in mind that we are entitled to bring to hand any material which will enable us to grasp more completely the writer's full meaning. Among the points which the teacher should hold in mind are the following:

1. The biography of an author may be used as a means of awakening a greater personal interest in his work, or as furnishing an explanation of some point of view taken. The brief biographical outlines should be supplemented by additional reading in the authorities suggested, or in the encyclopedia, or by talks on the more interesting phases of the author's life. Care should be taken that this work shall hold to the essentials and not degenerate into "mere chatter"

2. Literature is full of allusions to mythological and other subjects, and it is generally necessary to know the allusion in order to understand the passage in which it occurs. The use of encylopedia, dictionary, and other reference books should be cultivated. Most schools possess at least a good unabridged dictionary. A good handbook of mythology should always be accessible. Among the best of these are Gayley's Classic Myths in English Literature and Guerber's Myths of Greece and Rome. 3. Figures of speech should have some attention. The aim should be not to analyze, classify and name the figures, but to grasp their significance. 4. Oral reading as a means of interpretation and as a test of interpretation should have a large place in the study of literature. This should be natural reading and not something that attracts attention from the thing. read to the method of reading it. A sympathetic voice is in itself a priceless possession. A most suggestive little book on this point is Corson's The Voice and Spiritual Education.

5. The King of the Golden River and The Vision of Sir Launfal may be compared with reference to their common lesson of human brotherhood. The Courtship of Miles Standish is a good selection with which to emphasize the study of plot. Compare Longfellow's way of telling a story with Arnold's in Sohrab and Rustum, or with Tennyson's in Enoch Arden. Such treatment tends to make clear the common threads running through all great literature.

6. It is hardly necessary to dwell upon the advantages of making the work in literature reinforce other lines of work, as history, composition or geography. Snow-Bound or The Ode on the Death of the Duke of Wellington, to mention only two examples, can be understood fully only when their historical settings are clear. The geographical element is strong in a poem like Sohrab and Rustum. Almost any selection affords numerous suggestions for composition work in character studies, outlines of plots, or critiques. Likewise the value of having fine passages or even whole selections memorized is so apparent that it needs only mention here.

Every pupil in the seventh and eighth grades should be encouraged to

make much use of the dictionary. And he should know how to use it. See directions under fourth, fifth and sixth grades.

Read half of Curry's Literary Readings in a given year or all of one of the other two "Optional" readers prescribed for the Seventh Grade. Supplement by one or more of the books from the supplementary list, where time permits.

In schools in which the seventh and eighth grades are taught by the same teacher, it is suggested that the teacher combine the classes, reading the first half of Curry's Literary Readings in the odd-numbered years. The school year 1916-1917 (the year this course of study has been prepared) is an even-numbered year, so the work for said year, if two or more classes are combined, will be the second half of the book from page 222 on; and so on for the succeeding years. Classes may be combined in the same manner in Studies in Reading or in the Standard Classic Reader; in the even-numbered years in the eighth reader and in the oddnumbered years in the seventh.

Make haste slowly in this work. The pieces are not to be skipped through or over. You are given opportunity through the material in this book to touch the souls of your pupils, to put them in attune with important phases of the great world of literature.

Before attempting to teach any of the selections in Curry's Literary Readings, or either of the other "Optional" texts that may be used in the school, the teacher should study the entire Introduction carefully with a view to making the thought therein his own; that he may realize the importance of preparation necessary for right instruction of his pupils, that they may get due benefit from the pieces read, cultivate a taste for good literature and learn how to read it.

Approximately twenty minutes daily should be used for class work in this study.

SEVENTH GRADE

Texts: Curry's Literary Readings,* or

Studies in Reading for Seventh Grade,* or

Standard Classic Reader, Book III.*

(See list of books for teacher in General Introduction to Reading.) Read carefully the General Introduction to Reading in this course of study and the Introduction for Seventh and Eighth Grades thereof. Note the restriction as to yearly work in the text that is used in your school, as found in the latter Introduction.

Minimum Work. The completion of the prescribed work, one-half of the book, Curry's Literary Readings; or one entire book of either of the other "Optional" texts, Studies in Reading, or the Standard Classic Reader.

*Optional adoptions. For explanation of the meaning and use of "Optional adoptions" see note at bottom of page 20 in the forepart of this course of study.

In assigning lessons call attention to important words, phrases, and historical and mythological allusions, and see that they are properly looked up by pupils in preparing lessons. No preparation of a lesson is adequate in which such work has not been done by the pupil. This matter should be daily tested by the teacher in the reading class.

Some of the poems in the text used should be committed, in part at least, by each pupil of the class.

Reading in this grade should be closely correlated with Composition and Grammar.

Supplementary reading material for this grade is to be selected from the list of supplementary books published in this course of study. See "Smith-Lever Agricultural Extension Fund Club Work" in General Introduction, Section XIII.

