Under these conditions and with these aims in view, the reorganized English course for secondary schools is outlined as follows: REPORT OF THE COMMITTEE ON COMPOSITION IN THE SEVENTH, EIGHTH, AND NINTH GRADES.

I.

The aims of this course are stated convincingly. In order to accomplish these aims a working plan is submitted containing (1) Material for Themes; (2) Suggestions for the Study of Grammar, Sentence Structure, Word Building, etc. The theme topics cover a wide range, advancing in logical sequence from subjects well within the child's comprehension and experience to subjects suggested by the literature studied in these grades. The suggestions for letter writing, for composition work in explanation of local and civic matters, for oral reports on current events based on newspaper reading are unusual and of great value. Those concerning spelling, word structure, and punctuation are excellent and of universal application.

II. REPORT OF THE COMMITTEE ON LITERATURE IN THE
SEVENTH, EIGHTH, AND NINTH GRADES.

The committee's views on the aims of this course fill eight sections of the bulletin, each formulation being of the greatest practical use to the teacher, even though experience does not encourage him to hope for marked success in accomplishing these aims.

The reading course for these grades requires careful attention, for it is at this age that most young people acquire the habit of reading, and the literary taste developed in the process is likely to be permanent. The advisory lists of the report are particularly full and are evidently based on actual library experience. We miss the titles of some old favorites; but, in the wealth of available contemporary literature, it is useless to force classics of bygone days on the attention of a generation for which they have no living apinterest.

peal nor III.

REPORT OF THE COMMITTEE ON COMPOSITION IN THE
TENTH, ELEVENTH, AND TWELFTH GRADES.

In the plan offered by this committee, the aims and methods of procedure are the continuation to a logical outcome of the airas and methods of the preceding courses of study. In Grade X., sentence structure, paragraphing, grammatical relationship, punctua

tion, etc., are studied; newspapers are read; and class discussions on topics of general interest are encouraged. In Grades XI. and XII., the instructor must lay aside his text books and rely upon his own resourcefulness. He must teach his classes to make working use of catalogues and indices; to revise manuscript; to collect and classify clippings and bibliography; to analyze the advertising in standard papers and magazines; and to write advertising for school activities. All this is very modern and will assure the graduate of the high school a decidedly up-to-date mental equipment.

IV.

REPORT OF THE COMMITTEE ON LITERATURE FOR THE
TENTH, ELEVENTH, AND Twelfth Grades.

Every possible phase of the subject is covered in this report. The suggestions under the caption, "Ends to be Attained," must be an inspiration to every conscientious instructor. "The literature lesson," says the report, "should broaden, deepen, and enrich the imaginative and emotional life of the student. Literature is primarily a revelation and an interpreter of life; it pictures from century to century the growth of the human spirit. . . . Students must be shown how to find the riches in great books and it is the joyous prerogative of the teacher of literature to lead his pupils to this source of permanent riches." This imposes a heavy task upon the teacher. As no man is higher than his ideals, so no class can rise above the level of its instructor.

In the choice of literature for this course, the committee has considered (1) its appeal; (2) its ethical and inspirational character; (3) its literary value; (4) its variety and range. Classics and contemporary literature are both abundantly represented. The committee recommends further that this course be supplemented by the study of the history of literature to extend as far as possible the mental reach of the pupils "by making them feel the lasting value of some of our older literature."

In methods of teaching the committee would bring about changes so radical that no teacher could possibly obtain a position who has not had long and specific professional training in English. Nevertheless this portion of the report contains many sound and practical bits of advice for studying prose fiction, dramatic composition, and essays of various types.

The suggestive lists of books for these grades are wonderfully complete and varied. Some unusual titles are found in the modern poetry recommended for Grade X; modern drama has been brought into deserved prominence; speeches on American citizenship find a place in the work of each grade. The fiction list is exhaustive; and the non-fiction, so far as it is obtainable, is especially worth while. There seems no adequate reason for including in this list such titles as "The Winning of Barbara Worth," "Eben Holden," "V. V's Eyes," and "The Wood Carver of 'Lympus." The study of modern drama, as outlined for Grade XII, is, of course, absolutely impossible for the many but full of responsibilities for the few.

In this grade, interesting elective courses are suggested and a one-year course in American Literature is proposed. This course deserves much greater elaboration.

