An evaluation of anthologies of American literature used in secondary schools
Item Type text; Thesis-Reproduction (electronic)
Authors Westbrook, Jennie Madeline
Publisher The University of Arizona.
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Download date 26/09/2021 15:43:53
Link to Item http://hdl.handle.net/10150/553153 AK SVAjuUATIOS Or AKTH0L08IES OP AMERICAS LITERATURE USED IK SECONDARY SCHOOLS
by
Jennie Madeline Westbrook
• • •
Submitted in Partial Fulfillment of the Requirements, for the Decree of
iaster of Arts
In the College of Education of the University of Arizona
1932
£ 979/ /931* i
2-
ACKUO’UXEDGJfiEUTo
The writer wishes to express ner sincere appreciation to Dr. Oliver K. Garretson for his kind help and guidance in the preparation of this thesis; to Dr. Fran cis Cummins Lockwood for his helpful suj,cations concerning the aims of teaching American Literature $ to the teachers of
Knglish in Tucsoh and in other cities of Arizona ana Texas to whom, the questions ires vveie sent; and tc the following publishers for their cooperation sending the desired anthologies: The Century Company, Dew York; Harecurt, Brace and Company, Hew York; Charles Seri ner1a Sons, Lew York;
Ginn and Company, Boston; L. V. Singer Company, Syracuse;
Scott, Foreemen anti Company, Chicago; Allyn and Bacon, Lew
York; Hand, *-cKally and Company, Chicago.
85795 11
TABLE OF COUTSETS
.. " P&8® LIST OF TABLES...... ill
CHAPTER I. INTRODUCTION...... 1 A. Statement of problem B, Definition of problem
II. REVIEW 0? PROFESSIONAL LITERATURE...... 5 A. The aims of teaching American Literature B. Quotations from educators to justify each
III. STANDARDS GOVERNING THE SELECTION OF MATERIAL.17 A. ifethod of organization of material B. Judgment of twenty four high school and college teachers of English as to the value of the aims and standards set up
TV. SELECTION OF AUTHORS TO BE INCLUDED...... 32 A. Compilation of a list of authors that are usually included in the high school course of study in American Literature B, List that should, be included in an anthol ogy according to the judgment of five or more of the ten teachers of English to which the list was submitted
V. EVALUATIONS...... 42 A. Justification and explanation of scoring system used B. Detailed evaluation of each of the nine books C. Criticism of each book
VI. CONCLUSIONS AND RECOMMENDATIONS..... •...... 75
APPENDIX...... 79
BIBLIOGRAPHY ill
LIST OF TABLES
Table Page I. Distribution of the Opinions of Twenty-four High School and College Teachers of English Relative to the Values to be Assigned Each of the Standards for Selection of Materials.... 19
II. The Rankings of the Nine Anthologies in the Order of their Merits...... 68
III. Agreements of Judgments of Five to Nine:High School Teachers of English with the Textbook Editors of Nine Books as to the Inclusion of Certain Writers...... 69
TV. Outstanding Disagreements of Teachers and Text book Editors Relative to the writers that Should be Included in an Anthology of Ameri can Li terature...... 70 V. Composite Scores Assigned to the "Selection of Material Presented" of the Nine Books...... 70 1
AN EVALUATION OF ANTHOLOGIES OF AMERICAN LITERATURE USED IN SECONDARY SCHOOLS
CHAPTER I
INTRODUCTION
The study of American Literature, although a comparatively new field, is perhaps one of the most im portant phases in the educational program of the secondary schools. It is from this study, in part, that the growing mind of the adolescent forms comparatively definite concep tions of patriotism, of morality, of religion, and of ideals which will affect his "behavior throughout life, and to some degree establishes standards of literary judgment. He is learning to Judge, in a measure, literature from the stand point of its actual value to him. At this period of his development, he desires a reason for almost everything that is presented to him, and without that reason, he is loath to accept fact or fiction. The adolescent is beginning to realize that there is a certain position in life which he must occupy, and to that end he assigns a place to every piece of literature in relation to the practice1 value as it appears to him. Unless the literature of our nation is made to live for him and to appeal to his nature, it fails to fit into his scheme of life, and he rejects it 2 decisively; "A text in literature B.uet not "be regarded as a convenient means for illustrating rhetorical principles, for it is a much greater thing; it is an interpretation of life itself. A pupil should get sufficient joy from a well selected high school text in literature, so that, in his leisure hours, he will return to it of his own accord and with ever increasing pleasure because of its human interest and content. The highest use of all literature is not to fill us with facts, but to set us think ing." (1)
He is ever groping for the tangible some
thing that fills a gap which he feels is present in his ac
tual experience, and it is partly through the vicarious ex
perience which literature affords that he is able to fill
this need. Thus we see that it is vital, and that the lit
erature of no one nation can wholly suffice, but he must have
much from .that lend with which he is most familiar -— America,
The introduction to the literature of all nations comes most
easily and naturally through that of his own country.
Realizing the value of the study of
American Literature, it is next in importance that we realize
that it must be presented in a manner which best carries out
the aims .and sta ndards for the course. In other words, the
kind^of: textbook:used, the selection of material, and the
order in which it is presented are of great importance to the
teachers of English in every high school. The purpose of
this, study therefore is to determine a definite set of standards
T T H. E. A. Research Bulletin, 1929, "Developing Literary Appreciation in the Senior High School", p, 204 3 governing the selection of material to he included in anthol ogies of American Literature for use in the secondary school; and, keeping these standards in mind, to make a comparative and critical evaluation of the anthologies /published since
1925, and available to the writer.
This will involve! 1. A review of pro fessional studies on the aims of teaching American Literature and the standards governing the selection of textbooks will be given* If one is to make a wise selection, it is necessary that the viewpoints of educators, both of the past and present be considered. We shall attempt.to give a survey of the field as gained from studies on the aims, methods, and tech- niques for the teaching of literature, and from articles writ ten by contemporary educators found in the periodicals in the fields of English and Education. In order to evaluate these opinions, we shall investigate the studies dealing with the curriculum and textbook selection.
