k., Ernest Thomson- 
 
 Seton. 
 Wonder Stories — w.s., Hans Christian Andersen. 
 \The Young Folks' Library, Vols. I-XXX (contains an 
 
 extensive bibliography), Thomas Bailey Aldrich and a 
 
 corps of editors.
 
 INDEX
 
 INDEX 
 
 Aanrud, Hans, Lisbelh Long/rock, 
 
 91. 
 A-Hunting of the Deer, by Charles 
 
 Dudley Warner, 116. 
 Alice in Wonderland, by Charles 
 
 L. Dodgson, 92. 
 Alphabet, taught in First Grade, 
 
 66. 
 American literature, special value 
 
 of, so. 
 Arnold, Matthew, Sohrab and 
 
 R us turn. 124. 
 Arthur, King, stories of, 116. 
 Assignment, preparation for, 47; 
 
 should be definite, 22, 89, 99, 
 
 107. 
 
 Ballads and Ballad Poetry, by 
 
 Edward Everett Hale, Jr., 125. 
 Ballads, A Book of Heroic, by 
 
 Mary E. Tileston, 109. 
 Beowulf, Story of, by John Gibb, 
 
 91. 
 Bible, read by Puritans, 43. 
 Biography, 106, 108. 
 Blackboard: use of, 22, 24; light 
 
 on, 37; in various grades, 66, 
 
 75- 
 
 Boy Life, edited from Howells 
 by Percival Chubb, 100. 
 
 Bunch of Herbs, A, by John 
 Burroughs, 124. 
 
 Burns, Robert, The Cotter's Satur- 
 day Night, 125. 
 
 Burroughs, John, A Bunch of 
 Herbs, 124; Sharp Eyes, 117. 
 
 Byron, Prisoner of Chillon of, by 
 Edward Everett Hale, Jr., 125. 
 
 Carroll, Lewis. See Dodgson, 
 Charles L. 
 
 Chaucer's Canterbury Pilgrims, 
 Story of, by Katherine Lee 
 Bates, 124. 
 
 Children of History, by Mary S. 
 Hancock, 92. 
 
 Chillon, Prisoner of, by Lord 
 Byron, 125. 
 
 Choice Literature for Grammar 
 Grades, by Sherman Williams, 
 125. 
 
 Christmas Carol, A, by Charles 
 Dickens, 108. 
 
 Chubb, Percival, 61, 91, 100. 
 
 Composition: what it is; aims 
 of study of, 14-15; principles of 
 success in teaching of, 15-16; 
 means of training in, 17; 
 systematic instruction in, 17-18; 
 conversation, 18; report and 
 discussion, 18-19; oral story, 
 19-21; learning by heart, 
 21-22; writing, 22-23; tech- 
 nical work, 23-24; references 
 on, 24-26; recitation as com- 
 position, 81; grammar and 
 composition, in the various 
 grades, 24, 32, 90, 98, 107, 114. 
 
 145
 
 146 ELEMENTARY COURSE IN ENGLISH 
 
 Conversation, 18, 40, 63-64, 66, 
 
 73, 81. 
 Copying, 21, 24, 74, 82. 
 Correction, 23, 24, 82-98, 106, 
 
 113, 114. 
 Cotter's Saturday Night, The, 
 
 by Robert Burns, 125. 
 Cricket on the Hearth, The, by 
 
 Charles Dickens, 117. 
 Criticism, necessary, 15; should 
 
 be systematic, 23, 90, 98, 105, 
 
 106, 114, 122. 
 
 David Copperfield (Childhood and 
 
 Youth), by Charles Dickens, 1 24. 
 Dearborn, 3. 
 Deer, A-Hunting of the, by Charles 
 
 Dudley Warner, 116. 
 Defectives, in reading, 37. 
 Definitions, 29. 
 Diacritics: not necessary in 
 
 teaching phonics, 27; taught 
 
 with dictionary, 107. 
 Diagrams, in grammar, 33. 
 Dickens, Charles: in Eighth 
 
 Grade, 124; A Christmas Carol, 
 
 108; The Cricket on the Hearth, 
 
 117. 
 Dictation, 24, 28-29. 
 Dictionary: teaching use of, 29; 
 
 in reading, 39, 99, 107. 
 Discussion, 18, 22, 113. 
 Dodgson, Charles L., Alice in 
 
 Wonderland, 92. 
 Dog of Flanders, A, by Louise de 
 
 la Ramee, 100. 
 Dramatization, 21, 39, 40, 64, 
 
 67, 74, 82, 90, 106. 
 Drills, 24, 27, 35, 39, 66, 82. 
 
