ko, <c ^ 7 
 
 University o! the State ol Hew York Bulletin 
 
 Entered as second-class matter August 2, 1913* at the Post Office at Albany, N. Y., 
 under the act of August 24, 19x2 
 
 Published fortnightly 
 
 No. 687 ALBANY, N. Y. June i, 1919 
 
 ELEMENTARY SYLLABUS IN ENGLISH 
 LANGUAGE AND LITERATURE 
 
 BAGS 
 
 Introduction 4 
 
 Composition course by grades 20 
 
 First year 20 
 
 Second year 2 4 
 
 Third year 3° 
 
 Fourth year 37 
 
 Fifth year 44 
 
 Sixth year 5 2 
 
 Literature, grades I to 6 63 
 
 First grade.. 67 
 
 Second grade 7 ° 
 
 Third grade 74 
 
 Fourth grade 7 ® 
 
 Fifth grade 81 
 
 Sixth grade 8 5 
 
 Character of English instruction in the seventh and eighth grades 90 
 
 Oral and written composition, grades 7 and 8 93 
 
 Literature, grades 7 and 8 11 A 
 
 ALBANY 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 1919 
 
 G 75 r-Api 9 -i 5 ,ooo (7-4123) 
 
THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Regents of the University 
 With years when terms expire 
 
 (Revised to September x, 1919) 
 
 1926 Pliny T. Sexton LL.B. LL.D. Chancellor - - Palmyra 
 
 1927 Albert Vander Veer M.D. M.A. Ph.D. LL.D. 
 
 Vice Chancellor Albany 
 
 1922 Chester S. Lord M.A. LL.D. ----- Brooklyn 
 
 1930 William Nottingham M.A. Ph.D. LL.D. - - Syracuse 
 
 1923 Abram I. Elkus LL.B. LL.D. D.C.L. - - - New York 
 
 1924 Adelbert Moot LL.D. Buffalo 
 
 1925 Charles B. Alexander MA. LL.B. LL.D. 
 
 Litt.D. - -- -- -- -- -- - -Tuxedo 
 
 1928 Walter Guest Kellogg B.A. LL.D. - - -Ogdensburg 
 1920 James Byrne BA. LL.B. ----- - New York 
 
 1929 Herbert L. Bridgman M.A. - - - - - - Brooklyn 
 
 1931 Thomas J. Mangan M.A. ----- -Binghamton 
 
 President of the University and Commissioner of Education 
 
 John H. Finley M.A. LL.D. L.H.D. 
 
 Deputy Commissioner and Counsel 
 
 Frank B. Gilbert B.A. 
 
 Assistant Commissioner and Director of Professional Education 
 
 Augustus S. Downing M.A. L.H.D. LL.D. 
 
 Assistant Commissioner for Secondary Education 
 
 Charles F. Wheelock B.S. LL.D. 
 
 Acting Assistant Commissioner for Elementary Education 
 
 George M. Wiley M.A. 
 
 Director of State Library 
 
 James I. Wyer, Jr, M.L.S. Pd.D. 
 
 Director of Science and State Museum 
 
 John M. Clarke D.Sc. LL.D. 
 
 Chiefs and Directors of Divisions 
 
 Administration, Hiram C. Case 
 
 Agricultural and Industrial Education, Lewis A. Wilson 
 Archives and History, James Sullivan M.A. Ph.D. 
 Attendance, James D. Sullivan 
 Educational Extension, William R. Watson B.S. 
 Examinations and Inspections, George M. Wiley M.A. 
 Law, Frank B. Gilbert B.A., Counsel 
 Library School, Frank K. Walter M.A. M.L.S. 
 
 School Buildings and Grounds, Frank H. Wood M.A. 
 School Libraries, Sherman Williams Pd.D. 
 
 Visual Instruction, Alfred W. Abrams Ph.B. 
 

 1 ? ucY 
 
 University oi the State oi New York Bulletin 
 
 Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., 
 under the act of August 24, 1912 
 
 Published fortnightly 
 
 No. 687 ALBANY, N. Y. June 1, 1919 
 
 ELEMENTARY SYLLABUS IN ENGLISH LANGUAGE 
 AND LITERATURE 
 
 This syllabus is divided as follows : 
 
 Language and literature, grades i to 6 inclusive 
 
 Oral and written composition and corrective English. 
 
 Introductory statement of purposes and methods. 
 
 Outline of oral and written composition and corrective 
 English by grades, including a statement of aims and 
 minimum essentials for each grade and of the grammar 
 assigned for the sixth grade. 
 
 Book list for teacher of elementary composition. 
 
 Literature. 
 
 Introductory statement of purposes and methods. 
 
 Lists of books for class reading, memorizing, supplementary 
 reading and for the use of teachers. 
 
 Statement of relation between English instruction in grades I 
 to 6 and 7 to 9. 
 
 Language and literature, grades 7 and 8 
 Oral and written composition and grammar. 
 
 Outline of oral and written composition by grades, including 
 a statement of aims and minimum requirements for each 
 grade. 
 
 Outline of grammar by grades 
 Literature. 
 
 Introductory statement of purposes and methods. 
 
 Lists of books for class reading, memorizing, supplementary 
 reading and for the use of teachers. 
 
 [3J 
 
4 
 
 LANGUAGE AND LITERATURE, GRADES i to 6 
 
 INTRODUCTION 
 
 i Oral Composition 
 
 The tendency in education has been to lay more stress upon 
 written than upon spoken English. Since people talk more than 
 they write, such a division of the subject is not consistent with the 
 demands of society. A person who talks well can express himself 
 well on paper, provided he knows the ordinary mechanics of 
 writing. The reverse is not always true. Teachers should strive 
 to develop in their pupils the desire to talk well and the ability to 
 do so. This can not be accomplished without constant attention to 
 the subject in every class. In addition to the opportunities for oral 
 expression provided by other subjects, time for what may be called 
 oral composition should regularly be taken from the periods 
 assigned to English. The term “ oral composition ” as here used 
 does not refer to sentences thoughtlessly thrown together in con- 
 versation. It refers rather to longer and more connected dis- 
 course, that is narratives, reproductions of stories, descriptions, 
 explanations, arguments. Of the time assigned to composition in the 
 various grades, the part devoted to oral composition should be 
 approximately as follows : 
 
 First grade — seven-eighths or more 
 Second grade — four-fifths 
 Third grade — three-fourths 
 Fourth grade — three-fourths 
 Fifth grade — two-thirds 
 Sixth grade — two-thirds 
 Seventh grade — one-half 
 Eighth grade — one-half 
 
 A close relationship between oral and written composition should 
 be maintained. Written composition should almost invariably be 
 preceded by oral composition. 
 
 In conducting the work in oral composition, the teacher should 
 have certain definite aims constantly in mind. These may be stated 
 briefly as follows: 
 
 1 To give the child training and practice in connected speech. 
 
 2 To eliminate speech defects and to develop and improve articu- 
 
 lation, enunciation and inflection 
 
5 
 
 3 To eliminate common speech errors 
 
 4 To build up a vocabulary 
 
 5 To develop a respect for the mother tongue and a desire to use 
 
 it well 
 
 6 To give greater opportunity for self-expression. 
 
 A child talks with most zest when discussing some subject of 
 immediate personal interest. Hence it is desirable that subjects 
 selected as topics for oral composition should be chosen from the 
 child’s experience. Among such topics are his surroundings, home, 
 family, friends, games and toys. The industrial life with which he 
 comes in contact, the milkman, postman, R. F. D. mail carrier, 
 policeman, fireman, motorman, will supply excellent material for 
 language work. The elementary problems in ethics, hygiene and 
 good manners which he should consider, can and should be dis- 
 cussed in conversation lessons with his teacher. The experiences 
 of the child should be supplemented by the experiences of others, 
 gained from literature. The stories he hears or reads quicken his 
 imagination, broaden his knowledge and supply him with literary 
 models. In all this oral work, the teacher’s aim should be to secure 
 a genuine interest in the subject under discussion and to secure the 
 voluntary participation of every pupil. The overtalkative child 
 must be checked and directed, the timid encouraged, the indolent 
 stimulated. 
 
 The pupil should be able to see a reason for his work in oral 
 expression. The simplest means of accomplishing this is to pro- 
 vide him with an audience of his fellows whom he may entertain or 
 inform, with whom he may share something that has interested 
 him, or to whom he may offer his part of an argument upon some 
 topic that is under discussion. His growing ability in oral expres- 
 sion should be utilized whenever possible in school exercises on 
 special days and occasions, in club meetings, in making announce- 
 ments in morning assembly, in assisting his teacher in the classroom 
 by conducting some part of the lesson that is within his power and 
 in other ways that will suggest themselves. 
 
 The sources of material for oral work are numerous. The fol- 
 lowing list is an addition to suggestions already made : 
 
 Personal experiences 
 
 Stories retold. 
 
 Dramatization 
 
 Language games 
 
 Picture studies 
 
6 
 
 Records of journeys 
 
 Legends and neighborhood traditions 
 
 Anecdotes, jokes, riddles 
 
 Original stories and poems 
 
 Topical recitations based upon geography, history, nature study 
 Current events 
 
 Reports of lectures, concerts, good moving pictures, school 
 exhibits, holiday trips, the county fair 
 Socialized recitations. 
 
 Explanations of processes in manual training, domestic science, 
 gardening or shop work 
 Descriptions 
 Arguments 
 
 Biographies (“ My Favorite Hero ”) 
 
 Book reviews, given very simply to arouse in the audience an 
 interest in the book discussed 
 
 The main difficulties to be met in teaching composition, oral or 
 written, are the child’s lack of something to say, his tendency to 
 become confused and wordy and to ramble away from his subject, 
 and his awkward and ungrammatical way of expressing himself. 
 There should be careful preparation for a lesson in oral composition 
 so that the pupil will be well supplied with ideas to express. The 
 topics should be sufficiently limited so that the tendency to ramble 
 away from the main thought will be avoided. The ungrammatical 
 expressions will grow less only as a result of constant drill in the 
 use of the correct form of any expression misused. 
 
 The correction of speech errors is a subject deserving serious 
 consideration. Each teacher should make a collection of the errors 
 in English made by her pupils and drill intensively against the most 
 common of these, while correcting less frequent errors as they 
 occur in individual cases. Since it is impossible for any one grade 
 to do effective work in overcoming all types of errors, selection 
 has been made for each grade. This list should be amended to suit 
 the needs of the class and locality in which it is to be used. Mispro- 
 nunciations should be corrected in the lesson period in which they 
 occur but class instruction and drill should be given when an error 
 is so common as to warrant this. The English club, spoken of later 
 for upper grades, may be very helpful in the lower grades, also. 
 The children should list the errors heard and the teacher work out 
 the corrections. 
 
7 
 
 Language games involving a frequent repetition of the expres- 
 sion misused are an effective means of correcting errors in grammar 
 or pronunciation. For example, to teach the use of “ I did ” instead 
 of “ I done/’ one child is blindfolded or stands with his back to the 
 rest of the room. Another child, signalled by the teacher, raps on 
 desk. The blindfolded child says “Alice did that.” The second 
 child answers, “ No, someone else did it ” or “ Yes, I did it,” as 
 the case may be. When a child is “ caught,” he takes the place of 
 the one blindfolded. Several games may be devised for the eradica- 
 tion of one deeply rooted error. One game should not be played 
 so constantly that interest in it is exhausted. Such games may be 
 used in any grade where they are found effective but are best 
 suited to grades below the fifth. (See Language Games by Myra 
 King, and Language Games for All Grades by A. G. Deming.) 
 
 A correct form that needs repetition may be stressed in a story 
 that is to be reproduced or in a dramatization. For example, in 
 “ The Three Billy Goats Gruff,” the repetition, “ Who is trip- 
 trapping across my bridge?” “It is I, little Billy Goat Gruff,” 
 may be utilized to emphasize a form often misused. Literature 
 may be called in to help. Pupils may be asked to recall that Steven- 
 son says “ When I was sick and lay in bed,” not “ laid,” and that 
 he says “ I saw the next door garden lie adorned with flowers before 
 my eye,” not “ I seen.” 
 
 In oral expression, as in other work, the pupil should be held 
 responsible for what he has been taught in preceding grades. When, 
 knowing the correct use, he makes an error in English, he should 
 be held responsible just as strictly as he would be if he had made an 
 error in multiplication or division. Children should be taught to 
 admire fluent, graceful speech and to regard their individual errors 
 in English as enemies to be destroyed. It is a good plan for a pupil 
 in the grammar grades to keep a small notebook in which he records 
 from time to time the correction of his personal errors in speech, 
 as “ I must say ‘ He doesn’t ’,” “ I must say ‘ ath-let-ics ’ ; there is 
 no ‘ a * after ‘ ath \” The creating of a critical attitude in the pupils 
 will save the teacher many hours of labor. 
 
 Three points should be borne constantly in mind by the teacher 
 of composition, oral and written : the necessity of eliminating 
 unnecessary material, of including in the composition everything 
 that is necessary, and of arranging material in proper order. Even 
 in the second and third grades, the teacher, having assigned a 
 sufficiently limited topic, must work for the strong opening and 
 
8 
 
 closing sentences which will give balance to the recitation. The child 
 should learn that what he has to say, and may later write, must have 
 a well-defined beginning, middle and end; and in his striving to 
 attain this ideal in his work he is conquering the problems of unity, 
 coherence and emphasis before he has ever heard those terms 
 applied to composition. 
 
 Dramatization is an activity which should be used constantly for 
 developing ability in oral expression. The dramatic exercise as 
 given in the classroom is not an end in itself. In stimulating origi- 
 nality and spontaneity of expression, in developing in the child the 
 power to choose the words that will best fit a given situation, no 
 exercise is better than the acting out of stories with which he is 
 familiar. The teacher may tell or read the story. (It is better to 
 tell it in the first and second grades.) The children should discuss 
 the story and reproduce it. This may be done in more than one 
 way. The story may be told in the form of the original as a 
 personal experience of one of the characters, and so on. One child 
 should not tell the whole story. When the pupils have the story well 
 in mind, they may present the little play. They should arrange the 
 stage themselves and should not be told what to say. The exercise 
 should not be permitted to lose its spontaneity by too frequent repeti- 
 tion of the same material. Dramatization in varied form should be 
 continued through all the grades. As the literature studied increases 
 in length and complexity, parts rather than the whole story may 
 be produced and an original or class composition play may also 
 be used. 
 
 In class exercises in oral composition, pupils should criticize one 
 another’s work. Strong as well as weak points should be men- 
 tioned, the strong points being preferably given first. The pupil 
 reciting may first of all be given opportunity to criticize his own 
 attempt or he may be permitted to call upon the class for criticism 
 and may justify himself against adverse criticism, provided he 
 can give reasons for his opinion. Extreme courtesy should invari- 
 ably be required. Pupils should understand that criticism of one 
 another’s work should be given to help and not to embarrass. The 
 pupils in criticizing should follow a definite plan provided or 
 developed by the teacher, who will at all times be the director and 
 censor of the work. The following outline is suggestive: 
 
 Did the speaker stand well? 
 
 Did he speak clearly and not too fast? 
 
 Was his first sentence interesting? What made it so? 
 
9 
 
 Did he end his talk definitely? If not, how could he have 
 improved it? 
 
 Did he stick to his subject? If not, what was unnecessary? 
 
 What words or expressions did he use that were new or unusual ? 
 
 Were these new or unusual expressions better than the com- 
 moner forms would have been? 
 
 What speech errors do you wish to correct? 
 
 Such an outline as the preceding may be used in the sixth, seventh 
 and eighth grades and in a modified form in the fourth and fifth 
 grades. If there is a blackboard in the front of the room, it is a 
 good plan to place on it the outline to be followed by the class 
 critics, while on a blackboard at the rear of the room or on posters 
 faced by the speaker may well appear some suggestions for his 
 benefit, such as the following : 
 
 Stand erect. 
 
 Speak distinctly. 
 
 Do not hurry. 
 
 Do not use too many ands. 
 
 Do not say “ He says ” for “ He said.” 
 
 The teacher should encourage constructive criticism. It is better 
 to say “ Tom should have said ‘ He doesn’t ’,” than “ Tom said ‘ He 
 don’t.’ ” She should commend generously whenever commendation 
 is possible. If the recitation as a whole can not be commended, and 
 the child has done his best, some detail will perhaps merit approval. 
 As a rule, a recitation should not be interrupted except to correct 
 a flagrant error, as continual interruption is exhausting and dis- 
 couraging. Such an interruption should, of course, be made only 
 by the teacher. Notes should be made of errors and these corrected 
 after the recitation is completed. 
 
 Recitations of any length made to the class should be made 
 from the front of the room and, since every recitation is an exercise 
 in English, this rule should apply in other subjects as well as in 
 English. The child’s manner in taking his place and his standing 
 position should be carefully observed. He should not be permitted 
 to begin talking until he has reached the front of the room and 
 has looked at his audience. He should pause definitely after finish- 
 ing before taking his seat. If he is to remain before the class to ask 
 for criticisms, he should pause definitely before asking for criti- 
 cisms. During the oral exercise the teacher should sit or stand 
 at the back of the room. 
 
10 
 
 When the oral exercise is one of reproduction, different children 
 should be called upon to tell parts of the story, if it is one of any 
 length. One child should not be permitted to ramble on indefinitely 
 while the others become bored and disorderly. Long stories should 
 be avoided, especially with younger children. It is sometimes pos- 
 sible to adapt a long story to the needs of a class by leaving out parts 
 and making slight changes. In cutting, the teacher must remember 
 the prime importance of retaining unity and coherence. 
 
 The tendency of pupils to speak unintelligibly is usually due to 
 self-consciousness. This condition will improve as oral expression 
 becomes a matter of course and when the children find that they are 
 actually talking to one another. Lack of clearness in speech is 
 sometimes caused by a lack of knowledge of the subject under 
 discussion, but this should not be the case in a class in oral com- 
 position since no child should be asked to talk on a subject with 
 which he is not familiar. When pupils are asked to prepare out- 
 side of class for an oral exercise, as when each child tells a different 
 story or reviews a different book, the teacher should require each 
 pupil to submit in advance the name of his topic and a statement 
 or outline of his intended discussion. This plan should be followed 
 in all grades where any outside preparation for oral composition is 
 made. Impromptu oral composition may sometimes be called for 
 when some event of general interest has occurred and the children 
 are “ full of it,” or when certain children in the class have had 
 experiences which if related will be of value and interest to the 
 others. However, the child who is to speak should always make a 
 brief mental plan before he begins talking. Pupils should be warned 
 against memorizing in preparation for an exercise in oral com- 
 position and should be advised to give the oral exercise several 
 times to a listener, trying to give it a little differently each time. 
 
 Every effort should be made by means of proper breathing, 
 vocal and other physical exercises, to improve and strengthen the 
 organs of speech so that distinct enunciation and a pleasing quality 
 of tone will result. This work should be done regularly with some 
 well-defined plan. Speech defects should be corrected whenever it 
 is possible. When a case requires more scientific care than a teacher 
 can give, parents should be urged to seek special treatment. 
 Defects of articulation carried into the fifth year of life are likely 
 to crystallize and remain. The teacher should examine a pupil 
 when he enters school, should make a list of the sounds which the 
 child can not articulate properly and give him systematic drill in 
 
11 
 
 the correction of these errors. Much of this correction may be 
 accomplished by class exercises. In a large grade there will not 
 be more than two or three who will need individual attention. 
 
 The enlargement of vocabulary is best accomplished by enriching 
 the experience, interest and knowledge of the pupils. Terms used 
 in connection with the various subjects he studies will be used by 
 the child when he understands and can pronounce them. When 
 the use of an incorrect or unsatisfactory word occurs in a recitation, 
 a better one should be substituted by the teacher or classmates. The 
 use of a word that is an addition to the class vocabulary should 
 be commented upon and commended. In the story work, the 
 teacher should call attention to valuable words and expressions 
 and encourage pupils to use these in their reproductions and drama- 
 tizations. The children may be encouraged to keep lists of unusual 
 words noticed in reading or in story telling. Later these may be 
 used in their own work. Thus the vocabulary is increased in a 
 natural way. The use of the dictionary should begin early and 
 should be encouraged. Regular exercises in its use should be given 
 in all grades above the fourth but children should be taught to use 
 it as early as they are able to do so. If diacritical marks are not 
 taught in connection with reading, they should be presented else- 
 where early in the course. The use of pronouncing lists in readers, 
 language books, geographies etc. should be begun as early as the 
 fourth or even the third grade. It will be found worth while in the 
 grammar grades in the interest of a broader vocabulary, and also 
 in the interest of coherence, to give the pupils practice in using cer- 
 tain convenient phrases, especially of a connective nature. The 
 following list is suggestive merely : 
 
 In connection 
 Therefore 
 For example 
 In general 
 Moreover 
 Nevertheless 
 Above all 
 Accordingly 
 As a result 
 On the contrary 
 
 On the other hand 
 
 It follows that 
 
 To be sure 
 
 As a matter of fact 
 
 Meanwhile 
 
 For that matter 
 
 Consequently 
 
 In the first place 
 
 Notwithstanding 
 
 An effort to -secure equivalent connective phrases may be made 
 a valuable exercise. 
 
 The memorizing of fine selections of prose and poetry, in addi- 
 tion to its value in other directions, teaches new words and supplies 
 new forms of expression. Individual rather than concert recitation 
 of memorized selections should be required. The concert recitation, 
 
12 
 
 while sometimes desirable, tends to develop the “ sing-song ” habit 
 in the pupils. Many selections are in themselves quite unsuited to 
 concert recitation. In connection with the presentation of selections 
 to be read for appreciation or memorization, the teacher will do 
 well to read chapters 4 and 6 in The Teaching of English by 
 Chubb, chapters 7 and 10 in How to Study by McMurry, and pages 
 92-95 in The Teaching Process by Strayer. 
 
 The teacher should at all times be keenly critical of her own use 
 of English, remembering that a good example is invaluable. In 
 requiring any type of oral work, she should be able to illustrate, 
 and should so illustrate in advance, the type of expression that is 
 required of her pupils. It is well to remember also that the less 
 unnecessary talking the teacher does in all classes, the greater will 
 be the opportunity of the pupils to develop their ability in the use of 
 oral English. 
 
 2 Written Composition 
 
 Written language as studied in the elementary schools includes 
 training and practice in composition writing and drill in the tech- 
 nicalities of written work. Under the latter head penmanship and 
 spelling may be included. 
 
 Little original work in written composition should be attempted 
 until the child has mastered the elementary technicalities. Until 
 this is accomplished, he is too much hampered by the mechanical 
 difficulties he must face to express himself freely. During the time 
 when he is mastering the mechanics of writing, his work in oral 
 language, while achieving its own immediate end, will be preparing 
 him for his work in written composition. The child who is learn- 
 ing to speak in sentences may be easily taught later to capitalize 
 the beginnings of his sentences and punctuate the ends. 
 
 The simple technicalities of writing should be taught early and 
 thoroughly so that the child may, as soon as possible, turn his atten- 
 tion from the mechanism by which he expresses thought to the 
 thought itself. Correct technic should be taught with the first 
 lessons in written language but should be presented in small amounts 
 and with much drill. A little well learned is infinitely more valuable 
 than much half learned. 
 
 Aside from the difficulty of putting on paper what he wishes to 
 say, the child is hampered in written composition exactly as he is in 
 oral composition and the same remedies should be used. (See 
 introduction to Oral Composition.) Oral preparation will provide 
 the child with something to say. It should also provide him with 
 
13 
 
 the desire to express himself in writing, while the use of good 
 models written by others will add to this desire besides being helpful 
 in other ways. A properly limited subject will prevent his topic 
 from running away with him and constant oral drill will gradually 
 eliminate those oral errors, notably the “ run-on ” sentence, which 
 are so often continued in written composition. 
 
 There are three major points which should be constantly borne 
 in mind by the teacher of composition : the necessity of eliminating 
 unnecessary material, the importance of including all that is neces- 
 sary, the arrangement of material in logical order. Pupils should 
 be taught to plan their compositions carefully before writing them. 
 These plans may frequently take the form of simple outlines, at 
 first developed from the class, later prepared by the pupils, but 
 always as the result of careful oral preparation. The use of the 
 outline will help the child to locate the important points, to discard 
 the unimportant and to arrange the whole logically. 
 
 Efforts should be made to develop good taste in the selection of 
 topics for composition. A child should learn early that while all 
 his experiences are interesting to him, not all of them are interest- 
 ing to other people and that as he speaks and writes for others he 
 must select material for composition with others than himself in 
 mind. He may be intensely interested in the fact that he has a loose 
 tooth but the class will not be, although they may become so if he 
 will give a humorous account of how it was pulled out. 
 
 The work in composition should have some immediate value 
 which the child can appreciate. Compositions may be read to the 
 class in morning exercises or on special occasions. They may, when 
 very good, be published in the school paper or perhaps in a local 
 newspaper. They may be made into books to be used as Christmas 
 or birthday gifts. The blackboard newspaper on which frequently 
 appointed reporters record interesting items of school news pro- 
 vides good drill in writing brief statements with the main point 
 emphasized. When the composition is in letter form, the letter 
 should frequently be a real one, that is, one to be sent. The class 
 may exchange letters with children in other schools in the town or 
 in another town. They may write for catalogs which are needed 
 by some department in the school. They may write to an absent 
 member whose convalescence needs enlivening. Children should be 
 trained especially in the various kinds of letters they will need to 
 write, as informal letters of invitation and acceptance, letters of 
 thanks for a gift or of appreciation after a visit, letters of excuse 
 
14 
 
 after absence or for failure to prepare a lesson assignment, letters 
 ordering articles of various sorts, of subscription for periodicals, of 
 application for work. 
 
 The recognition of the sentence as a unit should be constantly 
 emphasized. Children should be taught to regard a failure to begin 
 and end a sentence properly as an “ unpardonable error.” The 
 primary correction of this fault will come in the work in oral com- 
 position with the elimination of superfluous connectives and the 
 development of the sentence sense. If this fault is found in written 
 work, it indicates that the teacher has not given proper oral drill 
 and possibly that she is not setting a good oral example. 
 
 The recognition of the paragraph unit should be carefully devel- 
 oped. This will come as a result of various oral exercises. Prob- 
 ably the most effective method of developing the paragraph sense 
 is the telling of brief stories in which, without comment as to para- 
 graphing, one child is permitted to tell one paragraph, another the 
 next, and so on. Later in the course such a simple story may be 
 outlined after being told, with one main topic for each paragraph, 
 the topics being developed from the class. The story may be told 
 again, following the outline. This may be done in any grade where 
 the children are able to read the written outline. In the fourth 
 or fifth grade, and above, the class may write the reproduction after 
 giving it orally, indicating a new paragraph for each main topic in 
 the outline. For this work, an effort should be made to select stories 
 that will not require more than a short, two or three paragraph 
 composition. Fables, historical and other anecdotes and episodes 
 from longer stories may be used for such written reproduction 
 exercises. 
 
 Emphasize early and often in oral and written composition the 
 importance of strong opening and closing sentences. Attention 
 may be given definitely to this point as early as the second grade. 
 Beginning sentences may be compared as to interest. The class 
 may supply sentences for a paragraph to be written on the black- 
 board, the best sentences being selected after discussion. Children 
 will quickly see that a paragraph beginning “ Yesterday I was going 
 to school and I heard somebody crying ” is less interesting than 
 “A loud scream came from the mill pond,” or that one ending “ My 
 mother did not like it because my new suit was spoiled ” does not 
 arouse the same response as “ I will leave you to imagine what hap- 
 pened when I reached home.” Pupils trained to discriminate in 
 these points will not write letters beginning “As I have a little time 
 
15 
 
 I thought I would write to you ” and ending “ This is all I think of 
 now, so goodbye/’ 
 
 As to correction of themes, oral preparation, a limited topic and 
 short sentences in a short composition will do much to eliminate the 
 types of errors commonly found. Children should be taught to read 
 their compositions through several times before handing them in, 
 looking first for one type of error, then for another. They should 
 read their written efforts through aloud whenever these are pre- 
 pared out of class. The ear trained by oral drill will detect errors 
 that otherwise might pass unnoticed. The pupil may be permitted 
 to make a rough draft which he may rewrite and correct before 
 handing in as finished product, but papers should not ordinarily be 
 rewritten for the teacher except as a punishment for slovenly work. 
 While examining the papers the teacher should make note of the 
 most common errors, later give a lesson or lessons upon the elimina- 
 tion of these and make the next written assignment one that will 
 give the pupil practice in doing correctly what he has previously 
 done incorrectly. 
 
 In indicating mistakes on papers, the teacher should not disfigure 
 the child’s work but should set an example of that neatness which' 
 she demands. The blackboard may be used advantageously for class 
 work in correction. 
 
 When compositions are written in the classroom, the teacher 
 should work with the pupils, since the best time to help the child is 
 when he feels the need. The composition period is not a suitable 
 time for the teacher to attend to other work. She should pass 
 quietly from pupil to pupil, making suggestions and answering 
 necessary questions. If a child asks for the spelling of a word, in 
 a grade where dictionaries are not provided, the spelling may be 
 written on the board to help the questioner and anyone else who 
 may need the same word. All composition should be short. Brevity 
 makes it possible for the teacher to give frequent assignments and 
 to demand perfect work. 
 
 When compositions are read to the class by the writers, the other 
 members of the class may be permitted to offer criticisms when a 
 reading is over. The method of conducting such an exercise should 
 be similar to that suggested in connection with the criticism of oral 
 composition. 
 
 Dictation exercises should be given at regular intervals to test 
 the pupil’s power to use the technicalities that he has been taught 
 and as a valuable aid in fixing those technicalities. Such exercises 
 
16 
 
 should be carefully selected and prepared so as to give pupils exactly 
 the drill they need. The exercise should always be of such a nature 
 that the average child who has worked faithfully may, if he is pains- 
 taking, have a perfect paper, but it should be sufficiently hard to 
 require thought and care. The element of amiable competition 
 which enters whenever each member of a group is trying to do the 
 same thing perfectly, adds zest to the exercise in dictation. While 
 not imperative, it is usually a good plan to keep the dictation exer- 
 cises in notebooks so that progress may be more carefully observed 
 and weak points checked up. Dictation work at the blackboard is 
 helpful in the lower grades. The use of the blackboard in the 
 lower grades for the childrens’ composition work should be en- 
 couraged. Dictation exercises should never be given aimlessly, as 
 a means of filling in time. They should be corrected, with class 
 discussion of reasons for correction. Weak points should be col- 
 lected and their correction emphasized in class drill. 
 
 Copying is useful as an exercise in accuarcy. As soon as possi- 
 ble, children should learn to look at the entire sentence and copy 
 first one phrase or related group, then another. Later the whole 
 sentence, unless exceptionally long, should be reproduced after one 
 reading. 
 
 Good penmanship should be required upon all papers. Some 
 uniform method of penmanship should be used in a school system 
 and adhered to until the pupils have mastered it. There is no legiti- 
 mate excuse except physical or mental defect for a child’s writing 
 illegibly. Some one good composition and letter form should be 
 adopted and used uniformly throughout the system and a uniform 
 system of grading papers is desirable. Such uniformity saves time 
 for the teacher and avoids misunderstanding on the part of the 
 pupil in cases of transfer from one school to another. 
 
 Errors in spelling are best eliminated by teaching the child the 
 words he needs to know. The teacher should keep a record of the 
 words that pupils miss in the spelling class and other classes and 
 teach those words until the whole class can spell them. The early 
 use of some of the excellent word lists prepared by authorities in 
 this subject, notably the One Hundred Spelling Demons selected by 
 Dr W. F. Jones from the Ayres List, will provide the pupil in 
 advance with a knowledge of many of the words he is most likely 
 to misspell. In the interests of a growing vocabulary, other words 
 than those suggested above should be taught but it is futile to spend 
 time on words the pupil is not likely to use. It should be borne in 
 
17 
 
 mind that the vocabulary of an average eighth grade pupil contains 
 less than 2500 words and that it is on those words, so far as they can 
 be selected, that intensive work in spelling should be done. 
 
 The books given in the following list will be helpful to the teacher 
 of oral and written expression : 
 
 Axtell. The Teaching of Literature 
 Bancroft. The Posture of School Children 
 Bolenius. The Teaching of Oral English 
 Bryant. How to Tell Stories to Children 
 Cabot. Ethics for Children 
 Chubb. The Teaching of English 
 
 Festivals and Plays 
 
 Cooley. Language Teaching in All Grades 
 Deming. Language Games for All Grades 
 Dewey. Talks on Manners 
 Evarts. The Speaking Voice 
 Goldwasser. Methods in English 
 
 Hilliard, McCormick & Oglebay. Amateur and Educational Dramatics 
 
 Hinsdale. Teaching the Language Arts 
 
 Hosic. The Elementary Course in English 
 
 Hutchins. The Children’s Code of Morals 
 
 King. Language Games 
 
 Klapper. The Teaching of English 
 
 Leiper. Language Work in the Elementary School 
 
 Leonard. English Composition as a Social Problem 
 
 Lewis. American Speech 
 
 Lyman. Story Telling 
 
 Mackay. How to Produce Children’s Plays 
 
 Mahoney. Standards in English 
 
 Maxwell, Johnson & Barnum. Speaking and Writing 
 McMurry. How to Study 
 
 Special Method in Language 
 
 Palmer & Sammis. Oral English 
 
 Phelps. Debaters’ Manual 
 
 Scripture. Stuttering and Lisping 
 
 Sheridan. Speaking and Writing English 
 
 Strayer. The Teaching Process 
 
 White. Character Lessons in American Biography 
 
 Whitney. The Socialized Recitation 
 
 Woodberry. Dramatization in the Grammar Grades 
 
 Minimum Requirement 
 
 The term “ minimum requirement ” as used in the following out- 
 line should not be misunderstood. It indicates the least that should 
 be accepted as satisfactory at the end of the specified year. The 
 average child will be able to do more than the minimum and should 
 be required to do so. The teacher should bear in mind, how- 
 ever, that a little well done is better than much done in slovenly 
 fashion. 
 