2. Prom the summary of these aims and standards, we shall attempt to set up standards practical fox- present-day use to govern the selection of material for an thologies of American Literature for use in the high school.
These standards are to be further validated by the criticism or approval of a number of prominent high school and college teachers of English in several different institutions. In the selection of these aims, it is necessary that personal 4
opinion have a rather prominent part, but we shall attempt
to substantiate that with the Judgments of the teachers.
Assuming that these aims are fairly accurate# we shall use
them as a working basis for determining the value of the
more recent anthologies in the field,
3. An outline of the periods and writers
that best meet the requirements of the aims and purposes of
the course as set forth above will be considered next. This
will entail a study of the history of American literature# as well as the literature itself.
4. The fifth chapter will consist of a
comparison# criticism and evaluation of the more important
texts in the field on the basis of a score card worked out from the data secured,
5. Conclusions will be drawn and recom mendations made as to the relative value of the books in the field. 5
' CHAPTER II
REVIEi’ OF PROFESSIONAL LITERATURE
Charles Swain Thomas in his volume on the teaching of English in the Secondary School say#,
"Our most important task in teaching is the "building of character, and our most effective agency is the literary
2 • : selection," If this is true then we immediately recognize the urgent need for a wise selection of the literature that is placed before the high school student. Thomas has set forth four essential points to he followed in selecting the material which is to be taughts 1. The literature should be such that it adjusts itself to the degree of the maturity of the child, and the language should be simple;
2. selections should be chosen that will aid the composi tion work, oral and written, of the child, but no emphasis which will lessen in any way the force of the literary message should be placed upon this phase of the work; 3. the selections should provide for alternative and variety; and - ' 3 4. the material should be arranged chronologically.
Reading is one of the most enjoyable experience^ that life holds, for it offers a means of fuller living through vicarious experience. Our selection of books for the literature hour should not be governed by any vocation al or utilitarian end, but rather the enjoyment of re&lc@x-
Thomas, The Teaching of English in the Secondary School, ” 196 3. Ibid, pp. 196-202. 6
4 perience. Leonard did not mean that the literature is / not to he practical, and serve the need® of the child,’ but
merely that the idea of reading for vocational purposes to
serve as a basis of utility should not be stressed above the
reading for enjoyment. In the selection of books for the
material they contain, we find that certain ones are true to
fact, but uninteresting save as a source for looking up fact®.
This type of book is rarely used for reading purposes. There
are books that are true to fact, really interesting, and
excellently written. These extend interest through providing
genuine experience, and may be classified as literature. There are also books which are intensely interesting, and
which, though they do not report what actually happened, have
the still more significant virtue of truth to human experience.
George Eliot's Mill on the Floss is an example of this type
of literature. Then there are numerous selections and books
written for children and grown-ups which pretend to be true
to life and fact, but arc neither, aiany works of this type are of•real value to the individual if he recognizes the fact that the material presented is merely the product of
imagination. There are still others such as Shakespeare's Midsummer Eight's Dream which make no pretense of being other 5 than purely fanciful. If these factors are kept in mind, 4l Leonard, Report of National Committee on Reading, p. 142. 5. Ibid, pp, 143-4. 7
there will he less danger of putting before the child that which is not literature and representing it as such.
The practical value of good prose or poetry is to give to the reader a part of the enjoyment and. recreation needed to make a well-rounded individual. This has been recognized for many years, and the course of study for high schools has gradually been adapting itself to that end. The modern trend as evidenced in the literature and . . . . 6 ' :: '; ' ■' ^ ~ ~ ' ■ Life series has reached forward a great deal for one realizes that if good literature is enjoyed, the student will not only hunt for more, but will return to the familiar selection again and again. Crow found that students in their evaluation
of the literature presented to them in their high school course of study placed at the top of the list of books for leisure time reading some of the best works of literature, 7 nineteen of which were poetry. Several years ago the courses in literature included the subtle, more difficult works of a writer,and the student was forced to wade through the selec tion and pick out the underlying and moral truths of the work. In the present -day, v.weu are more and more turning to
the presentation of the interesting bits of prose and poetry.
:'A .text in literature should not introduce to the child the dull and uninteresting, but rather that which . • ' - " ' ' - ' " - .. .. ' - ■ 6. Greenlaw and Stratton, Literature and Life Series, p.495-9 7. Crow, Evaluation of EnglishLiterature in the High School, pp. 48-52. 8 gives him joy. In the teaching of literature in the secondary school there are certain aims of the course which will play a large part in the selection of a worthwhile book of literary selections. Teachers of English, literary men, and educators have established aims and standards to be attained in a course in the literature of any nation, but more especially do they apply to that of our own country. Perhaps the most prominent is that literature should be a living reality. This may well be illustrated by the following expressions of opinion;
; "Literature is a thing to be experienced, not a thing to be studied; to be used, not to be analyzed; to be pleasurable experiences motivated from within, and not tasks arbitrarily imposed from with out." (8)
"The message of the story is the message of beauty. -— — -To give joy; in and through joy to stir and feed the life of the spirit; is not this the legitimate function of the story in education?" (9)
"Literature is what gives us a sense of the reality of life, of the permanence of our kind." (10)
"Literature is a reflection of life." (11)
"Literature enlarges and enriches the experience of the reader and extends his knowledge of life." (12)
"Literature should enable pupils to have a growingly richer and better interpretation of life with reference to the seven cardinal principles of ed ucation. — Literature should be a living reality."(13) 8. Bobbitt, The Curriculum, n. 241. ------9. Bryant, How to Tell Stories to Children, p. 3. 10. Martin, "Literature and Life", Journal of the M. E. A., Feb. 1930, p. 47. 11. Weber,"Practical Literature", Education, Hov. 1923. 12. Hosic, Empirical Studies in School Reading, p. 1. 13. Gosling, (Chairman) "Research in Junior High School English" Fifth Yearbook of the Department of Superientendence, and Junior High School, N. E. A. pp. 132-3. 9
"Hew conditions denand adaptations# adjustments of proportions, the use of new and im proved instruments, etc: but at bottom as indicated by all of our progressive recent improvements in education, it is still felt that experimental educa tion constitutes the best training for the individual. If the principle holds, then the purpose of the read ing is the reconstruction of experience. It is to be a mode of living.* (14)
Ranking very close to the above comes 15 the fact that literature should be read for pure enjoyment.
