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books, questions of school life, and trips. These subjects may be treated in expositions, narratives, descriptions, conversations, discussions, and letters. Particular attention should be given, in this and all subsequent grades, to the art of making well-organized, fluent, and correct recitations and reports in other subjects. Progress should be made in the planning of themes, the manipulation of sentences, spelling, and punctuation.

B-Grammar.

The study of grammar in Grade VIII should add a mastery of the essential elements of the sentence (subject, predicate, modifiers, connectives), of clauses as parts of compound and complex sentences, of common and proper nouns, of classes of pronouns, of the person, number, and voice of verbs, of the classification and comparison of adjectives and adverbs, of the choice of prepositions and of conjunctions as co-ordinating and subordinating.

C-Reading.

As material for class work in literature in Grade VIII, some of the short poems of Holmes, Lanier, Riley, and Field, Snow-bound, The Lay of the Last Minstrel, Horatius, The Tales of a Wayside Inn, Norse Myths, Cooper's novels, Kidnapped, Captains Courageous, Rebecca of Sunnybrook Farm, A Midsummer Night's Dream, The Tempest, Franklin's Autobiography, and Warner's In the Wilderness offer a reasonable range.

A-Composition.

GRADE IX

Particular vocations and current events may be added in Grade IX to the composition materials. The most available means of attaining clearness, force, and interest in composition should be presented informally; the chief features of explanation and narrative should be learned inductively; much drill should be devoted to social and business letters, spelling, word structure, and punctuation. At the end of Grade IX a pupil should be able to avoid any ordinary error in grammar, to improve expression by varying grammatical structure, and to write good social and business letters.

B-Grammar.

Such grammar should be taught as is necessary for use or to remedy previous deficiencies.

C-Reading.

Among the poems suitable for Grade IX are Hervé Riel, The Courtin', The Lady of the Lake, To a Skylark, The Concord Hymn, On First Looking into Chapman's Homer, My Captain, To Helen. Poe's Purloined Letter, Hawthorne's Ambitious Guest, O. Henry's Chaparral Prince, Davis's Gallegher, and Hale's Man without a Country are the kind of stories recommended for this grade. Ivanhoe, Quentin Durward, and Kim are desirable novels; Julius Caesar is the best play; Irving's Christmas Sketches are useful; and Palmer's Odyssey and Bryant's Iliad (in part), with related myths, are well-nigh indispensable.

A-Composition.

GRADE X

To the work in composition Grade X brings a wide range of new school studies, social relations, and knowledge of the world's work and play. In the field of rhetoric it is the time to study the building of paragraphs, sentence manipulation (particularly clearness through connectives, the correct placing of modifiers, and unmistakable reference), conciseness, word-building. Spelling and punctuation must not be forgotten. To the forms already used may now be added telegrams, news stories, editorials, advertisements, and the dramatization of situations. The products should be greater clearness and force in speech and writing, increased power of persuasion, ability to handle the simple problems of business correspondence, and the habit of using the newspaper rightly.

B-Reading.

For poetry in Grade X, The Vision of Sir Launfal, Enoch Arden, Ulysses, The Eve of St. Agnes, The Ancient Mariner, The Idylls of the King, Bannockburn, and Sohrab and Rustum are recommended; for plays Henry V, As You Like It, The Bluebird, The Piper, and Abraham Lincoln; for fiction Lorna Doone, Silas Marner, A Tale of Two Cities, and Ben Hur; for other prose The Alhambra, Travels with a Donkey, Burroughs's Essays, and Lincoln's Gettysburg Address.

A-Composition.

GRADE XI

In Grade XI, the work in composition should become more definitely technical. The secrets of literary effect should be studied. Outlines, themes, debates, parliamentary usage, related letters, short articles, editorials, and descriptions may be produced. Particular emphasis must be placed on wealth of material, effective organization, and correct technique.

B-Literature.