 In connection with the quantity of work suggested in the minimum 
 requirements, the teacher should not state to the pupil that he is to 
 
18 
 
 give orally or in writing a specified number of sentences in com- 
 position, as this would tend to hamper him unduly and to destroy 
 unity. The topic assigned should be such that the child in order to 
 cover it suitably must give at least the number of sentences sug- 
 gested in the minimum requirements. An exception to the above 
 statement may be made in the first and second grades where the 
 teacher, to encourage the slow thinker and check the overtalkative, 
 may make occasionally some such request as the following, “ Tell 
 me three things about your garden.” 
 
 The requiring of complete statements is valuable in developing 
 the sentence sense and in giving children of foreign extraction exer- 
 cise in the use of English. An exception to this rule may be made 
 occasionally in the interest of a quick drill exercise but such excep- 
 tions should be rare, especially in the primary grades. 
 
 The statements with regard to the elimination of speech errors do 
 not refer exclusively to those assigned by years in the syllabus but 
 to those errors in each grade that, after a study of the class and of 
 the syllabus, seem to the teacher especially to need correction. 
 
 The requirement with regard to the elimination of superfluous 
 connectives does not mean that the proper use of connectives is to be 
 discouraged. This use will develop gradually, largely through 
 example. 
 
 Corrective English 
 
 Errors of expression in pupils’ oral work should not be permitted 
 to occur without correction. Experience has shown that such cor- 
 rection should be both incidental and systematic. 
 
 Incidental correction should be constant and should be as care- 
 fully followed up in any other class as in the English class. The 
 teacher should remember that the spoken English of young children 
 comes solely as the result of imitation. The teacher should also 
 keep in mind that every exercise requiring spoken language should 
 be a lesson in English. Judgment must be exercised by the teacher 
 as to the amount of correction made and the method of doing it. 
 The teacher must always be on guard lest the method of correction 
 destroy the pupil’s freedom of expression or interfere with his 
 freedom of thought. If the correction of oral English is not wisely 
 made, a condition of self-consciousness on the part of the child is 
 likely to arise which will defeat utterly the aim of free expression 
 and logical thinking. 
 
 No general method of incidental correction is prescribed. When 
 the error is made the teacher may give the correct form, the pupil 
 
19 
 
 repeating it, or the teacher may at times reserve a special part of 
 the blackboard on which to place corrected expressions, leaving them 
 for a time for pupils to observe and think about. 
 
 Systematic correction involves drill to eliminate common errors. 
 By such drill the attention of the pupils is fixed on correct forms. 
 One of the purposes of drill is to form habit, and to a great extent 
 correct speech is a matter of habit. 
 
 The difficulty of prescribing for a large number of schools a fixed 
 list of exercises for corrective English is obvious. The character 
 of the errors differs in various parts of the State. While care has 
 been taken to suggest only such corrective work as can be used 
 most generally, teachers should see to it that no time is wasted on 
 drill where it is not needed, and at the same time they should feel 
 free to take up any other suitable corrective work that may be more 
 needed. 
 
 Teachers of every grade are urged to become familiar with the 
 corrective work outline for all the other grades. If an error whose 
 systematic correction has been assigned to a lower grade is still 
 prevalent in any grade, it should be treated in this grade as a part 
 of the work of the grade. Some errors require treatment throughout 
 the entire elementary course. Prevalent errors assigned to higher 
 grades for systematic correction should be treated incidentally 
 whenever they occur. 
 
20 
 
 COMPOSITION COURSE BY GRADES 
 First Year 
 
 The introductory sections on the teaching of composition and 
 corrective English (pages 4-19) in so far as they relate to the 
 work of this grade, are to be considered a part of the course of 
 study for this year. 
 
 Aims 
 
 Oral Written 
 
 1 To encourage pupils to talk 
 freely on account of genuine in- 
 terest, but always with a definite 
 and clearly formed plan in the 
 mind of the teacher for improv- 
 ing their use of language. 
 
 2 To develop distinct articu- 
 lation, a pleasing tone, correct 
 posture and freedom from self- 
 consciousness. 
 
 3 To make a beginning in se- 
 curing the sentence sense; that 
 is, to make the child feel the 
 termination of an expressed 
 thought. 
 
 4 To eliminate the speech 
 errors assigned for consideration 
 in this year. 
 
 5 To require complete state- 
 ments. 
 
 Minimum Requirements 
 
 (The term “minimum requirement” indicates the least that should be 
 
 accepted as satisfactory at the end of the specified year. Pages 17-18 
 should be read in connection with the statement of minimum requirements 
 for this grade.) 
 
 I Two short, simple sentences 
 on a familiar topic, given without 
 direct aid, and without errors of 
 any kind. 
 
 Sources of material: 
 
 Daily life of the child 
 
 Stories 
 
 Nature study 
 
 There will be no written com- 
 position in the first year except 
 as it is correlated with reading 
 in word and sentence building, 
 aside from the copying of occa- 
 sional short sentences by the end 
 of the year. 
 
21 
 
 Picture study 
 Fables 
 
 Ethics, hygiene, good manners 
 Language games 
 Dramatization 
 
 Memorizing of prose and poetry 
 2 The recitation from memory, 
 with clear voice and pleasant ex- 
 pression, of two selections mem- 
 orized during the year. 
 
 Oral Composition — First Half Year 
 Begin oral work with conversation. Encourage spontaneous self- 
 expression. Use topics related to child’s daily experience. Later in 
 the term use, in addition to conversation, oral reproduction of short, 
 simple stories. (For suitable examples, see list of stories suggested 
 for this grade.) Longer stories, involving repetition, such as 
 “ Chicken Little ” and “ The Gingerbread Boy,” are good because 
 they develop the sense of order while keeping up the interest by 
 means of the successive additions. One child should not as a rule 
 tell the whole story in reproduction. Different children should tell 
 parts. Work for orderly arrangement of material and for an 
 unconscious recognition of the sentence unit. There should be much 
 dramatization of a free and informal type. The dramatization of 
 nursery rhymes and poems should be followed by more ambitious 
 attempts. Drill daily to correct speech defects and to improve 
 voices. 
 
 Opportunity may be given in oral composition for the play of 
 imagination. A child may imagine that he is a rose, an apple, a 
 kitten, a mouse, and tell his story. 
 
 In the conversation lessons, ethics, hygiene and good manners 
 should be taught. The lessons in good manners may be worked into 
 games and dramatizations, and may be taught in connection with 
 school social affairs as when visitors come to the classroom or when 
 one grade visits another. 
 
 In correcting common speech errors, the teacher should at first 
 simply and pleasantly substitute the correct form for the pupil’s 
 repetition. Later, drills should be given in the use of the correct 
 expression. The type of language game illustrated in the introduc- 
 tion is especially effective in securing the repetition of the correct 
 form desired. 
 
Complete statements should be required in answer to questions, 
 superfluous use of connectives should be discouraged, and, in every 
 possible way, the child should be brought to recognize the sentence 
 unit — to feel the termination of his spoken thought. To avoid 
 monotony in sentence structure, pupils should be taught the use of 
 question and exclamation. 
 
 When memorizing, pupils should learn the name of the selection 
 and of its author and give these before reciting the selection. The 
 poem or bit of prose should be presented as a whole and any 
 unfamiliar words or expressions made clear before the memorizing 
 begins. Expression will come in this grade largely through imita- 
 tion of the teacher. Exaggerated expression in the teacher’s read- 
 ing is frequently advisable in order to encourage full understanding 
 and expressive reading by the children. The victrola and pictures 
 will help to bring out the thought. The children should feel that 
 it is only courteous, when repeating a selection, or reciting at any 
 time, to speak clearly and to look at the listeners. 
 
 Written Composition — First Half Year 
 
 (Written composition may be postponed entirely until the second year if 
 desired.) 
 
 Pupils may construct words with letter cards and later, with 
 letter or word cards, simple sentences connected with their reading 
 lessons. These words and sentences should follow the teacher’s 
 blackboard model. Pupils should use capitals and closing marks 
 of punctuation as in the model. They should learn to write their 
 names. 
 
 By the end of the first half year the pupils should be familiar 
 with the following technicalities : 
 
 1 Capitals 
 
 Beginning of sentence 
 Name of pupil 
 Word I 
 
 2 Punctuation 
 
 Period at end of statement 
 Period after middle initial of name 
 
 Oral Composition — Second Half Year 
 
 Introduction and outline for first half year should be read. 
 
 To a greater degree than in the first half, the child’s observation 
 and knowledge may be drawn upon for topics of conversation. 
 More work in reproduction should be given. From telling short, 
 
simple stories with a definite beginning, middle and end, the child 
 will begin unconsciously to develop a paragraph sense. By means 
 of perception or flash cards such as are shown in reading or number 
 work, and by other devices, new words acquired should be kept in 
 the child’s vocabulary. 
 
 Written Composition — Second Half Year 
 
 Continue work of first half year. A sentence made with cards 
 may be written on the blackboard by the pupil. Children may 
 dictate sentences of a “ story,” which the teacher may write on the 
 board for them to read. By the end of the year they may copy a 
 few sentences from the blackboard on wide-spaced paper. Each 
 child should learn to write his own name and address ; for example 
 
 Harold R. Smith 
 
 1028 Main Street 
 
 Hilton, New York 
 
 By the end of the year the pupil should have learned the follow- 
 ing technicalities : 
 
 1 Capitals 
 
 Names of persons 
 
 2 Punctuation 
 
 Question mark at end of question sentence 
 Types of Composition 
 
 These type compositions are merely illustrative. They should 
 not be used in any way for classroom work. 
 
 Oral 
 
 I like to help my father. I helped him in the garden yesterday. 
 
 Little Miss MufTett was eating her supper. A spider came along. 
 Miss Muffett was afraid. She ran away. 
 
 Mr Spencer is our postman. He wears a grey suit. He brings 
 letters. 
 
 I have soft fur. I have sharp claws. My eyes shine in the dark. 
 I like to eat mice. What am I ? 
 
 Written 
 
 Examples of dictated and copied exercises : 
 
 1 A dog chased a cat. 
 
 The cat was afraid. 
 
24 
 
 Tom came out of the house. 
 
 He picked up the cat. 
 
 The dog ran away. 
 
 2 The squirrel found some nuts. 
 
 He hid them in a tree. 
 
 Corrective English — Grade I 
 Drill upon the correct use of the following forms : 
 
 come 
 
 came 
 
 have come 
 
 do 
 
 did 
 
 have done 
 
 go 
 
 went 
 
 have gone 
 
 see 
 
 saw 
 
 have seen 
 
 give 
 
 gave 
 
 have given 
 
 sit 
 
 sat 
 
 have sat 
 
 Drill upon there was for they was; there is for they is. 
 
 Correct the use of the double negative. 
 
 Teach the order of the first pronoun as last in a series. 
 
 Drill upon the correct forms for the following: 
 
 My dog he ran. 
 
 I hadn’t nothing to do. 
 
 Gimme for give me. 
 
 I seen. 
 
 Drill upon the pronunciation of what , why, which etc., also on 
 catch, can, was, eleven. 
 
 It is suggested that the drill on correct word forms may often be 
 worked out best by means of games. Suppose the teacher desires 
 to teach the use of the first person pronoun last in a series. One 
 child covers his eyes. Two others sitting next to each other knock 
 lightly on their desks. The first pupil opens his eyes and asks: 
 “ John, did you and William knock on your desks? ” “ No, William 
 and I did not knock on our desks.” The pupil then asks, “ Mary, 
 did you and Emma knock on your desks?” “Yes, Emma and I 
 did knock on our desks.” 
 
 Guessing games may be worked out by the teacher to give drill 
 on several of the forms listed above. 
 
 Second Year 
 
 The introductory sections on the teaching of composition and 
 corrective English (page 4-19) in so far as they relate to the 
 work of this grade, are to be considered a part of the course of study 
 
 Note: Such an exercise may be in the nature of a continued story and 
 need not be entirely copied at one time. 
 
25 
 
 for this year. Teachers should familiarize themselves with the 
 outline for the first grade. 
 
 1 To encourage pupils to talk 
 freely on account of genuine in- 
 terest, but always with a definite 
 and clearly formed plan in the 
 mind of the teacher for improv- 
 ing their use of language. 
 
 2 To develop distinct articu- 
 lation, a pleasing tone, correct 
 posture and freedom from self- 
 consciousness. 
 
 3 To require complete state- 
 ments. 
 
 4 To eliminate the speech 
 errors assigned for correction 
 in this year and to emphasize the 
 correct forms drilled upon in the 
 preceding year. 
 
 5 To require equally good 
 English in all subjects. 
 
 6 To continue the develop- 
 ment of the sentence sense with 
 special reference to the elimina- 
 tion of the superfluous use of 
 and, then and so. 
 
 7 To inculcate the habit of 
 preceding oral recitation by a 
 moment’s silent thought. 
 
 8 To cultivate the desire to 
 
 Written 
 
 1 To teach the technicalities 
 of writing assigned for this year. 
 
 2 To develop the power to 
 write correctly a few short re- 
 lated sentences on a familiar 
 topic. Such writing will follow 
 careful oral preparation. The 
 sentence sense should carry over 
 from oral to written composition. 
 
 3 To insist on neatness and 
 careful arrangement. 
 
 speak well. 
 
 Minimum Requirements 
 
 (The term “minimum requirement” indicates the least that should be 
 accepted as satisfactory at the end of the specified year. Pages 17-18 
 should be read in connection with the statement of minimum requirements 
 for this grade.) 
 
 1 Three short sentences on 
 a familiar topic, given without 
 errors of any kind. 
 
 2 The recitation from mem- 
 ory, with distinct tones and in- 
 
 1 The writing without mistake 
 of two short, simple sentences 
 on a familiar topic, without the 
 teacher’s direct help but under 
 her supervision. 
 
26 
 
 Oral Written 
 
 telligent expression, of any two 2 The copying without mis- 
 selections of moderate length take of a paragraph of four 
 memorized during the year. short sentences written on the 
 
 blackboard. 
 
 Sources of material: 
 
 See first year. 
 
 Ways in which a child may be a good citizen: 
 a By being kind 
 b By being courteous 
 c By taking care of school property 
 
 .Oral Composition — First Half Year 
 
 See outline for first year. 
 
 There should be much dramatization. (See page 65, literature 
 section.) 
 
 Continue work in memorizing. There should be frequent oppor- 
 tunity for recital of selections memorized, with much attention to 
 expression and quality of voice. 
 
 Continue language games, inventing new ones when necessary, 
 for correction of common errors of speech. (See introduction to 
 oral composition.) Some such corrective drill should be given every 
 day. 
 
 When stories of any length are being reproduced, assign topics, 
 if possible, so that one child may give the content of one paragraph 
 or one event of a story; another that of a second and so on, thus 
 further developing an unconscious paragraph sense. Afterward, 
 if the story is not too long, one child may tell it all or one child may 
 be asked to give two or three events or parts, another two more, 
 and so on. 
 
 In this as in every other grade oral work must precede written 
 work. 
 
 In all oral work there should be a constant effort to eliminate 
 superfluous connectives and in every way to avoid the “ run-on ” 
 sentence. 
 
 Written Composition — First Half Year 
 In review, children should first copy sentences suggested by read- 
 ing or language lessons from the teacher’s model on the blackboard. 
 Later pupils may dictate sentences suggested by an oral exercise, to 
 the teacher, who will write them on the blackboard. These may 
 
27 
 
 be copied. If there are several sentences, the teacher should 
 group them in paragraph form with the first word indented and 
 they should be copied in that way. 
 
 As an extension of the work pupils may be asked to make sen- 
 tences independent of a model. These may be reproductions from 
 memory or original. The teacher should guard against incorrect 
 spelling by writing on the board any unfamiliar word that she thinks 
 the pupils may need. When the child has written his sentences, he 
 should look his work over, first, for omission of words ; second, for 
 incorrect capitalization ; third, for incorrect spelling. 
 
 Technicalities : 
 
 1 Arrangement 
 
 a One-inch margin at left of paper (ruled margin lines 
 should not be used). 
 
 b One-inch indention for paragraph beginning. 
 c Heading for written papers 
 
 2 Language 
 
 a Capitals 
 Word O 
 Days of week 
 Months of year 
 First word of line of poetry 
 b Punctuation 
 
 Period after abbreviations and initials 
 Marks used in school heading of written papers 
 c Abbreviations 
 
 The state, the months used by pupils in their writing 
 
 Oral Composition — Second Half Year 
 
 Continue the work given in the first half year. The pupils should 
 show a decided advance in coherence and in ability to keep to the 
 topic and to observe time sequence. In this as in preceding grades 
 the child should be given an opportunity to invent. Pictures will be 
 an admirable aid in the oral inventive work. Only worthwhile 
 pictures should be used. Those showing life and action are to be 
 preferred. 
 
 There should be much reproduction. For suggestions as to the 
 method, see introduction and the outline for first year. When pupils 
 are arranging in logical order the parts of a story, they are taking 
 the first step toward paragraphing. 
 
28 
 
 Written Composition — Second Half Year 
 
 The written work, as in all grades, should be preceded by thorough 
 oral preparation. At first children will copy from the blackboard 
 their own original sentences written there by the teacher or will 
 copy other exercises in prose or poetry assigned by the teacher. 
 Original sentences should be on a related topic and should, with 
 the children’s help, be arranged in logical order before they are 
 copied. In writing models on the blackboard the teacher, mindful 
 of her example, should indent the first word of each paragraph and 
 should indent the first word of a sentence if it is written alone and 
 on two lines. She should be careful to indent the end of a line of 
 poetry when the line occupies more than one line of space on the 
 blackboard. 
 
 Wrong: 
 
 I have a little shadow that goes in and out 
 with me, 
 
 And what can be the use of him is more than 
 I can see. 
 
 Right: 
 
 I have a little shadow that goes in and out 
 with me, 
 
 And what can be the use of him is more than 
 I can see. 
 
 Later, children may write short exercises in reproduction follow- 
 ing oral reproduction and finally original sentences on a topic pre- 
 viously developed. They should be aided by a suggestive word 
 outline. Not more than four or five sentences should be required. 
 
 Very simple exercises in dictation should be given to provide drill 
 in the use of technicalities that have been taught. 
 
 The respect for the sentence unit inculcated in the oral lessons 
 should carry over into the written work. 
 
 Technicalities : 
 
 1 Arrangement 
 
 a Approximate half-inch margin at the right 
 b Paragraph form (learned by imitation) 
 
 2 Language 
 
 a Capitals 
 
 Places 
 
 Name of school 
 
29 
 
 b Punctuation 
 
 Apostrophe in possessive words in the singular number 
 c Abbreviations 
 Av., St. 
 
 Types of Compositions 
 
 These type compositions are merely illustrative. They should 
 not be used in any way for classroom work. 
 
 Oral 
 
 I have a pet cat. My cat’s name is Pedro. He has black fur. 
 
 I am round and brown and hard. There is a picture on me. 
 There is some printing on me too. I often live in people’s pockets. 
 What am I ? 
 
 I wash my teeth three times a day. I want to have good clean 
 teeth. My toothbrush has red stripes on the back and my brother’s 
 is white. Mother bought them like that so we would not get them 
 mixed. 
 
 Peter Rabbit was naughty. He ran into the garden. Mr McGregor 
 caught him, but he got away. He ran home. He was sorry he 
 was bad. 
 
 Written 
 
 I have a dog. 
 
 He follows me to school. 
 
 My name is Mary Smith. I was born in Elmsford. I am seven 
 years old. I live in Anderson Park. I am in the second grade of 
 the South Side School. 
 
 Corrective English — Grade 2 
 
 Drill upon the forms 
 
 lie 
 
 lay 
 
 have lain 
 
 speak 
 
 spoke 
 
 have spoken 
 
 teach 
 
 taught 
 
 have taught 
 
 ring 
 
 rang 
 
 have rung 
 
 swing 
 
 swung 
 
 have swung 
 
 Drill upon the use of can and may. 
 
 Drill upon am, is, are, was, were, with personal pronouns in all 
 persons. Drill especially on you were. 
 
 Teach the correct use of burst. 
 
 Drill upon the correction of 
 Brung for bring 
 Et for ate 
 
30 
 
 Drill upon the correct forms for the following: 
 
 May, Jane and I we ran. 
 
 Yes ma’m. 
 
 I dunno. 
 
 5 goes into io twice. 
 
 Are they any school? 
 
 Ain’t got none. 
 
 He buyed some candy. 
 
 She do that. 
 
 Hurted. 
 
 Drill upon the pronunciation of for, from, picture, something, 
 often, figure, because, chimney, children, and common words ending 
 in ing. 
 
 Third Year 
 
 The introductory sections on the teaching of composition and 
 corrective English (pages 4-19) in so far as they relate to the 
 work of this grade, are to be considered a part of the course of 
 study for this year. Teachers should familiarize themselves with 
 the outlines for preceding grades. 
 
 Aims 
 
 Oral 
 
 1 To encourage pupils to talk 
 freely on account of genuine 
 interest, but always with a defi- 
 nite and clearly formed plan in 
 the mind of the teacher for im- 
 proving their use of language. 
 
 2 To develop distinct articu- 
 lation, a pleasing tone, correct 
 posture and freedom from self- 
 consciousness. 
 
 3 To require complete state- 
 ments. 
 
 4 To eliminate the speech 
 errors assigned for correction in 
 this year and to emphasize the 
 correct forms drilled upon in 
 preceding years. 
 
 5 To require equally good 
 English in all subjects. 
 
 Written 
 
 1 To teach the technicalities 
 of writing assigned for this year 
 and emphasize those taught in 
 preceding years. 
 
 2 To develop the power to 
 write correctly a few short re- 
 lated sentences in paragraph 
 form. 
 
 3 To insist on neatness and 
 good arrangement. 
 
31 
 
 Oral Written 
 
 6 To continue the development 
 of the sentence sense with spe- 
 cial reference to tne elimination 
 of the superfluous use of and, 
 then and so. 
 
 7 To inculcate the habit of 
 preceding oral recitation by a 
 moment’s silent thought. 
 
 8 To cultivate the desire to 
 speak well. 
 
 Minimum Requirements 
 
 (The term “minimum requirement” indicates the least that should be 
 accepted as satisfactory at the end of the specified year. Pages 17-18 
 should be read in connection with the statement of minimum requirements 
 
 for this grade.) 
 
 i Four short related sentences 
 on a familiar topic arranged in 
 logical order. 
 
 2 The recitation from mem- 
 ory, with distinct tones and in- 
 telligent expression, of any two 
 selections of moderate length 
 memorized during the year. 
 
 1 The writing without error of 
 three short related sentences ar- 
 ranged in paragraph form. The 
 work should be done without 
 the teacher’s direct help but 
 under her supervision. 
 
 2 The copying from the black- 
 board without mistake of ( a ) a 
 simple paragraph of five short 
 sentences, (h) four consecutive 
 lines of poetry selected from the 
 course for this year. 
 
 Sources of material ; 
 
 See preceding years. 
 
 Ways in which a boy or girl may be a good citizen: 
 a Good citizenship at school and at home 
 b Proper conduct in public places 
 c Observation of safety-first rules 
 d Observation of sanitary rules 
 Topical recitations upon subjects chosen from other studies 
 Picture study 
 
 Reproduction of stories and poems 
 Original stories and poems 
 Anecdotes, jokes, and riddles 
 
32 
 
 Report of local events 
 Dramatization 
 Memorizing 
 Language games 
 
 Oral Composition — First Half Year 
 Whenever possible, fit the oral expression lessons to special occa- 
 sions ; as, Columbus Day, a picnic, a circus parade, clean-up week 
 etc. The work in language should be so planned that it is in keeping 
 with the season of the year and with the spirit that characterizes 
 that season. 
 
 Courtesy may be taught or emphasized by the dramatization of 
 imaginary incidents or situations ; as, child receives caller and goes 
 to tell mother of caller’s arrival, returns to tell caller whether or 
 not mother is at home, etc. 
 
 Conduct the oral exercises economically as to time, so that each 
 child may make his contribution. Commend the use of an effective 
 expression or of a new word well used. Topics should be fewer 
 and more thoroughly treated than heretofore. 
 
 Continue developing an unconscious paragraph sense in the repro- 
 duction of stories, event by event. Encourage the use of varied 
 terms to avoid repetition. Children will begin to observe when one 
 word is used too often. Socialize the recitation. 
 
 Only such stories should be chosen for reproduction as the chil- 
 dren have enjoyed. If a pleasing story is too long for satisfactory 
 reproduction by the children, the teacher may tell the less interesting 
 parts and allow the different children to tell the interesting events. 
 It is well, as a rule, to allow a day to elapse between the reading and 
 reproducing of a story, so that there may be time for its discussion 
 and resultant fixing in the children’s minds. 
 
 There should be continued effort to develop and fix the sentence 
 sense. The “ run-on ” sentence should not be permitted. Pupils 
 will have begun to develop some ability to use proper transitional 
 and connective words through imitation, but there should be no 
 striving after long sentences. The short, accurate sentence is the 
 only safe medium of expression in this grade. This does not mean 
 that a child who has exceptional ability in oral expression should 
 be discouraged. 
 
 Continue drills for correct articulation and enunciation. Give 
 individual attention to speech defects not reached by class drill. 
 Insist that children open their mouths well when they speak. 
 
33 
 
 Written Composition — First Half Year 
 
 Continue the work in copying from the board groups of sentences 
 based on oral composition. There should be class discussion as to 
 orderly arrangement of such sentences. Children should consciously 
 strive for strong opening and closing sentences. 
 
 Sentences written on the board as suggested above may be covered 
 and used as a dictation exercise. There may be also other simple 
 dictation exercises to test technical accuracy. These should not 
 involve problems with which the children are not familiar. 
 
 A short story used for oral reproduction or an event of a longer 
 story so used may be reproduced in writing. At first the sentences 
 may be dictated by the pupils and copied from the teacher’s model 
 on the blackboard; later the children may write the story or event 
 from a suggestive outline. 
 
 Some writing from memory should be done. When parts of 
 poems are so written, great care should be taken to observe the 
 proper technical arrangement of the verses. Only a small part of 
 a poem should be assigned at a time to be written from memory, 
 and the pupil should not attempt to write this without having pre- 
 viously observed a properly written model. 
 
 The “ run-on ” sentence should be constantly discouraged. 
 
 Technicalities : 
 
 1 Arrangement 
 
 a Leave blank the last line on a written page 
 b Leave line vacant between title and composition 
 
 2 Language 
 
 a Capitals 
 Holidays 
 Initials 
 
 b Punctuation 
 
 Period after abbreviations 
 
 Hyphen to separate syllables of a word broken at the 
 end of the line. (Pupils should be warned never 
 to divide a word unless sure of the syllables) 
 c Abbreviations 
 Days of week 
 
 Months that have not been already taught 
 Measures used in number work 
 
 2 
 
34 
 
 Oral Composition — Second Half Year 
 
 The work of the first half year should be continued, with some 
 increase in difficulty. The child’s vocabulary should show growth. 
 In connection with the telling of jokes and humorous anecdotes, as 
 an oral exercise, the sense of humor may be developed and directed. 
 Consideration of the feelings of others should guide the child when 
 he selects a funny story to tell. 
 
 Written Composition — Second Half Year 
 
 Continue the work of the first half year with a slight increase in 
 difficulty in matter presented and work assigned. 
 
 Copying, dictation and writing from memory should be continued. 
 
 In connection with reproduction, words new to the class should 
 be emphasized. They should be placed on the blackboard and pupils 
 should be encouraged to use them in their oral and written work. 
 
 A long story containing a series of easily remembered events may 
 be reproduced by separating the class into groups and allowing each 
 group to write a part of the story. Outlines or guide words should 
 be used as aids in all reproduction exercises. 
 
 The oral language stories suggested by pictures will furnish good 
 material for original stories in writing. When the pupils have devel- 
 oped a topic in conversation, they may make an original written 
 contribution to the topic. The teacher may help them by a simple 
 outline but this does not need to be done invariably. 
 
 Very simple letters, omitting the heading, may be written if the 
 class seems well advanced. As a first step children should copy 
 short model letters (see fourth year). 
 
 In all spoken and written work the sentence unit should be guarded 
 with care. The teacher should by example and illustration demon- 
 strate to her class the proper use of subordinate and other con- 
 nectives. She must bear in mind, though, that a short sentence, 
 however choppy, is better than a “ run-on ” sentence. 
 
 In this and all other grades where written work is done, the pupils 
 should examine their individual written work, first for one type of 
 error, then for another, before handing it in. 
 
 Much use should be made of the blackboard. On some occasions, 
 when a composition is to be written cooperatively on the blackboard, 
 each child may write his own contributed sentence, waiting when 
 Jie finishes for criticism from class and teacher. As another exer- 
 cise, each child in the class may write on the blackboard two or 
 three related sentences. Later he may give to the class the reason 
 for each capital and punctuation mark that he has used. 
 
35 
 
 Technicalities : 
 
 1 Arrangement 
 
 a The salutation, body and conclusion of a friendly letter 
 (may be given in this grade, but not required) 
 
 2 Language 
 
 a Capitals 
 
 Salutation and conclusion of letter (see note above) 
 b Punctuation 
 
 The apostrophe in contractions 
 c Abbreviations and contractions Rev., R. F. D., Co. 
 (county), don’t, doesn’t, can’t, won’t, hasn’t, haven’t, 
 aren’t, didn’t 
 
 Types of Compositions 
 
 These type compositions are merely illustrative. They are not 
 designed to be used in any way in the classroom. 
 
 Oral 
 
 My Doll’s House 
 
 My doll has a little house. It has a bedroom with a bureau and 
 washstand. It has a kitchen, too. There are dishes in the kitchen. 
 
 My Dream 
 
 I dreamed I was a kite. I flew and flew up into the air. I did not 
 have any string fastened to me. At last I bumped into a star. I 
 was afraid of it so I flew home. 
 
 A Funny Story 
 
 Yesterday my mother was cutting bread. She was going to make 
 sandwiches for the Grange picnic. My little brother was watching 
 her. He said, “ Why, mother, you have unloafed a whole loaf of 
 bread.” 
 
 How I Made a Calendar 
 
 I gave my mother a calendar for Christmas. I made it out of 
 red construction paper. I cut out two little green paper Christmas 
 trees and pasted them near the top. The calendar part was below 
 the trees. I punched two holes above the trees and ran green ribbon 
 through to hang it by. 
 
 Written 
 
 The School Clock 
 
 I am a clock. I am busy all the time. I sit up over the teacher’s 
 desk and watch the children. When they go home I am lonely. 
 
36 
 
 Safety First 
 
 When I was in the second grade I used to come upstairs on the 
 wrong side. I thought it did not matter. One day a big boy was 
 coming down fast. He ran into me and knocked me downstairs. 
 Now I come upstairs on the right side. 
 
 Corrective English — Grade 3 
 Drill on the forms 
 
 sing 
 
 sang 
 
 have sung 
 
 bite 
 
 bit 
 
 have bitten 
 
 tear 
 
 tore 
 
 have torn 
 
 buy 
 
 bought 
 
 have bought 
 
 hear 
 
 heard 
 
 have heard 
 
 take 
 
 took 
 
 have taken 
 
 give 
 
 gave 
 
 have given 
 
 begin 
 
 began 
 
 have begun 
 
 Distinguish between the 
 
 use of bring and fetch, to and at, mad 
 
 and angry, mend and fix, sit and set. 
 
 Drill upon the subject of sentence in answer to questions to cor- 
 rect such expressions as “ Who did it? Me.” 
 
 Drill upon the correction of such expressions as “ Her and me 
 is here.” 
 
 Drill upon the use of at for to after was to correct such expres- 
 sions as “ I was to the beach.” 
 
 Drill upon the use of don't and doesn't to correct such expressions 
 as it don't, she don't, he don't. 
 
 Drill upon the correction of 
 Wanter for want to 
 Them for those 
 
 Slang, trun or trung for threw. 
 
 Drill upon the correction of the following: 
 
 Tain’t no good. 
 
 He don’t wants to go. 
 
 Me no got. 
 
 Hisself. 
 
 He is all better. 
 
 His’n, her’n, your’n. 
 
 Boys has. 
 
 Is we goin’ ? 
 
 I ain’t done. 
 
 I ain’t doin’ nuthin’ to you. 
 
I don’t hit nobody no more. 
 
 He went an’ hit me. 
 
 She has been and took my paper. 
 
 She didn’t came. 
 