As such it offers a profitable employment of leisure time, thus affording pleasure also. The national Association of
Education in planning the course of study for the junior high school English in 1927, has drawn up a definite set of aims in which the reading for pure enjoyment is stressed.
"To interest and entertain the pupil in hie English Literature reading and study so that he will form the purpose and habit of reading books of a like high type during his leisure time." (16)
"The literature lesson should raise the plane of enjoyment in reading to progressively higher levels. Reading is still the chief recreation cf many people.* (17)
James F. Rosie has also placed a consider able amount of emphasis upon the reading of literature as a profitable employment of leisure time. He feels that an
individual will use his leisure time in the way most enjoyable
to him, and if the pleasure is turned into profit, a double
14. Bobbitt, The Curriculum, p. 230 ' """"" ' ' 15. Bryant, op. clt,, p. 3. N. E. A. Research Bulletin, 1929, op. clt., p. 204 16. Grow, op. cit., p. 12 17. Hosic, "Reorganization of English in the Secondary Schools", United States Bureau of Education Bulletin, 1919,p.63. 10
18 end has been reached.
. In accordance with the recognised principle that education should he a means of character training*literature should play its part in building the ideals of character, loyalty, love* and service , which, as purposes and standards, ought to give the needed direction and control to the life of 19 the individual. - - - , ^ .
"To cultivate high ideals of life and"con duct through literature of power, in so far as such appeal is adapted to. the understanding and sympathies of these grades."(20)
"To inculcate moral principles through the study of literary characters is a worthwhile aim of literature,"(21)
"The study of literature should arouse in the minds of the pupils admiration for great person alities, both of authors and characters in literature. man is higher than his ideals. Human beings grow unconsciously in the direction of that which they ad mire. "(22)
The scope of experience for most people is very limited, but it is possible that we shall travel through the streets of London; sit in the cherry blossom, gardens of Japan# hunt in the jungles of Africa# or explore among the icy waters of the north by means of books. Our ideals can be elevated or lowered, our minds may go from the ridiculous to the sublime through the vicarious experience
16. Hosic, Empirical Studies in School Reading, p. 9. "" "" 19. Crow, op. cit., p. 14. 20. Hosic,"Reorganization of English in the Secondary School",p.45. 21. National Society for the Study of Education, Yearbook XVI, 1920, pp.62-3. 22. Hosic, op. cit., p. 63. 11 afforded In a good piece of literature. The providing of this type of experience is one of the airs for which it is ' 23 ' ...... ' taught in the high school.
"To "broaden the mental experience by supplying a sympathetic acquaintance with scenes in various geographical sections and with historical per iods of the world."(24)
"It should "be evaluated upon its truth to human experience— -to the motives and results of thought and action-- where (as in all but the literature of fairy and fantasy or nonsense) it purports at all life as it is.*(25)
"To develop a wholesome attitude toward the problems of life by enrichment through vicarious ex perience. "(26)
It is of inestimable value that the student
come in contact with the very best of literature/for it is
through the contacts made in his reading that his tastes of '. . ; ' : 27 " ' ■ : style p thought'and expression are formed*. If emphasis 18
given to the beauty of these, and he realizes their value,
the child will search for the excellent rather than the
shoddy in that which he reads.
"To fix in memory a considerable body of suitable poetry "and prose," which shall serve through out life as a source of joy, a criterion for evaluation of other writings, and a stimulus to further reading,"(28)
Lane Cooper in his "The Study of Literature"
23. Hosie, Empirical Studies in School Reading;, p. 4^ 24. Hosic,"Heorganization of English in the Secondary. School", op. cit., p. 45. 25. Leonard, op. cit., p. 30. 26. Sharp, Teaching English in High School, p. 25. 27. Crow, op. citT, p. 1». 28. Hosie, op, cit., p. 46, 12
29 30 agrees with Leonard and Irion that it is very important that an appreciation of the works of the standard authors should be formed in the child, co that he will rettirn to and search out the works of good writers, and that bis power of discrimination between good end bad reading will be strengthened.
Literature should bo such that it creates a desire for correct speech.
Literature helps to provide for the era©- 33- tionel experience of the child. This Justification of teaching literature holds especially for the adolescent, for it is at thin period, of development that the emotional life of the child should be directed very carefully.