 Eighth Grade, outline for, 121-28. 
 
 English: includes hearing, speak- 
 ing, reading, and writing, 6; 
 purpose of, is twofold, 7. 
 
 English grammar: value as a 
 school study, 31; method of 
 teaching, 30; danger of psy- 
 chologizing, 30; what to em- 
 phasize in, 30-31; principles 
 to be taught as needed, 32; 
 best material for study of, 32; 
 pupils' illustrations in, 32; 
 textbook in, 3 2 ; order of topics 
 in, 32-33; diagrams in, 33; 
 references on, 33-34; relation 
 to composition, 24, 32, 90, 98, 
 107, 114; correcting mistakes 
 in, 82; in the various grades, 
 114, 122. 
 
 Etymology, 28, 107. 
 
 Experience: children must learn 
 to use, 45-46; as corrective to 
 bookishness, 97; in literature to 
 be made typical, 45 ; literature 
 is expression of, 45. 
 
 Expression, conditions growth in 
 language, 17; in reading, 39, 91. 
 
 Evangeline, by Henry Wadsworth 
 Longfellow, 116. 
 
 Fanciful Tales, by Frank Stock- 
 ton, 100. 
 
 Favorite Greek Myths, by Lillian 
 Hyde, 100. 
 
 Fifth Grade, outline for, 97-103. 
 
 First Grade, outline for, 63-72. 
 
 Folk-literature, 20, 49. 
 
 Formal discipline, not effective in 
 language, 15.
 
 INDEX 
 
 147 
 
 Forms in language, to be taught 
 
 as needed, 16, 24. 
 Fourth Grade, outline for, 89-96. 
 
 Golden Fleece, Story of, by James 
 
 Baldwin, 100. 
 Grading of literature, 5, 50-51, 
 
 76. 
 
 Grammar. See English grammar. 
 
 Grammar Grades, Choice Literature 
 
 for, by Sherman Williams, 125. 
 
 Greek Myths, Favorite, by Lillian 
 
 Hyde, 100. 
 
 Habit: in language, 15; in reading f 
 
 35. 36. 
 Harris, Joel Chandler, Little Mr. 
 
 Thimblefinger Stories, 92. 
 Heart of Oak Books, Vol. V, by 
 
 Charles Eliot Norton, 125. 
 Heidi, by Frau Johanna Spyri, 
 
 108. 
 Herbs, A Bunch of, by John 
 
 Burroughs, 124. 
 Heroic Ballads, A Book of, by 
 
 Mary E. Tileston, 109. 
 Homer, Odyssey of, by George H. 
 
 Palmer, 125. 
 Huey, 3. 
 Hunting of the Deer, A-, by 
 
 Charles Dudley Warner, 116. 
 
 Iliad, The Story of, by Alfred J. 
 
 Church, 108. 
 Imagination, trained by story, 19. 
 Imitation in language, 15. 
 Introduction to the Study 
 
 Literature, by Edwin Lewis, 
 
 125. 
 
 Irving, Washington: in Seventh 
 Grade, 116; Knickerbocker 
 Stories from, 1 16. 
 
 Isolation, 16, 31, 39, 41, 67. 
 
 Ivanhoe, by Walter Scott, 124. 
 
 Julius Caesar, by William Shake- 
 speare, 116. 
 
 Kindergarten, The, 57-62; lan- 
 guage of teacher in, 57-58. 
 
 King Arthur Stories from Malory, 
 by Lillian 0. Stevens and 
 Edward Frank Allen, 116. 
 
 Knickerbocker Stories, Edited from 
 Irving by Edward Everett 
 Hale, Jr., 116. 
 
 Lady of the Lake, by Walter Scott, 
 124. 
 
 Language in education: values; 
 peculiarities of English lan- 
 guage; influences on language; 
 present conditions for study of, 
 1 1 ; linguistic condition of begin- 
 ners; the language subjects, 12. 
 
 Letter-writing, 22, 82, 90, 98, 106, 
 114. 
 
 Lisbcth Longfrock, by Hans Aan- 
 rud, 91. 
 
 Lists: books for reading, 72, 79, 
 87, 95; poems, 70, 78, 86, 97, 
 102, no, 118, 126; stories, 
 68, 76, 84, 92, 101, 109, 116, 
 125- 
 
 Literature: established as a 
 school subject. 43; value of 
 study of, 42-43; method of 
 teaching, 44-48; oral reading
 
 148 ELEMENTARY COURSE IN ENGLISH 
 
 of, 44; to be taught by sugges- 
 tion, 44-45; teaching struc- 
 ture of, 45 ; to be interpreted 
 by experience, 46-47; should 
 demand sincere response, 46; 
 memorizing of, 46-47; prep- 
 aration for teaching a lesson 
 in, 47; teaching of longer 
 selections of, 47-48; choice of, 
 for children, 48-51; of the folk, 
 48-49; myths, 49; poetry, 
 40-50; American, 50; grading 
 of, 50-51; voluntary reading 
 of, 51; connection of pictures 
 with, 51-52; references on, 52. 
 