 Drill on the pronunciation of hundred, every, umbrella, hand- 
 kerchief, vegetables, apron, February, such, can't, new, across, yes- 
 terday, diamond, Tuesday. 
 
 Fourth Year 
 
 The introductory sections on the teaching of composition and 
 corrective English (pages 4-19) in so far as they relate to the 
 work of this grade, are to be considered a part of the course of 
 study for this year. Teachers should familiarize themselves with 
 the outlines for preceding grades. 
 
 Aims 
 
 Oral 
 
 1 To encourage pupils to talk 
 freely on account of genuine in- 
 terest, but always with a definite 
 and clearly formed plan in the 
 mind of the teacher for improv- 
 ing their use of language. 
 
 2 To require equally good 
 English in all classes. 
 
 3 To develop distinct articu- 
 lation, a pleasing tone, correct 
 posture and freedom from self- 
 consciousness. 
 
 4 To require complete state- 
 ments. 
 
 5 To eliminate the errors in 
 speech assigned for correction in 
 this year and to emphasize the 
 correct forms drilled upon in 
 preceding years. 
 
 6 To develop the sentence 
 sense and discourage the super- 
 fluous use of and, then and so, 
 but with a definite effort to se- 
 cure proper transition as a means 
 of increasing fluency. 
 
 Written 
 
 1 To teach the technicalities 
 indicated for this year and em- 
 phasize those taught in preceding 
 years. 
 
 2 To strengthen the sentence 
 sense by the frequent writing of 
 short paragraphs made up of 
 short, well-constructed sentences. 
 
 3 To develop the ability to 
 write a familiar letter. 
 
 4 To insist on neatness, proper 
 arrangement, good penmanship 
 and careful spelling in all written 
 work. 
 
38 
 
 Oral Written 
 
 7 To strive for an orderly ar- 
 rangement of sentences in oral 
 composition and for a definite 
 beginning, middle and end. 
 
 8 To cultivate the desire to 
 speak well. 
 
 Minimum Requirements 
 
 (The term “minimum requirement” indicates the least that should be 
 accepted as satisfactory at the end of the specified year. Pages 17-18 
 should be read in connection with the statement of minimum requirements 
 for this grade.) 
 
 1 Five well-constructed sen- 
 tences on a familiar topic, given 
 without error and so arranged 
 that if written they would form 
 a paragraph. 
 
 2 The recitation from mem- 
 ory, with clear, distinct tones 
 and intelligent expression, of any 
 two selections of moderate length 
 memorized during the year. 
 
 Sources of material: 
 
 See third year 
 
 Good citizenship [See the outline of “The Good American ” as 
 given in The Children's Code of Morals by Hutchins] 
 Obedience, service, self-control, courtesy 
 
 Model letters 
 
 Oral Composition — First Half Year 
 
 As the work in English is cumulative, the teacher of each grade 
 should familiarize herself with the work of the preceding grades. 
 There should be no formal review in oral expression, but the pupils 
 should be held responsible for what they have been taught. They 
 should now consciously recognize the sentence as the unit of 
 expression. 
 
 There should be much oral expression of information gained in 
 reading and study. In connection with letter writing, to which 
 much attention should be given in this grade, there should be oral 
 lessons based upon the proper addressing, sealing and stamping of 
 
 1 The writing without error 
 of five well-constructed sen- 
 tences related to a familiar topic 
 and arranged in paragraph form. 
 The work should be done with- 
 out the teacher’s direct help but 
 under her supervision. 
 
 2 The writing without error 
 of a short, simple, friendly letter. 
 
39 
 
 an envelop, the work of the postmen and postal clerks, the dead 
 letter office, etc. “ The Experiences of a Letter ” may be given 
 orally and in writing. Read “ How the First Letter Was Written ” 
 from Kipling’s Just-So Stories. 
 
 In connection with the invention of original stories, pictures may 
 be used as in preceding grades. A group of suggestive phrases 
 written on the blackboard by the teacher will produce interesting 
 results ; for example, a rainy day, a mud puddle, a little boy, a 
 slash, a howl ; or, an icy sidewalk, a timid old woman, a kind boy 
 a helping hand, the woman’s gratitude. 
 
 Watch for new words and encourage their use in the pupil’s 
 vocabulary. Some drill in the use of synonyms should be given. 
 
 The sentence sense should constantly be developed. As an exer- 
 cise the teacher may give, orally, a group of words, and require 
 pupils to tell which are sentences and which are not. Pupils may 
 make sentences by completing the incomplete groups. A game may 
 be played in which a child gives a group of words and asks another 
 child to tell whether or not it is a sentence and why. Pupils 
 should be able to tell whether or not the answer is correct. For 
 such an exercise as this the class may be divided into two com- 
 peting teams. 
 
 Continue work in elimination of common errors by means of 
 games, rhymes and drills. Posters may sometimes be used effect- 
 ively to keep before the children’s eyes the correct form. Give 
 special attention to the elimination of superfluous introductory 
 words ; as, now, why, say, listen. 
 
 Continue vocal drill and memorizing. 
 
 Written Composition — First Half Year 
 
 See suggestions for third year. The various types of composition 
 suggested for the third year should be continued in the fourth year 
 with some increase in difficulty. Letter writing should be thor- 
 oughly taught at this time. A model friendly letter, short and 
 absolutely correct, should be written upon the blackboard. After 
 discussion of its various parts the children may copy it. After 
 several exercises of this sort, these same letters may be dictated to 
 the pupils to give them further drill and to test their knowledge of 
 the form. 
 
4-0 
 
 When the letter form has been memorized, the writing of original 
 letters should begin. Topics supplied should be interesting and 
 related to the life of the child. 
 
 The paragraph should be discussed in connection with some of 
 the selections in reading. Pupils should note its form and select 
 the topic. Their work in oral reproduction, if properly conducted, 
 will be steadily developing the paragraph sense. They may be asked 
 to copy short selections of more than one paragraph, observe the 
 form, and select the topics. They should note strong opening and 
 closing sentences and strive to secure these in their original written 
 work. 
 
 Continue exercises in copying, dictation and writing from mem- 
 ory. In taking dictation pupils should not be allowed in this or any 
 grade to form the habit of asking to have a dictated sentence 
 repeated. Dictation exercises may be written on the blackboard 
 and studied with special attention to difficult points. A map may 
 be drawn down over the exercise and pupils asked to write it from 
 the teacher’s dictation. When the map is withdrawn, the pupils may 
 examine their papers for errors and discuss these with the teacher, 
 who will emphasize the important points in the exercise. Pupils 
 may sometimes exchange papers for correction. Dictation for drill 
 purposes should be given at least once a week. 
 
 In the fourth year much more of the criticism than formerly 
 should come from the pupils. The children must learn to criticize 
 helpfully and to accept criticism courteously and receptively. 
 
 Much use should be made of the blackboard for correction of 
 errors in written composition. Pupils should continue writing short 
 themes of a few sentences on the board. (See third year). 
 
 Technicalities : 
 i Arrangement 
 
 a Parts of a letter 
 One-inch margin 
 One-inch indention 
 
 Begin heading and complimentary close near middle 
 of page 
 
 Begin signature a little to the right under compli- 
 mentary close 
 
 Begin second and third lines of heading a little to the 
 right of the line above 
 Begin salutation one inch from edge of paper 
 b Superscription of an envelop 
 
41 
 
 2 Language 
 a Capitals 
 
 Heading, complimentary close, superscription of 
 envelop 
 
 First word of quotation 
 b Punctuation 
 
 Marks used in heading and superscription 
 
 Quotation marks 
 
 Commas with direct quotation 
 
 Apostrophe in plural possessives 
 c Abbreviations 
 
 No., R. R., Jr., Sr., Co. (company), and any others 
 pupils need to use. 
 d Contractions 
 
 Isn’t, wasn’t, I’ve, wouldn’t, couldn’t, and others in 
 common use. 
 
 Oral Composition — Second Half Year 
 See first half year. 
 
 In addition to less formal work, one period a week should be 
 devoted to formal talks in which the speaker should address the 
 class. The subjects of the talks may be short stories from the 
 literature of the grades, current events, humorous anecdotes, etc. 
 These formal talks need not be given invariably in the English 
 period. They offer excellent opportunity for review in geography 
 or nature study and may be used to provide entertainment in morn- 
 ing exercises. The pupil must not memorize what he is to say, but 
 may be permitted to memorize his closing sentence to prevent a 
 weak ending. The criticism of this work should come largely from 
 the pupils. (See introduction) Such general statements as “ She 
 did very well ” or “ It was a good story ” should not be accepted, 
 unless accompanied by reasons. Criticism must be definite. 
 
 Written Composition — Second Half Year 
 Continue the work of the first half year. 
 
 Blackboard drill in simple paragraphing should be given. Para- 
 graphs that have been written on the blackboard may be copied. 
 
42 
 
 Later the same paragraphs may be written from dictation to test 
 the ability to note the beginning of a new paragraph. 
 
 Technicalities : 
 
 I Language 
 a Capitals 
 
 In titles of all sorts 
 
 Words referring to the Deity 
 b Punctuation 
 
 Comma after words yes and no, when used as part of 
 a sentence 
 
 Comma or commas with name of person addressed 
 c Abbreviations 
 
 Gov., Gen., Capt., Lieut., Hon., and any others needed 
 Types of Compositions 
 
 These type compositions are merely illustrative. They are not 
 designed to be used in any way in the classroom. 
 
 Oral 
 
 A Polite Pony 
 
 Once I was going for a walk. I saw a pony by a house. I gave 
 him a piece of my apple. After he had eaten it he bowed his head. 
 I think he meant, “ Thank you.” 
 
 The Sahara Desert 
 
 The Sahara desert is very hot and dry. It is in the northwestern 
 part of Africa. Some parts of the Sahara are level and other parts 
 are rough and stony. In some places the wind blows the sand into 
 the hills. When people go across the Sahara they travel on camels. 
 
 A Holiday Trip 
 
 On Columbus Day my father took Harry and me to Bronx Park, 
 We took our lunch so that we could spend the day there. We walked 
 around for a while. Then we ate our lunch in a pavilion. 
 
 After that we went to see the animals. I liked them best. We 
 saw lions, tigers, bears, camels, elephants, and a good many other 
 kinds. 
 
 We saw a keeper feed the lions and tigers. He gave them big 
 pieces of meat. The lions roared. One lion was sick. He didn’t 
 eat anything. The keeper said he was very old. 
 
43 
 
 A Better Speech Jingle 
 
 It makes our teacher almost faint 
 To hear the children saying “ ain’t.” 
 
 Written 
 
 A Letter to a Sick Friend 
 
 28 Linton Place 
 
 Westfield, New York 
 May 15, 1918 
 
 Dear Harry: 
 
 We are very sorry you are sick. We miss you at school. Your 
 mother said I might come to see you Saturday. I will bring you 
 some oranges and the new St Nicholas. Perhaps Ted will come 
 with me. 
 
 Your friend 
 Tom 
 
 My Favorite Story 
 
 My favorite story is Pinochio. Pinochio was a kind of wooden 
 doll, but he could move and talk like a live boy. He was full of 
 mischief. Once when he was naughty his nose grew very long. 
 He had a great many adventures and trials. At last he learned to 
 be kind and good. 
 
 Corrective 
 
 English — 
 
 Grade 4 
 
 Drill upon the forms 
 
 
 
 lend 
 
 lent 
 
 have lent 
 
 blow 
 
 blew 
 
 have blown 
 
 freeze 
 
 froze 
 
 have frozen 
 
 burst 
 
 burst 
 
 have burst 
 
 rise 
 
 rose 
 
 have risen 
 
 shake 
 
 shook 
 
 have shaken 
 
 drown 
 
 drowned 
 
 have drowned 
 
 go 
 
 went 
 
 have gone 
 
 shine 
 
 shone 
 
 have shone 
 
 Distinguish between 
 
 
 
 Learn and teach 
 
 
 
 Sit and set 
 
 
 
 Says and said 
 
 
 
 Drill upon 
 
 I mhs h, not I 7msht 
 
 Different from, not different than 
 
 Somezvhere , not someplace 
 
44 
 
 Drill upon the use of well and good. “ He did it well” not “ He 
 did it good,” etc. 
 
 Drill upon the use of to, too, two. 
 
 Drill upon the correction of : 
 
 Fired for threw 
 They are for there are 
 Git for get 
 
 How much for how many 
 Clim for climbed 
 Heared for heard 
 Are for our 
 Agin for again 
 
 Drill upon the correction of the following: 
 
 Hadn’t ought to 
 
 I have got 
 
 I got it off John 
 
 First off 
 
 Take a hold 
 
 This here and that there 
 
 Hain’t got 
 
 Are youse 
 
 East from 
 
 Larger’n, longer’n 
 
 I bought me a hat. 
 
 My pen point is busted. 
 
 I told him if I could go 
 I’ll make him take one for 
 I’ll let him take one. 
 
 Me and him has got to go to church. 
 
 Drill on the pronunciation of quiet, height, grocery, column , 
 geography, arithmetic , quantity, learned, arctic, kettle. 
 
 Fifth Year 
 
 The introductory sections on composition and corrective English 
 (pages 4-19) in so far as they relate to the work of this grade, are 
 to be considered a part of the course of study for this year. Teach- 
 ers should familiarize themselves with the outlines for preceding 
 grades. 
 
45 
 
 Aims 
 
 Oral Written 
 
 1 To encourage pupils to talk 
 freely on account of genuine in- 
 terest, but always with a definite 
 and clearly formed plan in the 
 mind of the teacher for improv- 
 ing their use of language. 
 
 2 To require equally good 
 English in all classes. 
 
 3 To develop distinct articu- 
 lation, a pleasing tone, correct 
 posture and freedom from self- 
 consciousness. 
 
 4 To require complete state- 
 ments. 
 
 5 To eliminate the errors in 
 speech assigned for correction in 
 this year and to emphasize the 
 correct forms drilled upon in 
 preceding years. 
 
 6 To develop the sentence 
 sense and discourage the super- 
 fluous use of and , then and so, 
 but with a definite effort to se- 
 cure proper transition as a means 
 of increasing fluency. 
 
 7 To continue emphasizing 
 orderly arrangement of sentence 
 material with much attention to 
 developing ability to stick to the 
 point and to show a definite be- 
 ginning, middle and end. 
 
 8 To cultivate the desire to 
 speak well. 
 
 1 To teach the technicalities 
 assigned for this year and em- 
 phasize those taught in preced- 
 ing years. 
 
 2 To insist upon neatness, 
 good arrangement, good pen- 
 manship and correct spelling in 
 all written work. 
 
 3 To continue developing the 
 ability to write a simple friendly 
 letter. 
 
 4 To develop the ability to 
 write a short, simple business 
 letter. 
 
 Minimum Requirements 
 
 (The term “minimum requirement” indicates the least that should be 
 accepted as satisfactory at the end of the specified year. Pages 17-18 
 should be read in connection with the statement of minimum requirements 
 for this grade.) 
 
46 
 
 1 A spoken paragraph of six 
 well-constructed sentences on a 
 familiar topic, given without 
 error. The sentences should be 
 arranged in logical order and 
 the whole should show a definite 
 beginning, middle and end. 
 
 2 The recitation from mem- 
 ory, with clear, distinct tones and 
 intelligent expression, of any 
 two selections of moderate length 
 memorized during the year. 
 
 Sources of material ; 
 
 See preceding years 
 Good citizenship [See the outline of “The Good American” as 
 given in The Children’s Code of Morals by Hutchins] 
 
 Moral and physical courage 
 
 Literature, history, geography, nature study, physiology 
 Descriptions of pictures, persons, objects 
 
 Explanations of processes in manual training, domestic science, 
 gardening 
 
 Reports of lectures, concerts, good moving pictures 
 
 Humorous anecdotes 
 
 Current events 
 
 Original stories and poems 
 
 Dramatizations based on history, literature, imaginary events 
 Biographies (“My Favorite Hero”) 
 
 Arguments 
 
 Model letters and paragraphs 
 
 Oral Composition — First Half Year 
 In this grade as in the fourth, there should be in addition to other 
 oral expression, one period given weekly to formal oral work. In 
 this period the pupil should be required to speak at some length with 
 the idea of conveying some message to his classmates. Such exer- 
 cises may take the form of personal experiences, anecdotes, current 
 events, explanations of processes used in manual training or else- 
 where, topical recitations in history or geography, etc. These 
 should be of such length that judgment can be passed upon their 
 form, content and effectiveness. Such work should be assigned and 
 
 1 The writing without error 
 of six well-constructed sentences 
 arranged in paragraph form. 
 The sentences should be in logi- 
 cal order and the whole should 
 show a definite beginning, mid- 
 dle and end. 
 
 2 The writing without error 
 of a short, simple, friendly or 
 business letter. 
 
47 
 
 prepared in advance. The recitation should, when the nature of the 
 assignment makes it possible, follow a brief suggestive outline pro- 
 vided by the teacher or developed from the class. The same outline 
 may be used for the written discussion of the topic. When such an 
 assignment as this specific one is made, children may sometimes be 
 given a variety of pictures from which to choose. This will avoid 
 monotony in the oral exercise. 
 
 The class of topics selected for the fifth year should not be con- 
 fined exclusively to those which, in content, fall entirely within the 
 child’s experience. Some topics should be chosen which will neces- 
 sitate investigation in books or elsewhere, and some must, of neces- 
 sity, be developed by the teacher alone. 
 
 Children at this period of advancement are developing an interest 
 in adventure and in heroism. The stories of heroes will be found 
 useful for reproduction exercises and as a stimulus to effort in right 
 lines of thought and action. 
 
 Unceasing attention should be paid to good usage. There should 
 be careful application of all correct language forms taught in lower 
 grades, and faithful incidental correction of language errors in all 
 classes. Drill should be given in the use of useful idiomatic forms 
 of expression. Corrective work must be accomplished by drill ; the 
 teacher is not expected to give detailed reasons or to base use upon 
 a knowledge of technical grammar. Perception cards, devised by 
 the teacher, may be used as one device for the rapid repetition of 
 the correct form in sentences. 
 
 The daily vocal exercises should be continued with constant 
 emphasis upon correct breathing. Emphasize the importance of 
 opening the mouth well in speaking. This and humming evenly 
 (“ m-m-m”) with the lips lightly closed will do much to correct 
 so-called nasal tones. 
 
 Memorizing and dramatization should not accompany language 
 lessons solely, but should frequently be a part of the work in 
 reading or literature. 
 
 Written Composition — First Half Year 
 
 There should be a conscious effort on the part of the pupil in this 
 year to secure in composition a definite beginning, middle and end. 
 
 An increase in the use of proper connectives should be encouraged, 
 but the short sentence should still be the usual unit of expression. 
 A child with marked ability in the use of English may use complex 
 and compound sentences and should be encouraged, but the majority 
 
48 
 
 of children can not attempt many long sentences with safety. Fail- 
 ure to recognize the beginning and end of a sentence should be 
 regarded as a very serious error in the fifth year. 
 
 Drill in simple paragraphing should be continued (see suggestions 
 in introduction). There should be blackboard paragraphs, dictated 
 by pupils and copied, and selection of topics from paragraphs in 
 literature. Pupils may write short compositions in reproduction, 
 two or three paragraphs in length. These should follow careful 
 oral preparation and the pupil should be guided in paragraphing his 
 exercise by an outline developed from the class. The outline should 
 be simple. It need not have more than two or three main topics 
 and two or three subtopics. (See types of composition for sixth 
 year.) The entire composition need not be written at one time. 
 
 The topics assigned for inventive themes should be so limited as 
 not to demand more than one paragraph. Some children will apply 
 what they have learned in reproduction lessons and will develop an 
 assigned theme into two or more correct paragraphs. This should 
 be permitted and commended but should not be required. 
 
 Letter writing should be continued. Subjects should be selected 
 from the experiences of the children. Absolutely correct letter form 
 should be required and absolutely correct paper headings should 
 appear upon all papers. 
 
 Exercises in copying, dictation and writing from memory should 
 be continued. Pupils should be trained to correct and revise their 
 own themes before handing them in (see introduction). 
 
 Technicalities : 
 
 1 Arrangement 
 
 An outline with topics and subtopics. The following 
 method is recommended. Only two headings should 
 be used in fifth grade. 
 
 I 
 
 A 
 
 i 
 
 a 
 
 2 Language 
 
 a Capitals 
 
 Religious denominations 
 b Punctuation 
 Review 
 
 Place quotation marks about the title of a book, 
 magazine or literary selection when it is included 
 in a sentence. 
 
49 
 
 c Abbreviations 
 
 Sec., Treas., A. M., P. M., M. D., D. D., P, S„ 
 Prof., and any others needed in this grade. 
 
 3 Use of dictionary and reference books 
 
 a Review of previous work with dictionary 
 b Arrangement in alphabetic order of words having the 
 first two or three letters alike 
 c How to use an index 
 
 Oral Composition — Second Half Year 
 
 See first half year. 
 
 There may be begun in this half year some simple, informal work 
 in argument based upon a topic of actual interest ; as, “ Why we 
 should take better care of the school property,” or upon invention, 
 as, “A captive meadow lark tells why it should be set free.” 
 
 Topic sentences such as the following may be expanded into oral 
 paragraphs : 
 
 I found a pocketbook on the street this morning. 
 
 My dog is very intelligent. 
 
 On Hallowe’en, I had an exciting experience. 
 
 My favorite hero is . 
 
 Later, these paragraphs may be written, though this need not be 
 done invariably. 
 
 In dramatization the pupils may act out plays they have them- 
 selves planned. Pupils working with the teacher will sometimes 
 evolve a very good little play, based upon some topic in history or 
 literature. 
 
 Instruction should be given in the proper and courteous use of 
 the telephone. 
 
 Written Composition — Second Half Year 
 
 Continue work of the first half year. 
 
 The business letter may now be taught. The same method should 
 be used as in teaching the friendly letter (see fourth year). Letters 
 with simple subject matter should be chosen; as, letters subscribing 
 for a periodical or ordering some article advertised in a catalog. 
 
 Technicalities : 
 
 1 Arrangement 
 
 Parts of a business letter 
 
 2 Language 
 
 a Capitals 
 
 Political parties 
 
50 
 
 b Punctuation 
 
 (1) Colon after salutation of a business letter 
 
 (2) Comma in a series 
 c Abbreviations 
 
 Any that are needed 
 3 Dictionary drill continued 
 
 Types of Compositions 
 
 These type compositions are merely illustrative. They are not 
 designed to be used in the classroom. 
 
 Oral 
 
 Truthful Elinor 
 
 My little sister likes to answer the telephone. One day when 
 it rang she climbed on a chair and took down the receiver. The 
 man said, “ Is this Mr Smith’s residence?” Elinor said, “No, he 
 rents it.” 
 
 My Garden 
 
 I have a fine garden this year. Father had it plowed for me. 
 I have planted radishes, lettuce, peas, string beans and tomatoes. 
 We have had lettuce and radishes from it. The peas are almost 
 ready. We are going to have them for dinner on Sunday. 
 
 My Favorite Picture 
 
 In our study hall there is a large picture of “ Sir Galahad ” 
 painted by Watts, an English artist. The principal figure is Sir 
 Galahad, a young knight in armor. He is standing by his horse’s 
 head. He is looking down with a thoughtful expression. The 
 background is a thicket or wood. The time must be near nightfall, 
 as the picture is rather dark except for Sir Galahad’s face. 
 
 Written 
 
 A Business Letter 
 
 89 Ridgeview Av. 
 
 White Plains, N. Y. 
 October 25, 1918 
 
 The Early Co. 
 
 33 East Grove St. 
 
 New York City, N. Y. 
 
 Gentlemen : 
 
 You will find inclosed a postal money order for three dollars ($3), 
 for which please send me Young Folks for one year beginning with 
 the November number. 
 
 Yours truly 
 
 (Miss) Mary P. Snow 
 
51 
 
 A Letter from My Pet Cat 
 
 27 Green Street 
 
 Hillsdale, New York 
 December 28, 1917 
 
 Dear Emily: 
 
 Do come home as soon as possible. I am very unhappy. Last 
 night no one remembered to let me into the cellar and I had to 
 sleep under the piazza. I nearly froze my paws. My plate has not 
 been washed since you went away. Please come home. I am sure 
 I need you more than your aunt does. 
 
 Your loving cat 
 Tiger 
 
 Why I Am Learning to Cook 
 
 One day when mother was away I got dinner. I thought it would 
 be easy but it wasn’t. We had canned soup, cold meat, potatoes, 
 bread and butter, pie and coffee. Mother made the pie before she 
 went away. I cut my finger on the soup can and burned the 
 potatoes. Now mother is teaching me to cook. 
 
 Corrective English — Grade 5 
 
 Drill upon the forms 
 
 break 
 
 broke 
 
 have broken 
 
 choose 
 
 chose 
 
 have chosen 
 
 throw 
 
 threw 
 
 have thrown 
 
 hurt 
 
 hurt 
 
 have hurt 
 
 Drill upon rather , not kind of, kinay, sort of; beside, not side of; 
 would have gone, not would of gone. 
 
 Distinguish between 
 have and got 
 among and between 
 lay and lie 
 funny and strange 
 much and lots 
 their and there 
 guess and think 
 like and love 
 an and a 
 its and it’s 
 
 Drill upon the correct use of cupfuls arid cupsful. 
 
 Drill upon v .he correct use of real and 7 rery. 
 
52 
 
 Drill upon the elimination of now at the beginning of a sentence. 
 
 Drill upon the use of the pronoun after than — “ taller than I.” 
 
 Drill upon the correction of the following: 
 
 He broke my pencil on me. 
 
 That is all the far they went. 
 
 Bring for take 
 
 Drill upon the pronunciation of forehead, faucet, government , 
 hoist , poem, your , usually, introduce, history. 
 
 Sixth Y ear 
 
 The introductory sections on the teaching of composition and 
 corrective English (page 4-19) in so far as they relate to the work 
 of this grade, are to be considered a part of the course of study for 
 this year. Teachers should familiarize themselves with the outlines 
 for preceding grades. 
 
 I To encourage pupils to talk 
 freely on account of genuine 
 interest, but always with a defi- 
 nite and clearly formed plan in 
 the mind of the teacher for im- 
 proving their use of language. 
 
 2 To require equally good 
 English in all classes. 
 
 3 To develop distinct articu- 
 lation, a pleasing tone, correct 
 posture and freedom from self- 
 consciousness. 
 
 4 To require complete state- 
 ments. 
 
 5 To eliminate the errors in 
 speech assigned for correction 
 in this year and to emphasize the 
 correct forms drilled upon in 
 preceding years. 
 
 6 To strengthen the sentence 
 sense and discourage the super- 
 fluous use of and, then and so, 
 but with a definite effort to 
 secure proper transition as a 
 means of increasing fluency. 
 
 Written 
 
 1 To teach the technicalities 
 assigned for this year and review 
 those taught in preceding years. 
 
 2 To insist upon neatness, 
 good arrangement, good pen- 
 manship and accurate spelling 
 in all written work. 
 
 3 To secure the establishment 
 of the sentence sense so that 
 there may be neither “ run on ” 
 sentences nor fragments written 
 as whole sentences. 
 
 4 To continue practice in 
 writing short familiar and busi- 
 ness letters. 
 
 5 To require the frequent 
 writing of short compositions 
 based upon familiar and care- 
 fully limited topics. 
 
53 
 
 Oral Written 
 
 7 To continue emphasizing or- 
 derly arrangement of sentence 
 material with much attention to 
 developing ability to stick to the 
 point and to show a definite be- 
 ginning, middle and end. 
 
 8 To cultivate the desire to 
 speak well. 
 
 Minimum Requirements 
 
 (The term “ minimum requirement ” indicates the least that should be 
 accepted as satisfactory at the end of the specified year. Pages 17-18 
 should be read in connection with the statement of minimum requirements 
 for this grade.) 
 
 1 Six or seven well-con- 
 structed sentences on a familiar 
 topic, given absolutely without 
 error, arranged in logical order 
 and showing as a unit a definite 
 beginning, middle and end. 
 
 2 The recitation from memory, 
 with clear, distinct tones and in- 
 telligent expression, of any two 
 selections of moderate length 
 memorized during the year. 
 
 Sources of material: 
 
 See Fifth Year. 
 
 Good citizenship 
 
 Honor, obedience, service 
 Book reviews 
 
 1 Six or seven well-con- 
 structed sentences, grouped in 
 paragraphs if the nature of the 
 subject requires, and written 
 without error, the whole show- 
 ing as a unit a definite beginning, 
 middle and end. 
 
 The paragraph sense, as is in- 
 dicated elsewhere, will have been 
 developed gradually all through 
 the oral and written course, but 
 heretofore pupils will not, as a 
 minimum requirement, have been 
 asked to write more than one 
 paragraph. 
 
 2 A short friendly or business 
 letter, written and addressed 
 without error. 
 
 Oral Composition — First Half Year 
 See fifth year. 
 
 Formal talks once a week should be continued. In informal talks, 
 the topics should not be selected solely with the aim of a lesson in 
 
54 
 
 conversation. When subject matter requires preparation for oral 
 or written work, the preparation may partake of the nature of 
 conversation. Class discussion of a topic followed by investigation, 
 report of pupils’ investigation, and further class discussion, all 
 belong under the head of oral expression. Stories should still be 
 used for reproduction, but there must be much original work so that 
 the child may learn to express his own thoughts. 
 
 As part of the formal work, book reviews may be given, with the 
 idea of interesting the class in the books reviewed. They must be 
 very simple and should follow some such outline as the following: 
 
 1 Name of book and name of author 
 
 2 Time and place of events 
 
 3 Main thought of the book 
 
 4 Principal characters 
 
 5 Speaker’s opinion of the book 
 
 (For illustration, see type composition on page 57). 
 
 To train pupils to accurate attention, short ar deles should be read 
 once only and the pupils required to reproduce them. 
 
 Pupils should be given an opportunity for invention. In this 
 connection, the following devices may be used : 
 
 1 Teacher may write topics upon the board and children tell 
 stories suggested by any one of the topics ; as, an aeroplane, a 
 deserted house, a lonely road, without money. 
 
 2 Topic sentences may be developed into paragraph; as, I shall 
 always remember the first time I went to church ; I once thought 
 I saw a ghost ; A loud scream came from the mill pond. 
 
 3 Descriptions may be given in the Who's who game, when the 
 person described must be guessed by the speaker’s classmates. The 
 game should be conducted in such a way as to avoid unpleasant 
 personalities. 
 
 Written Composition — First Half Year 
 In this year the establishment of the sentence sense should be 
 completed. No pupil should be considered prepared in English for 
 the seventh grade who frequently writes part of a sentence as a 
 whole, or who writes “ run-on ” sentences with the material of 
 several sentences weakly held together. If a class is, for any reason, 
 weak in this subject there should be constant blackboard drill and 
 
55 
 
 such other drill as was suggested in the fourth year course, to cure 
 the weakness. 
 
 If the class has the sentence sense well developed there should be 
 an effort to secure some variety of sentence structure, as by the 
 use of exclamatory sentences and questions. The use of a greater 
 variety of connectives and transition words may be encouraged. 
 
 The study of the paragraph as suggested in the fourth and fifth 
 grades should be continued. A pupil’s theme which shows the 
 qualities of a good paragraph may well be read to the class and 
 shown as an example. The cooperative outline (see introduction 
 and instructions in the fifth year course) used in the oral reproduc- 
 tion should be the pupil’s guide in written reproduction. The pupil 
 may sometimes be required to copy the outline to help him learn its 
 form, but this should not be done invariably if the outline can be 
 left upon the blackboard. New or difficult words should be placed 
 upon the blackboard to aid the writers. Words and phrases of the 
 original story may be used by the pupils but not, as a rule, entire 
 sentences. One such reproduction will require several periods. 
 
 Topics assigned for written invention should be so limited as to 
 require only a short piece of writing. Such writing should, as a 
 rule, follow oral preparation designed to provide background and to 
 stimulate ideas and improve their expression. 
 
 Letter writing should be continued. The business letter should 
 be emphasized in this grade. Letters should be folded and envelops 
 addressed. 
 
 Pupils should continue the habit of looking over their papers first 
 for one type of error, then for another, and should correct these 
 errors before handing in their papers. 
 
 In this as in all grades above the first, stress should be placed 
 upon correct spelling. Words misspelled and new words needed 
 should be thoroughly taught. (See page 16.) 
 
 Continue exercises in copying, dictation and writing from memory. 
 
 There should be much use of the blackboard in corrective and 
 oral exercises. Paragraphs may be written on the blackboard for 
 class observation and discussion. An occasional unpunctuated or 
 uncapitalized selection should frequently be written on the black- 
 board, so that pupils may have practice in inserting marks or capitals 
 where they belong. Each child who makes a correction should state 
 the rule he is following. 
 
56 
 
 Technicalities: 
 i Language 
 a Capitals 
 
 Review of all uses 
 b Punctuation 
 
 The broken quotation 
 c Abbreviations 
 
 Any needed in connection with geography or arith- 
 metic 
 
 Those of common business usage ; as, Messrs., C. O. D., 
 O. K., f. o. b., etc., inst., ult., do. 
 
 Oral Composition — Second Half Year 
 
 See first half year. 
 