"The literature lesson should broaden, deepen and enrich the Imaginative and emotional life of the student. Literature io primarily a revelation und an interpretation of life; it pictures from century to century the growth of the human spirit. It should be the constant aiR of the English teacher to lead pupils so to read that they find their own lives imaged in this larger life, and attain slowly, from a clearer appreoia- . tion of human nature, a deeper and truer understanding of themselves,“(33)
One of the earliest tendencies in the pre sentation of literature wae to create and develop the imagina- 34 tion. It is from the imagination that inventions, new ideas,
69. Leonard, op. cit*, pp. 143-b. ” - 30. Irion, Comprehension Difficulties in the Study of Literature, Chapter I« 31. National Society for the Study of Education, Yearbook XVI, 1920, p. §3. Sharp, opw cit., p. 8. 32. Hoolo, Empirical Studies in School Reading, p. 3. Leonard, op. cit,, p, 22, 33. Hooic,"Reorganization 0(English in the Secondary School",p.63. 34. Rosie, op. cit., p. 45, Leonard, op. cit., p. 33, 13 and new philosophies of life coce* The school Is justified in seeking to train that faculty through the presentation of good literature#
"The literature teacher rust bridge the gap between a meager and a rich experience by kindling the fires of imaginative and syapathetic insights*(35)
"In order that the reading habit may yield the pleasure and joy of which it is capable, the English lesson should give to the student such knowledge of: the scope and content of literature as will leave him with a sense of abundance of interesting material and a trained ability and desire to find for himself such intellectual and spiritual food for pleasure."(36)
Perhaps the best statement for the sum ming up of all the aims is that which Leonard has given us in his report for the National Committee on Readings
"The finest and most inclusive statement of the value of literature is probably that it m#y make our experience deeper, wider, and more satisfying. It may help us see our own lives and surroundings as more fresh and interesting, it may also help us by recombining the elements in our past experience, to live imaginative ly in different times and countries and in characters otherwise remote from our understanding and s y m p a t h y (37)
In making the choice of literature to attain these ends there are certain factors which must be kept in mind. James ,F. Hosio has outlined a number of these factors which seem especially applicable*
1. "Literature chosen for any given school should make a natural appeal to the pupils conoerned, for without interest, which largely depends upon this appeal,
S5. Solve,"The Teaching of Literature; A Dramatic Art", pp.536-44. 36. Hosic, "Reorganization of English in the Secondary School", p . 63. 37. Leonard, op. ©it., p. 142. 14
there will be no enjoyment; without enjoyment, there will be no beneficial results*
2, •the literature ohoeen should be above the level of the pupil’s unguided enjoyment, otherwise there is no raising of the standard of taste,"
3, "The books chosen should be worthwhilei that is, they should contain stimulating thought, sound ethical ideals, normal and strong characters, noble con duct, pure feeling,"
4, "In order that the literature course may leave with students an abundance of rich material from which, throughout life, to make choice in reading, some historical view of literature should be given,"
5, "Students must be shown how to find the riches in great books; their gold does not lie on the surface, but yields only to patient search."
6, "Modern literature reflects life as we are living it today* Its problems and emotions are ours; its atmosphere is that in which we live* Because of this, current magazines and modern books quickly win the in terest, If they are human and true, they will ultimately enlarge the idealism of our students and thus prove of permanent value. Any reading, therefore, with a high ethical or social message, no matter how short its life, may well find a place in the literature hour." 7
7, "The English course should provide a variety of literary types. A true education should offer, a rang® of material wide enough to encourage a versatility of tastes; it should also give some concep tions of the comprehensiveness of literature,"(38)
Chubb, in his study The Teaching of English, would plan thv; course in literature to take care of both cul ture and character needs. He feels that the course in English
"muot aid in preparation for social and personal life," He 38. kbsic,"^®organization or English in the Secondary ~ ~ School", pp. 64-6. 15 thinks there should be variety, but at the e&ne time the plan must avoid the miscellaneous and scrappy selection of . material. In taking ear® of the character needs,.Chubb recognizes that there must be an appeal to the emotions of . the youth, and that the„ teacher or guide must work for a harmony of the adolescent tendencies. He would place in the course of study, some literature that will help the utudent in his choice of a vocation. He would not proceed as some do from the easy to the difficult or vice-versa, but would sandwich the two together so that the child will scarcely be conscious of the change from a simple to a difficult selee- 39 , tion.
, Perhaps one of the most widely used texts in the teaching of English is that of Thomas, The Teaching of
English in the Secondary School. He has given some rather ' ■' • r definite principles that we should keep in mind v.hen making a selection of literary material to be given to the high school 40 . . . . student*
1. We need to encourage a commonality of culture. 2, It may be wise to include in' that group portions of old writings to which later writers make fre quent allusions. 3, Distinctly good selections from the standpoint of style should be used. • 4, The importance of a good style in.writ ing suggests the inclusion of .certain literature that offers special and diract help in the current composition work. 5. The trend of choice should generally
39. Chubb, The Teaching of English, p p . 235-310. 40. Thomas, The Teaching of English in the Secondary School. pp. 182-206. ”2r 16
be toward the olttsclos. 6* The m a y and the modern have their legitimate place too, for the selections must t>u ad justed to the mind and tastes of the pupil. 7. Individual teachers should ho granted special privileges in the selection of reading material. 8. A variety of literary types should be provided. 9. The student should be introduced to literature that displays a variety cf moods* 10, The acquired reputation cf the his torical signification of e particular book may core- tineo suggest its inclusion in the course, 11, The literary selection must breathe the right ethical and social message. 17
CHAPTER III . STANDARDS GOVERNING THE SELECTION OF MATERIAL In editing or writing any textbook, there are certain aims and standards which must be kept in mind in order that the book may be one that is acceptable and prac tical for school-rocm use * Since; the ages vary within each grade, the personalities of the children are very different# and the interests are widely diversified , it is difficult to have a set of standards which will meet the requirements of any one group. It is also difficult to obtain a set of criteria which are definite and to the point. The aim of literature is realized through the derivation of certain principles, and can be measured through their application to real life situations. Our aims and standards must he flex ible, but at the same time definite enough to use as a measuring stick. The same standards which the author or edi tor may choose are likewise applicable to use as a basis for selection of suitable textbooks for use in a given course.
A list of aims and standards which follows was compiled from the data in Chapter II of this thesis to govern the selection of material to be included in a course in American Literature for the secondary school. This list was submitted to thirty-four high school and college teachers of English in the state universities and a number of high schools in Texas and Arizona for their approval and evaluation le
These were asked to score each standard on the basis of one- hundred points for the entire group* and the results of the twenty-four replies are given in Table I.
A M S ASD STAKDARDS FOR 5ELECTI0H OF MATERIAL ?OR A ■COURSE IN AMERICAN LITERATURE Hi THE SECONDARY SCHOOL.