 Literature, Introduction to the Study 
 of, by Edwin Lewis, 125. 
 
 Little Mr. Thimblefinger Stories, 
 by Joel Chandler Harris, 92. 
 
 Lobo, Rag, and Vixen, by Ernest 
 Thomson-Seton, 108. 
 
 Long, William J., Woodfolk at 
 School, 100. 
 
 Longfellow, in Sixth Grade, 
 Tales of a Wayside Inn, 108. 
 
 Lowell, in Eighth Grade, A 
 Moosehead Journal, 124. 
 
 Mabie, Hamilton Wright, Norse 
 Stories, 108. 
 
 Malory, King Arthur Stories from, 
 by Lillian 0. Stevens and 
 Edward Frank Allen, 116. 
 
 Materials: of composition, 18; of 
 story-telling, 19-20; of spelling, 
 27-28; of grammar, 32, 122; of 
 reading, 35, 37, 39-41. 83; of 
 literature, 43, 48-51; in kinder- 
 garten, 59-60. 
 
 Memorizing, 21, 46-47, 65, 67, 
 
 76, 99, 107. 
 Merchant of Venice, by William 
 
 Shakespeare, 124. 
 Methods of teaching: composi- 
 tion, 15-24; grammar, 31-33; 
 
 literature, 44-48; reading, 35- 
 
 41; word-study, 26-29; m 
 
 kindergarten, 60-61. 
 Models, 18, 97, 106, 114. 
 Moosehead Journal, A, by James 
 
 Russell Lowell, 124. 
 Motivation, necessary in teaching 
 
 composition, 16, 22, 106. 
 Myths, Favorite Greek, by Lillian 
 
 Hyde, 100. 
 Myths, confusion concerning, 49- 
 
 50. 
 
 Norse Stories, by Hamilton Wright 
 Mabie, 108. 
 
 Odyssey in English Prose, The, 
 
 by George H. Palmer, 125. 
 Oral composition: 18-22, 63-64, 
 
 81, 89, 97, 105, 113, 121. 
 Oral reading, 36; expression in, 39; 
 
 necessary to appreciation, 44, 
 
 66, 75, 91. i°7- 
 Originality, 16, 19, 23. 
 Outline, The, 23; in study of 
 
 literature, 45; in composition, 
 
 81, 90, 105, 106, 113. 
 
 Palmer, George H., Odyssey in 
 
 English Prose, 125. 
 Paragraph, dictated to teacher, 
 
 73; in Third Grade, 81, 106.
 
 INDEX 
 
 149 
 
 Phonics: teaching of, 27; in 
 reading, 37-38, 65, 74, 82, go. 
 
 Pictures: in reading books, 40; 
 in connection with literature, 
 51-52; references on study of, 
 54; basis for composition, 74. 
 
 Poe, Stories and Poems of, by 
 Edward Everett Hale, Jr., 125. 
 
 Poetry, to be included in course, 
 49-50; collections of, 135-38. 
 
 Poetry Readers, by Katherine D. 
 Blake and Georgia Alexander, 
 100, 108. 
 
 Practice: essential to success in 
 any art, 16. 
 
 Principles of language, taught 
 through use, 16, 18, 19, 32, 73, 
 74, 81, 89, 97, 113, 114. 
 
 Prisoner of Chillon of Byron, by 
 Edward Everett Hale, Jr., 125. 
 
 Pronunciation: through story, 
 19; drills in, 27, 38, 65, 83, 90, 
 ii5- 
 
 Prose, collections of, 139-42. 
 
 Punctuation, 22, 32, 74, 82, 98, 
 106, 114. 
 
 Pyle, Howard, Some Merry Ad- 
 ventures of Robin Hood, by, 
 100. 
 
 Ramee, Louise de la, A Dog of 
 Flanders, 100. 
 
 Reading: meaning of the word, 
 35; danger of over-emphasiz- 
 ing, 35; psychological investi- 
 gation of, 35-37; the sentence 
 in, 36; "inner-speech" in, 36; 
 complexity of process of, 37; 
 informal methods of teaching, 
 
 37; phonics in, 37-38; new words 
 in, 39; expression in, 39; ma- 
 terials of, 39-40; form of reading 
 book, 40; isolation to be avoid- 
 ed, 41; references on, 41-42; in 
 various grades: books for read- 
 ing, 72, 79, 87, 95. See oral 
 reading. 
 