 More and more emphasis should be placed upon the importance 
 of organizing thought into appropriate form for oral composition. 
 Reading lessons should be examined to determine the necessity and 
 appropriateness of paragraphing. Topic sentences should be 
 expanded into paragraphs orally and in writing. All this drill should 
 tend to influence the pupil to think and recite in larger units than 
 the single sentence, but with an unfailing regard for the sentence 
 unit. 
 
 In this as in all grades, daily vocal drill and daily drill in the 
 correction of common speech errors should be given. 
 
 There should be frequent recitation before the class of selections 
 memorized. The pupils should show, as they advance in oral work, 
 steady improvement in voice, posture and manner. Insist upon 
 children’s speaking distinctly enough to be heard unless some actual 
 physical ailment prevents. Do not repeat pupils’ statements. Expect 
 them to make the rest of the class hear. Occasionally during an 
 oral exercise tell the pupils that they may rise quietly when they do 
 not understand the speaker and remain standing until he has made 
 them hear. The teacher should listen to an oral exercise from the 
 back of the room, and she, too, if she is seated, may rise if she 
 can not understand what is said. To aid in self-development the 
 class may be formed into a “ Better Speech Club ” (see seventh year 
 outline). 
 
 Written Composition — Second Half Year 
 The work of the first half should be continued with some increase 
 in difficulty of requirement. 
 
57 
 
 Pupils should become steadily more intelligently critical of their 
 own work and more helpfully critical of that of others. Good writ- 
 ten exercises should be read to the class and displayed as models. 
 
 Technicalities : 
 
 1 Arrangement 
 
 Continue outlining 
 
 2 Language 
 
 a Capitals 
 Review 
 b Punctuation 
 Review 
 
 c Abbreviations 
 
 Any that are needed 
 
 3 Dictionary work 
 
 a Guide words* at top of dictionary page 
 b The guide to pronunciation — diacritical key 
 
 Types of Compositions 
 
 These type compositions are merely illustrative. They are not 
 designed to be used in any way in the classroom. 
 
 Oral 
 
 A Hard Lesson 
 
 When I was in the third grade I cut the top of my desk. I had 
 to stay after school every night till I had sandpapered the desk all 
 off smooth again. It took me a week. The janitor helped me the 
 last night. He told me not to tell Miss Allan, because she wanted 
 me to do it all myself. He said he was tired of seeing me around. 
 I have never cut any desks since then. 
 
 Mother’s Rest Day 
 
 One day in vacation my mother was very tired. She said she 
 wished she could be quiet all day. We told her we would take some- 
 thing to eat and live in our wigwam till supper time. We did it 
 and had lots of fun. We took bread and butter, cold meat, cookies 
 and apple sauce with us. Bessie stepped in the apple sauce, by 
 mistake, so we didn’t eat that. We painted our faces with wild 
 cherries and went barefoot. Mother was all rested when we went 
 home for supper. 
 
 A Good Story 
 
 If you haven’t read Over the Top by Arthur Guy Empey, you 
 will enjoy doing so. It is the true story of a young American who 
 
58 
 
 joined the British army before the United States had entered the 
 war. He fought in the trenches for some time and was finally 
 wounded while going “ over the top.” He was not able to go back 
 into the war, but has done good work since as a writer and lecturer. 
 I never really understood how the trenches were arranged until 
 I read his book. The book is not sad, for the author saw the funny 
 side whenever there was one to see. In some places in the book the 
 English isn’t very good, but the story is interesting all the way 
 through. 
 
 Written 
 
 The Paper Race 
 
 We bought our victrola for the school by collecting newspapers 
 and magazines and selling them. We needed to collect a great deal, 
 so each grade tried to beat the others. The sixth grade was third 
 from the head the last day of the collection. That morning Mr Quen- 
 tin asked me to go up into the loft in his barn to get a sickle. I 
 found stacks and stacks of papers and magazines there. I asked 
 if I might have them. Mr Quentin thought a while and then gave 
 them to me. I felt very proud when the sixth grade came out 
 ahead. 
 
 A Business Letter 
 
 12 Main Street 
 Essex, Conn. 
 
 June i, 1918 
 
 Messrs R. P. Cameron & Co. 
 
 525 Nassau Street 
 New York City 
 
 Gentlemen : 
 
 You will find inclosed a check for five dollars and twenty-five 
 cents ($5.25), for which kindly send me the following articles: 
 
 1 doz. tennis balls, No. QOH 
 1 Racket Press, No. RGR 
 
 Yours truly 
 John S. Leigh 
 
 Reproduction from outline 
 
 The Story of Clytie 
 
 i Clytie and her home in the sea. 
 a She was a sea nymph. 
 b She rode in a sea shell. 
 c Her horses were turtles. 
 
59 
 
 2 Clytie’s trips to the shore. 
 
 a She saw the Sun King. 
 b She watched him cross the sky. 
 c She came back every day to watch him. 
 
 3 The change in Clytie. 
 
 a Her feet became roots. 
 b Her body became a stem with leaves. 
 c Her face became a flower. 
 
 The Story of Clytie 
 
 Clytie was a lovely sea nymph who lived in a cave deep down in 
 the sea. She rode through the ocean in a sea shell chariot. Her 
 horses were two strong turtles. 
 
 One day the turtles drew her to land. She stood on the shore and 
 saw the Sun King go across the sky in his golden chariot. She 
 watched him till he went down in the west. He seemed so wonderful 
 that Clytie came back every day to watch him. 
 
 One d^y, as she stood on the shore looking at the Sun King her 
 feet changed to roots. Her body changed to a stem with green 
 leaves. Her face changed to a flower with golden petals. People 
 named her the Sun Flower She still watches the Sun from morn- 
 ing to night of every bright day in summer. 
 
 Corrective English — Grade 6 
 Drill upon the forms 
 
 draw drew have drawn 
 
 eat ate have eaten 
 
 If I were 
 If he were 
 Drill upon 
 
 kind of instead of kind of a 
 that (or this ) kind, not those (or these) kind 
 back of, or behind, instead of in back of 
 almost instead of most 
 have to, not haf to; must have, not must of 
 Distinguish between 
 Stood and remained 
 In and into 
 Than and then 
 Empty and spill 
 Like and as 
 
GO 
 
 Borrow and lend 
 Let and leave 
 
 Drill upon the correction of 
 alongside for beside 
 elevated up for elevated 
 brother-in-law for brothers-in-law 
 
 Drill upon the correct forms for the following: 
 
 Misplacing of only 
 
 Beginning a sentence with Why 
 
 New beginners 
 
 Free pass 
 
 I would of known 
 
 He did not go yet 
 
 Drill upon pronunciation of partner, chocolate, surprise, pumpkin, 
 chestnut, radish. 
 
 Grammar 
 
 The value of formal grammar in the elementary grades depends 
 almost wholly upon the degree to which it aids in the teaching of 
 oral and written composition and in the interpretation (under- 
 standing) of literature. Grammatical terminology is to be taught, 
 only as a help in the teaching of composition; syntax, because of its 
 bearing on correctness of expression. 
 
 One aim, in the composition work outlined for the previous years 
 of this course, has been to develop in the pupil an ability to recognize 
 sentences, and to aid him in acquiring a sentence sense. In the sixth 
 year, as a beginning of the study of formal grammar, the pupil’s 
 analytic perception of the sentence should be clearly developed. He 
 should now become expert in the recognition of sentences, and 
 should be able to point out, without difficulty, the subjects and 
 predicates of most sentences. 
 
 While there should be no detailed study of the parts of speech, 
 the pupil should be taught to see or understand that all words have 
 certain and distinct uses in sentences and may be classified in accord- 
 ance with such uses. The ability to recognize the different parts 
 of speech is of more importance than a knowledge of set definitions ; 
 but the more common grammatical terms should be used by the 
 teacher, as a familiarity with these terms will lead to greater clear- 
 ness of thinking and more accurate expression. It is recommended 
 that such grammatical terms shall not be employed until their mean- 
 ing has been acquired by the pupils by inductive teaching. 
 
61 
 
 First Half Year 
 
 1 The simple sentence 
 
 a How distinguished from a mere collection of words 
 
 Drill in distinguishing between word groups that are sen- 
 tences and those that are not sentences 
 b The essential part's of the sentence: (i) the subject, (2) the 
 predicate 
 
 c The simple subject and the simple predicate 
 d Drill in the analysis of easy simple sentences. Use sentences 
 in the inverted order as well as in the direct order 
 
 2 The noun 
 
 a Proper 
 b Common 
 
 3 Uses of the noun 
 
 a Simple subject 
 b Vocative 
 
 Note: Emphasize the fact that the vocative (direct address) is independent 
 and not a part of either subject or predicate. 
 
 4 The pronoun and its antecedent 
 
 Note: In this grade no attention should be given to the modifications or 
 inflections of any of the parts of speech. 
 
 5 The verb and the verb phrase 
 
 Note: It is suggested that in the beginning not more than one auxiliary 
 word be used and the parts of the verb be not separated. 
 
 Second Half Year 
 
 1 The adjective 
 
 Note: The spelling of the possessive may be reviewed and its use as an 
 adjective referred to. 
 
 2 The adverb 
 
 3 The prepositional phrase and the preposition. The prepositional 
 
 phrase used as 
 a An adjective 
 b An adverb 
 
 Drill upon the substitution of adjective phrases for adjectives 
 and adverbial phrases for adverbs and vice versa. 
 
 4 The conjunction taught in connection with 
 
 a The compound subject 
 b The compound predicate 
 
 Drill upon the use of the conjunction as a connective for adjec- 
 tives, adverbs and phrases. 
 
62 
 
 5 The interjection 
 
 Note: If the teacher desires, the classification of sentences according to 
 use may be taken up. The pupils may be expected to be somewhat familiar 
 with this classification from their work in composition. Call attention to 
 the relation existing between the interjection and the exclamatory sentence. 
 
 6 The analysis of easy sentences containing compound subjects or 
 
 compound predicates. Use only sentences containing a limited 
 number of modifiers. Do not use sentences containing more 
 than two phrases 
 
 7 Give pupils practice in building sentences from each day’s work 
 
63 
 
 LITERATURE — GRADES i TO 6 
 
 Children should very early in life be introduced to the study of 
 good literature through stories and poems suited to their age. Upon 
 entering school many have already gained a knowledge of some 
 bits of verse, rhymes and simple stories. These they have enjoyed 
 and they are therefore anxious to add to their store. A point of 
 contact of home with school life is readily found in these experi- 
 ences. Every year the child should increase his enjoyment of both 
 verse and story through wider association with it and should 
 receive valuable additions to his growing stock of literary ideas. 
 
 The aim of all teachers should be primarily to awaken in every 
 child a love for suitable literature and stimulate his appreciation of 
 it by wise suggestion. Each teacher should do her part to widen 
 the experience of every child in her grade with the best in literature 
 within his understanding. Through good stories handed down 
 from countless generations, through the reading and memorizing of 
 many beautiful poems, it is possible for every teacher to give the 
 children in her care what is their birthright from the world’s rich 
 inheritance of good literature. 
 
 The literature presented to children in the elementary schools 
 should be wisely chosen from the best writers. In order to accom- 
 plish the great aim in teaching literature which centers in awaken- 
 ing the imagination of the child to a fuller appreciation of the 
 beauties in Nature and a clearer idea of the meaning of the great 
 lessons of life the literature must be of good literary quality, must 
 be ethically sound, must be suited to the child’s interests in some 
 measure, and must be varied in scope. Through variety and broad 
 scope of the literature selected it is possible to widen the avenues 
 of approach to rich fields where the child may gain a breadth of 
 experience which will give to him higher standards of living and 
 wiser principles of action. 
 
 Story-telling. G. Stanley Hall says, “ Of all the things that a 
 teacher should know how to do, the most important, without any 
 exception, is to be able to tell a story.” 
 
 Because of the great abundance of story-telling material and 
 large number of story books now on the market, the matter of the 
 selection of the best stories to tell to children of varying ages is 
 made more difficult and in order to maintain a uniform high degree 
 of suitability and excellence of story-telling material, the sug- 
 gestive story list by grades has been found advisable. Through the 
 
64 
 
 use of the story list for all grades it is possible for teachers to make 
 a wiser selection of the stories which they tell. It enables the 
 teacher to know the story experience of each new class and thus to 
 avoid waste in story-telling through too great repetition of a few 
 stories. She has plenty of fresh, untouched and interesting 
 material for presentation in her own class. 
 
 In any grade it is a good plan to review some of the reading of 
 the previous grades. Every teacher should acquaint herself as far 
 as possible with the reading for all grades and should be able to 
 supplement her list with other literature of good quality, provided 
 it does not appear on any of the lists of the following grades. 
 
 In preparing this list, a careful study of story material has been 
 made. Only stories of some merit have been placed on it. Some 
 have been selected because of the stimulating character of content; 
 some because they belong to the child as a part of his race inheri- 
 tance; others because of the beauty of the language in which they 
 are written; many in the lower grades especially, because the) T 
 picture familiar scenes of child life and so furnish interesting 
 material for exercises in oral language work. Some have been 
 selected because of their dramatic possibilities and a few because 
 of their appeal to humor, a native instinct of the child which should 
 be encouraged and developed. 
 
 The list contains some stories from all fields, nature, folk lore, 
 fairy lore, history and fiction, and thereby gives the child their com- 
 posite value. 
 
 The teacher should keep in mind that this list is only suggestive. 
 It is not intended that all the stories on this list be given, nor is it 
 advisable to give only these stories. 
 
 Methods of story-telling. Every teacher should be well pre- 
 pared in the art of story-telling. It is necessary that she familiarize 
 herself with the principles governing the selection and adaptation 
 of stories. She should also acquaint herself thoroughly with the 
 best collections of children’s stories. 
 
 Children will appreciate the story to whatever degree the teacher 
 shows her efficiency in story-telling. It is, therefore, necessary for 
 her to tell her stories well if she is to accomplish her aim in the 
 teaching of literature to little children. 
 
 Some books that will help the teacher to become a more efficient 
 story teller are: Stories and Story Telling, by E. P. St John, 
 Pilgrim Press; How to Tell Stories, by S. C. Bryant, Houghton; 
 
65 
 
 The Art of the Story Teller, by M. L. Shedlock, D. Appleton & Co. ; 
 Story Telling, by E. Lyman, A. C. McClurg & Co. 
 
 One of the real problems of the teacher is to inspire in the pupils 
 a desire to participate in the retelling of the story. The story- 
 telling exercise should be a happy one ; therefore, the method should 
 be informal. No such drill in the retelling of the stories should be 
 given as is likely to kill the spirit of the exercise. A story should 
 not be retold by the children until they are thoroughly familiar with * 
 all the facts of the story and are ready to tell it. When children 
 wish to participate in the retelling of the stories they should be 
 allowed to do so, since it increases their enjoyment of the story. 
 Children will show their responsiveness to the teacher’s efforts in 
 the story-telling work, by asking for the story over and over again. 
 Thus every teacher is given a test and should profit through her 
 daily practice in story-telling. 
 
 Dramatization. The dramatization lesson aims, first, to make 
 clearer to the children the pictures of the story and thus give them 
 a clearer comprehension of the story ; second, to develop the 
 imaginative powers of the children ; third, to cultivate a greater 
 power of spontaneous expression and help in the mastery of self- 
 consciousness ; and, fourth, to give greater relaxation and thereby 
 increase the child’s appreciation of the story. 
 
 All work in dramatization should be spontaneous and free. There 
 should be no formal work, particularly in the lower grades, unless 
 for a special occasion. A particular part should not be permanently 
 assigned to any child. As many children as is practicable should 
 be asked to help in playing the story. The materials used in the 
 dramatization should be very simple in order to encourage the use 
 of the imaginative powers of the children as fully as possible. 
 Although the occasional use of simple materials may be a source of 
 interest and pleasure, it should be remembered that there is no real 
 need of such aid. 
 
 Children should be encouraged to give the conversation of the 
 story quite fully, in order to make the mental pictures more vivid 
 and the situation more real. 
 
 Poetry. In constructing the part of the syllabus relating to poem 
 work, the purpose has been to make it richly suggestive but at the 
 same time not so detailed as to destroy the originality and life of a 
 teacher’s work. The aim has been to give great variety in the 
 poetry study. In the many miscellaneous poems and in the poems 
 of the grade poet, a broad field is opened to every teacher in which 
 3 
 
66 
 
 she may browse about and choose what is best and most inspiring 
 for herself and her pupils. In no grade should the poetry study be 
 confined to the work of one poet. The poets studied are only those 
 who hold a significant place in literature. The miscellaneous list 
 in a way limits the teacher to her own field but gives an opportunity 
 for variety. 
 
 Methods of presenting poetry. It is well to read to the children 
 many poems of the author and through the teacher’s presentation 
 of these poems interest the children in the poet. Later allow the 
 children with the help of the teacher to choose the poems to be read 
 and studied. Pupils may then memorize the poems or parts of 
 poems which they like best. In general, the poems to be memor- 
 ized should be chosen by the pupils with the guidance of the teacher. 
 
 Individual rather than concert recitation of the poems memorized 
 is urged. While the whole class should be held responsible for 
 knowing the poems, individual recitations of the poem as a whole 
 or by suitable units is advisable since it makes it possible for the 
 child to keep the spirit of the poem even in a drill exercise. 
 
 The facts of the author’s life need not be memorized. The 
 teacher should help her children to get an appreciation of the author 
 through the study of his poems. She can well point out the thoughts 
 and ideals through the study of the poems and thereby develop an 
 understanding of the life and spirit of the poet. When this has 
 been done, some of the more interesting facts of the author’s life 
 may be presented. 
 
 Do not have the children write poems from memory merely for 
 the sake of drill exercises in punctuation and capitalization, nor 
 should poetry be used too frequently as a basis of written com- 
 position work. 
 
 Valuable suggestions in the teaching of poems may be obtained 
 from Teaching of English, by Percival Chubb, Macmillan; chapter 
 12, Teaching of English, by Paul Klapper, Appleton; Teaching 
 Poetry in the Grades, by G. D. Haliburton and Naomi Smith, 
 Houghton; chapter 5, How to Teach, by Strayer and Norseworthy, 
 Macmillan. 
 
 Children’s reading. Children should form the habit of library 
 reading very early in their school life. The teacher can do much 
 in interesting the children of her grade in reading good books. 
 The responsibility for forming the child’s habit of reading and 
 enjoying wholesome literature rests largely with the teacher in the 
 elementary schools. 
 
67 
 
 In the first two grades many of the children have not yet attained 
 sufficient skill in the mechanics of reading to enjoy silent reading. 
 They must therefore get their appreciation of literature through 
 the teacher’s presentation of interesting poems and stories. An 
 introduction to literature and a beginning in the library habit can 
 be made through handling books and looking at the pictures. Chil- 
 dren who can read should of course be encouraged to do so. 
 
 Careful attention must be given to the selection of the books for 
 the children’s first reading, in order to make certain their enjoy- 
 ment to the fullest possible extent, of the literature read. Since the 
 primary aim in this work is appreciation, it does not seem advisable 
 in any grade to base written work too frequently on the library 
 reading. In all grades the children should be encouraged to read 
 as many books from the assigned reading list as is possible. A 
 minimum of three books selected from the list of books assigned 
 for the children’s reading for the grade in the literature section, 
 should be required. 
 
 First Grade — First Half Year 
 
 A considerable number of the poems in the following lists should 
 be read to the pupils and three poems should be memorized each 
 half year from the lists indicated for this purpose. As far as pos- 
 sible the poems should be chosen in such a way as to familiarize 
 the pupils with various writers of poetry for little children. Special 
 emphasis may well be placed upon the grade poet. 
 
 The books starred are especially recommended for this grade. 
 
 i Stories suitable for reproduction and dramatization by the pupils 
 
 Bryant, S. C. Three Bears. (How to Tell Stories). Houghton 
 Bailey & Lewis. Little Red Hen. (For the Children’s Hour). Milton 
 Bradley 
 
 Bannerman, Helen. Little Black Sambo. (Little Black Sambo). Reilly 
 & Britton 
 
 Wiggin & Smith. Gingerbread Boy. (Tales of Laughter). Doubleday 
 Bailey, C. S. Queer Company. *( Firelight Stories). Milton Bradley 
 Wiggin & Smith. Pancake. * (Tales of Laughter). Doublcday 
 Bailey, C. S. Lambikin. (Firelight Stories). Milton Bradley. 
 
 Hoxie, J. L. Wee, Wee Woman. (Kindergarten Stories). Milton Bradley 
 Wiggin & Smith. Old Woman and Her Pig. * (Tales of Laughter). 
 Doubleday 
 
 Wiggin & Smith. Lion and the Mouse. * (Tales of Laughter). Doubleday 
 Wiggin & Smith. Three Billy Goats Gruff. ♦(Talcs of Laughter). 
 Doubleday 
 
 Richards, L. E. Pig Brother. (Pig Brother and Other Stories). Little 
 Coe, F. E. Chicken Little. (First Book of Stories). Houghton 
 
68 
 
 Poulsson, Emilie. Santa Claus and the Mouse. (In the Quid's World). 
 Milton Bradley 
 
 Bryant, S. C. Raggylug. (How to Tell Stories). Houghton 
 Jacobs, Joseph. Tom, Tit, Tot. (English Fairy Tales). Putnam 
 Bryant, S. C. Dog and the Kitty Cats. (Stories to Tell the Littlest Ones). 
 Houghton 
 
 Bailey, C. S. Henny Penny. (For the Children’s Hour). Milton Bradley 
 
 2 Poems to be memorized 
 
 a Miscellaneous poems 
 
 Anon. Kind Hearts. (Primary Recitations). Penn 
 Bangs. Elf Man. (Home Book of Verse). Holt 
 Blake, William. Lamb. (Open Sesame, v. i). Ginn 
 Brown, K. L. Little Plant. (Primary Recitations). Penn 
 Brown, A. F. I know. (Riverside First Reader) 
 
 Brown, A. F. Dressmaking. (Riverside Second Reader) 
 
 Sherman, F. D. Bees. (Little Folk Lyrics). Houghton 
 Smith, S. F. America (two verses). (Poems of American Patriotism). 
 Page 
 
 Taylor, Jane. Twinkle. Twinkle Little Star. (Selections for Memorizing). 
 Ginn 
 
 Hugo, Victor. Good Night. (Open Sesame, v. i). Ginn 
 
 b Grade poet, Robert Louis Stevenson 
 
 Time to Rise 
 At the Seaside 
 The Cow 
 Autumn Fires 
 Singing 
 
 Whole Duty of Children 
 Where Go the Boats 
 A Good Play 
 Bed in Summer 
 Rain 
 
 3 Poems to be read to the children 
 
 Cary, Phoebe. They Didn’t Think. (Ballads for Little Folks). Houghton 
 Cary, Phoebe. Suppose. (Ballads for Little Folks). Houghton 
 Cooper, George. Come Little Leaves. (Pinafore Palace). Doubleday 
 Child, L. M. If Ever I See. (Nature in Verse). Silver 
 Peabody, J. P. Making a House. (Selections for Memorizing). Silver 
 Rossetti, C. G. City Mouse and the Country Mouse. (Home Book of 
 Verse). Holt 
 
 Rossetti, C. G. Who Has Seen the Wind? (Home Book of Verse). Holt' 
 Stevenson, R. L. Lamplighter. (Child’s Garden of Verse). Various 
 editions. 
 
 Stevenson, R. L. Land of Nod. (Child’s Garden of Verse). Various 
 editions. 
 
 Taylor, Jane. I Love Little Pussy. (Home Book of Verse). Holt 
 Taylor, Jane. Thank You, Pretty Cow. (Posy Ring). Houghton 
 Rhymes. Three Little Kittens. (Werner’s Readings, v. 6). Werner 
 
 Robin Redbreast. (Approved Selections for Reading, v. i). 
 Hinds 
 
 Little Bopeep. (Poems by Grades: primary). Scribner 
 
 First Grade — Second Half Year 
 
 i Stories suitable for reproduction and dramatization 
 Wiggin & Smith. Three Little Pigs. * (Tales of Laughter). Doubleday 
 Poulsson, Emilie. Crane Express. (In the Child’s World). Milton 
 Bradley 
 
 Bailey, C. S. Teeny, Tiny Lady. * (Firelight Stories). Milton Bradley 
 Bryant, S. C. Little Half Chick. (Stories to Tell). Houghton 
 Wiggin & Smith. Musicians of Bremen. (Tales of Laughter). Doubleday 
 
69 
 
 Bailey, C. S. Little Boy Who Found His Fortune. (Firelight Stories). 
 Milton Bradley 
 
 Coe, F. E. Little Red Riding Hood. (First Book of Stories). Houghton 
 Hoxie, J. L. Little Long Tail. (Kindergarten Stories). Milton Bradley 
 
 Poulsson, Emilie. How Patty Gave Thanks. (In the Child World). 
 
 Milton Bradley 
 
 Bailey, C. S. Mrs Santa Claus. *(For the Children’s Hour). Milton 
 
 Bradley 
 
 Coe, F. E. Jack and the Beanstalk. (First Book of Stories). Houghton 
 Lindsay, Maud. Little Gray Pony. (Mother Stories). Milton Bradley 
 Bailey, C. S. The Hen Who Went to High Dover. (For the Children’s 
 Hour). Milton Bradley 
 
 Grimm, J. L. K. & W. K. The Straw, the Coal and the Bean. (Fairy 
 Tales). Various editions 
 
 Bailey, C. S. First Easter Eggs. (For the Children’s Hour). Milton 
 
 Bradley 
 
 Bailey, C. S. Elf and the Dormouse. (For the Children’s Hour). Milton 
 Bradley 
 
 Bailey, C. S. Legend of the Dandelion. (For the Children’s Hour). 
 Milton Bradley 
 
 Williston, T. P. First Rabbits. (Japanese Fairy Tales, v. 2). Rand. 
 Lindsay, Maud. Dumpy, the Pony. (More Mother Stories). Milton 
 Bradley 
 
 2 Poems to be memorized 
 
 a Miscellaneous poems 
 
 Bates, C. D. Who Likes the Rain? (Nature in Verse). Silver 
 Carney, J. A. T. Little Things. (Open Sesame, v. 1). Ginn 
 Coolidge, Susan. How the Leaves Came Down. (Nature in Verse). 
 Silver 
 
 Dodge, M. Mapes. A Plump Little Girl to a Thin Little Bird. (Merrill 
 Second Reader) 
 
 Macdonald, George. Baby. (Open Sesame, v. 1). Ginn 
 Richard, S. B. They Were 
 
 Rossetti, C. G. Swallow. (Recitations for Assembly and Classroom). 
 Macmillan 
 
 Sherman, F. D. Dewdrop. (Little Folks Lyrics). Houghton 
 
 Sherman, F. D. Daisies. (Little Folks Lyrics). Houghton 
 
 Watts, Isaac. How Doth the Little Busy Bee. (Nature in Verse). Silver 
 
 b Grade poet, Robert Louis Stevenson 
 
 Thought Foreign Children 
 
 System Happy Thought 
 
 Swing Marching Song 
 
 Wind Sun’s Travels 
 
 Looking Forward Land of Counterpane 
 
 3 Poems to be read to the children 
 
 Brown, A. F. Friends. (Home Book of Verse for Young Folks). Holt 
 Dodge, M. M. Snowflakes. (American Anthology). Houghton 
 Field, Eugene. Rock-a-bye-Lady. (Eugene Field Book). Scribner 
 Nesbit, Edith. Baby Seed Song. (Posy Ring). Ploughton 
 Rossetti, C. G. Hurt No Living Thing. (Approved Selections for Read- 
 ing, v. 2). Hinds 
 
 Rossetti, C. G. Boats Sail on the Rivers. (Approved Selections, v. 1). 
 Hinds 
 
 Selected. How to Get a Breakfast 
 
 Stevenson, R. L. Foreign Lands. (Child’s Garden of Verse). Scribner 
 Sherman, F. D. Flying Kite. (Little Folks Lyrics). Houghton 
 Woodworth, F. C. Snowbird. (Nature in Verse). Silver 
 
70 
 
 4 Books for children's reading in the first grade 
 
 Adelborg, Ottilia. Clean Peter. Longmans 
 
 Bannerman, Helen. Little Black Sambo. Reilly 
 
 Baum, L. F. Father Goose. Bobbs 
 
 Burgess, Gelett. Goops and How to be Them. Stokes 
 
 Greenaway, Kate. Mother Goose. Wame 
 
 Greenaway, Kate. Under the Windows. Warne 
 
 Grover, E. O. Sunbonnet Babies. Rand 
 
 Hale, L. P. Peterkin Papers. Houghton 
 
 Lang, Andrew. Nursery Rhymes. Warne 
 
 Lucas, E. V. Four and Twenty Toilers. McDevit-Wilson 
 
 Perkins, L. F. The Dutch Twins Primer. Houghton 
 
 Potter, Beatrix. Tale of Peter Rabbit. Saalfield. 
 
 Potter, Beatrix. Tale of Tom Kitten. Warne 
 Potter, Beatrix. Tale of Benjamin Bunny. Warne 
 Rackham. Mother Goose. Scribner 
 Sage, Betty. Rhym'es of Real Children. Duffield 
 Smith, Gertrude. Arabella and Araminta Stories. Small 
 Smith, E. B. Chicken World. Putnam 
 White, E. O. When Molly Was Six. Houghton 
 Wright, B. F. Mother Goose Series. Rand 
 
 5 Suggested material for the use of the teacher 
 
 Bailey, C. S. Firelight Stories. Milton Bradley 
 Bailey, C. S. For the Children’s Hour. Milton Bradley 
 Bailey, C. S. Tell me Another Story. Milton Bradley 
 Brown, A. F. Pocket Full of Posies. Houghton 
 Blake, William. Songs of Innocence. Lane 
 Bryant, S. C. How to Tell Stories. Houghton 
 Bryant, S. C. Stories to Tell. Houghton. 
 
 Bryant, S. C. Stories to Tell to the Littlest Ones. Houghton 
 
 Coe, F. E. First Book of Stories. Houghton 
 
 Grimm, J. W. L. & W. K. Fairy Tales. Various editions 
 
 Hoxie, J. L. Kindergarten Stories. Milton Bradley 
 
 Lindsay, Maud. Mother Stories. Milton Bradley 
 
 Martin, W. C. Storytellers Magazine. Storytellers 
 
 Poulsson, Emilie. In the Child’s World. Milton Bradley 
 
 Sherman, F. D. Little Folk Lyrics, Houghton 
 
 Stevenson, R. L. A Child’s Garden of Verses. Various editions 
 
 Wiggin & Smith. Tales of Laughter. Doubleday 
 
 Wiggin & Smith. Pinafore Palace. Doubleday 
 
 Williston, T. P. Japanese Fairy Tales, v. 2. Rand 
 
 Second Grade — First Half Year 
 
 A considerable number of the poems in the following lists should 
 be read to the pupils and three poems should be memorized each 
 half year from the lists indicated for this purpose. As far as pos- 
 sible the poems should be chosen in such a way as to familiarize 
 the pupils with various writers of poetry for little children. Special 
 emphasis may well be placed upon the grade poet. 
 
 The books starred are especially recommended for this grade. 
 
71 
 
 1 Stories for reproduction and dramatization 
 
 Bryant, S. C. Epaminondas. *( Stories to Tell.) Houghton 
 Bryce, C. T. The Lazy Raccoon. * (That’s Why Stories). Newson 
 Bryce, C. T. Why Turtles Stay near the Water. * (That’s Why Stories). 
 Newson 
 
 Little Steam Engine. (Riverside Second Reader). Houghton 
 
 Bryant, S. C. Little Jackal and the Alligator. (Stories to Tell). Hough- 
 ton 
 
 Babbitt, E. C. Golden Bowl. *(Jataka Tales). Century 
 Howells, W. D. Pumpkin Glory. (Christmas Every Day). Harper 
 Grimm, J. W. L. & W. K. Shoemaker and the Elves. (Fairy Tales). 
 Various editions 
 
 Perrault, Charles. Cinderella. (Fairy Tales). Estes 
 Bryant, S. C. When Peter Rabbit Had the Earache. (Stories to Tell the 
 Littlest Ones). Houghton 
 
 Hoxie, J. L. Brownies. (Kindergarten Stories). Milton Bradley 
 Hoxie, J. L. Froggy’s Adventure. (Kindergarten Stories). Milton 
 Bradley 
 
 Hoxie, J. L. Timothy’s Shoes. (Kindergarten Stories). Milton Bradley 
 Hoxie, J. L. Dunny. (Kindergarten Stories). Milton Bradley 
 Skinner, E. L. Hillman and the Housewife. (Merry Tales). Amer. 
 Book Co. 
 
 Poulsson, Emilie. Thrifty Squirrel. (In the Child’s World). Milton 
 Bradley 
 
 Coe, F. E. Hare and the Tortoise. (First Book of Stories). Houghton 
 Andersen, H. C. Five Peas in a Pod. (Fairy Tales). Various editions 
 Olcott, F. J. Little Piccola. (Good Stories for Great Holidays). Hough- 
 ton 
 
 Babbitt, E. C. Monkey and the Crocodile. (Jataka Tales). Century 
 
 2 Poems to be memorized 
 
 a Miscellaneous poems 
 
 Anon. Little by Little. 
 