I. THE SELECTIONS SHOULD BK IN LINE WITH THE PRESENT INTERESTS 0? THE PUPILS, AND THROUGH THE INNATE APPEAL TO THE IN DIVIDUAL, REVEAL TO HIM THE POSSIBILITIES OP ENJOYMENT TO BE DERIVED FROM LITERATURE. If he learns to read good literature for the sheer pleasure of it, it is more probable that he will utilize it to contribute to the pleasure and profit of his leisure moments *
II. THE LITERATURE PRESENTED SHOULD BE OF SUCH NATURE THAT IT WILL INSPIRE IN THE PUPIL HIGH IDEALS OF LOYALTY, LOVE Aim SERVICE, AND THUS BUILD CHARACTER. These purposes and standards ought to serve as criteria for evaluating* not only other literature, but also people, situations* and almost every phase of living,
III. LITERATURE SHOULD INTERPRET LIFE AS IT EXISTS, Aim SHOULD ENABLE THE CHILD TO EXPERIENCE VICARIOUSLY THE SOCIAL AND INTELLECTUAL LIFE OP THE PERIOD PORTRAYED, It should never be an artificial display of pure fancy presented as fact, or the unimportant thoughts of sore writer long since dead upon a subject which, even in his day, was archaic.
IV. LITERATURE SHOULD HAVE A SOCIALIZING INFLUENCE. The child should realize very early in life that he has a definite place in society, end that, unless he recognizes his place and learns to adapt himself to new situations when they are presented to him, he is of little worth to society, and he is not prepared to receive from society that which it has to offer. Literature can do much to help the child find his place in relation to the group, to foster in him a spirit of cooperation, and to teach him an unselfish patriotism.
V. THERE SHOULD BE A WIDE VARIETY OF SELECTIONS TYPIFYING THE WORKS OF THE STANDARD AUTHORS AND CLASSICS, TO GIVE TO THE STUDENT A VERY AIDE VIEW OF THE PROBLEMS AND THE INTERPRETATIONS OF LIFE. It is through this variety of literature that the student learns to appreciate the fine arts, both old and new, not only in the field of writing. 19
but of music and painting as well. He learns to look for the fine, delicate and most underlying thoughts in a literary selection.
TABLE I
Distribution of the Opinions of Twenty-four High School and College Teachers of English Relative to the Values to be Assigned Each of the Standards For Selection of Materials.
Scores Standards I II III IV V 65-69 1 60-64 J.. . 55-59 1 50-54 2 1 45-49 1 40-44 1 35-39 2 2 1 30—34 3 ' • 2 1 25-29 2 3 3 3 20-24 9 8 7 7 7 15-19 3 2 6 4 7 10-14 4 3 9 5 2 5- 9 1 .... 2 "' 3 2
Mean 27.1 25 15.25 19.2 20.4
To read the table: The scores are recorded using a five-step interval* Roman;letters, I, II, III, IV, V, represent the five standards selected. Beneath each standard number is placed the number of teachers who assigned the corresponding score to that particular standard.
Discussion of Standards
The selections should be in line with the present interests of the pupils, and through the innate appeal to the individual, reveal to him the possibilities of enjoyment to be derived from literature. If he learns to read the right kind of literature for the sheer pleasure of it, he will probably utilize it to contribute to the profit of his leisure moments. 20
A certain selection may have been created for the purpose of self-expression, for conveyinj some idea* for teaching some moral truth, or for the preservation of some historical fact; but at the same time the satisfaction, whether it be a reali zation of value received or aesthetic enjoyment, which is derived from reading such a selection is one of the chief factors by which may be judged its worth. Very few children have had the proper guidance in the selection of that reading matter which comes, into their hands from every side, and as a result their tastes have become somewhat warped and cheapened.
It is natural that the child should select the story that appeals to his interest, and the nature of that interest de pends largely upon his environment. Ho matter what the en vironment, however, there is a period in the life of every child when he wants to read the thrilling stories of heroism filled with action, love stories, or tales of ntyster# and it is that note of interest in line with his particular age which the literature presented to him must strike. The caution here must be to see that the material presented is interesting to him and at the same time is worthwhile, clean and artistically written. If he is allowed some freedom of choice in selecting his reading matter, and at the same time is made to realize the differences in the ordinary news stand stories and those of great artists, we need not fear that he will choose the lower class to a great extent. If his reading proves to be 21 enjoyable, he will read more and more of the better class of literature of his ovm accord, and ho will return to the ex-
' : ■■■ ■ ■ - ' ' / : ; ■ ■ ' ' . cellent type for his purely pleasure reading.
If these things are true, and if one of
•the more important aims of literature is to give enjoyment, then why is it necessary to force the child who is interested in adventure, in life as it is lived today, and in everything that points to the future to read the works of such writers as Anne Bradstreet, Michael Wigglesworth, John Smith, or even John Milton until he has had an opportunity to learn to like to read and to become acquainted with the men who write of his own day? When he is forced to read the works of each writers as these and others at the beginning of his course, he begins to wonder if these men ever had any youthful feel ings , He cannot realize that they were modern in their day, but that their lives were ordered suite differently from ours.
He does not understand that their styles were pioneerings in the modern trends, nor does he feel that he can learn any- ' : : ■ V .. - .. ; . ... ; . . - ■ thing from them. He wants something plastic, liberal in view, and filled with the spirit of things which he experiences in everyday life. Then, why not begin his course in American : - Literature with the contemporary, writers, with those who write of a life with which he is familiar? It will certainly have more appeal to him at least in his first browsings than the works of some writers who wrote of "The Invisible World", 22
"The Freedom of the Will"» or of similar subjects. When he has acquired & taste for reading and has become sor.ewh&t familiar with the nature of the present-day literature, then he is ready for some of an earlier date. Let him see how they differ, and draw his conclusions as the influence of the earlier upon the later becomes evident. If he has acquired a genuine taste for reading, he should be interested in the de velopment of literature, and the unfolding process is a natur al one which can continue until the very beginnings in the field are reached. At the end, the connections and influences which have been recognized in the procedure should be firmly drawn together and established.