V. THE REPORT OF THE COMMITTEE ON ORAL EXPRESSION. Acting on the assumption that "the general purpose of teaching oral expression in schools is to make possible in the lives of the people an accurate, forceful, living speech which shall be adequate for ordinary intercourse and capable of expressing the thoughts and emotions of men and women in other relations of life," this committee presents the work by grades, taking up in succession: vocalization, articulation, oral reading, reciting from memory, oral composition, enunciation, pronunciation, posture and action, and voice culture. The degree of attainment required is that, at the end of Grade XII, the pupil shall be able to address an audience effectively, to make a graceful speech on school occasions, and to preside satisfactorily at meetings of a class or club. No more useful course of training could be devised for the boys and girls of our schools; and, with this report at hand, such a course may be carried out successfully.

VI.

REPORT OF THE COMMITTEE ON BUSINESS ENGLISH. This report is based on the conception that the course in business English should be a direct preparation for specific vocations. Stress is laid on commercial correspondence and many practical suggestions are offered as to the manner in which such instruction is to be imparted. The composition work includes reports on commer

cial and industrial subjects; the writing of advertisements; and composition of the newspaper or prospectus type.

VII. REPORT ON GENERAL READING.

The report on General Reading supplements the reports on literature of the various committees by connecting the general reading not only with the English work for each grade but with the other ⚫ studies of the curriculum as well. The nucleus of the report is the necessity of special attention to the general reading of the pupils in our secondary schools. To expand this idea, supplementary lists of industrial subjects are furnished, but these concern only those who have access to an unlimited library.

This is the last report of universal classroom interest. The findings of the committee on the library and its equipment are of value only to the English department of metropolitan or large city schools. Great importance is attached to the high school library: the necessary qualifications of a suitable librarian are designated; and three forms of library administration are formulated. The discussion of the library classroom opens up alluring possibilities. Appended to this report are titles of valuable book catalogues, containing lists suitable for the school library; lists of desirable periodicals; references on methods of keeping clippings; suggestions as to illustrative material, etc.

The distribution of this bulletin should usher in a new era in the English work of our preparatory schools, through "better defining of the aims, closer cooperation of the departments, the application of methods adapted to the different kinds of work, the use of definite objective standards, and the omission of much useless formal material of instruction." If there is any fault to be found with this splendidly comprehensive course of study it lies in the comparatively scanty attention given to the special needs of rural communities and small villages where a high school course is maintained with difficulty and auxiliary educational facilities are wholly lacking. Such communities must not be allowed to fall behind in the march of educational progress. It should be the care of local superintendents and others having supervision over rural schools to adapt the working system here outlined to the requirements of their teachers and to the necessities of the material with which they have to work.

American Notes-Editorial

We believe that it would be of value as well as of interest to the readers of Education if some of those who read this editorial paragraph should send to the Editor brief statements, not over three hundred words, descriptive of the personality and methods of the teacher who helped them most, during the formative years of school or college life. Such statements coming right out of actual, conscious experience, would be suggestive of pedagogical principles that are as true and as operative today as ever. Our magazine is read by many a School of Education or Normal School pupil and by a host of active teachers in various grades of elementary, secondary and advanced educational work. We would welcome such a forum discussion of experiences. May we not receive a response to so practical a suggestion ?

For ourselves we remember two teachers with especial gratitude, and for two almost opposite reasons. One was the head of a noted fitting school, a big man, who governed by fear and who was often domineering to the point of injustice and "bullying." He emptied every student who came to his school of any and all conceit that he, the said student, knew anything or amounted to anything previous to or at the time of coming to that school. Evidently if the school was to fill up the pitcher it must be empty to start with, but woe to the lad who was conceited enough to think that he had any opinions that were of any consequence or any knowledge that was of any value in this new school world, to which he had now come to be made over into a real man.

The jolt was tremendous when the conceit was thus rudely shaken out of our systems by the shock of coming up against this man! He was a master indeed, and we had never known or dreamed of his like before. Some rebelled,—and were sent home. Some were cowed; and possibly it is a question whether some were not "ruled and ruined." At any rate some,-yes, many,-survived, and in the stern discipline and energizing atmosphere of this master's recitation room developed mental and moral fibre that stood them in good stead in after life.

One other thing this teacher did for all his boys, besides subjecting them to this severe general discipline. He gave them a knowledge of Greek and Latin roots that was inescapable. These flew about the class room like gnats or microbes. They stung you and you absorbed. them. The training of the ear and of the brain for word sounds and word meanings was of utmost value in giving to every student a vo