Some attention should be given in Grades XI and XII to the history of literature. This may be illustrated by The Idylls of the King, Macbeth, Hamlet, Milton's Minor Poems, She Stoops to Conquer, Boswell, Burns, Wordsworth, Macaulay's Essays, and the novels of Jane Austen, Dickens, Thackeray, Hawthorne, and George Eliot. Provision should also be made for the study of speeches on citizenship and of the best modern prose and verse.

A-Composition.

GRADE XII

In Grade XII pupils who have done with credit the work outlined for previous grades should be permitted to follow up their special interests in order to prepare them for their vocations. Among such special interests are newspaper work, commercial correspondence, advertising, debating, the short story, verse writing, dramatization, and scientific description. Pupils who show marked deficiency in the work outlined for previous years, on the other hand, should be given individual attention or grouped in drill classes according to their needs.

B-Literature.

Similarly in literature there may be in Grade XII a number of courses, to be elected by pupils according to their aptitudes. Among these might be the drama, the novel, short stories, speeches essays, poetry, or the works of a single author.

Three possible organizations, indeed, may be suggested for the literature work in Grades X, XI, and XII. First, Grade X may be devoted to a chronological survey of American, and Grades XI and XII to a chronological survey of English literature. Second, each grade may be set aside for the study of one or more types of literature, each to be traced historically. Third, books may be

selected with a view to proper variety within the range of the tastes of a given group of pupils.

14. To attain the ends outlined above, encouragement should be given to school papers, dramatics, debating, public speaking, literary clubs, and such other agencies as supply proper motivation to students.

15. The number of pupils in composition classes must not be excessive.

16. Suitable libraries, trained librarians, and special instruction in the use of libraries are necessary.

17. Special English rooms, equipped with books and filing devices, are as necessary as are laboratories for the study of biology, chemistry, and physics.

18. Properly trained teachers are indispensable.

19. At the end of Grade XII, the average graduate should possess a working knowledge of the essentials of good usage, should be interested in the correct and fluent use of the English language both in speech and writing; as an ideal at least should regard slovenly English as being in the same category with soiled hands; should have a habit of correct speech; and should possess some power in its effective use. On the appreciation side he should know the main facts of the history of English and American literature and be familiar with a few great books (say some of Homer, some of Shakespeare, and some of the Bible); should have an interest in reading and a somewhat cultivated taste in books; should have the habit of reading for pleasure; and should possess the power to read intelligently.

The foregoing plan should be conceived of as temporary and subject to revision in the light of further study and experience. The committee regards it as sufficiently conservative and at the same time progressive enough to justify its adoption at the present time, but recommends that it be revised at intervals of three or four years so that full advantage may be taken of the best modern thought and experience. For example, the establishment of clinics in spelling, handwriting, and silent reading may be safely recommended at this time as experiments which may ultimately result in a better adjustment of the English teacher's load, in important reductions in the cost of English teaching, and in the improvement of the product of that teaching.

Exercises.-See p. 358

CHAPTER XIII

QUESTIONS, EXERCISES, TOPICS, REPORTS

Chapter I. Aims
(Page 1)

1. How far should specialization in English be carried in high school?

2. Explain what is included under the aims of the teaching of English.

3. From your own experience in high school show how knowledge of some literary production was fixed in your mind.

4. Can the study of literature be confined to the single production?

5. There are thirty pupils in your English class. What will you do to make them appreciate literature better.

6. Examine some edited text of a literary selection. Report upon the evident purposes of its notes and their suitableness to both these purposes and the pupils.

7. Explain how two selections may be compared in the early years of high school. Choose definite works and terms.

8. How has the emphasis upon written composition changed? 9. Why is more attention being paid to oral English in schools and colleges?

10. How does the last aim of teaching English correlate with purposes of other departments?

11. In your own high school experience what was the chief aim of the English course?

12. How much of your own experience can you utilize in your teaching?

Chapter II. The Teaching of Prose Fiction

(Page 18)

1. Why does romantic material belong in the earlier years? 2. What dual point of view should the teacher develop towards the reading of pupils?

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