— - The objection may be raised that this process would cause the child to fail to make the chronological and developmental connections desired, and that a "backing-up" procedure of this type would not be successful. The validity of this assumption is questionable, but, granting that it might be true, litera ture is not taught for the purpose of portraying an historical development of the field, but instead to make the child enjoy and appreciate the art found therein. The order is not broken up, but merely reversed.
For several years educators have been advocating the inductive method of teaching as being one of the most effective the educational process has developed. The principle of the system is within itself a procedure 23 from the k n o w to the unknown. The facts which the child has
&t his command ar& used ls a "fca^is for building up new con- cepta and now ideas, or for formulating definite conclusions about them. It has been proven that such a procedure helps to make the teacher & guide rather than a task-master, and 1 ellows for much more student participation in working out class problems. In having been able to draw his own con clusions by applying his knowledge to a new field,; the student will remember the conclusion® and comparisons made, If this theory is a workable one, and it has proved its worth many times with a small factor such as the derivation of & rule or principle, then is it not logical to believe that it will work equally well in a larger phase of learning such as the study of the literature of a nation? . The literature presented should be. of such nature that it will inspire in, the pupil b&gh ideals of loyalty, love and service, and thus build character. These purposes and standards ought to serve as criteria for eval uating, not only other literature, but also people, situations, end almost every phase of living. This standard does not mean that the selections should be didactic end point but a definite moral lesson, nor does it mean that the student must read only such books as the Horatio Alger type in which the; child gets a picture of a fictitious ideal situation which is possible, but rarely probable. 24
The ultimate end to be reached in the education of any child is to make a strong, self-directing and wise individual who can be depended upon to make bia own choices i'n the wisest manner possible, Literature should help that individual to mould his ora character, and to better pre pare him to meet actual life situations. Here again we may readily see that the method of procedure outlined above is practical. Hie student gets very little real inspiration or few ideas of a well-ordered life from reading the lives of men or stories, about people who lived in a time eo far removed from ours, that even elder people derive a great deal of amusement from the modes of living depicted* If the selections given to him at first deal with situations which are alive to him today, then, as he becomes acquainted with the older writers and their works, he can draw comparisons end see wherein they differ*
Literature should interpret life as it exists, and should enable the child to experience vicariously the social and intellectual life of the period portrayed* It should never be an artificial display of fancy presented as fact, or the unimportant thoughts of some writer long since dead upon a subject, which, even in his day, was archaic. There is a place for romantic and fanciful literature, and a very definite one, but the danger lies in presenting it as an ac tuality. The imagination should be developed to the fullest 25 extent# but at the same time, the child must be able to dis tinguish between the purely imaginative selection and fic
tion, between the fanciful incident end the possible one.
Few children have the opportunity to par
ticipate in the adventures which they dream of, nor are they
subjected to many types of experiences which may aid them in the coeting of real life situations when they are presented#
It is through the medium of literature that the child may vicariously experience the adventures of a hunter in the Jungle, a ride in an aeroplane, an exploration of the arctic, or bolter
still to place hin self in some life situation which will help
him to meet a similar instance when it becomes necessary. If
the selection happens to be one of another period, or to por
tray thoughts of an unfamiliar nature, the individual may draw
comparisons of one period with another both in mode of living and in trend of thought.
In fulfilling this aim, it does not make a great deal of difference whether the order begin with the
old and proceed to the modern or vice-versa, but again, we
see that the childls interest will be aroused at the outseti
if his first reading is closely associated^ with his present-
day experiences. He will have much less difficulty in inter
preting the life of today, and his interpretations may be ap- .
plied to the various periods of history advantageously if the
inductive procedure is followed, ' 26
Literature should htvre a socializing in fluence • The child should realize very early in life that he has a definite place in society, and that, unless he recognises that place and learns to adapt himself to nev/ situations when they are presented to him, he is of little worth to society, and is not prepared to receive from society that which it has to offer. Literature can do much to help the child find his place in relation to.the group, to footer in him a spirit of cooperation, and to teach him an unselfish patriotism.
...... , Here again we see the value of the induc tive process, for the very first thing that a child must learn is to adjust himself to life situations as they are today, and then he may apply that knowledge to a better understanding of what has gone before. Of course one movement can be traced as an outgrowth of another when the material is presented in V' ■ ' - the usual manner, but the interpretation would be much clearer if the modern situation were made familiar to the child be fore he attempts to learn of an unfamiliar period.
In instilling the .elements of patriotism in the child’s mind, we do not wish to give him the patriotism of Revolutionary days nor of the Civil far period, but more nearly do we want him to realise an unselfish patriotism which will be in accord with the modern ethical conception of a good citizen. When he has been fired with those ideals, then, and then only, is he ready to study the attitudes which have ex- 27 leted previously.
There should he a wide variety of selec tions typifying the works of the standard authors and,the elaeoics, to give to the student a very wide view of the prob lems and interpretations of life. It is.through this variety of literature that the student learns to appreciate the fine arts, both old and new, not only in the field of writing# but of music and painting as well. He learns to look for the fine, delicate and most underlying thoughts in a literary se lection, and to better interpret them.