EIGHTH GRADE

Texts: Curry's Literary Readings,* or

Studies in Reading for Eighth Grade,*

Standard Classic Reader, Book IV.*

or

(See list of books for teacher in General Introduction to Reading.) Read carefully the General Introduction to this course of study in Reading and the Introduction to the Seventh and Eighth Grades thereof. Note the restriction as to yearly work in Curry's Literary Readings (if used in your school) as found in the Introduction to the Seventh and Eighth Grades; also as to Studies in Reading and Standard Classic Reader. Minimum Work. The completion of the prescribed work in one of the above-named texts and preparation for examination therein.

In assigning lessons call attention to important words, phrases, and historical and mythological allusions, and see that they are properly looked up by pupils in preparing lessons. No preparation of a lesson is adequate in which such work has not been done by the pupil. This matter should be daily tested by the teacher in the reading class.

Some of the poems in the text used should be committed, in part at least, by each pupil of the class.

Reading in this grade should be closely correlated with Composition and Grammar.

Supplementary reading material for this grade may be selected from the list of supplementary books published in this course of study.

See "Smith-Lever Agricultural Extension Fund Club Work" in General Introduction, Section XIII.

*Optional adoptions. For explanation of the meaning and use of "Optional adoptions" see note at bottom of page 20 in the forepart of this course of study.

LANGUAGE, COMPOSITION, AND GRAMMAR

INTRODUCTION

It is the primary function of the English language to convey ideas. It is of more importance that these ideas be transmitted than that they be transmitted correctly, yet no one will deny that the ideal is more nearly approached when original thought is conveyed in a medium approved as a standard of usage. In a social structure where the exchange of thought, both oral and written, is of the essence of existence it is unnecessary to enlarge upon the imperative nature of the call for a thorough understanding and a facility in the use of the mother tongue. The real question is how can we best make our boys and girls proficient. The thought uppermost in the minds of educators today is "how" not "why"

If we accept the dictum that the function of language is to facilitate. an interchange of ideas, it is obvious that the mind of the child must be well stored with information in order that there may be thoughts to convey. Herein lies the work of the primary teacher. During the first two or three years the child, under the careful guidance of the teacher, must be taught the cultivation of his powers of observation by the study of plants, animals, and natural objects in the vicinity of the school. It is well to bear in mind that one of the fundamental conditions of all development in language power is the child's experience; primarily his direct, first-hand experience in seeing, hearing, handling, doing, thinking; and secondarily his more or less indirect, mediated experience through speaking and reading.

Since the work of the first two years does not contemplate the use of any text-book, the teacher must select the material and direct the work herself; and it must be evident that all teachers should provide themselves with such books, primary plans, etc., as are designed to be first aids in the discovery of the proper sources of information and of the proper disposal of time not actually employed in recitation.

There are few subjects in the school curriculum which do not give opportunity for a fluent and correct use of the English language. For that reason language can the more readily be correlated with other studies. Throughout the course language should be taught in connection with the other work of the school. The story reading and story telling involved in the courses of history and reading make these subjects peculiarly adapted to the practical application of language lessons. It is indeed a serious mistake to permit pupils to gain the idea that language work is over when the language period closes. Encourage free,

vigorous conversation in connection with all branches. This is better facilitated by bringing into the schoolroom as much of the child's outside life as possible, and by the use of stories and pictures which appeal to child nature. When he is ready to express the ideas which he has evolved from this fund of information, if given proper encouragement and, if his thought is not interrupted, the pupil's spontaneity will result in a free and natural use of language.

It has been said that good habits of speech are "caught rather than taught. Whatever merit there may be in that statement, it is unquestionably true that much of a child's information is gained by imitation. Hence it behooves all teachers to give exceeding care to their own language in the schoolroom.

Teachers should give oral language work precedence over written work. Correct speaking is of far more importance than correct writing. The ideal is more nearly reached when oral and written work, increasingly from the third grade on, are taught together-the one reinforcing the other. The following books are recommended to teachers. (If copies are not at hand, ask your school board to order them for you):

"Live Language Lessons, Driggs; 3 books, University Publishing Co., Chicago.

"Primary Language Lessons, A. B. Co., Cincinnati.

"English in the Country Schools, Barnes; Row, Peterson & Co., Chicago.

"Special Method in Language, McMurray; Macmillan & Co., N. Y.

FIRST GRADE

Text for Teacher: Live Language Lessons, by Driggs. University Publishing Co., Lincoln, Nebraska.

No text for pupils.

The primary object to be obtained in this grade is to supply the children with a fund of information. This they can be trained to secure from the many sources common to their everyday experiences as well as from the more formal work of the schoolroom.

In addition to the work outlined below, the language work should be closely correlated to reading, history, and hygiene by insisting upon correct habits of speech in the reproduction of the stories involved in these courses.

It is necessary that all teachers should provide themselves with books and primary plans designed to be a first aid in the discovery of proper sources of information and of the profitable disposal of time not actually employed in recitation. It is imperative that seat work be provided of a nature which will further the object to be attained. Pupils must have something to do in this grade, not something to study.

The children should not attempt to do any writing other than that