 Blake. Shepherd. (Book of Verse for Children). Holt 
 Coleridge, S. T. He Prayeth Best. Rime of the Ancient Mariner (Book 
 of Famous Verse). Houghton 
 
 Douglas, Marian. Song of the Bee. (Nature in Verse). Ginn 
 Field, Eugene. Japanese Lullaby. 
 
 Follen, E. L. Runaway Brook. (Poems by Grades: primary). Scribner 
 Riley, J. W. Extremes. (Book of Joyous Children). Scribner 
 Rossetti, C. G. How many Seconds? (Selections for Memorizing). Silver 
 Smith, S. F. America, four verses (review). (Poems of American Patriot- 
 ism). Page 
 
 Stevenson, R. L. My Shadow. (Child’s Garden of Verse). Various 
 editions 
 
 b Grade poet, Frank Dempster Sherman 
 
 Robin’s Apology 
 The Rose’s Cup 
 Smiles and Tears 
 Elfin Lamps 
 
 The Snowbird 
 Ghost Fairies 
 The Four Winds 
 The Clouds 
 
 3 Poems to be read to the children 
 
 Cary, Phoebe. Envious Wren. (Ballads for Little Folks). Houghton 
 Cary, Phoebe. Chicken’s Mistake. (Ballads for Little Folks). Houghton 
 Gould, S. B. Child’s Evening Prayer. (Victorian Anthology). Houghton 
 Herford, Oliver. Elf and the Dormouse. (Handbook of Verse). Holt 
 Miller, E. H. Hang Up the Baby’s Stocking. 
 
72 
 
 Mulock. Christmas Carol. (Open Sesame, v. i). Ginn 
 Poulsson, Emilie. Chickens in Trouble. (Pinafore Palace). Doubleday 
 Sherman, F. D. Real Santa Claus. (Little Folk Lyrics). Houghton 
 Tennyson, Alfred. Sweet and Low. (“Princess,” nature in Verse). Ginn 
 
 Second Grade — Second Half Year 
 
 1 Stories suitable for reproduction and dramatization 
 
 Scudder, H. E. Honest Woodman. (Fables and Folk Stories). Houghton 
 Wiggin & Smith. Golden Goose. (Tales of Laughter). Doubleday 
 Bryant, S. C. Little Jackal and the Camel. (Stories to Tell). Houghton 
 Bailey, C S. Legend of the Great Dipper. (For the Children’s Hour). 
 Milton Bradley 
 
 Poulsson, Emilie. First Thanksgiving. (In the Child’s World). Miilton 
 Bradley 
 
 Evans, L. B. Little Gray Lamb. (Worth While Stories). Milton Bradley 
 Holbrook, F. Why the Evergreen Trees Keep Their Leaves. (Nature 
 Myths). Houghton 
 
 Bryant, S. C. How Brother Rabbit Fooled the Whale. (Stories to Tell). 
 Houghton 
 
 Evans, L. B. Puss in Boots. (Worth While Stories). Milton Bradley 
 Bailey, C. S. Mrs Santa Claus. (For the Children’s Hour). Milton 
 Bradley 
 
 Bailey, C. S. What Broke the China Pitcher. (For the Children’s Hour). 
 Milton Bradley 
 
 Bailey, C. S. Stone in the Road. (For the Children’s Hour). Milton 
 Bradley 
 
 Bailey, C. S. Legend of the Woodpecker. (For the Children’s Hour). 
 
 Milton Bradley 
 
 Bailey, C. S. How the Robin’s Breast Became Red. (For the Children’s 
 Hour). Milton Bradley 
 
 Lang, Andrew. Hop O’ My Thumb. (Blue Fairy Book). Longmans 
 Owen, M. A. How the Bluebird Came to be Blue. (Voodoo Tales). 
 Putnam 
 
 Richards, L. E. About Angels. (Golden Windows). Little 
 Grimm, J. W. L. & W. K. Little Two Eyes. (Fairy Tales). Various 
 editions 
 
 Bailey, C. S. Clytie. (For the Children’s Hour). Milton Bradley • 
 
 Bryant, S. C. Cock, Mouse and the Little Red Hen. (Stories to Tell). 
 Houghton 
 
 2 Poems to be memorized 
 
 a Miscellaneous poems 
 
 Alexander, C. F. All Things Bright and Beautiful. (Posy Ring). Houghton 
 Kingsley, Charles. Lost Doll from “Water Babies. (Open Sesame, v. i). 
 
 Lord Houghton. Lady Moon. (Open Sesame, v. i). Ginn 
 Peabody, J. P. Journey. (Selections for Memorizing). Silver 
 Sherman, F. D. Little Leaves at Play. (Lyrics for Little Folks). 
 
 Hough- 
 
 Sherman, F. D. Golden Rod. (Lyrics for Little Folks). Houghton 
 Smith, W. H. Child’s Prayer. . . . . 
 
 Smith, S. F. America, four verses. (Poems of American Patriotism). 
 Tabb, J. B. Tax Gatherer. (Golden Numbers). Houghton 
 Tennyson, Alfred. Winter. (Listening Child). Macmillan 
 
 Page 
 
73 
 
 b Grade poet, Eugene Field 
 
 Sugar Plum Tree 
 Duel 
 
 Wynken, Blynken and Nod 
 Nightwind 
 
 Good Children Street 
 
 3 Poems to be read to the children 
 
 Cary, Alice. Three Bugs. (Ballads for Little Folks). Houghton 
 Child, L. M. Who Stole the Bird’s Nest. (Nature in Verse). Silver 
 Field, Eugene. Shut-Eye Train. (Eugene Field Book). Scribner 
 Longfellow, H. W. Hiawatha’s Childhood. (Book of Verse for Chil- 
 dren). Holt 
 
 Lear, Edward. Owl and the Pussy Cat. (Open Sesame, v. i). Ginn 
 Anon. Raindrops’ Ride. (Poetry by Grades: primary). Scribner 
 Rand, W. B. Wonderful World. (Posy Ring). Houghton 
 Stedman, E. C. What the Winds Bring. (Posy Ring). Houghton 
 Tennyson, Alfred. Little Birdie. (“Sea Dreams”; Open Sesame, v. i). 
 Ginn 
 
 Thaxter, Celia. Scarecrow. (Stories and Poems for Children). Houghton 
 
 4 Books suggested for children’s reading 
 
 Baldwin, James. Fairy Stories and Fables. Amer. Book Co. 
 
 Brooks, Dorothy. Stories of Red Children. Educational 
 
 Brown, A. F. Pocket Full of Posies. Houghton 
 
 Cox, Palmer. Brownies : Their Book. Century 
 
 Craik, D. M. (Mulock). Fairy Book. Various editions 
 
 Dodge, M. M. Baby Days. Century 
 
 Dodge, M. M. When Life is Young. Century 
 
 Fox, F. C. Indian Primer. Amer. Book Co. 
 
 Godolphin, Mary. Aesop’s Fables. Burt 
 
 Grover, E. O. Kitties and Cats. Houghton 
 
 Grover, E. O. Overall Boys. Rand 
 
 Holbrook, Florence. Hiawatha Primer. Houghton 
 
 Hopkins, W. J. Indian Book. Houghton 
 
 Hopkins, W. J. Sandman. Page 
 
 Jackson, H. M. H. Letters from a Cat. Little 
 
 Johonnot, James. Friends in Feathers and Fur. Amer. Book Co. 
 
 Johnson, Clifton. Fairy Tale Bears. Houghton 
 
 Lang, Andrew. Jack the Giant Killer. Longmans 
 
 Perrault, Charles. Sleeping Beauty in Fairy Tales. Dent 
 
 Lang, Andrew. Snow Man and Other Stories. Longmans 
 
 Lucia, Rose. Peter and Polly in Spring. Amer. Book Co. 
 
 May, Sophie. Little Prudy. Lothrop 
 Peabody, J. P. Book of the Little Past. Houghton 
 Perkins, L. F. Eskimo Twins. Houghton 
 Potter, Beatrix. Tale of Pigling Bland. Warne 
 Smythe, E. L. Reynard the Fox. Amer. Book Co. 
 
 Stevenson, R. L. Child’s Garden of Verses. Various editions 
 
 Scudder, H. E. Book of Fables. Houghton 
 
 Sherman, F. D. Little Folk Lyrics. Houghton 
 
 Wiggin & Smith. Pinafore Palace. Doubleday 
 
 Readers suitable to the grade and any good collection of verse 
 
 5 Suggested material for the use of the teacher 
 
 Anderson, H. C. Fairy Tales. Various editions 
 Bailey, C. S. For the Children’s Hour. Milton Bradley 
 Bailey, C. S. Tell Me Another Story. Milton Bradley 
 Bryant, S- C. Stories to Tell. Houghton 
 
74 
 
 Bryant, S. C. Stories to Tell the Littlest Ones. Houghton 
 
 Bryce, C. T. That’s Why Stories. Newson 
 
 Cabot, E. L. Ethics for Children. Houghton 
 
 Coe, F. E. * First Book of Stories. Houghton 
 
 Field, Eugene. Love Songs of Childhood. Scribner 
 
 Field, Eugene. With Trumpet and Drum. Scribner 
 
 Field, Eugene. Lullaby Land. Scribner 
 
 Grimm, J. W. L. & W. K. Fairy Tales, Lucas edition. Doubleday 
 
 Jacobs, Joseph. Fairy Tales. Putnam 
 
 Peabody, J. P. Book of the Little Past. Houghton 
 
 Perrault, Charles. Tales of Mother Goose. Heath 
 
 Perrault, Charles. Once Upon a Time. 
 
 Richards, L. E. Golden Windows. Little 
 Scudder, H. E. Fables and Folk Stories. Houghton 
 Skinner, E. L. Merry Tales. Amer. Book Co. 
 
 Grimm, J. W. L. & W. K. House in the Wood. Warne 
 Wiggin & Smith. Tales of Laughter. Doubleday 
 
 Third Grade — First Half Year 
 
 A considerable number of the poems in the following lists should 
 be read to the pupils and three poems should be memorized each 
 half year from the lists indicated for this purpose. As far as pos- 
 sible the poems should be chosen in such a way as to familiarize the 
 pupils with various writers of poetry for little children. Special 
 emphasis may well be placed upon the grade poet. 
 
 The books starred are especially recommended for this grade. 
 
 I Stories to be used for reproduction and dramatization 
 
 Mulock, D. M. Adventure of a Brownie. Various editions 
 Holbrook, Florence. Arachne. (Nature Myths). Houghton 
 Bailey, C. S. Old Man Rabbit’s Thanksgiving Dinner. (For the Story 
 Teller). Milton Bradley 
 
 Cooke, F. J. Why the Sea Is Salt. (Nature Myths). Flanagan 
 Goodlander, M. R. Snow White and Rose Red. (Fairy Plays for Chil- 
 dren). Rand 
 
 Bailey, C. S. Little Hannibal’s Christmas. (For the Story Teller). Milton 
 Bradley 
 
 Bailey, C. S. Little Rabbit who Wanted Red Wings. (For the Story 
 Teller). Milton Bradley 
 
 Williston, T. P. Wonderful Teakettle. (Japanese Fairy Tales, v. i). 
 Rand 
 
 Bailey, C. S. Hansel and Gretel. (Stories Children Need). Milton Bradley 
 Evans, L. B. Dick Whittington and His Cat. (Worth While Stories). 
 Milton Bradley 
 
 Andersen, H. C. Ugly Duckling. (Fairy Tales). Various editions 
 Andersen, H. C. Brave Tin Soldier. (Fairy Tales). Various editions 
 Harris, J. C. Tar Baby. (“Uncle Remus”, His Songs and His Sayings). 
 Appleton 
 
 Hoxie, J. L. Fish or Frogs. (Kindergarten Stories). Milton Bradley 
 Lindsay, Maud. Dust Under the Rug. (Mother Stories). Milton Bradley 
 Stewart, Mary. David the Shepherd Boy. * (Tell Me a True Story). 
 Revell 
 
 Skinner, E. L. Fishing Party. *( Merry Tales). Amer. Book Co. 
 
 Bailey, C. S. Rich Goose. *(For the Children’s Hour). Milton Bradley 
 
75 
 
 Bailey, C. S. Little Lad of Long Ago. *(For the Children’s Hour). Milton 
 Bradley 
 
 Bailey, C. S. Narcissus. *(For the Children’s Hour). Milton Bradley 
 
 2 Poems to be memorized 
 
 a Miscellaneous poems 
 
 Aldrich, T. B. Marjorie’s Almanac. (Nature in Verse). Silver 
 Brown, K. L. Dandelion. (Nature in Verse). Silver 
 Bjornson, B. Tree. (Nature in Verse). Silver 
 
 Cary, Phoebe. Don’t Give Up. (Ballads for Little Folks). Houghton 
 Hogg, James. Boy’s Song. (Nature in Verse). Silver 
 Jackson, H. H. September. (Nature in Verse). Silver 
 Peabody, J. P. Fir Tree. 
 
 Riley, J. W. Song. (Graded memory selections). Educational 
 Tabb, J. B. Brook Song. 
 
 Tennyson, Alfred. Snow Drops. (Poems by Grades: primary). Scribner 
 
 b Grade poet, Lucy Larcom 
 
 Brown Thrush 
 Rivulet 
 
 Calling the Violet 
 If I Were a Sunbeam 
 Berrying Song 
 Sing- Away, Bird 
 
 3 Poems to be read to the children 
 
 Butts, M. F. Winter Night. (Posy Ring). Houghton 
 
 Field, Eugene. Jest ’fore Christmas. (Eugene Held Book). Scribner 
 
 Gould, H. F. Jack Frost. (Posy Ring). Houghton 
 
 Hamilton. Chestnut Burr. 
 
 Hereford, Oliver. Thanksgiving Fable. (Posy Ring). Houghton 
 Howitt, Mary. Fairies of the Caldron Low. (Posy Ring). Houghton 
 Kipling, Rudyard. Pussy and Binkie. (Stories and Poems Every Child 
 Should Know). Houghton 
 
 Riley, J. W. Boy’s Mother. (Treasury of American Verse). Stokes 
 Wordsworth, William. Pet Lamb. (Open Sesame, v. i). Ginn 
 
 Third Grade — Second Half Year 
 
 i Stories to be used for reproduction and dramatization 
 Richards, L. E. Buttercup Gold. (Five Minute Stories). Estes 
 Skinner, E. L. Li’l Hannibal. (Merry Tales). Amer. Book Co. 
 Perrault, Charles. Sleeping Beauty. (Fairy Tales). Various editions 
 Saxe, J. G. Peasant Truth. (Riverside Third reader). Houghton 
 Wiggin & Smith. Bruce and the Spider. (Tales of Laughter). Double- 
 day 
 
 Bryant, S. C. Golden Cobwebs. (How to Tell Stories). Houghton 
 Barrie, J. M. Peter Pan. Barse 
 
 Williston, T. P. Woodcutter’s Sake. (Japanese Fairy Tales, v. i). Rand 
 Goodlander, M. R. Snow White and the Seven Dwarfs. (Fairy Tales and 
 Plays). Rand 
 
 Harrison, Elizabeth. Discontented Mill Window. (In Storyland). Central 
 Harrison, Elizabeth. Princess on the Glass Hill. (Elson Third Reader). 
 Scott 
 
 Carpenter, E. J. Pandora. (Hellenic Tales). Little 
 Jacobs, Joseph. Three Wishes. (More English Fairy Tales). Putnam 
 Cabot, E. L. Lincoln’s Kindness to Animals. (Ethics for Children) 
 Houghton 
 
 Harris, J. C. Brother Rabbit’s Story. (Riverside Third Reader). 
 Houghton 
 
76 
 
 Bailey, C. S. Queer Baker. (Stories Children Need). Milton Bradley 
 Williston, T. P. Tongue Cut Sparrow. (Japanese Fairy Tales, v. i). 
 Rand 
 
 Bailey, C. S. Frog Prince. (Stories Children Need). Milton Bradley 
 Skinner, E. L. How Olaf Brought the Brownie to Blednock. (Merry 
 Tales). Amer. Book Co. 
 
 Evans, L. B. Boyhood of George Washington. (Worth While Stories). 
 Milton Bradley 
 
 2 Poems to be memorized 
 
 a Miscellaneous poems 
 
 Brooks, Phillips. O Little Town of Bethlehem. (American Anthology). 
 Houghton 
 
 Cary, Alice. November. (Ballads for Little Folks). Houghton 
 Emerson, R. W. Fable. (Posy Ring). Houghton 
 
 Field, Eugene. Night Wind. (Graded Memory Selections). Educational 
 Hereford, Oliver. A Thanksgiving Fable. (Posy Ring). Houghton 
 Shakspere, William. Greenwood Tree. (“As You Like It,” Open Sesame, 
 v. i ) . Ginn 
 
 Sherman, F. D. Shadows. (Little Folks Lyrics). Houghton 
 Setoun, Gabriel. World’s Music. (Book of Verse for Children). Holt 
 Scollard, Clinton. Fraidie Cat. (Selections for Memorizing). Silver 
 
 b Grade poet, James Whitcomb Riley 
 
 Brook Song 
 Sudden Shower 
 Yellow Bird 
 * Raggedy Man 
 
 3 Poems to be read to the 
 
 Winter Fancies 
 Pansies 
 
 *Little Orphan Annie 
 No Boy Knows 
 
 children 
 
 Allingham, William. Robin Redbreast. (Open Sesame, v. i). Ginn 
 Child, L. M. Thanksgiving Day. (Nature in Verse). Silver 
 Moore, C. C. Visit from St Nicholas. (Open Sesame, v. i). Ginn 
 Longfellow, H. W. Hiawatha’s Hunting. (Song of Hiawatha Poems). 
 Houghton 
 
 Riley, J. W. *Circus Day Parade. (Riley Child Rhymes). Bowen 
 Setoun, Gabriel. Jack Frost. (Book of Verse for Children). Holt 
 Thomas, E. M. Talking in Their Sleep. (Pieces for Every Occasion). 
 Hinds 
 
 Thaxter, Celia. Piccola. (Stories and Poems for Children). Houghton 
 Vandergrift, Margaret. Sandman. (Posy Ring). Houghton 
 Wordsworth, William. Alice Fell. (Children’s Garland). Macmillan 
 
 4 Books suggested for children’s reading 
 
 Babbit, E. C. Jataka Tales. Century 
 
 Baldwin, James. Fairy Stories and Fables. Amer. Book Co. 
 
 Baldwin, James. Another Fairy Reader. Amer. Book Co. 
 
 Barrie, J. M. Peter Pan. Barse & Hopkins 
 
 Bigham, M. A. Merry Animal Tales. Little 
 
 Baum, L. F. Wonderful Wizard of Oz. Bobbs 
 
 Bryce, C. T. That’s Why Stories. Newson 
 
 Burgess, T. W. Old Mother West Wind. Little 
 
 Carryl, C. E. Davy and the Goblin. Houghton 
 
 Collodi, Charles. Adventures of Pinocchio. Various editions 
 
 Deming, E. W. Little Indian Folk. Stokes 
 
 Dutton, M. B. In Field and Pasture. Amer. Book Co. 
 
 *The poems marked with an asterisk may be used for individual recitation only. It is not 
 advisable to allow children to memorize the dialect poems te any great extent. The teacher maj 
 read these poems to the children for their enjoyment during the study of the poet. 
 
77 
 
 Eggleston, Edward. Great Americans for Little Americans. Amer. Book 
 Co. 
 
 Finley, W. L. Little Bird Blue. Houghton 
 Foley, J. W. Boys and Girls. Hoskins 
 
 Goldsmith, Oliver. History of Little Goody Two Shoes. Various editions 
 
 Greenaway, Kate. Marigold Garden. Warne 
 
 Holbrook, Florence. Book of Nature Myths. Houghton 
 
 Jacobs, Joseph. Aesop’s Fables. Macmillan 
 
 Lang, Andrew. Little Red Riding Hood. Longmans 
 
 Lucia, Rose. Peter and Polly. Amer. Book Co. 
 
 May, Sophie. Little Prudy’s Sister Susie. Caldwell 
 Miller, O. T. Little Folks in Feathers and Fur. Dutton 
 Morley, M. W. Bee People. McClurg 
 
 Page, T. N. Tommy Trot’s Visit to Santa Claus. Scribner 
 
 Peabody, J. P. Book of the Little Past. Floughton 
 
 Perkins, L. F. Japanese Twins. Houghton 
 
 Perkins, L. F. Belgian Twins. Houghton 
 
 Pyle, Katharine. Nancy Rutledge. Little 
 
 Pyle, Katharine. Christmas Angel. Little 
 
 Pyle, Katharine. Joyous Story of Toto. Little 
 
 Pyle, Katharine. Pig Brother and Other Stories. Little 
 
 Roadknight, Mrs. Old-fashioned Rhymes. Longmans 
 
 Scudder, H. E. Book of Folk Stories. Floughton 
 
 Snedden, G. S. Docas, the Indian Boy. Heath 
 
 Shaw, E. R. Big People and Little People of Other Lands. Amer. 
 Book Co. 
 
 Schwartz, J. A. Five Little Strangers. Amer. Book Co. 
 
 Williston, T. P. Japanese Fairy Tales, v. i and 2. Rand 
 Wiggin & Smith. Tales of Laughter. Doubleday 
 Wiggin & Smith. Story Hour. Houghton 
 Good readers suited to the grade 
 
 5 Suggested material for the use of the teacher 
 
 Bailey, C. S. For the Story Teller. Milton Bradley 
 
 Bailey, C. S. For the Children’s Hour. Milton Bradley 
 
 Bailey, C. S. Stories Children Need. Milton Bradley 
 
 Grimm, J. W. L. & W. K. Fairy Tales. Various editions 
 
 Harris, J. C. Nights with Uncle Remus. Houghton 
 
 Harrison, Elizabeth. In Storyland. Central 
 
 Jacobs, Joseph. English Fairy Tales. Putnam 
 
 Jacobs, Joseph. More English Fairy Talcs. Putnam 
 
 Judd, M. C. Wigwam Stories. Ginn 
 
 Lucas, Elizabeth. Andersen’s Fairy Tales. Dutton 
 
 Kelly, Myra. Little Citizens. Doubleday 
 
 Kipling, Rudyard. Kipling Reader. Appleton 
 
 Lang, Andrew. Blue Fairy Book. Longmans 
 
 Pratt, M. L. Stories of Colonial Children. Educational 
 
 Pratt, M. L. Legends of Red Children. Amer. Book Co. 
 
 Perrault, Charles. Fairy Tales. Various editions 
 Richards, L. E. Golden Windows. Little 
 Riley, J. W. Book of Joyous Children. Scribner 
 Riley, J. W. Child Rhymes. Bowen 
 Scudder, H. E. Book of Legends. Houghton 
 Sherman, F. D. Little Folk Lyrics. Houghton 
 Skinner, E. L. Merry Tales. Amer. Book Co. 
 
 Stewart, Mary. Tell Me a True Story. Revell 
 Tileston, M. W. Children’s Treasure Trove of Pearls. Little 
 Tr'leston, M. W. Child’s Harvest of Verse. Little 
 Wiggin & Smith. Tales of Laughter. Doublcday 
 Wiggin & Smith. Posy Ring. Houghton 
 
78 
 
 Fourth Grade — First Half Year 
 
 A considerable number of poems in the following lists should 
 be read to the pupils and three poems should be memorized each 
 half year from the lists indicated for this purpose. As far as pos- 
 sible the poems should be chosen in such a way as to familiarize the 
 pupils with various writers of poetry for little children. Special 
 emphasis may well be placed upon the grade poet. 
 
 The books starred are especially recommended for this grade. 
 
 1 Stories to be used for reproduction 
 
 Slosson, A. T. Shut-up Posy. (Story Tell “Lib”)- Scribner 
 Bryant, S. C. Pied Piper. (How to Tell Stories). Houghton 
 Baldwin. King Alfred and the Cakes. (Fifty Famous Stories). Amer. 
 Book Co. 
 
 Baldwin. King Alfred and the Beggar. (Fifty Famous Stories). Amer. 
 Book Co. 
 
 Baldwin. Cornelia’s Jewels. (Fifty Famous Stories). Amer. Book Co. 
 Bailey, C. S. Golden Touch. (Stories Children Need). Milton Bradley 
 Bailey, C. S. Greenwood Hunter. 
 
 Bailey, C. S. Robin Hood and Little John 
 Bailey, C. S. How Robin became an Outlaw. 
 
 Skinner, E. L. Robert of Huntington. (Tales and Plays of Robin Hood). 
 Amer. Book Co. 
 
 Skinner, E. L. Hans Who Made the Princess Laugh. (Riverside Third 
 Reader). Houghton 
 
 Francillon, R. E. Apollo and the Laurel. (Gods and Heroes). Ginn 
 Kipling, Rudyard. Elephant’s Child. (Stories and Poems Every Child 
 Should Know). Houghton 
 
 Kipling, Rudyard. How the Camel Got His Hump. (Stories and Poems 
 Every Child Should Know). Houghton 
 Baldwin, James. William Tell. (Fifty Famous Stories). Amer. Book 
 Co. 
 
 Baldwin, James. Grace Darling. (Fifty Famous Stories). Amer. Book 
 Co. 
 
 Francillon, R. E. Pan and Apollo. (Gods and Heroes). Ginn 
 Baldwin, James. Gold in the Orchard. (Fifty Famous Stories). Amer. 
 Book Co. 
 
 Olcott, F. J. Wooden Shoes of Little Wolff. (Good Stories for Great 
 Holidays). Houghton 
 
 Olcott, F. J. Little Harweda or the Magic Prison. (Riverside Fourth 
 Reader). Houghton 
 
 2 Poems to be memorized 
 
 a Miscellaneous poems 
 
 Allingham, William. Fairies. (Book of Famous Verse). Houghton 
 Browning, Robert. Year’s at the Spring. (Poems You Ought to Know) 
 Revell 
 
 Dickinson. I’ll Tell You How the Sun Rose. 
 
 Field, Eugene. Blue Pidgeon. (Poems). Scribner 
 
 Jackson, H. H. October. (Nature in Verse). Silver 
 
 Key, F. S. Star Spangled Banner. (Open Sesame, v. i). Ginn 
 
 Lowell, J. R. Fountain. (Open Sesame, v. i). Ginn 
 
79 
 
 Miller, E. H. Bluebird. (Posy Ring). Houghton 
 Nesbit. E. Little Brown Brother. 
 
 Rossetti, C. G. There’s Nothing Like the Rose. (Posy Ring). Houghton 
 
 b Grade poet, Henry W. Longfellow 
 
 Village Blacksmith 
 Children’s Hour 
 Arrow and the Song 
 
 Rain in Summer 
 Windmill 
 
 Hiawatha’s Sailing 
 
 3 Poems to be read to the children 
 
 Carroll, Lewis. Lobster Qaudrille. (Posy Ring). Houghton 
 Cooper, George. Bob White. (Poetry of the Seasons). Silver 
 Fields, J. T. Owl Critic. (American Wit and Humor). Page 
 Howitt, Mary. Birds in Summer. (Posy Ring). Houghton 
 Longfellow, H. W. April Day. (Arbor Day Manual). Bardeen 
 Longfellow, H. W. Hiawatha’s Fishing. (Song of Hiawatha Poems). 
 Houghton 
 
 Longfellow, H. W. Hiawatha’s Friends. (Song of Hiawatha Poems). 
 Houghton 
 
 Lowell, J. R. Singing Leaves. (Golden Numbers). Houghton 
 
 Saxe, J. G. King Solomon and the Bees. (Golden Numbers). Houghton 
 
 Thaxter, Celia. Christmas in Norway. 
 
 Fourth Grade — Second Half Year 
 
 I Stories to be used for reproduction 
 
 Skinner, E. L. Robin Hood and Friar Tuck. (Tales and Plays of Robin 
 Hood). Amer. Book Co. 
 
 Skinner, E. L. Robin Hood and Allan-a-dale. (Tales and Plays of Robin 
 Hood). Amer. Book Co. 
 
 Mabie, H. W. Balder the Beautiful. (Norse Stories). Dodd 
 Mabie, H. W. Jason and the Golden Fleece. (Norse Stories). Dodd 
 Mabie, H. W. How Thor Found His Hammer. (Norse Stories). Dodd 
 Mabie, H. W. Burning of the Rice Fields. (Riverside Third Reader). 
 Houghton 
 
 Lang, Andrew. Ali Baba and the Forty Robbers. (Arabian Nights). 
 Longmans 
 
 Lang, Andrew. Aladdin and his Magic Lamp. (Arabian Nights). Longmans 
 Olcott, F. J. Bell of Atri. (Good Stories for Great Holidays). Houghton 
 Andersen, H. C. Flax. (Fairy Tales). Various editions 
 Bailey, C. S. Little Lad of Long Ago. (For the Children’s Hour). Milton 
 Bradley 
 
 Evans, L. B. Race with the Flood. (Worth While Stories). Milton 
 Bradley 
 
 Thompson-Seton, Ernest. Origin of the Bluebird. (Wood Myth and 
 Fable). Century 
 
 Eastman, C. A. Badger and the Bear. (Smoky Day’s Wigwam Evenings). 
 Little 
 
 Eastman, C. A. Raccoon and the Bee Tree. (Smoky Day’s Wigwam Even- 
 ings). Little 
 
 Friary & Stebbins. Sunken City. (Sunken City and Other Stories). 
 Little 
 
 Alden, R. M. Knights of the Silver Shield. (Why the Chimes Rang and 
 Other Stories). Bobbs 
 
 Lang, Andrew. Enchanted Horse. (Arabian Nights). Longmans 
 Evans, L. B. Betty Zane. (Worth While Stories). Milton Bradley 
 Dasent, G. W. East of the Sun and West of the Moon. (Popular Tales 
 from the Norse). Putnam 
 
80 
 
 2 Poems to be memorized 
 
 a Miscellaneous poems 
 
 Browning, E. B. Child’s Thought of God. (Open Sesame, v. i). Ginn 
 Carman, Bliss. Daisies. (Home Book of Verse). Holt 
 Loveman, Robert. Ajpril Rain. (Home Book of Verse). Holt 
 Moore. Morning Hymn. 
 
 Nesbit. Song of the Flag. 
 
 Shakspere, William. Under the Greenwood Tree. (Open Sesame, v. i). 
 Ginn 
 
 Tabb, J. B. Fern Song. (Posy Ring). Houghton 
 
 Tate, Nahum. While Shepherds Watched Their Flooks. (Open Sesame, 
 v. i ) . Ginn 
 
 Wordsworth, William. To a Butterfly. (Listening Child). Macmillan 
 
 b Grade poet , Celia Thaxter 
 
 Sandpiper 
 Wild Geese 
 Spring 
 March 
 
 Robin’s Rain Song 
 The Scarecrow 
 Nikolina 
 The Sparrows 
 
 3 Poems to be read to the children 
 
 Bryant. Planting of the Apple Tree. (Golden Number). Houghton 
 Carroll, Lewis. Walrus and the Carpenter. (Book of Verse for Children). 
 Holt 
 
 Cone, H. G. Fairy Tale. 
 
 Cary, Phoebe. Leak in the Dike. (Best Selections, v. 5). Penn 
 Kipling, Rudyard. Camel’s Hump. (Golden Staircase Poems). Putnam 
 Southey, Robert. Inchcape Rock. (Poetry for Children). Houghton 
 Tennyson, Alfred. Winter. (Listening Child). Macmillan 
 Trowbridge, J. T. Evening at the Farm. (Golden Numbers). Houghton 
 Westwood, Thomas. Little Bell. (Open Sesame, v. 1). Ginn 
 Whittier, J. G. Red Riding Hood. (Graded Memory Selections). Edu- 
 cational 
 
 Wordsworth, William. We Are Seven. (Golden Numbers). Houghton 
 
 4 Books suggested for children's reading 
 
 Baldwin, James. Fifty Famous Stories. Amer. Book Co. 
 
 Baldwin, James. Thirty Famous Stories. Amer. Book Co. 
 