The wide reading should give him a broad view of the problems and interests of life, of what has. been done, and what is being done in writing, and should open up . to him new paths of approach in the field, 'we should not want an individual to see the interpretation of a problem as only one writer night give It, nor do we want only one example of a style of writing, but the ideal attitude to develop ie an explorative one, reading ae much as it is possible for the
individual to assimilate. This attitude can be attained only by getting the child interested, first in reading, and them in
the right kind of reading, gradually guiding him to a realiza
tion of the means by which he may solve his problems and the
value of exploring into unknown fields. In the actual applies
tion of these principles, we see that one depends upon the
other, but that each is essential within Itself. Since the 28 three are all embodied in and dependent upon interests that factor Ettoi be otrcssed above all other®# and no opportunity loot whereby it nay be attained. If the greatest gain is to be realised# the introduction t© a new field muet be &» in- toreoting and as vigorous as possible. If the child is sur rounded at the outset with a mass of strange types of liter ary selections portraying characters unfamiliar in that their vory personal!tido, when they existed# are so far removed from the child’s experience that he cannot grasp their natures; with uninteresting accounts of some event in history about which he can read a much more glowing account in bis history textbook such as the Story of the History of Virginia# or i with a treatise upon some religious or philosophical subject, of which he has no conception as to what the writer was try ing to portray and which holds absolutely no interest to the average boy or girl# it is almost impossible to expect him to think that his course in literature will be an interesting one. The first impression sticks much longer than later ones# and a distaste for the early writers, whose works are good in their places# .will be extremely difficult to break down. Even the adult will rarely return to them without a bitter taste
in his mouth,
Ihen X7Q say that there should be a wide variety of selections; we do not indicate that the course in
American Literature for the high school should be a survey of 29 the fieldi but that the material offered should not he all of ono type nor all hy one author. The representative works of the dtandard authors should he included and should embrace the various types of work done hy them. In placing the em phasis upon modern literature, we do not exclude the classics, hut only say that they should he taught after the modern lit erature has aroused the student.’d interests in reading suf ficiently to make him wish to delve core deeply into the field. Cz
Taking the standards and discussion out lined above as criteria upon which to judge the selection of material for a course in American literature, we recommend that the opening material in the anthology should he modern literature of the best type. The selections presented here should he the most interesting possible, but at the same time should portray the period in its best and truest light. It should not he the object of any literary selection and certain ly not the aim of a course in American Literature in the sec ondary school to portray the weakest spots or the darkest side of a period, hut it should make each period stand out as one which had a definite place and influence upon the development of humanity. When the student is familiar with hio own period and hue really become Interested in reading for the joy of do ing so, he io ready to go into a more detailed study of a less familiar group of writers who lived during the late nineteenth century. The possibilities here will point to a greater arousal 30
of interest with the worko of eucb ■writers as Bret Harte,
Mary Eleanor Wilkin* Freeman, Walt Whitman, William Bean
Howells, and others of their contemporaries. The majority of high school students will turn to a story rather than to an essay or poem, but wo will Include many stories and enough of
the poems and essays to eateh their Interest and make them
search for more* - : ' - . :
% @ n as ve approach the middle and early ,
nineteenth century study, the student should have become inter
ested in knowing something of the past, so we will include
such men as Poe, some of both hie tales and poems, Hawthorne,
Hale, Longfellow, Whittier, Holmes, Stowe, Lanier, and per
haps some of Emerson and Thereau, Is should also bring in seeh
writers as Bryant, Cooper and Irving. These will appeal to
the child, and at the same tire bring out the characteristics
of the age and the comparisons with the late and modern trend.
A very email portion of the book should
be given over to the Revolutionary period and the beginnings
of literature, and only the most representative and interesting
writers of these periods should go into e textbook for high
school reading. We may learn of them in our later study of the
history of literature in college work. A student will enjoy
some of the ballad writers, a bit of Franklin1s Autobiography.
Patrick Henry's best known speech, a bit of the Declaration of
Independence, and perhaps Just a little of Captain John Smith's 31
"A Description of Hew Englendw that the student nay see the ■ ■■ - type of writing done when ran was chiefly concerned with satis fying hunger and coping with warring Indians.
Such an anthology should fulfill the chief function of appealing to the interest of the child, and if this is done in the manner advocated, he should have learned to dis tinguish "between pure art and a mere imitation of it and should appreciate the good as such. The point may be raised here that literature is being taught using practically this very procedure in the most modern and up-to-date high schools of our nation. Perhaps this is true, but, granting that it may be, why should the teacher or supervisor have to take the respon sibility of rearranging•the anthology to meet her needs? Would it not be much simpler and much more effective to the child if his book, which he must use daily, be so arranged that he will ■ ' ' ■ : ' V ...... - ' - not need to begin in the middle or at the end of the book to , find a selection which arouses hie interest? Literature should never be studied primarily from an historical viewpoint, but for the chief function for which it was created — a work of art to give joy to the reader. 32
CHAPTER IV
SELECTION OP AUTHORS TO BE INCLUDED
For a good many years, American Literature has been taught as one which is an outgrowth of that of a mother country. This tenacious clinging to the belief that the literature of our country must be taught as being depend ent upon and of secondary nature to that of England has great ly impeded its progress. Within the last few years, educa tors have come to realize that the literature of America can stand on its own strong points and need not be taught as a subject dependent upon the progress of another nation, No attempt has been made to omit or minimize the British influence, but merely to place one literature in its proper relation to the other. It is no more logical that American literature should be entirely dependent upon the English for its develop ment than that the English should be dependent upon the French in the same manner.as a result of the Norman Conquest, This attempt to break away from the traditional feeling about in fluences, outgrowths and backgrounds has met with disapproval from many who are bound by tradition, and has therefore been a rather slow procedure.
It is fitting that the latter part of the nineteenth and the twentieth centuries with a tendency toward advancement, trend toward investigation and trial of new things* and greatest in importance, belief in freedom and independence,
should see more progress in the development of a literature
which is not dependent upon that of another country, and which 33
is sufficiently different and sufficiently excellent to stand upon its own merits than previously has "been witnessed. Some
one isp.y say that this is not true* the literature of today hcs not been proven and Much, of it will not stand, nor can we be sure that the new method of teaching the course will hold.
Within every century and age there have been many good things written which have not stood the test of literary criticism
and thus have paseed into obscurity. Doubtless the sane thing
will happen in the modern field, but at the same time that
which does remain, and the writers who have founa for them*
selves a place in the literary world, will have helped to es
tablish a belief within the readers of the nation that they
have within their own ranks the ability to create a real and worthwhile literature.