 Reproduction, 19, 20, 67, 74. 
 
 Rhinegold, Story of, by Anna Ray 
 Chapin, 84. 
 
 Robin Hood, Some Merry Adven- 
 tures of, by Howard Pyle, 100. 
 
 Robinson Crusoe, by Daniel 
 Defoe, 84. 
 
 Scientific method, 3. 
 
 Scott, Sir Walter: Ivanhoe, Lady 
 
 of the Lake, 124. 
 Scudder, 50. 
 
 Second Grade, outline for, 73-80. 
 Self-criticism, 23, 90, 98, 114, 
 
 123. 
 Seventh Grade, outline for, 113- 
 
 20. 
 Shakespeare, William, Julius 
 
 Caesar, 116; Merchant of Ven- 
 ice, 124; Tempest, 124. 
 Sharp Eyes and Other Papers, by 
 
 John Burroughs, 117. 
 Siegfried, Story of, by James 
 
 Baldwin, 84. 
 Sixth Grade, outline for, 105-12. 
 Snow-Bound, by John Greenleaf 
 
 Whittier, 116. 
 Sohrab and Ruslum, by Matthew 
 
 Arnold, 124. 
 Some Merry Adventures of Robin 
 
 Hood, by Howard Pyle, 100.
 
 150 ELEMENTARY COURSE IN ENGLISH 
 
 Spelling, 3; how to teach, 27-28; 
 in various grades, 66, 75, 82, go. 
 
 Spyri, Frau Johanna, Heidi, 108. 
 
 Stevenson, Robert Louis, Treas- 
 ure Island, 124. 
 
 Stockton, Frank, Fanciful Tales, 
 100. 
 
 Stories: of King Arthur, 116; 
 of Beowulf, 91; Little Mr. 
 Thimblefinger Stories, 92; Norse 
 Stories, 108; of Poe, 125. 
 
 Story: value of, 19; choice of, 
 19-20; story-telling, 20; re- 
 production by children, 20-21; 
 dramatization, 21; references 
 on, 25; lists of stories, 69, 76, 
 84, 92, 101, 109, 117, 125; in 
 various grades: Chaucer's Can- 
 terbury Pilgrims, 124; The 
 Golden Fleece, 100; of the Iliad, 
 108; of the Rhinegold, 84. 
 
 Study of Literature, Introduction 
 to, by Edwin Lewis, 125. 
 
 Tales of a Wayside Inn, by Henry 
 Wadsworth Longfellow, 108. 
 
 Teacher of English, The: must be 
 a student, 7; must read well, 
 39, 44; must teach by sugges- 
 tion, 44-45; should preserve 
 sincerity of pupils, 46; should 
 prepare to teach literature, 47; 
 influences pupils by her speech, 
 58, 67; should read to pupils, 
 76. 
 
 Technical work, 16, 23-24, 27- 
 29. 31-33. 38, 65, 73-74, 82, 90, 
 98-99, 106-7, 114-15- 
 
 Technique, 3, 5-6, 17, 23-24, 
 
 32, 105, 113. 
 Tempest, The, by William 
 
 Shakespeare, 124. 
 Third Grade, outline for, 81-88. 
 Treasure Island, by Robert Louis 
 
 Stevenson, 124. 
 Troy, Story of, 84. 
 
 Ulysses, Story of, 91. 
 
 Version, importance of securing 
 the best, 20. 
 
 Vocabulary: through story, 19; for 
 phonics, 27; in spelling, 27; in 
 reading, 39; in the kindergar- 
 ten, 57. 
 
 Voluntary reading, 51, 124. 
 
 Warner, Charles Dudley, A- 
 
 Hunting of the Deer, 116. 
 Wayside Inn, Tales of a, by Henry 
 
 Wadsworth Longfellow, 108. 
 Whittier, John Greenleaf. in 
 
 Seventh Grade: Snow-Bound, 
 
 116. 
 Woodfolk at School, by William 
 
 J. Long, 100. 
 Word composition, Teaching of, 
 
 28, 107, 115. 
 Word-Study: teaching of, 27- 
 
 30, 58, 65, 74, 82, 90, 99, 107, 
 
 115, 123. See phonics; spelling; 
 
 word composition; dictation; 
 
 dictionary, etc. 
 Written composition, teaching of, 
 
 22-23, 63, 73, 81, 90, 97, 105, 
 
 114. 
 
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