 Brown, A. F. Lonesomest Doll. Houghton 
 Brown, H. D. Little Miss Phoebe Gay. Houghton 
 Browne, Francis. Granny’s Wonderful Chair. McLoughlin 
 Barrie, J. M. Peter Pan in Kensington Gardens; illus. by Rackham. 
 Scribner 
 
 Bayliss, Clara. Lalomi, the Little Cliff Dweller. Public School 
 Burnett, F. H. Editha’s Burglar. Estes 
 Burnett, F. H. Sara Crewe. Scribner 
 
 Burt, M. E. Poems Every Child Should Know. Doubleday 
 
 Carroll, Lewis. Alice in Wonderland. Various editions 
 
 Carroll, Lewis. Through the Looking Glass. Various editions 
 
 Carter, M. H. Stories of Brave Dogs. Century 
 
 Crommelin. Famous Legends. Century 
 
 DeFoe, Daniel. Robinson Crusoe. Various editions 
 
 Deming, E. W. Indian Child Life. Stokes 
 
 Dopp, K. E. Early Cave Men. Rand 
 
 Dopp, K. E. Tree Dwellers. Rand 
 
 Foster & Cummings. Asgard Stories. Silver 
 
 Grimm, J. W. L. & W. K. Household Stories. Various editions 
 
 Hale, E. E. Arabian Nights. Ginn 
 
 Harris, J. C. Little Mr Thimblefinger. Houghton 
 
81 
 
 Harraden, Beatrice. Things Will Take a Turn. Altcmus 
 Hawthorne, Nathaniel. Wonder Book. Various editions 
 Henderson, A. C. Andersen’s Best Fairy Tales. Rand 
 Jackson, H. H. Letters from a Cat. Little 
 Jacobs, Joseph. English Fairy Tales. Putnam 
 Jacobs, Joseph. More English Fairy Tales. Putnam 
 Judd, M. C. Wigwam Stories. Ginn 
 Kingsley, Charles. Water Babies. Various editions 
 Kipling, Rudyard. Just So Stories. Doubleday 
 Lang, Andrew. Blue True Story Book. Longmans 
 Mabie, H. W. Norse Stories. Dodd 
 
 Macdonald, George. Princess and the Goblin. Lippincott 
 
 Maeterlinck, Georgette. Bluebird for Children. Silver 
 
 Mulock, D. M. Little Lame Prince. Various editions 
 
 Otis, James. Toby Tyler. Harper 
 
 Perkins, L. F. Eskimo Twins. Houghton 
 
 Perkins, L. F. Japanese Twins. Houghton 
 
 Purdy, N. S. Four-Leaf Clover. Small 
 
 Perrault, Charles. Fairy Tales. Various editions 
 
 Richards, L. E. Five Little Mice. Estes 
 
 Valentine, L. J. Aunt Louisa’s Book of Fairy Tales. Warne 
 
 Warren, M. L. Manabozha, the Great White Rabbit. Rand 
 
 Wiggin, K. D. Fairy Ring. Gresset 
 
 Wiggin, K. D. Story of Patsy. Houghton 
 
 Wiggin, K. D. Magic Casements. Gresset 
 
 Foster & Cummings. Osgard Stories. Silver 
 
 Forty Famous Fairy Tales. Putnam 
 
 Good readers suited to the grade 
 
 5 Suggested material for the use of teachers 
 
 Bailey, C. S. For the Story Teller. Milton Bradley 
 Bailey, C. S. Stories Children Need. Milton Bradley 
 Baldwin, James. Fifty Famous Stories. Amer. Book Co. 
 
 Bryant, S. C. How to Tell Stories. Houghton 
 Klapper, F. T. Teaching English. Appleton 
 Eastman, C. A. Smoky Day’s Wigwam Evenings. Little 
 Francillon, R. E. Gods and Heroes. Ginn 
 
 Haliburton & Smith. ^Teaching Poetry in the Grades. Houghton 
 
 Houghton, L. S. Telling Bible Stories. Scribner 
 
 Kipling, Rudyard. Just So Stories. Doubleday 
 
 Longfellow, H. W. Poems. Houghton 
 
 Lovejoy, M. I. Poetry of the Seasons. Silver 
 
 Love joy, M I. Nature in Verse. Silver 
 
 Lucas, E. V. Book of Verses for Children. Holt 
 
 Olcott, F. J. Good Stories for Great Holidays. Houghton 
 
 Shedlock, M. L. Art of the Story Teller. Appleton 
 
 Slosson, A. T. Story Tell “ Lib.” Harper 
 
 Stewart, Mary. Tell Me a True Story. Revell 
 
 Tappan, E. M. Old, Old Story Book. Houghton 
 
 Thaxter, Celia. Poems. Houghton 
 
 Wiggin & Smith. Posy Ring. Houghton 
 
 Wyche, R. T. Some Great Stories and How to Tell Them. Newson 
 
 Fifth Grade — First Half Year 
 
 A considerable number of the poems in the following lists should 
 be read to the pupils and three poems should be memorized each 
 half year from the lists indicated for this purpose. As far as pos- 
 sible the poems should be chosen in such a way as to familiarize the 
 
82 
 
 pupils with various writers of poetry for little children. Special 
 emphasis may well be placed upon the grade poet. 
 
 The books starred are especially recommended for this grade. 
 
 1 Stories to be used for oral reproduction 
 
 Richards, L. E. Golden Windows. (Golden Windows). Little 
 Shedlock, M. L. Hafiz, the Stone Cutter. (Art of the Story Teller). 
 Appleton 
 
 Lyman, Edna. Solomon, Come to Judgment. (Story Telling). McClurg 
 Bryant, S. C. Billy Beg and His Bull. (How to Tell Stories). Houghton 
 Alden, R. M. Why the Chimes Rang. (Why the Chimes Rang and Other 
 Stories). Bobbs 
 
 Alden, R. M. Brook in the King’s Garden. (Why the Chimes Rang and 
 Other Stories). Bobbs 
 
 Alden, R. M. Hunt for the Beautiful. (Why the Chimes Rang and Other 
 Stories). Bobbs 
 
 Alden, R. M. In the Great Walled Country. (Why the Chimes Rang and 
 Other Stories). Bobbs 
 
 Mabie, H. W. How Odin Brought the Mead. (Norse Stories). Dodd 
 Andersen, H. C. Wild Swans. (Fairy Tales). Various editions 
 Shedlock, M. L. Two Frogs. (Art of the Story Teller). Appleton 
 Warren, M. L. Robin Hood and the Queen. (Robin Hood). Rand 
 Bailey, C. S. Nahum Prince. (Stories Children Need). Milton Bradley 
 Evans, L. B. Antonio Canova. (Worthwhile Stories). Milton Bradley 
 Stockton, F. R. Old Pipes and the Dryad. (Fanciful Tales). Scribner 
 Stewart, Mary. Story of Joseph. (Tell Me a True Story). Revell 
 Warren, M. L. King Arthur Stories. (King Arthur). Rand 
 
 2 Poems to be memorized 
 
 a Miscellaneous poems 
 
 Cunningham, Allen. Sea Song. (Golden Numbers). Houghton 
 Hemans, F. D. Landing of the Pilgrims. ( Heroic Ballads). Ginn 
 
 Holmes, O. W. Old Ironsides. (Golden Numbers). Houghton 
 Jackson, H. H. Down to Sleep. (Golden Numbers). Houghton 
 Longfellow, H. W. Builders. (Graded Memory Selections). Educational 
 Milton, John. Evening in Paradise. (Golden Numbers). Houghton 
 Preston, M. J. First Thanksgiving Day. (Poems of American History). 
 Houghton 
 
 Southey, Robert. Night. (Golden Numbers). Houghton 
 
 b Grade poet, John Greenleaf Whittier 
 
 Barefoot Boy 
 Barbara Frietchie 
 Corn Song 
 Valuation 
 
 Snow Bound (first five stanzas) 
 In School Days 
 Red Squirrel 
 Huskers 
 
 3 Poems to be read to the children 
 
 Carryl, C. E. Cruise of the Window Blind. (Nonsense Anthology). 
 Scribner 
 
 Cowper, William. Nightingale and the Glow Worm. (Poetry of the 
 Seasons). Silver 
 
 Holmes, O. W. Opening of the Piano. (Poems). Houghton 
 Longfellow, H. W. Paul Revere’s Ride. (Poems). Houghton 
 Phelps, E. S. Did You Speak? 
 
 Riley, J. W. Out to Old Aunt Mary’s. (Riley Child Rhymes). Bowen 
 Saxe, J. G. Blind Man and the Elephant. (Poems). Houghton 
 Taylor, Bayard, Night with a Wolf. (Golden Numbers). Houghton 
 
83 
 
 Fifth Grade — Second Half Year 
 
 1 Stories to be used for reproduction 
 
 Warren, M. L. King Arthur Stories. (King Arthur and His Knights). 
 Rand 
 
 Martin, W. C. The Winning of a Sword. (Story of King Arthur). 
 Storytellers 
 
 Martin, W. C. Sir Gareth, the Kitchen Boy 
 Martin, W. C. The ; Quest of the Holy Grail 
 Martin, W. C. The Adventure of Launcelot of the Lake 
 Martin, W. C. Death of King Arthur 
 
 Lanier, Sidney. A Great Feast and a Great Battle. (Story of King 
 Arthur). Scribner 
 
 Shedlock, M. L. Arthur in the Cave. (Art of the Story Teller). Appleton 
 Bailey, C. S. Kingly Children. (Stories Children Need). Milton Bradley 
 Bryant, S. C. Nightingale. (Flow to Tell Stories). Houghton 
 Scudder, H. E. Flying Dutchman. (Book of Legends). Houghton 
 Bailey, C. S. Princess and the Pea. (Stories Children Need). Milton 
 Bradley 
 
 Bailey, C. S. Cowherd Brother. (Stories Children Need). Milton 
 Bradley 
 
 Bailey, C. S. The Greedy Shepherd. (Stories Children Need). Milton 
 Bradley 
 
 Baldwin, James. Horatius at the Bridge. (Fifty Famous Stories). Amer. 
 Book Co. 
 
 Stewart, Mary. David and Goliath. (Tell Me a True Story). Revell 
 Wyche, R. T. Beowulf, who Conquered the Dragon. (Some Great 
 Stories. Newson 
 
 Dasent, G. W. True and Untrue. (Popular Tales from the Norse). 
 Putnam 
 
 Tappan, E. M. Columbus Discovers America. (Old World Heroes). 
 Houghton 
 
 Evans, L. B. S.t George and the Dragon. (Worthwhile Stories). Milton 
 Bradley 
 
 Jacobs, Joseph. King John and the Abbot of Canterbury. (More English 
 Fairy Tales). Putnam 
 
 2 Poems to be memorized 
 
 a Miscellaneous poems 
 
 Howe, J. W. Battle Hymn of the Republic. (Golden Numbers). Houghton 
 Keats, John. Morning. (Poetry of the Seasons). Silver 
 Kingsley, Charles. Farewell. (Golden Numbers). Houghton 
 Lamb, Charles. Housekeeper. (Golden Numbers). Houghton 
 Longfellow, H. W. Psalm of Life. (Poems). Houghton 
 Pierpont. Warren’s Address. (Golden Numbers). Houghton 
 Shakspere, William. Good Name in Man or Woman. (Open Sesame, 
 v. i). Ginn 
 
 Swett, S. M. Blue Jay. (Posy Ring). McClure 
 
 Tennyson, Alfred. Christmas. (Household Book of Poetry). Appleton 
 Wordsworth, William. Written in March. (Analytical Elocution). Amer. 
 Book Co. 
 
 b Grade poet, Robert Burns 
 
 Sweet Afton To a Mountain Daisy 
 
 Bannockburn Auld Lang Syne 
 
 3 Poems to be read to the children 
 
 Browning, Robert. Pied Piper. (Golden Numbers). Houghton 
 Cowper, William. John Gilpin. (Poetry for Children). Houghton 
 Johnson, Ben. Noble Nature. Golden Numbers). Houghton 
 
84 
 
 Morris, G. P. Woodman. Spare that Tree. (Golden Poems). McClurg 
 Moore, Thomas. Minstrel Boy. (Golden Numbers). Houghton 
 Riley, J. W. Knee Deep in June. (Choice Readings). McClurg 
 Sir Patrick Spens. Old Ballad. (Golden Numbers). Houghton 
 Tennyson, Alfred. Charge of the Light Brigade. (Golden Numbers). 
 Houghton 
 
 Trowbridge, J. T. Charcoal Man. (Choice Readings). McClurg 
 Whittier, J. G. How the Robin Came. (Poems). Houghton 
 
 4 Books suggested for children's reading 
 
 Alcott, L. M. Under the Lilacs. Little 
 
 Baldwin, James. Hero Tales Told in School. Scribner 
 
 Baldwin, James. Old Stories of the East. Amer. Book Co. 
 
 Baldwin, James. Gulliver’s Travels Retold. Amer. Book Co. 
 
 Baylor, F. C. Juan and Juanita. Houghton 
 Bull. J. B. Fridtjof Namsen. Heath 
 
 Burks, F. W. Barbara’s Philippine Journey. World Book Co. 
 
 Burnett, F. H. Little Lord Fauntleroy. Scribner 
 
 Carpenter, E. J. Hellenic Tales. Little 
 
 Church, A. J. Uliad for Boys and Girls. Macmillan 
 
 Church, A. J. Odyssey for Boys and Girls. Macmillan 
 
 DeFoe, Daniel. Robinson Crusoe. Various editions 
 
 Eastman, C. A. Wigwam Evenings. Little 
 
 Ewing, J. H. Jackanapes. Various editions 
 
 Gueber, H. A. Legends of the Middle Ages. Amer. Book Co. 
 
 Gordy, W. F. Stories of American Explorers. Scribner 
 
 Hale, L. P. Peterkin Papers. Houghton 
 
 Hart, A. B. Colonial Children. Macmillan 
 
 Hawthorne. Tanglewood Tales. Various editions 
 
 Holland, R. S. Historic Boyhoods. Jacobs 
 
 Holland, R. S. Historic Girlhoods. Jacobs 
 
 Kipling, Rudyard. Jungle Books. Doubleday 
 
 Lagerlof, S. O. L. Wonderful Adventures of Nils. Doubleday 
 
 Lang, Andrew. Story of Joan of Arc. Dutton 
 
 Lang, Andrew. Tales of Troy and Greece. Longmans 
 
 Lansing, M. F. Life in the Greenwood. Ginn 
 
 Lucas, E. V. Old Fashioned Tales. Stokes 
 
 McFee, L. N. Little Tales of Common Things. Crowell 
 
 Martin, G. M. Abbie Ann. Century 
 
 Otis, James. Toby Tyler. Harper 
 
 Page, T. N. Two Little Confederates. Scribner 
 
 Peabody, J. P. Old Greek Stories. Houghton 
 
 Perkins, L. F. Cave Twins. Houghton 
 
 Perkins, L. F. Irish Twins. Houghton 
 
 Pier, A. S. Boys of St Timothy’s. Scribner 
 
 Pyle, Howard. King Arthur and His Knights.* Scribner 
 
 Pyle, Katherine. Nancy Rutledge. Little 
 
 Scollard, Clinton. Boy’s Book of Rhymes. Browning 
 
 Saunders, M. M. Beautiful Joe. Amer. Baptist 
 
 Sewell, Anna. Black Beauty. Various editions 
 
 Seton-Thompson, Ernest. Lobo, Rag and Vixen. Scribner 
 
 Seton-Thompson, Ernest. Wild Animals I Have Known. Scribner 
 
 Spyri, Johanna. Heidi. Various editions 
 
 Starr, Frederick. American Indians. Heath 
 
 Stoddard, W. O. Little Smoke. Appleton 
 
 Tappan, E. M. When Knights Were Bold. Houghton 
 
 Tabb, J. B. Child Verse* Small 
 
 Wiggin, K. D. Bird’s Christmas Carol. Houghton 
 
 Wiggin, K. D. Timothy’s Quest. Houghton 
 
 Wiggin & Smith. Golden Numbers. Doubleday 
 
85 
 
 Wiggin & Smith. Arabian Nights Entertainments. Scribner 
 Wyss, J. D. Swiss Family Robinson. Various editions 
 Good readers suited to the grade 
 
 5 Suggested material for the use o>f teachers 
 
 Alden, R. M. Why the Chimes Rang and Other Stories. Bobbs 
 Andersen, H. C. Fairy Tales. Various editions 
 Bailey, C. S. Stories Children Need. Milton Bradley 
 Bryant, S. C. How to Tell Stories. Houghton 
 Burns, Robert. Poems. Houghton 
 
 Dasent, G. W. Popular Tales from the Norse. Putnam 
 
 Evans, L. B. Worthwhile Stories. Milton Bradley 
 
 Lanier, Sidney. Boy’s King Arthur. Scribner 
 
 Lyman, E. Storytelling. McClurg 
 
 Mabie, H. W. Norse Stories. Dodd 
 
 Macleod, Mary. King Arthur and His Knights. Burt 
 
 Marshall, H. E. Stories of Beowulf. Dutton 
 
 Pyle, Howard. Merry Adventures of Robin Hood. Scribner 
 
 Ragozin, Z. A. Tales of Heroic Ages. Putnam 
 
 Scudder, H. E. Book of Legends. Houghton 
 
 Shedlock, M. L. Art of the Storyteller. Appleton 
 
 Stevenson, B. E. Days and Deeds, a Book of Verse. Doubleday 
 
 Stevenson, B. E. Days and Deeds, a Book of Prose. Doubleday 
 
 Stewart, Mary. Tell Me a True Story. Revell 
 
 Tappan, E. M. Poems and Rhymes, v. 9, Children’s Hour. Houghton 
 Warren, M. L. King Arthur and His Knights. Rand 
 Wordsworth, William. Poems. Houghton 
 
 Wyche, R. T. Some Great Stories and How to Tell them. Newson 
 
 Sixth Grade — First Half Year 
 
 A considerable number of the poems in the following lists should 
 be read to the pupils and three poems should be memorized each 
 half year from the lists indicated for this purpose. As far as pos- 
 sible the poems should be chosen in such a way as to familiarize the 
 pupils with various writers of poetry for little children. Special 
 emphasis may well be placed upon the grade poet. 
 
 The books starred are especially recommended for this grade. 
 
 1 Stories to be used for reproduction 
 
 Martin, W. C. The Adventures of Tristram. (Story of King Arthur). 
 Storyteller 
 
 Martin, W. C. Adventures of Geraint with the Sparrow Hawk. (Story of 
 
 King Arthur). Storyteller 
 
 Martin, W. C. Coming of Galahad. (Story of King Arthur). Storyteller 
 Martin, W. C. Passing of Arthur. (Story of King Arthur). Storyteller 
 Bryant, S. C. Fulfilled, Legend of Christmas Eve. (How to Tell Stories). 
 Houghton 
 
 Bailey, C. S. Robert of Sicily. (Stories Children Need). Milton Bradley 
 
 Wilde. Happy Prince. (Happy Prince). Various editions 
 
 Lyman, Edna. Monk and the Bird’s Song. (Story Telling). McClure 
 
 Lyman, Edna. Where Love Is. (Story Telling). McClure 
 
 Bryant, S. C. Leak in the Dike. (How to Toll Stories). Houghton 
 
 Olcott, F. J. Nail. (Good Stories). Houghton 
 
 Andersen, H. C. Pine Tree. (Fairy Tales). Various editions 
 
86 
 
 Tappan, E. M. Christmas Surprise. (American Hero Stories). Houghton 
 Gallaher, J. L. Lincoln’s Kindness to a Disabled Soldier. (Best Lincoln 
 Stories). Donohue 
 
 Kipling, Rudyard. Camel’s Hump. (Stories and Poems Every Child 
 Should Know). Houghton 
 
 Scudder, H. E. Image and the Treasurer. (Book of Legends). Houghton 
 Olcott, F. J. Master of the Harvest. (Good Stories). Houghton 
 Irving, W. Rip Van Winkle. (Sketch Book). Putnam 
 Alden, R. M. Bag of Smiles. (Why the Chimes Rang). Bobbs 
 Sly, W. J. Mayflower and the Pilgrims. (World Stories Retold). Jacobs 
 
 2 Poems to be memorized 
 
 a Miscellaneous selections 
 
 DeLisle, Roger. Translation of the Marseillaise. (Open Sesame, v. 2 ). 
 Ginn 
 
 Emerson, R. W. Concord Hymn. (Golden Numbers). Houghton 
 Hunt, Leigh. Abou Ben Adhem. (Open Sesame, v. i). Ginn 
 R^ey, J. W. Boy Patriot. (Book of Joyous Children). Scribner 
 Sangster, M. E. Our Flag 
 
 Shakspere, William. Orpheus with his Lute. (Golden Numbers). Houghton 
 Stevenson, R. L. At Morning. (Recitations for Assembly and Classroom). 
 Macmillan 
 
 Tennyson, Alfred. Throstle. (Songs of Nature). McClure 
 Van Dyke, Henry. America for Me. 
 
 b Grade poet, Rudyard Kipling 
 
 Children’s Song from Puck of Pook’s Hill 
 If 
 
 Together 
 
 L’Envoi “ When earth’s last picture is painted ” 
 
 Law of the Jungle 
 Roll down to Rio 
 White Man’s Burden 
 
 3 Poems to be read to the children 
 
 Adams, J. Q. Wants of Man. (Emerson’s Parnassus). Houghton 
 Cornwall, Barry. Sea. (Golden Numbers). Houghton 
 Emerson, R. W. Snowstorm. (Golden Numbers). Houghton 
 Gilbert, W. S. Yarn of the Nancy Bell. (Steps to Oratory). Amer. 
 Book Co. 
 
 Whittier, J. G. Pipes at Lucknow. (Golden Numbers). Houghton 
 Proctor, A. A. Legend of Bregenz. (Heroic Ballads). Ginn 
 Montgomery, James. Arnold Winkelried. (Arbor Day Manual). Bardeen 
 Montgomery, James. Chevy Chase. (Golden Numbers). Houghton 
 Stedman, E. C. Hand of Lincoln. (American Anthology). Houghton 
 Wordsworth, William. Lucy Gray. (Posy Ring). Houghton 
 
 Sixth Grade — Second Half Year 
 
 i Stories to be used for reproduction 
 
 Bryant, S. C. Last Lesson. (How to Tell Stories). Houghton 
 Shedlock. Blue Rose. (Art of Telling Stories). Appleton 
 Ruskin, John. King of the Golden River. (King of the Golden River). 
 Various editions 
 
 Bates, K. L. Chanticleer and the Fox. (Canterbury Tales). Rand 
 Olcott, F. J. Revenge of Coriolanus. (Good Stories). Houghton 
 Coe, F. E. Feast of the Lanterns. (Second Book of Stories). Houghton 
 
87 
 
 Baldwin, James. Master of the Land. (Old Stories of the East). Amer. 
 Book Co. 
 
 Baldwin, James. Harvest of the Nile. (Old Stories of the East). Amer. 
 Book Co. 
 
 Baldwin, James. Shepherd Boy Who Became King. (Old Stories of the 
 East). Amer. Book Co. 
 
 Wiggin & Smith. Story of Aladdin. (Arabian Nights). Scribner 
 Rouse, W. H. D. Story of Aladdin. (Arabian Nights). Dutton 
 Lang, Andrew. Story of Aladdin. (Arabian Nights’ Entertainments). 
 Longmans 
 
 Tappan, E. M. Stories from the Odyssey. (Old World Hero Stories). 
 Houghton 
 
 Church, A. J. Stories from the Odyssey. (Stories from Homer). Crowell 
 Church, A. J. Stories from the Odyssey. (Odyssey for Boys and Girls). 
 Macmillan 
 
 Marvin, F. S. (Adventures of Odysseus). Dutton 
 
 Baldwin, James. Story of George Washington. (Four Great Americans). 
 Amer. Book Co. 
 
 Gordy, W. F. Story of George Washington. (American Leaders and 
 Heroes). Scribner 
 
 Holland, R. W. Story of George Washington. (Historic Boyhoods). 
 
 Jacobs 
 
 Baldwin, James. Stories of Abraham Lincoln. (Four Great Americans). 
 Amer. Book Co. 
 
 Bolton, Sarah. Stories of Abraham Lincoln. (Poor Boys Who Became 
 Famous). Crowell 
 
 Holland, R. W. Stories of Abraham Lincoln. (Historic Boyhoods). 
 
 Jacobs 
 
 Kingsley, Charles. Stories of Theseus. (Heroes). Various editions 
 Baldwin, James. Crossing the Rubicon. (Thirty More Famous Stories). 
 Amer. Book Co. 
 
 Tappan, E. M. Caesar, the First Emperor. (Old World Hero Stories). 
 Houghton 
 
 Jacobs, Joseph. Miller, His Son and Their Donkey. (English Fairy 
 Tales). Putnam 
 
 Bailey & Lewis. Little Cosette. (For the Children’s Hour). Milton 
 Bradley 
 
 Olcott, F. J. Thunder Oak. (Good Stories for Great Holidays). Houghton 
 2 Poems to be used for appreciative study and memorizing 
 a Miscellaneous poems 
 
 Aldrich, T. B. Before the Rain. (Golden Numbers). Houghton 
 Bennett, H. H. Flag Goes By. Golden Numbers). Houghton 
 Bryant, W. C. To a Fringed Gentian.* (Poems). Various editions 
 Bryant, W. C. Yellow Violet. (Poems). Various editions 
 Byron, Lord. Destruction of Sennacherab. (Golden Numbers). Houghton 
 Cary, Alice. Work. (Nature in Verse). Silver 
 
 Finch, F. M. Blue and the Gray. (Poems of American Patriotism). Page 
 Longfellow, H. W. Excelsior. (Poems). Houghton 
 Taylor. Dare to Do Right 
 
 Wotton, Henry. Lord of Himself. (Lyra Heroica). Scribner 
 
 b Grade poet, Sir Walter Scott 
 
 Hie Away from Waverly 
 
 Soldier Rest (from the Lady of the Lake) 
 
 Lochinvar (from Marmion) 
 
 Jock O’ Hazeldean 
 
 Spindle Song (from Guy Mannering) 
 
 Waken Lords and Ladies Gay 
 Christmas in England (from Marmion) 
 
 Parting of Douglas and Marmion 
 
3 Poems to be read to the children 
 
 Cary, Alice. Pictures of Memory. (Choice Readings). McClurg 
 Emerson, R. W. Rhodora. (Golden Numbers). Houghton 
 Goldsmith, Oliver. Deserted Village. (Poems). Harpers 
 Holmes, O. W. Height of the Ridiculous. (Poems). Houghton 
 Lowell, J. R. What Is so Rare as a Day in June? (Poems). Houghton 
 Longfellow, H. W. Wreck of the Hesperus. (Poems). Houghton 
 Longfellow, H. W. Santa Filomena. (Poems). Houghton 
 Kipling, Rudyard. Song of the Banjo. (Stories and Poems Every Child 
 Should Know). Houghton 
 
 Kipling, Rudyard. Fuzzy Wuzzy. (Stories and Poems Every Child 
 Should Know). Houghton 
 
 Kipling, Rudyard. Lord Lovel. (Listening Child). Macmillan 
 
 4 Books suggested for children's reading 
 
 Aanrud, Hans. Lisbeth Longfrock. Ginn 
 
 Alcott, L. M. Little Men. Little 
 
 Alcott, L. M. Little Women. Little 
 
 Aldrich, T. B. Story of a Bad Boy. Houghton 
 
 Baldwin, James. Sampo. Scribner 
 
 Barbour, R. H. Crimson Sweater. Century 
 
 Burroughs, John. Squirrels and Other Fur Bearers. Houghton 
 
 Diaz, A. M. William Henry Letters. Lothrop 
 
 Dodge, M. M. Donald and Dorothy. Century 
 
 Eggleston, Edward. Hoosier Schoolboy. Scribner 
 
 Eastman, C. A. Indian Scout Tales. Little 
 
 Frost, W. H. Knights of the Round Table. Scribner 
 
 Grant, Robert. Jack Hall. Scribner 
 
 Hayes, I. I. Cast Away in the Cold. Lothrop 
 
 Jackson, H. H. Nelly’s Silver Mine. Little 
 
 Jewett, S. O. Betty Leicester. Houghton 
 
 Jewett, S. O. White Heron. Houghton 
 
 Johnson, Rossiter. Phaeton Rogers. Scribner 
 
 Kingsley, Charles. Water Babies (told by Amy Stcedman). McLoughlin 
 
 Lamb, Charles & Mary. Tales of Shakespeare. Various editions 
 
 Lang, Andrew. Blue Poetry Book. Longmans 
 
 Long, W. J. Secrets of the Woods. Ginn 
 
 MacDonald, George. Light Princess. Putnam 
 
 Nicolay. Boy’s Life of Abraham Lincoln 
 
 Munro. Campmates 
 
 Pyle. King Arthur and His Knights 
 
 Pyle. Otto of the Silver Hand 
 
 Thurston. Torch Bearer 
 
 Wiggin & Smith. Arabian Nights’ Entertainments 
 Good readers suited to the grade 
 
 5 Suggested material for teachers 
 
 Baldwin, James. Golden Age 
 
 Bailey, C. S. Stories Children Need. Milton Bradley 
 Bryant, S. C. How to Tell Stories. Houghton 
 Bates, K. L. Canterbury Tales 
 
 Church, A. J. The Odyssey for Boys and Girls. Macmillan 
 Kipling, Rudyard. (Stories and Poems Every Child Should Know). 
 Houghton 
 
 Kipling, Rudyard. Jungle Books. Doubleday 
 Kipling, Rudyard. Kipling Reader. Doubleday 
 Lyman, Edna. Story Telling. McClurg 
 Olcott, F. J. Good Stories. Houghton 
 Scott, Walter. Poems 
 
89 
 
 Stevenson, B. E. Days and Deeds, ; 
 Stevenson, B. E. Days and Deeds, 
 Tappan, E. M. Poems and Rhymes. 
 Wiggin & Smith. Golden Numbers. 
 
 Book of Verse 
 Book of Prose 
 Houghton 
 Houghton 
 
90 
 
 CHARACTER OF ENGLISH INSTRUCTION IN THE 
 SEVENTH AND EIGHTH GRADES 
 
 Whether or not grades I to 6, and grades 7—8 are organized 
 separately, there should be a distinct difference between the general 
 character and purpose of English instruction in these divisions of 
 the school system. Differences in the instruction and organization 
 of the elementary school (grades 1-6) and the intermediate school 
 (grades 7- 9), arising from the changing nature and interests of the 
 child and from economic pressure, are familiar to all students of 
 educational problems. There is a natural division in English teach- 
 ing corresponding to this accepted principle of school organization. 
 
 The joint committee on the reorganization of high school English 
 appointed by the National Education Association and by the 
 National Council of English Teachers has prepared the following 
 statement of what “ normal children may be expected to do when 
 they have reached the close of the sixth grade.” 
 
 1 To express clearly and consecutively, either in speech or in writing, 
 ideas which are entirely familiar to them. 
 
 2 To avoid, both in speech and in writing, gross incorrectness of grammar. 
 
 3 To compose and mail a letter, using a form acceptable for general 
 purposes. 
 
 4 To spell the vocabulary which they commonly write and to make sure 
 of new or doubtful words. 
 
 5 To read silently and after one reading to reproduce the substance of 
 
 a simple story, news item, or lesson. 
 
 6 To read aloud readily and intelligibly news items from the school paper, 
 lessons from the textbooks being used, or literature of such difficulty as 
 “ Paul Revere’s Ride ” or Dickens’ “ Christmas Carol.” 
 
 7 To quote accurately and understanding^ several short poems, such as 
 Bennett’s “ The Flag Goes By ” and Emerson’s “ The Mountain and the 
 Squirrel.” 
 
 8 To make intelligent use of ordinary reference books. 
 
 Everyone will understand that such an outline is in no sense to be 
 regarded as a course of study in English nor as a complete summary of all 
 that children should and do gain from the study of reading and composition. 
 The more fundamental and far-reaching results, which can be expressed 
 only in terms of character, are here only implied. They come, moreover, 
 if they come at all, from the entire life of the school, not from a single 
 study. Nevertheless, teachers of experience will see at a glance that it will 
 require a well-organized and efficiently administered course to establish, not 
 merely in the exceptional child, but in all normal children, the habits set 
 forth in the eight items mentioned above. For the true test of such habits 
 is that they assert themselves regularly, not merely under the special con- 
 ditions of a school examination. 
 
 The work outlined in this syllabus for grades 1-6 leads directly 
 to the attainments specified in the preceding paragraphs with the 
 exception of the attainments in spelling and reading. Courses of 
 
91 
 
 study in these subjects are not at present included in this syllabus. 
 The course in oral and written composition will under normal con- 
 ditions give the ability to express familiar ideas clearly and con- 
 secutively in speech or writing. Incidental drill in connection with 
 composition and drill in corrective English as indicated from grade 
 to grade will lead the pupil to avoid gross incorrectness of grammar. 
 The minimum requirements of the fourth, fifth and sixth grades 
 include the writing of simple letters according to a form acceptable 
 for general purposes. Oral and silent reading with reproduction 
 of thought of the degree of difficulty indicated, the memorizing of 
 poetry and the use of ordinary reference books are all a part of the 
 course of study as outlined. 
 
 The attainments in composition and literature outlined in pre- 
 ceding paragraphs as minimum requirements are confined to small 
 units of speech or writing and of reading. The child who can com- 
 pose orally or in writing a paragraph of medium length and read 
 understandingly and appreciatively a simple poem or prose article 
 of a few verses or pages respectively is considered to have com- 
 pleted the minimum requirements of the sixth grade in language 
 and literature. He is not yet ready, however, to deal with extensive 
 units of composition or of reading. He has, so to speak, barely 
 learned to use English as a tool in expressing his own thoughts or 
 in grasping the thoughts expressed by others in writing. 
 
 The English work of the seventh and eighth years in composition 
 and in literature is to compose and to read in increasingly larger 
 units, to apply more and more extensively the fundamental ability 
 to read and to compose small units, which was acquired in the 
 earlier grades. In composition this means the development of power 
 in handling subjects which require more careful organization, and 
 treatment in some instances at least in more than one paragraph. 
 In reading or literature it means the reading of more and longer 
 works which continue, however, to be simple in thought and in 
 organization. To correspond to the broadening interests of the 
 developing children of the upper grades or the intermediate school 
 a wider range of subjects is introduced in the reading of these years. 
 This corresponds also to the accepted purposes of the intermediate 
 school to continue necessary drill upon fundamentals but to keep 
 the child in school at this critical time by presenting interesting 
 content and to offer him wide choice of subject matter with the 
 purpose of helping him find himself. 
 
In the intermediate school should come also whatever of formal 
 grammar is to be taught. This should grow naturally out of the 
 incidental drill on correct forms in composition and the corrective 
 English as outlined in the course of study for the elementary schools. 
 It should be supplemented by application to more difficult construc- 
 tions in the high school. 
 
 In general the fundamental purposes of English instruction in 
 the elementary school (1-6), the intermediate school (7-9) and the 
 high school (10-12) seem to be respectively (1) to teach the use 
 of English as a tool; (2) to afford practice in the use of this tool 
 extensively but simply; (3) to afford practice in the use of this tool 
 in more complex and difficult workmanship, always with due regard 
 to expression of the pupil’s real self, and the development of his 
 appreciation of the interesting, the beautiful and the good in life as 
 interpreted by literature. 
 
93 
 
 ORAL AND WRITTEN COMPOSITION, CORRECTIVE 
 ENGLISH AND GRAMMAR, GRADES 7 AND 8 
 
 Seventh Year 
 
 The introductory sections on the teaching of composition and 
 corrective English (pages 4-19) and the section on grammar (page 
 60) are to be considered a part of the course of study for this year. 
 Teachers should familiarize themselves with the outlines for pre- 
 ceding grades. 
 
 1 To encourage pupils to talk 
 freely on account of genuine in- 
 terest, but always with a definite 
 and clearly formed plan in the 
 mind of the teacher for improv- 
 ing their use of language. 
 
 2 To require equally good 
 English in all classes. 
 
 3 To develop distinct articu- 
 lation, a pleasing tone, correct 
 posture and freedom from self- 
 consciousness. 
 
 4 To require complete sen- 
 tences. 
 
 5 To eliminate the errors in 
 speech assigned for correction 
 in this year and to emphasize the 
 correct forms drilled upon in 
 preceding years. 
 
 6 To strengthen the sentence 
 sense and discourage the super- 
 fluous use of and, then and so, 
 but with a definite effort to se- 
 cure proper transition as a means 
 of increasing fluency. 
 
 7 To continue emphasizing or- 
 derly arrangement of sentence 
 material with much attention to 
 
 Written 
 
 1 To secure mastery of the 
 technicalities assigned for this 
 year and to emphasize those al- 
 ready taught. 
 
 2 To require equally good 
 written English in all classes in 
 which writing is done. 
 
 3 To insist upon neatness, 
 good arrangement, good pen- 
 manship and correct spelling in 
 all written work. 
 
 4 To secure the sentence sense 
 and strengthen the paragraph 
 sense by requiring numerous 
 brief compositions each of 
 which should show a definite be- 
 ginning, middle and end. 
 
 5 To continue developing the 
 ability to write and address short 
 familiar or business letters. 
 These should show an increase 
 in difficulty of assignment over 
 those written in the preceding 
 year. 
 
94 
 
 Oral Written 
 
 developing ability to stick to the 
 point and to show a definite be- 
 ginning, middle and end. 
 
 8 To cultivate the desire to 
 speak well. 
 
 Minimum Requirements 
 
 (The term “minimum requirement” indicates the least that should be 
 accepted as satisfactory at the end of the specified year. Pages 17-18 
 should be read in connection with the statement of minimum requirements 
 for this grade.) 
 
 1 Eight well-constructed sen- 
 tences on a familiar topic ar- 
 ranged in logical order and 
 showing no errors of any kind, 
 the whole having a definite be- 
 ginning, middle and end. 
 
 2 The recitation from mem- 
 ory, with clear, distinct voice and 
 intelligent expression, of any 
 two selections of moderate length 
 memorized during the year. 
 
 3 The ability to read aloud 
 clearly and intelligently selec- 
 tions from the literature as- 
 signed for this year. 
 
 Sources of material: 
 
 Good citizenship 
 Personal responsibility, courtesy 
 Noteworthy national and foreign events 
 Current inventions and discoveries 
 Articles read in periodicals 
 Ethics, good manners and good form 
 
 Literature, history, natural science, gardening, shop work 
 Picture study 
 Dramatization 
 Original stories and poems 
 Anecdotes, jokes 
 Personal experiences 
 Reports of local events 
 Model letters and coni] rations 
 
 1 Eight well-constructed sen- 
 tences on a familiar topic, 
 grouped into paragraphs if the 
 nature of the subject requires, 
 written without errors. 
 
 2 A friendly or business let- 
 ter, addressed and written with- 
 out errors. 
 
95 
 
 Lectures, concerts, good plays or moving pictures 
 
 Current events 
 
 Biographies 
 
 Arguments 
 
 Book reviews 
 
 Socialized recitations 
 
 Oral Composition — First Half Year 
 See fifth and sixth years. 
 
 One period a week should be devoted to formal talks given by 
 pupils before the class. These talks should be carefully prepared 
 but should not be memorized, though it is permissible to memorize 
 a closing sentence to avoid a weak ending. 
 
 The habit of correct oral expression must be formed through all 
 recitations and not through language alone. Pupils should learn 
 that their statements must be definite and complete. The teacher 
 should rarely supply part of the pupil’s answer or statement and 
 should not in this or other grades encourage indistinct speech by 
 repeating pupils’ answers. Application of simple grammatical prin- 
 ciples to common errors of speech should be made whenever pos- 
 sible. A short period each day should be devoted to corrective drills 
 and exercises. It is well to drill not only upon the correct form of 
 expressions misused, but also to teach the use of convenient expres- 
 sions ; as, nevertheless, on the other hand, other things being equal, 
 as a rule, etc. These may be saved as they occur in reading lessons. 
 (See page n.) 
 
 There should also be class discussion of slang, its origin and 
 influence upon language. The fact that its frequent use usually 
 indicates an impoverished vocabulary should be emphasized. 
 
 The class in or out of school may constitute a “ Better Speech 
 Club ” with a weekly meeting at which speech errors noted at home, 
 at school, or in the street, may be commented upon and corrected. 
 The names of the persons who made the errors should not, of 
 course, be mentioned. The club should have officers and the club 
 meeting should be properly conducted. A committee may be 
 appointed each week to collect errors. Other members who note 
 errors may turn them over to the committee. The propriety of 
 expressions about which there is doubt may be discussed. Voice 
 and posture errors should receive their share of comment. Such 
 a club may be formed in any of the grammar grades and, under the 
 guidance of an able teacher, can do valuable work. 
 
96 
 
 Pupils should assist in arranging programs for special days and 
 occasions. An appointed committee may be allowed to arrange a 
 program without the assistance of the teacher, though it should be 
 submitted to her for final approval. 
 
 The exercise in the reproduction of articles after only one read- 
 ing should be continued. This gives good training in attention and 
 concentration. 
 
 Oral reproduction from outlines should be given without assist- 
 ance from the teacher. Pupils should criticize one another’s work. 
 Dependence upon the teacher should be discouraged. 
 
 The following suggestions for oral invention are in addition to 
 those given earlier in the course : 
 
 1 The amplification of a fable, a proverb, a newspaper headline. 
 
 2 The elaboration of a topic chosen from some other course of 
 study ; as, an imaginary meeting with some noted character in his- 
 tory or fiction, the story of a loaf of bread, the story of an oak 
 table, etc. 
 
 Continue vocal drill and declamation. 
 
 Written Composition — First Half Year 
 
 Continue work of the sixth year. In this year there should be 
 less written reproduction than formerly, but an increased amount 
 of original work. Pupils should be required to give orally and in 
 writing condensations or summaries of articles they have read. 
 
 Assignments for written invention should usually be made from 
 topics that have previously been discussed in oral lessons. How- 
 ever, not all oral exercises will be continued in writing, and fre- 
 quently pupils will be asked to write rapid spontaneous articles on 
 familiar topics without immediate oral preparation. The opening 
 paragraph or paragraphs of an interesting bit of literature may be 
 read and the pupils requested to finish it. 
 
 Letter writing should include various kinds of informal social 
 correspondence as suggested in the introduction. Letters written 
 in one lesson may be answered in another. Pupils may write from 
 the point of view of another person; a character in history or 
 fiction, or one living in a foreign land. Letters may include simple 
 descriptions, persuasion, or explanations of processes; as, (i) a girl 
 writes to an uncle she has never seen, describing herself so that 
 her uncle will be able to recognize her at a railway station ; (2) a boy 
 writes to a friend telling him how to raise celery ; (3) a boy at board- 
 
97 
 
 ing school writes to his mother a letter in which he tries to per- 
 suade her to let him play football. 
 
 Numerous business letters should be written; as, a letter applying 
 for a position, a letter ordering goods, a letter asking for the cor- 
 rection of an error in the filling of an order, etc. 
 
 Some outlining should now be done independently. 
 
 Continue copying, dictation and writing from memory. 
 
 Technicalities : 
 
 1 Arrangement 
 
 The outline 
 
 2 Language 
 
 a Capitals 
 Review 
 
 b Punctuation 
 
 Semicolon before introduction to an example ; as, 
 Colon before a list of particulars 
 
 3 Use of dictionary and reference books 
 
 a Abbreviations used in defining words ; as, a., v., adv., 
 v. t., v. i., conj., sing., plu. 
 
 b Exercises in opening dictionary promptly to a given 
 word 
 
 ( i ) The dictionary may be divided roughly into thirds 
 by the following rhyme : A to E, F to P, Q to Z. 
 
 c Syllabication (pupils should have had much practice in 
 the spelling classes in dividing words orally into 
 syllables.) 
 
 Oral Composition — Second Half Year 
 
 See first half year. 
 
 There should be continuation and enlargement of all previous 
 practices in good usage, with the purpose of establishing the pupil 
 as firmly as possible, in acceptable speech habits. Give special 
 attention to the elimination of redundant introductory words; as, 
 now, why, say, listen. 
 
 The weekly informal talks should be continued. There may be 
 occasionally some simple work in debate, the topics suggested by 
 history, current events or school life. To save time and promote 
 courtesy, a few simple parliamentary rules should be taught. 
 
 There should be informal discussions of those rules of courtesy 
 and simple rules of etiquette which the average child in this grade 
 needs to know : good manners and simple good form at school, on 
 4 
 
98 
 
 the street, in church, in the theater or lecture hall, on a train or 
 trolley car, at home, at table, at a party, on a visit. Children are 
 conventional. They desire to know “ the proper thing to do,” but 
 are timid about asking; so that class discussion of the foregoing 
 topics will do more than merely provide interesting material for 
 oral composition. 
 
 Written Composition — Second Half Year 
 
 Continue the work of the first half year, with some increase in 
 difficulty of assignments. This does not necessarily mean an increase 
 in length of written exercises. Short, frequent themes should be 
 the rule. Quality is to be sought, not quantity. 
 
 Technicalities : 
 i Language 
 
 a Punctuation 
 
 ( 1 ) Comma to separate parts of a compound sentence 
 
 ( 2 ) Commas to separate parenthetical expressions 
 
 from rest of the sentence 
 b Abbreviations 
 
 1., p., pp., ch., vs. 
 
 Types of Compositions 
 
 These type compositions are merely illustrative. They are not 
 designed for use in the classroom so far as their content is con- 
 cerned. The letter forms shown below may, however, be used as 
 models. 
 
 Oral 
 
 A War Garden 
 
 There is a war garden in the field beside our school. We have 
 played ball in this field ever since the school was built, so we were 
 sorry to see it plowed up. The president of the board of education 
 sent us a message that we were not to injure the garden. He need 
 not have done that. Everyone in this school knows enough to keep 
 out of a garden unless he can help in it. Even the kindergarten 
 children know that. We are all interested in seeing the vegetables 
 grow. 
 
 A Lesson for Tommy 
 
 Ever since I was seven years old I have made all the beds in our 
 house. There are five beds. I can do it very quickly now, but when 
 I was little it was hard to reach across the big beds and make them 
 smooth. My brothers sleep together. Once when I had made their 
 bed nicely, Tommy hopped right into the middle and stirred it all 
 
99 
 
 up. After he had gone I made the bed over. I made Ned’s side all 
 nice and smooth but left Tommy’s side even worse looking than he 
 had. He laughed about it, but I think it taught him a lesson. 
 
 Written 
 
 A Letter Describing the Writer 
 
 432 Midland Avenue 
 
 Edgemere, New York 
 
 October 18, 1918 
 
 Dear Uncle John: 
 
 You are very kind to offer to meet me, since Auntie can not. 
 Since you have never seen me, I will tell you how I shall look so 
 that you may know me at the station. It would be dreadful if you 
 took the wrong girl home and gave her all the good times you have 
 promised me. 
 
 I am small for thirteen and rather thin. My hair and eyes are 
 brown, and my nose has brown freckles to match. My mouth is 
 rather big,, but I have nice teeth. I shall wear a dark blue hat with 
 a pink rose on it, a blue serge dress, pink coral beads, and high 
 brown shoes. My travelling bag is brown. 
 
 Mother sends love to you and auntie, and I do, too. 
 
 Your affectionate niece 
 
 Address on envelop 
 
 Mr John G. Curtiss 
 50 Norwood Avenue 
 Newton Center 
 Massachusetts 
 
 Marian Carter 
 
 A Letter of Application 
 
 Messrs Davis & Lord 
 976 Main St. 
 
 White Plains, N. Y. 
 
 576 Church St. 
 
 White Plains, N. Y. 
 June 30, 1918 
 
 Gentlemen : 
 
 Please consider me an applicant for the position of office boy 
 which you advertised in last night’s “ Standard.” 
 
 I am fourteen years of age and am a graduate of the Ferris 
 School. My last report card, which I inclose, shows my standing 
 
100 
 
 in spelling and arithmetic. This letter is a specimen of my pen- 
 manship. As to experience, for the past two summers I have 
 worked for the Redmond Drug Co. 
 
 I have permission to refer you to Miss Rose Burton, principal of 
 the Ferris School, and to Mr Ralph C. Leslie, manager of the 
 Redmond Drug Co. 
 
 I hope you will consider my application favorably. 
 
 Very truly yours 
 
 Michael L. Alberts 
 
 Address on envelop 
 Messrs Davis and Lord 
 
 976 Main St. 
 
 White Plains, N. Y. 
 
 A Trying Moment 
 
 I usually study my lessons but if I fail to do so I am almost 
 always caught. One day I had not prepared anything for the oral 
 English period. The reason for this seemed more important the 
 evening before than it did when I heard Miss Leigh call my name. 
 I walked to the front of the room racking my brain. As I faced 
 the class I could see broad grins on the faces of some of my class- 
 mates who knew I was not prepared. I thought of pretending to 
 faint but, as I had never seen anyone do it, I didn’t know whether 
 to fall backward, forward, or in a heap. Just then, with a loud 
 and very beautiful clang, the fire bell began to ring. When the fire 
 drill was over, the English period was over, too, and I was saved. 
 
 Corrective English — Grade 7 
 
 Drill upon the forms 
 Attack, attacked, have attacked 
 
 Drill upon 
 With whom 
 Of whom 
 To whom 
 To him and me 
 With you and me 
 Whom do you hear? 
 
 Whom did you send? 
 
 Emphasize 
 
 He doesn't, not he don't. 
 
101 
 
 Distinguish between the use of the adjective and the adverb: 
 “ He sings well” not “ He sings good ” ; “ She looks beautiful, not 
 “ She looks beautifully 
 
 Avoid the present tense of to say in reporting conversations : 
 “ Then he said,” not “ Then he says.” 
 
 Teach Shall I? and Shall we? not Will l? and Will we? 
 
 Distinguish between the use of 
 Should and would 
 Fewer and less 
 Further and farther 
 Between and among 
 Lead and led 
 
 Drill upon the correct use of the compound personal pronoun: 
 not “ She and myself did it.” 
 
 Drill upon the agreement of pronoun with antecedent, especially 
 “ Everyone must do his own work,” not “ Everyone must do their 
 own work.” 
 
 Drill upon the correct use of without and unless. 
 
 Drill upon the agreement of subject and verb when phrase inter- 
 venes : a number of boys was in the room, not a number of boys 
 were in the room. 
 
 Drill upon the correct form for misplaced modifier. 
 
 Drill on pronunciation of rinse, theater, guardian, licorice, athlete , 
 wrestle. 
 
 Grammar 
 
 During this year, a more intensive study of the sentence, and of 
 the parts of speech should be insisted upon. The pupil should be 
 taught to classify sentences ; to distinguish, readily, between sen- 
 tences and clauses; between clauses and phrases. The course in 
 grammar should include only what will aid in the correct everyday 
 use of the language. By making use the determining factor, much 
 of the terminology and many formal rules and classifications hereto- 
 fore deemed to be essential may safely be eliminated. 
 
 First Half Year 
 
 1 Review sentences classified as to their use; parts of speech given 
 
 previous year. 
 
 2 As in the previous year, there should be daily drill and prac- 
 
 tice in building sentences from the material of each lesson. 
 
 Emphasis should be continued on the fact that a sentence 
 
 must give expression to some thought 
 
102 
 
 3 A detailed study of the adjective: (a) definition, ( b ) com- 
 
 parison 
 
 4 The adverb: (a) definition, ( b ) comparison 
 
 5 Appositives 
 
 6 Complements: direct object 
 
 7 Transitive and intransitive verbs 
 
 8 Copulative verbs and their complements: (a) nouns and pro- 
 
 nouns in the predicate, ( b ) adjectives in the predicate 
 
 9 Active and passive voice of verbs. Drill on changing from 
 
 one to the other, but no work is expected on conjugation 
 io The indirect object 
 
 n The objective complement (factitive object) 
 
 12 Independent elements. Review interjections and vocatives; 
 
 yes and no; the expletive there 
 
 13 Analysis of easy sentences 
 
 Second Half Year 
 
 1 The clause: (a) definition, ( b ) classified as (1) independent 
 
 (main or principal), (2) dependent (subordinate) 
 
 2 Clauses : 
 
 a adjective — some words introducing adjective clauses; 
 practice in interchanging adjectives, adjective phrases 
 and adjective clauses 
 
 h adverbial — some words introducing adverbial clauses 
 
 Note: At this point it may be well to point out that the words “when” 
 and “where” sometimes introduce adjective clauses. Practice in inter- 
 changing adverbial phrases and clauses. 
 
 c Noun clauses used as (1) subject, (2) direct object of a 
 verb (some verbs commonly followed by noun clauses), 
 (3) object of a preposition, (4) appositive, (5) in the 
 predicate. 
 
 Note: Attention is called to the fact that when a sentence contains a noun 
 clause and no other dependent clause, the whole sentence is the main clause. 
 
 3 The sentence classified as to form: (a) simple, ( b ) complex, 
 
 (c) compound 
 
 4 The conjunction: (a) coordinate, ( b ) subordinate 
 Note: Correlative conjunctions may be taught at this time. 
 
 5 The analysis of simple sentences containing not more than two 
 
 phrases ; of complex sentences containing not more than 
 one subordinate clause; of compound sentences containing 
 not more than two clauses. 
 
103 
 
 Eighth Year 
 
 The introductory sections on the teaching of composition and 
 corrective English (pages 4-19) and the section on grammar (page 
 60) are to be considered a part of the course of study for this grade. 
 Teachers should familiarize themselves with the outlines for pre- 
 ceding grades. 
 
 Aims 
 
 Oral 
 
 1 To encourage pupils to talk 
 freely on account of genuine 
 interest, but always with a defi- 
 nite and clearly formed plan in 
 the mind of the teacher for im- 
 proving their use of language. 
 
 2 To require equally good 
 English in all classes. 
 
 3 To develop distinct articu- 
 lation, a pleasing tone, correct 
 posture and freedom from self- 
 consciousness. 
 
 4 To require complete sen- 
 tences. 
 
 5 To eliminate the errors in 
 speech assigned for correction in 
 this year and to emphasize the 
 correct forms drilled upon in 
 preceding years. 
 
 6 To continue emphasis upon 
 recognition of the sentence unit 
 and upon ability to secure transi- 
 tion by means of related words 
 and proper connectives. 
 
 7 To continue emphasis upon 
 orderly arrangement and upon 
 ability to stick to the point and 
 t© begin and end definitely. 
 
 8 To cultivate the desire to 
 speak well. 
 
 Written 
 
 1 To secure mastery of the 
 technicalities assigned for this 
 year and of those already taught. 
 
 2 To require equally good 
 written English in all classes in 
 which writing is done. 
 
 3 To insist upon neatness, 
 good arrangement, good penman- 
 ship and correct spelling in all 
 classes in which writing is done. 
 
 4 To secure the sentence sense 
 and to continue the development 
 of the paragraph sense by requir- 
 ing numerous brief compositions, 
 each of which should show a 
 definite beginning, middle and 
 end. 
 
 5 To continue practice in the 
 writing and addressing of fa- 
 miliar and business letters. 
 
104 
 
 Minimum Requirement 
 
 (The term “minimum requirement” indicates the least that should be- 
 accepted as satisfactory at the end of the specified year. Pages 17-18 
 should be read in connection with the statement of minimum requirements 
 for this grade.) 
 
 1 Eight or ten short sentences 
 on a familiar topic, developed 
 through two or more paragraph 
 units, if necessary, and contain- 
 ing no errors of any kind, the 
 whole showing a definite begin- 
 ning, middle and end. 
 
 2 The recitation from mem- 
 ory, with clear, distinct voice 
 and intelligent expression, of 
 any two selections of moderate 
 length memorized during the 
 year. 
 
 3 The ability to read aloud 
 clearly and intelligently selec- 
 tions from the literature assigned 
 for this year. 
 
 Sources of material: 
 
 See preceding year 
 Good citizenship 
 Loyalty and patriotism 
 Literature, history and other subjects studied 
 Descriptions 
 Explanations 
 
 Reports of lectures, concerts, good plays and moving pictuies, 
 local happenings 
 Humorous anecdotes 
 Local, national and foreign news 
 Current inventions and discoveries 
 Picture studies 
 Original stories and poems 
 Dramatizations 
 Book reviews 
 Biographies 
 Arguments 
 Memorizing 
 Socialized recitations 
 
 1 Eight or ten sentences on a 
 familiar related topic, arranged 
 in paragraphs if necessary, and 
 written without error. The 
 whole should show a definite be- 
 ginning, middle and end. 
 
 2 A short, familiar or business 
 letter, written and addressed 
 without error. 
 
 3 The ability to write correctly 
 from dictation five or six lines 
 of prose suited to this grade. 
 
 4 The ability to spell “ The 
 Hundred Spelling Demons.” 
 
105 
 
 Oral Composition — First Half Year 
 
 See seventh year. 
 
 One period each week should be given to formal talks by the 
 pupils. 
 
 The debate, which is taken up slightly and informally in the 
 seventh grade, should now be considered more earnestly. In pre- 
 senting an argument, the pupil, after careful preliminary prepara- 
 tion, should begin with a clear statement of the position taken, 
 followed by explanations or illustrations to make still clearer the 
 speaker’s point of view. Next should follow the arguments stated 
 clearly and in good order. Such debates should be brief and upon 
 simple topics. The teacher may act as chairman or some member 
 of the class may be appointed. Pupils should rise for permission 
 to speak and wait for recognition from the chair. The teacher 
 should offer criticisms at the close of the debate but should endeavor 
 not to discourage the debaters. As debatable questions arise in 
 other classes, such differences of opinion should be given an oppor- 
 tunity for expression, if time will permit. Recognition of those 
 simple rules of debate which have been taught should be insisted 
 upon. 
 
 In history and other subjects there should be the beginning of 
 reference study. Pupils should be assigned topics to investigate. 
 The report of the readings or other investigations will furnish 
 valuable material for oral expression. The appointment of class 
 leaders, weekly or oftener, whose duty it is to select topics and to 
 assign them will create a pleasant rivalry and retain class interest. 
 
 Recitations in the seventh and eighth grades should be left, when- 
 ever possible, in the care of the pupils. If they feel that the teacher 
 holds them responsible for the success of a recitation, they will 
 prepare for it. 
 
 Declamation of memorized selections should be continued in this 
 as in other grades. Every effort should be made to obtain suitable 
 vocal interpretation and careful posture. Care should be taken 
 to avoid encouraging artificial and exaggerated delivery. 
 
 Pupils may dramatize plays they have written or other suitable 
 material. If a play is studied as literature, various scenes may be 
 acted. Such exercises offer excellent practice in the arts of speech. 
 Opportunity for invention may be given by occasional impromptu 
 dramatization. The following topics are suggestive : 
 
 A conversation at a baseball game between a girl who does not 
 understand baseball and her brother, who does. 
 
106 
 
 A conversation between two women at a bargain counter. 
 
 A conversation at a soda fountain between two little boys who 
 have only five cents between them. 
 
 Such exercises should be brief and definitely limited as to time. 
 
 Regular drill in the correction of common errors should be given. 
 There should be drill in the use of such expressions as his coming, 
 not so good as, I should have liked to go. Errors in pronunciation 
 that are not the result of bad habit but of ignorance in regard to 
 particular words should be corrected by means of the dictionary. 
 
 Written Composition — First Half Year 
 
 The suggestions under written composition in the seventh grade 
 should apply in the eighth grade. 
 
 At the beginning of the year the teacher should know what her 
 pupils have been taught in previous years and should then test their 
 knowledge to learn what parts of the work must be amended or 
 done over. Her standard must, however, be that of the seventh year, 
 not of the eighth. Frequently a teacher is discouraged with her 
 pupils in the fall and passes this discouragement on to them because 
 she is unconsciously comparing them with the pupils who left her 
 in June — an unfair comparison. When pupils are found deficient 
 in any of the fundamentals, they must be instructed and drilled until 
 the deficiency has been supplied. 
 
 As advance work there should be continuation of the effort to 
 produce more varied sentence structure, to substitute frequently the 
 more smoothly-flowing complex sentence for the short, rather abrupt 
 simple sentence. In this connection the teacher who plans well will 
 be able to correlate grammar and composition. 
 
 There should be an effort to infuse into the themes written a few 
 touches of what is commonly known as style. The pupils should 
 have learned already the value of the interesting opening and closing 
 sentence. The fact that inverted or transposed sentences give variety 
 and that a succession of short sentences may give an effect of speed 
 may be learned from examples in literature read by the class. Espe- 
 cially effective words should be observed. The teacher may write 
 on the board a paragraph strong in choice of words, omitting some 
 of the most effective words, and let the children write out the para- 
 graph with the blanks filled. Their written efforts may then be 
 compared with those of the author, with class discussion. 
 
 This effort to obtain effectiveness should be made by suggestion 
 rather than by special direction. The children should not be told 
 
107 
 
 in so many words to write a paragraph with inverted sentence or 
 effective words. Such an order would kill interest and produce 
 artificiality and “ fine writing.” They should read fine models and 
 their attention should be called to the way in which effects are pro- 
 duced. They are, in other words, to be exposed to good writing 
 with the hope that it will take, but when they write each child 
 should be permitted, provided he obeys the fundamental rules, to 
 say what he has to say in the way that seems best to him. 
 
 In the writing of description, the child should be taught to adhere 
 to his point of view whether it be movable or stationary. He should 
 learn from examples that the first sentence or sentences should give 
 the general impression of the thing to be described and that details 
 should follow. 
 
 Before writing an explanation, he should record the principal 
 questions that a person would ask who wished to be informed on 
 that special topic. By arranging these questions in logical order he 
 will have provided himself with an outline to follow. 
 
 The work in reproduction may frequently be done without imme- 
 diate oral reproduction. It may be combined with invention. For 
 example, one of the following assignments might be given to a class 
 that had been reading The Man without a Country, or The Lady 
 of the Lake: 
 
 Was Nolan justly punished? Give your opinion, with reasons. 
 
 Imagine that you attended the ball on board the Warren. Write 
 to a friend an account of Nolan’s conversation with Mrs Graff. 
 
 Imagine that you are James Fitz-James. Describe Ellen as you 
 first saw her. 
 
 Imagine that you are Ellen Douglas. Give an account of your 
 first meeting with James Fitz-James. 
 
 Brief reports, as for a newspaper, may be written of various local 
 events ; as, a ball game, a glee club concert, a parade, the visit to 
 school of some noted person, etc. 
 
 The writing of both friendly and business letters should be 
 continued. 
 
 Pupils should take an active part in correcting papers. They may 
 occasionally exchange papers and indicate such types of errors as 
 they have been told to look for. It is best to arrange that poor 
 writers should exchange with good writers, though this need not be 
 made unpleasantly evident. Papers corrected by pupils should 
 always be examined by the teacher before being returned to the 
 original writers. 
 
108 
 
 Work in dictation, copying and writing of selections from mem- 
 ory should be continued. 
 
 Technicalities : 
 
 1 Arrangement 
 
 2 Language 
 
 a Capitals 
 
 Rule for capitalizing a title. (Heretofore pupils have 
 followed the rule : Capitalize the first word and all 
 important words in a title. They may now adopt 
 the more specific rule: Capitalize the first word in 
 a title and all other words except prepositions, con- 
 junctions and articles.) 
 b Punctuation 
 
 (1) Comma with words, phrases or clauses placed 
 
 out of their natural order 
 
 (2) Comma with appositives 
 
 3 Use of dictionary and reference books 
 
 a Synonyms, antonyms 
 b Use of index and table of contents 
 c Use of encyclopedia 
 
 Oral Composition — Second Half Year 
 
 See first half year. 
 
 The weekly formal talks should be continued. 
 
 In this half year there should be a concentration upon the elim- 
 ination of weak spots in order to round out the entire course. It is 
 not necessary to do everything that has been suggested, but it is 
 important that what is done should be done well. It is the teacher’s 
 duty to give her pupils what they need, not necessarily what she 
 thinks they ought to know. 
 
 Oral Composition — Second Half Year 
 
 Continue work outlined in first half. In the last half year there 
 should be a concentration upon the elimination of weak spots in 
 order to round out the entire course. 
 
 Types of Compositions 
 
 These type compositions are merely illustrative. They are not 
 designed in any way for use in the classroom. 
 
109 
 
 Oral 
 
 A Book I Have Enjoyed 
 
 A book that I have enjoyed is “ The Secret Garden ” by Frances 
 H. Burnett. It is the story of a little English boy who was very 
 delicate. Because everyone thought him weak and sickly, he never 
 tried to do the things that healthy children do. He thought he could 
 not play. At last two other children found the way into a secret 
 garden and took him there every day when he was out for an airing. 
 As there was no one to stop them, they taught the sickly boy to 
 walk and run about and play. His father came home from a journey 
 and found the boy strong and well. The mystery about the secret 
 garden makes the story especially interesting. 
 
 An Argument Against Buying Class Pins 
 
 The eighth grade class should not buy class pins. Such pins are 
 of no practical value either as an. evidence of graduation, or for 
 actual use. If we complete the course, our diploma and our presence 
 on the stage at commencement will show that we have done so, while 
 a member of the class who does not graduate may buy a pin if he 
 wishes. So far as actual use is concerned a safety pin is more 
 practical. Class pins are of little sentimental value. We shall soon 
 become interested in graduating from high school or in earning a 
 living and forget to wear the pins. I went to a reunion of last 
 year’s class on Friday night and six of them had lost their pins 
 already. The buying of class pins is an extravagance. People in 
 the class who can’t afford them will feel that they must buy them if 
 the class votes to do that. Since class pins are of no practical value, 
 are soon lost or forgotten, and take money that is needed for more 
 important things, the eighth grade class should not buy them. 
 
 Written 
 
 Philip Nolan was Unjustly Punished 
 
 Philip Nolan was unjustly punished in being sentenced never to 
 hear the name of his native land again. It must be remembered that 
 he was not sentenced for cursing the United States but for being 
 willing to conspire against her. If Aaron Burr, who had been the 
 leader of the conspiracy, was not found guilty by the Supreme Court 
 of the United States, surely his subordinate should not have been 
 considered so. Nolan was young. This, his unfortunate early edu- 
 cation, and his previous good record make any punishment for life 
 seem oversevere in his case. His punishment was unjust because 
 it was unconstitutional. The Constitution of the United States 
 declares that no one shall be punished in a cruel or unusual way. 
 
110 
 
 Any punishment that absolutely shuts a man off from all communi- 
 cation with home and friends is cruel. I do not need to prove that 
 Nolan’s punishment was unusual. This is self-evident. Therefore, 
 I think Philip Nolan was unjustly punished. 
 
 The Quiet Island 
 
 Our house is a jolly but rather racketty place. Everybody in the 
 family likes to make a good deal of noise; that is, everybody but 
 me. There are eight of us altogether, counting my father and 
 mother. Someone is always singing, or playing the piano, or telling 
 a funny story, or making the dog “ talk.” When anything disturbs 
 one of the twins they both yell like Indians. So when I go to bed 
 at night, which is the only quiet time, I pretend that I am on a lonely 
 desert island. I lie on my back on the sand and look up at the blue, 
 blue sky, where little white clouds are floating. Gulls fly over, dip- 
 ping down toward the sea. The waves come in quietly and make a 
 sound like “ Hush-sh-sh ” as they wash back over the sand. I am 
 sure there is a spring on the island and a log house with provisions 
 but I always go to sleep before I can look for them. Then morning 
 comes and another noisy day begins. 
 
 Corrective English — Grade 8 
 
 Drill upon the use of so in negative expressions, not so strong 
 instead of not as strong. 
 
 Drill upon proper uses of got. 
 
 Drill upon correct uses of shall and will in (a) simple declarative 
 sentences, ( b ) questions, (c) subordinate clauses. 
 
 Drill upon the correction of the dangling particple, “ Walking to 
 school, a furniture wagon broke down.” 
 
 Drill upon the tense of the infinitive : “ I meant to write last 
 month,” “ I ought to have written long ago.” 
 
 Drill upon the correct use of some and somewhat. 
 
 Drill upon the use of the present tense for present facts and 
 unchangeable truths. 
 
 Drill upon number of verb with collective noun as subject. 
 
 Drill upon the possessive case before a gerund: “ Please excuse 
 my not coming today.” 
 
 Drill upon explanatory and restrictive clauses. 
 
 Drill upon the correct use of comparative and superlative degree. 
 
 Drill upon the correct use of the pronoun in the following cases : 
 " He knew that it was I,” “ He knew it to be me.” 
 
Ill 
 
 Drill systematically on any persistent errors appointed for elim- 
 ination in previous years. 
 
 Drill on pronunciation of mischievous, recognize, aeroplane , 
 architect. 
 
 Grammar 
 
 Do not spend time in formal parsing or in elaborate diagraming 
 of sentences. The conjugation of the verb to he should be insisted 
 upon. The conjugation of verbs through the indicative mode may 
 be taught, if deemed important. But the time alloted to grammar 
 will be used most effectively if devoted to much drill upon proper 
 forms and correct usage. The following statement from the report 
 of the committee of the National Council of Teachers of English on 
 the “Articulation of the Elementary Course in English with the 
 Course in English in the High School,” well expresses the views 
 now held by progressive teachers with reference to formal grammar 
 in the grades : 
 
 The elementary school should emphasize grammar in the sense of correct 
 use and the little grammar taught should be constructive throughout. Con- 
 stant application of the principles learned should be made in drills in the 
 correction of faults found in the pupil’s own composition. Complicated and 
 unusual expressions should be avoided and emphasis should be laid upon 
 those forms and principles that will be most effective in forming the habit 
 of correct usage. 
 
 First Half Year 
 
 1 Review clauses and parts of speech 
 
 2 Inflection of nouns, pronouns 
 
 a Gender 
 h Number 
 c Person 
 d Case 
 
 Note: It is recommended that little attention be paid to the so-called 
 inflection of nouns but later much drill should be given on the pronouns that 
 are inflected for case. Only a brief consideration should be given to gender 
 and number. 
 
 3 Complement case 
 a Subject 
 
 b Predicate nominative 
 c Vocative (direct address) 
 d Apposition 
 
 4 Objective case 
 
 a Direct object of verb 
 h Object of a preposition 
 
112 
 
 c Objective complement 
 d Indirect object 
 e Appositive 
 
 5 Possessive case 
 
 Note: The pupils will have learned the spelling and use of the possessive 
 much earlier. 
 
 6 Pronouns classified 
 
 a Personal, declension 
 b Relative, declension 
 c Interrogative 
 d Adjective pronouns 
 
 ( 1 ) Demonstrative 
 
 (2) Indefinite 
 
 Note: Give much drill on the correct use of the inflected pronouns. 
 Second Half Year 
 
 1 Verbs 
 
 a Classification as to 
 
 (1) Form, regular and irregular 
 
 (2) Meaning, transitive and intransitive 
 
 (3) Use, principal and auxiliary 
 b Person 
 
 c Number 
 
 Note: Teach the conjugation of the verb to be with especial reference to 
 person and number. 
 
 d Agreement 
 
 Note: Give constant drill to eliminate common errors in agreement as, 
 he don’t, they was, etc. 
 
 e Tense 
 
 (1) Present, past, future 
 
 (2) Present perfect, past perfect, future perfect 
 
 Note: Drill until pupils recognize easily and quickly the time element. 
 
 / Principal parts 
 
 Note: Drill on irregular verbs commonly misused; as, go, sit, set, lie, lay, 
 eat, come, do, see, break, speak, freeze, rise, begin, drink, ring, sing, sink, 
 swim, throw, know, groiv, show, draw, take, drown . 
 
 g Review voice 
 
 h Subjunctive forms in common use 
 i Correct use of shall and uhll 
 
113 
 
 2 Verbals, treated as parts of speech according to their use in 
 
 sentences 
 
 a The infinitive ; its uses 
 
 (1) As a noun 
 
 (2) As an adjective 
 
 (3) As an adverb 
 
 b The participle, present and perfect 
 (1) Its nature and use 
 
 c The gerund (drill on the use of the possessive before the 
 gerund) 
 
 3 The participial phrase 
 
 4 Analysis of sentences with constant drill in both oral and written 
 
 work. It is recommended that for this purpose only easy 
 sentences shall be selected. 
 
114 
 
 LITERATURE, GRADES 7 AND 8 
 
 The following is from the report of the committee on reorganiza- 
 tion of English in secondary schools : 
 
 Both the pupil’s reading in grades 7 to 9 and the teacher’s 
 guidance of that reading naturally divide into two distinct phases. 
 A few tried pieces of high order may well be read in class sym- 
 pathetically, for content and beauty, and at the same time simpler 
 works should be read by the pupils individually and for the most 
 part at home. The classroom work will stimulate and help to con- 
 trol the outside reading and this in turn tend to develop the desired 
 habit of reading freely and wisely. There will be suggested methods 
 appropriate to each of these forms of the teacher’s work. 
 
 CLASSROOM METHOD 
 
 1 Fundamental is the comprehension of the meaning of the work 
 as a whole, and of the contribution of its various parts to that 
 meaning. In narrative this involves an understanding of the cause- 
 and-effect relationship between the various incidents and between 
 character and action, a study that often culminates in the perception 
 of some pervading principle governing human life. As to order of 
 procedure, in the case of many shorter forms it is advisable to begin 
 with an oral reading that carefully preserves the spirit of the work 
 and to follow this reading with a discussion of the more important 
 interpretative details. In the case of the longer works it is usually 
 necessary to examine first the successive sections and then by a 
 rapid review to unify these into a compact whole. It is important 
 to avoid the two extremes (1) of merely reading the work without 
 any adequate comprehension of its message, and (2) of entering into 
 labored analysis. What constitutes an effective middle between these 
 extremes must be settled independently by each teacher for each 
 work on the basis of (1) the difficulty of the writing and (2) the 
 needs and mood of the class. 
 
 2 Stimulation of the imaginative and emotional faculties of the 
 pupil is mainly dependent upon inducing him to identify himself in 
 thought with the writer and (in narrative) with the characters. He 
 must be led for the time to see and to feel as did the writer, or to 
 hope or fear, to despair or triumph, as do the characters in the play 
 or story. To this end more than to any other must the teacher s 
 interpretative powers be bent, for if he fails in this, the work can 
 not rise above the mediocre. As a means of securing this attitude of 
 mind, the pupil may, for instance, be asked to visualize a scene orally 
 without glancing at the text, the test in such a case being consistency 
 with the author’s conception, and not mere repetition of details held 
 in memory from the reading ; or he may be asked to talk or write 
 upon a situation parallel with that in the text, but drawn from his 
 own experience, real or imagined ; or he may take part in arranging 
 and enacting simple dramatizations. 
 
115 
 
 3 The teacher should be equipped with various types of additional 
 information for various types of writings. Such are: additional 
 features of background, human and otherwise, for foreign scenes ; 
 details concerning the life and conceptions of the peoples who pro- 
 duced such primitive forms of literature as “ The Odyssey ” or 
 “ The Song of Roland ” ; and anecdotes illustrating the personalities 
 of the authors. Such detailed methods, however, as are involved 
 in the presentation of a play of the time of Shakspere have in 
 general no place in the work of these grades. 
 
 4 In the reading of poetry special attention should be paid to the 
 cultivation of a keen ear for the lilt of the verse. In the earlier 
 part of this three-year course the chief reliance must be upon the 
 pupil’s sense of rhythm as stimulated by contact with a teacher 
 skilled in oral interpretation, but toward the end of the three years 
 he should perhaps be ready for a knowledge of the use of the four 
 principal feet as obtained by the analysis of very simple and regular 
 lines of verse and by making verses of his own. 
 
 5 Some of the passages read should be committed to memory, the 
 passages being assigned by the teacher, or selected by the class as a 
 whole, or left to the choice of the individual members of the class. 
 The method of memorizing is important. If pupils will read aloud 
 the passages selected, once or twice a day thoughtfully for a couple 
 of weeks, they will find they have unconsciously mastered them. 
 Passages so memorized will be remembered much longer than those 
 learned in shorter sections day by day. Several repetitions of such 
 passages at gradually lengthening intervals will be necessary to 
 insure their permanent retention. Memorizing should follow, not 
 precede, a clear perception of the progress of the thought of the 
 selection. 
 
 6 Grammatical analysis and word study are valuable aids in 
 determining the meaning of a given passage, and should be used 
 whenever necessary for that purpose. Their introduction into the 
 literature hour for any purpose other than this, however, is to be 
 deplored. Other uses, essential and vital, they have; but these 
 should be given another place in the English course. 
 
 MEANS OF ENCOURAGING AND TESTING HOME READING 
 
 Home reading should be encouraged and guided by every means 
 the teacher can devise. Each teacher should make from the books 
 and magazines that are or can be made available a list for each grade 
 sufficiently long and varied to permit the pupils of the class to choose 
 books and magazines within their individual taste and grasp. The 
 reading should be classified into such main groups as long stories, 
 short stories, biograohy, travel, popular science, current events, 
 poetry, and drama. While large individual choice should be allowed, 
 each pupil should be required to delve into several fields like the 
 above. 
 
 An effective means of stimulating interest and of helping pupils 
 to choose their reading intelligently consists in having each pupil 
 
116 
 
 give to the class a short oral account of some book or article that he 
 has found particularly interesting. Such an exercise has the added 
 advantage of a real motive and calls for skill in the case of a story 
 in that the pupil must avoid telling so much as to defeat his purpose; 
 namely, that of arousing interest in the story. Allowing different 
 members of the class who are unfamiliar with the story to finish it 
 as they think it ought to end not only leads them to want to read 
 for themselves to discover the real ending, but also affords excellent 
 practice in imaginative narrative. Instead of giving the plot of a 
 story the pupil may select a striking or amusing episode, a vivid 
 description, an interesting character, or other impressions or 
 opinions. 
 
 The cooperation of the school or town librarian is invaluable in 
 encouraging and guiding reading. The list of books suitable for the 
 grade may be posted in the library rather than in the classroom, as a 
 bait in luring the pupils to the library, where the librarian may 
 accomplish wonders. 
 
 No list should be regarded as complete. The pupils should be 
 encouraged to discuss with the teacher any reading outside of the 
 list. Even the teacher’s occasional borrowing of a book recom- 
 mended by a pupil establishes friendly confidence between teacher 
 and pupil and encourages others to read in order that they too may 
 lend. 
 
 Devices such as these, aside from encouraging home reading, 
 enable the teacher to know the reading habit of the pupil and inci- 
 dentally to test the amount of reading done. Monthly statements 
 of reading and short personal conferences have their place, but the 
 former should not be obtrusive. 
 
 When all is said and done, however, the teacher who knows his 
 books and his pupils, who is constantly alert to suggest enthusiasti - 
 cally the book or article that will interest the individual pupil, never 
 fails of success in this important part of his work. 
 
 The following lists of selections for reading are intended to be 
 largely suggestive. Each teacher should have some freedom in the 
 selection of the literature to be studied by her class. In order to 
 avoid repetition in the work an assignment has been made for each 
 term. In order to have seasonable material for each half year, it 
 may be necessary for a teacher to substitute in her list, a poem 
 or selection from the previous or the following list. Teachers are 
 advised to make these changes whenever necessary ; however, when 
 such a change is planned the teacher should confer with the teachers 
 of the previous and the following grades in order to avoid repetition 
 of the study of the selection. 
 
 Some work in the memorizing of the poems should be done each 
 term. Since children commit to memory easily at this time, teachers 
 
117 
 
 should interest the children in this phase of literary study. Some 
 poems should be learned as a whole, but in many instances it will 
 be found to be of more value to learn parts of poems in connection 
 with the study of the poem as a whole. Teachers should endeavor 
 to form in the children the habit of memorizing the choice bits of 
 all literature studied. 
 
 Seventh Grade — First Half Year 
 
 The requirement in literature for the first half of the seventh 
 year is the reading of three units from lists A and B, at least one 
 unit to be selected from each of these lists; and the memorizing of 
 two selections from the list indicated for this purpose. In group A 
 one title and in group B three titles constitute a unit. 
 
 List A 
 
 Aldrich, T. B. Story of a Bad Boy. Houghton 
 
 Burnett, F. H. Secret Garden. Stokes 
 
 Clemens, S. L. Prince and the Pauper. Harper 
 
 Dickens, Charles. Christmas Stories. Various editions 
 
 Kipling, Rudyard. Captains Courageous. Doubleday 
 
 Wiggin, K. D. Rebecca of Sunnybrook Farm. Houghton 
 
 Burroughs, John. Bird Stories. Ploughton 
 
 Burroughs, John. Squirrels and Other Fur Bearers. Houghton 
 
 List B 
 
 Browning, Robert. Herve Riel. (Golden Numbers). Houghton 
 Garrison, Theodosia. Soul of Jeanne d’ Arc. 
 
 Holmes, O. W. Contentment. (Poems). Houghton 
 Holmes, O. W. Deacon’s Masterpiece. (Poems). Houghton 
 Holmes, O. W. Old Ironsides. (Poems). Houghton 
 Holmes, O. W. Union and Liberty. (Poems). Houghton 
 Longfellow, H. W. Skeleton in Armor. (Poems). Houghton 
 Lowell, J. R. Heritage. (Poems). Houghton 
 
 Tennyson, Alfred. A Ballad of the Fleet. (Lyra Heroica). Scribner 
 Whittier, J. G. Centennial Hymn. (American Anthology). 
 
 List C — Miscellaneous selections for memorizing 
 Albert, King of Belgium. Address to the Army 
 Coolidge. New Every Morning 
 
 Bates, Arlo. America the Beautiful. (American Anthology). Houghton 
 Dobson, Austin. Rose and the Gardner. (Open Sesame, v. 2). Ginn 
 Emerson, R. W. Each and All. (Poems). Houghton 
 Letts, W. M. Spires of Oxford. (War Verse). Crowell 
 Page. American Creed 
 
 Shakspere, William. Hark, Hark the Lark. (Golden Poems). McClurg 
 Van Dyke, Henry. Name of France. (Treasury of War Poetry). 
 Houghton 
 
 Whittier, J. G. Trailing Arbutus. (Poems). Houghton 
 
 Seventh Grade — Second Half Year 
 The requirement in literature for the second half of the seventh 
 year is the reading of three units from lists A and B, at least one unit 
 
118 
 
 to be selected from each of these lists; and the memorizing of two 
 selections from the list indicated for this purpose. In group A one 
 title and in group B three titles constitute a unit. 
 
 List A 
 
 Clemens, S. L. Huckleberry Finn. Harper 
 
 Cooper, Fenimore. Spy. Putnam 
 
 Garland, Hamlin. Boy Life on the Prairie. Harper 
 
 Hughes, Thomas. Tom Brown at Rugby. Ginn 
 
 Montgomery, L. M. Anne of Green Gables. Page 
 
 Pyle, Howard. Men of Iron. Harper 
 
 Stevenson, R. L. Treasure Island. Various editions 
 
 Seton-Thompson, Ernest. Trail of the Sandhill Stag. Scribner 
 
 List B 
 
 Holmes, O. W. Grandmother's Story of Bunker Hill. (Poems). Hough- 
 ton 
 
 Holmes, O. W. How the Old Horse Won the Bet. (Poems). Houghton 
 Holmes, O. W. Ballad of the Boston Tea Party. (Poems). Houghton 
 Holmes, O. W. Broomstick Train. (Poems). Houghton 
 Kipling, Rudyard. Bell Buoy. (Collected Verse). Doubleday 
 Longfellow, H. W. King Robert of Sicily. (Poems). Houghton 
 Longfellow, H. W. Sandolphin. (Poems). Houghton 
 Scott, Walter. Parting of Marmion and Douglas. (Open Sesame, v. 2). 
 Ginn 
 
 Taylor, Bayard. Song of the Camp. (Stedman’s Anthology). Houghton 
 Tennyson, Alfred. Lady of Shalott. (Golden Numbers). Houghton 
 Whittier, J. G. Barbara Frietchie. (Poems). Houghton 
 
 List C — Miscellaneous selections for memorizing 
 
 Bonar, Horatius. Be True. (Golden Numbers). Houghton 
 Cary, Alice. Nobility. (Selections for Memorizing). Ginn 
 Garrison, Theodosia. My Poplars. 
 
 Henry, Patrick. War Inevitable (beginning “ They tell us, Sir ”) (Lincoln 
 Literary Collection). Ginn 
 
 Lowell, J. R. F'nding of the Lyre. (Poems). Houghton 
 Markham, Edwin. Lincoln, the Great Commoner. (Golden Numbers). 
 Houghton 
 
 Perry, Nora. Coming of Spring. (Posy Ring). Houghton 
 Riley, J. W. Name of Old Glory. (Golden Numbers). Houghton 
 Shakspere, William. Blow, Blow Thou Winter Wind. (Poetry for Chil- 
 dren). Houghton 
 
 Tennyson, Alfred. Sir Galahad. (Open Sesame, v. 2). Ginn 
 Van Dyke, Henry. Footpath to Peace. Barse 
 
 Books suggested for children’s reading in seventh grade 
 
 Alcott, L. M. Jo’s Boys. Little 
 Alcott, L. M. Eight Cousins. Little. 
 
 Austin, J. G. Betty Alden. Houghton 
 
 Altsheler, J. A. Apache Gold.. Appleton 
 
 Barrie, J. M. Peter and Wendy. Scribner 
 
 Blanchard, A. E. Loyal Lass. Wilde 
 
 Blanchard, A. E. Girls of ’76. Wilde 
 
 Blanchard, A. E. Heroine of 1812. Wilde 
 
 Barbour, R. H. Captain of the Crew. Appleton 
 
 Barbour, R. H. For the Honor of the School. Appleton 
 
119 
 
 Brown, John. Rab and His Friends. Various editions 
 
 Burroughs, John. Bird Stories. Hough'on 
 
 Cotes, S. J. Story of Sonny Sahib. Appleton 
 
 Dickens, Charles. Christmas Stories. Various editions 
 
 Dickson, M. S. Pioneers and Patriots in Early American History. 
 
 Macmillan 
 
 Dix, B. M. Merrylips. Macmillan 
 Eastman, C. A. Indian Boyhood. Doubleday 
 Eastman, C. A. Indian Child Life. Little 
 
 Field, Eugene. Christmas Tales and Christmas Verse. Scribner 
 
 Garland, Hamlin. Boy Life on the Prairie. Harper 
 
 Ginn. Plutarch Lives ; abridged. Ginn 
 
 Gordy, W. F. Colonial Days. Scribner 
 
 Goss, W. L. Life of General Sheridan. Crowell 
 
 Goss. W. L. Recollections of a Private. Crowell 
 
 Grierson, E. W. Children’s Book of Edinburgh.* Macmillan 
 
 Griswold, Latta. Deering of Deal. Macmillan 
 
 Gulick, L. H. The Efficient Life. Doubleday 
 
 Hagedorn, H. Boy’s Life of Theodore Roosevelt. Harper 
 
 Hawthorne, Nathaniel. Grandfather’s Chair. Various editions 
 
 Herbertson, A. G. Heroic Legends. Caldwell 
 
 Hill, F. T. On the Trail of Washington. Appleton 
 
 Holland, R. S. Historic Bovhoods. Jacobs 
 
 Holland, R. S. Historic Girlhoods. Jacobs 
 
 Hulst, C. S. Indian Sketches. Longmans 
 
 Lang, Andrew. Story of Joan of Arc. Dutton 
 
 Lansing, M. F. Barbarian and Noble. Ginn 
 
 Lee, M. C. Quaker Girl of Nantucket. Houghton 
 
 Longfellow, H. W. Courtship of Miles Standish. Various editions 
 
 Longfellow, H. W. Evangeline. Various editions 
 
 Lucas, E. W. Slowcoach. Macmillan 
 
 Macgregor, Mary. Story of France. Stokes 
 
 Macleod, Mary. Shakespeare Story Book. Barnes 
 
 Martin, G. M. Warwickshire Lad. Appleton 
 
 Masefield, John. Martin Hyde. Little 
 
 Mighels, P. V. Sunnyside Tad. Harper 
 
 Moore, N. H. Deeds of Daring Done by Girls. Stokes 
 
 Nicolay, Helen. Boy’s Life of Lincoln. Century 
 
 Ollivant, Alfred. Bob, Son of Battle. Doubleday 
 
 Piercy, W. D. Great Inventions and Discoveries. Merrill 
 
 Pyle, Howard. King Arthur and His Knights. Scribner 
 
 Pyle, Howard. Story of the Grail. Scribner 
 
 Ramee, Louise de la. Nurmburg Stove. Various editions 
 
 Richard, L. E. Captain January. Estes. 
 
 Roosevelt, Theodore. Stories of the Great West. Century 
 Seawell, M. E. Virginia Cavalier. Harper 
 Seton-Thompson, Ernest. Biography of a Grizzly. Century 
 Southey, Robert. Life of Lord Nelson. Various editions 
 Tappan, E. M. In the Days of Queen Victoria. Lothrop 
 Tarkington, Booth. Penrod. Doubleday 
 Wade, Mary H. Pilgrims of Today. Little 
 Warner, C. O. Being a Boy. Houghton 
 Waterloo, Stanley. The Story of Abe. Doubleday 
 Whittier, J. G. Poems. Houghton 
 Wright. Gray Lady and the Birds. 
 
 Webster, Jean. Daddy Long Legs. 
 
 Zollinger, Gulielma. Widow O’Callighan’s Boys. McClurg 
 
120 
 
 Eighth Grade — First Half Year 
 
 The requirement in literature for the first half of the eighth year 
 is the reading of three units from lists A and B, at least one unit to 
 be selected from each list mentioned ; and the memorizing of two 
 selections from the list indicated for this purpose. A unit in list A 
 consists of approximately ioo pages; a unit in list B of approxi- 
 mately 50 pages. Any combinations of readings aggregating the 
 numbers of pages indicated will be satisfactory. List A — A unit in 
 this group consists of any one of the first three titles or any two 
 of the remaining tides. 
 
 Hale, E. E. The Man without a Country. Various editions 
 Sharp, D. L. A Watcher in the Woods. Houghton 
 
 V/arner, C. D. A-Hunting of the Deer and How I Killed a Bear. (A- 
 Hunting of the Deer and other essays). Houghton 
 Andrews, M. R. S. The Perfect Tribute. Scribner 
 Davis, R. H. Gallagher. Scribner 
 
 Kipling, Rudyard. Toomai of the Elephants. (Jungle Book). Double- 
 day 
 
 Poe,' E. A. The Gold Bug. 
 
 Stockton, F. R. The Lady or the Tiger Scribner 
 Van Dyke, Henry. The Other Wise Man. 
 
 List B — A unit in this group consists of the first poem or any 
 three of the poems. 
 
 Longfellow, H. W. Courtship of Miles Standish. (Poems). Houghton 
 Kipling, Rudyard. Ballad of East and West. (Collected Verse). Doub.e- 
 day 
 
 Mackaye, Percy. Goethals : the Prophet Engineer. 
 
 Lanier, Sidney. Song of the Chattahoochee. (American Anthology). 
 Houghton 
 
 Longfellow, H. W. My Lost Youth. (Poems). Houghton 
 Macaulay, T. B. Horatius at the Bridge. (Lays of Ancient Rome). Vari- 
 ous editions 
 
 Noyes, Alfred. Princeton. (Treasury of War Poetry). Houghton 
 Shelly, P. B. Cloud. (Golden Numbers). Houghton 
 
 Grade poet, James Russell Lowell 
 
 Aladdin 
 
 First Snowfall 
 
 Dandelion 
 
 Concord Bridge, Ode Read at 100th Anniversary 
 
 Fountain 
 
 O, Beautiful, My Country 
 
 Shepherd of King Admetus 
 
 The Singing Leaves 
 
 List C — Selections for memorizing 
 
 Brooke, Ruoert. Soldier. (War Verse). Crowell 
 Browning, Robert. Incident of the French Camp. 
 
 Carman, Bliss. Vagabond Song. (Golden Numbers). Houghton 
 Keats, John. Sweet Peas. (Golden Numbers). Houghton 
 McRae, John. In Flanders Fields. (War Verse). Crowell 
 
121 
 
 Poe, E. A. To Helen. (American Anthology). Houghton 
 Scott, Walter. My Native Land. (Golden Numbers). Houghton 
 Tennyson, Alfred. Bugle Song. (Golden Numbers). Houghton 
 Van Dyke, Henry. I Would Be True 
 Selections from the following speeches 
 
 Lincoln, Abraham. Gettysburg Address (entire). (Selections for Memo- 
 rizing). Ginn 
 
 Emmett, Robert. Vindication. (Progressive Speaker). National 
 Everett, Edward. King Phillip to the White Settlers. (Best Selections, 
 v. 3). Penn 
 
 Webster, Daniel. Supposed Speech of John Adams. (Open Sesame, v. 3). 
 Ginn 
 
 Wilson, Woodrow. Memorial Day Address 
 
 Eighth Grade — Second Half Year 
 
 The requirement in literature for the second half of the eighth 
 year is the reading of three selections from lists A and B, at least 
 one to be taken from each list mentioned, and the memorizing of 
 two selections from the list indicated for this purpose. 
 
 List A 
 
 Aldrich, T. B. Marjory Daw. Houghton 
 
 Plale, E. E. My Double and How He Undid Me. (Best Selections, v. 22). 
 Penn 
 
 Kipling, Rudyard. The Ship that Found Herself and 007 . (Day’s Work). 
 Doubleday 
 
 Wilkins-Freeman, M. E. Revolt of Mother. (New England Nun). 
 Harper 
 
 Van Dyke, Henry. Mans : on. Harper 
 
 Irving, Washington. Legend of Sleepy Hollow. (Sketch Book). Putnam 
 Sharp, D. L. The Ways of the Woods. Houghton 
 
 List B 
 
 Longfellow, H. W. Evangeline. 
 
 Scott, Walter. Lay of the Last Minstrel. Various editions 
 Byron, Lord. Eve of Waterloo. (English History Told by English Poets). 
 Macmillan 
 
 Longfellow, H. W. Birds of Killingworth. (Poems). Houghton 
 Lowell, J. R. Vision of Sir Launfal. (Poems). Houghton 
 Sill, E. R. Fool’s Prayer. (American Anthology). Houghton 
 Whittier, J. G. Snow Bound. (Poems). Houghton 
 
 List C — Selections for memorizing 
 Burroughs, John. Waiting. (Golden Poems). McClurg 
 Bryant, W. C. To a Water Fowl. (Golden Numbers). Houghton 
 Gifford. My Soul 
 
 Kilmer, Joyce. Trees. (Homebook of Verse). Plolt 
 Kipling, Rudyard. Recessional. (Collected Verse). Doubleday 
 Lowell, J. R. Lines on Washington. (Poems). Houghton 
 Markham, Edwin. Lincoln, the Great Commoner. (Golden Numbers). 
 Houghton 
 
 Owens, Vilda S. What Has England Done? 
 
 Reed. Uprising in the North 
 
 Sill, E. R. Opportunity. (Golden Numbers). Houghton 
 Stevenson, R. L. Requiem. (Victorian Anthology). Houghton 
 
122 
 
 Tennyson, Alfred. Flower in the Crannied Wall. (Open Sesame, v. i). 
 
 Ginn 
 
 Whitman, Walt. My Captain. (Golden Numbers). Houghton 
 Whittier, J. G. Quest. (Poems). Houghton 
 
 Suggestive list of books for children's reading in eighth grade 
 
 Abbott, E. H. Molly Make Believe. Century. 
 
 Altsheler, J. A. Shadow' of the North. Appleton 
 
 Altsheler, J. A. Soldier of Manhattan. Appleton 
 
 Atkinson, Eleanor. Greyfriars Bobby. Harper 
 
 Austin, J. G. Standish of Standish. Houghton 
 
 Bennett, John. Master Skylark. Century 
 
 Bullen, F. T. Cruise of the Cachelot. Appleton 
 
 Canavan, M. J. Ben Comee. Macmillan 
 
 Carruth, Hayden. Track’s End. Harper 
 
 Churchill, Winston. Crisis. Macmillan 
 
 Churchill, Winston. Crossing. Grosset 
 
 Cooper, J. F. Last of the Mohicans. Putnam 
 
 Cooper, J. F. Pilot. Putnam 
 
 Custer, E. B. Boots and Saddles. Harper 
 
 Dana, R. H. Two Years before the Mast. Various editions 
 
 Davis, R. H. Stories for Boys. Scribner 
 
 Dawson, Coningsby. Carry On. Lane 
 
 Dickens, Charles. David Copperfield. Various editions 
 
 Dix, B. M. Soldier Rigdale. Macmillan 
 
 Doubleday, Russell. Stories of Inventors. Doubleday 
 
 Duncan, Norman. Adventures of Billy Top Sail. Revell 
 
 Eggleston, Edward. Hoosier Schoolmaster. Scribner 
 
 Fisher, D. F. Understood Betsy. Holt 
 
 Frederic, Harold. In the Valley. Scribner. 
 
 Garland, Hamlin. Long Trail. Harper 
 
 Hagedorn, Herman. You are the Hope of the World. Macmillan 
 
 Hankey, Donald. Student in Arms. Dutton 
 
 Henley, W. E. Lyra Heroica. Scribner 
 
 Jewett, Sophie. God’s Troubadour. Crowell 
 
 Jewett, S. O. White Heron. Houghton 
 
 Johnson, Owen. Varmint. Baker 
 
 Johnson, Rossiter. Phaeton Rogers. Scribner 
 
 Kipling, Rudyard. The Drums of the Fore and Aft. Doubleday 
 
 Keller, Helen. Story of My Life. Grosset 
 
 Liljencrantz, O. A. Thrall of Lief the Lucky. McClurg 
 
 Lincoln, J. G. Pretty Tory. Houghton 
 
 Long, A. W. American Patriotic Prose. Heath 
 
 Madison, L. F. Colonial Maid of old Virginia. Penn 
 
 Martin, G. M. Emmy Lou. Doubleday 
 
 Mason, A. B. Tom Strong, Washington’s Scout. Grosset 
 
 Montgomery, L. M. Anne of Green Gables. Page 
 
 Mulock, D. M. John Halifax, Gentleman. Various editions 
 
 Munroe, Kirk. Flamingo Feather. Harper 
 
 Nicolay, Helen. Boy’s Life of Abraham Lincoln. Century 
 
 Parkman, Francis. Montcalm and Wolfe. Little 
 
 Parkman, Francis. Rivals for America. Little 
 
 Parkman, M. R. Heroines of Service. Century 
 
 Pyle, Howard. Story of King Arthur. Scribner 
 
 Riis, J. A. Making of an American. Macmillan 
 
 Scott, Walter. Rob Roy. Various editions 
 
 Scott, Walter. Talisman. Various editions 
 
 Seaman, A. H. Jacqueline of the Carrier Pidgeons. Sturgis 
 
 Shakspere, William. As You Like It. Various editions 
 
123 
 
 Sharp, D. L. Watcher in the Woods. Century 
 Sherwood, M. P. Worn Doorstep. Little 
 Stevenson, B. E. Soldier of Virginia. Houghton 
 Stockton, F. R. Rudder Grange. Scribner 
 
 Tappan, E. M. In the Days of William the Conqueror. Lothrop 
 Tappan, E. M. When Knights Were Bold. Houghton 
 Tarkington, Booth. Gentleman from Indiana. Doubleday 
 Washington, B. T. Up from Slavery. Doubleday 
 Webster, Jean. Daddy Long Legs. Century 
 
 Books for Teachers 
 
 Axtell, U. F. Teaching of Literature. Bardeen 
 Axtell, U. F. Eighth Grade Poems. Bardeen 
 Atkinson, W. P. On the Right Use of Books. Little 
 Bolenius, E. Teaching Literature in the Grammar Grades and High 
 School. 
 
 Burt, M. E. Prose Every Child Should Know. Doubleday 
 Chubb, P. E. Teaching of English. Macmillan 
 Clarke, G. H. A Treasury of War Poetry. Houghton 
 Haliburton & Smith. Teaching of Poetry in the Grades. Houghton 
 Holmes, O. W. Poems. Houghton 
 
 Huey, E. B. Psychology and Pedagogy of Reading. Macmillan 
 Klapper, Paul. Teachihg of English. Appleton 
 Lewis, C. L. American Speech. Scott 
 
 Longfellow, H. W. Poems. Houghton 
 
 Mabie, H. W. Essays Every Child Should Know. Doubleday 
 Palgrave, F. T. Children’s Treasury of English Song. Various editions 
 Strayer & Norsworthy. How to Teach. Macmillan 
 Tennyson, Alfred. Poems. Houghton