A survey of the field of American writing
includes many men whose works holu little interest ami Vi lue
for the child of secondary school age. These writers have a
very definite place in the historical development of American
literature, but that place in many instances is not important - ' enough to burden the child's mind tilth, and thereby decrease
hie interest in the field. For this reason we believe that
many of the less important writers* especially in the earlier
periods might be omitted in this course. If the child’s in
terest is sufficiently aroused in his introductory study, he
should want to go_-deejpr into the field, and will have oppor- 34 tunity to do bo in his Inter readings.
A list of the writers that are ordinarily included in an high school course of study of American Lit- ■ ■ ' ' ■ ■ ■ 41 • - . ' V erature is given below, These should be either in the an thology for class study, or a part of the parallel reading.
The list was submitted to ten teachers of English in the
Tucson High School, who were asked to check the names of the writers that they considered should be included in an anthology for use in the secondary school, and to add any names that they felt desirable. The judgments of these teachers is given ' ■ '« •• : ' ■' V ‘ ■ = " • • ' . ; ' ; in tabular form below. The number opposite the writer>s name represents the number of times that particular author was ■ . ■ ' ■ checked by the various teachers.
I. The Colonial Period 1607-1765 1. Captain John Smith 2 2. William Bradford 1 3. Anne Bradstreet 3 4, Michael Wiggleeworth 3 5. Increase Bather . 1 6. Cotton Mather- 7. Johnathan Edwards 2 The Revolutionary Period, 1765-1789 1. Patrick Henry 3 2. Benjamin Franklin 6 3# Thoms Jefferson 2 4. Thomas Paine 5. John Dickinson 1 6. Francis Hopkinson 1 7. Philip Freneau 4 6. Revolutionary Ballad writers 2 9. The Conneticut Wits, John Trumbull, Timothy Dwight, Joel Barlow, David Humphreys 3
41. Course of Study in English, Denver, Colo., 1931. Course of Study in English, St. Louis, Mo., 1926 Plitcroft. Outline Studies in American Literature. Rankin, American Literature. 315 pp. “ Payne, A History of American Literature. 35
III. The Transition to the nineteenth Century, : 1. Charles Brockden Brown £ IV. The Early nineteenth Century 1. Washington Irving 6 2* Janes Fenizaore Cooper 7 3. William Cullen Bryant : 9 4. Francis Seott Key 1 5. Daniel Vfehater 1 V. The Mid-century 1830-66 1. Ralph Waldo Erereon 6 2. Henry David Thoreau 3. A. B. Alcott 4. John Groenleaf Whittier 3 5. Henry W. Longfellow 9 6. Oliver Wendell Holme# 9 ?. Hathaniel Hawthorne 9 0. Edward Everett Hale 2 9. Harriet Beecher Stowe 4 10. Edgar Allan Poe 6 11. Sidney Lanier 9 12. Abraham Lincoln 6 13. James Ruaeal Lowell 9 VI. The Late Nineteenth Century 1866-90 1. Walt Whitman 9 2. Francis Bret Harts 7 3, Cinoinn&tue (Joaquin) Miller 6 4. Helen Hunt Jackson 4 5. Samuel Langhome Clemens 7 6. William Dean Howells ■ 4 ?♦ Sarah O m e Jewett 5 8. Mary Eleanor Wilkins Freeman 4 9. George Washington Cable 5 10. m r y Hoaillee Murfree 2 11. T h o m a Noleon Page 5 12. Joel Chandler Harris 8 13. Francis Richard Stockton 9 14. Thomas Bailey Aldrich 7 15. James Whiteoah Riley 9 VII. Since 1890. 1. Ambrose Bierce 1 2. William Sidney Porter . 9 3. Mary Johnston 5 4. Owen Winter 5 5. Paul Leicester Ford 5 6. James lane Allen 3 7. John Fox Jr. 4 6. Winston Churchill 6 9. Hamlin Garland 8 10. Stephen Crane 4 11. Frank Harris 3 12. Jack London 3 36
13. Henry Van Dyke 3 14. Theodore Dreiser 1 15. Edith lharton 7 16. Robert Herrick 17. Ellen Glasgow 18. Julia Petcrkin 2 19. Wllla Gather 7 20* Sinclair Lewis 3 21* Norwood Anderson 1 22. Dorothy C a n fie ld Plaher 7 23. Zone Gale 3 24. Eugene Field ' 7 25. Emily Dickinson 8 26* Booth Tarkington 7 27. Richard Howey 1 28. William Veughn iloody 6 29. Edwin ilarkhea 9 80. Robert Frost 0 31. Amy Lowell 6 38. Y&chel Lindsay 9 33. Carl Sandburg 9 34. Edna St.Vincent Mill&yv 8 38. Sara Toasdale 8 36* Joyce Kilmer 8 37. Conrad Aiken 5 38. John Burroughs 7 39. Alan Seeger 7 40. Margaret Widdeaer 8 41. Clyde Pitch 42. Augustus Thornes 43. Percy M&cKaye 3 44* Eugene O’Hoill 8 48. Woodrow Wilson 6 46* Theodore Roosevelt 8 47. William Beebe . 2 48. Richard Harding Davis 4 49. Francis Hepkineon Smith 1 80. Mark Connelly 1 51. ^rcs Streeter Aldrich * 1 52. Irvin 3. Cobb 3 53. Edna Ferber 7 54. Sinclair Lewis 55. Francis liar ion Crawford 6 86, Margaret V/* Deland 4 87. Seumel M. Crothere 3 58. Clyde Eddy 1 59. Honore tillso Morrow 8 60. John Mansfield 5 61. Agnes Repplier 1 62. Louise MiIn 1 63. Ray S. Baker 1 37
04. Elizabeth 5-, Stern 1 65. lotiit nnteraaeyer 9 66. Ida T&rbell 6 67. Margaret Belle Houston 68. Dorothy Scarborough 1 69. Grace Moll Crowell 1 70. Edgar-Lee Masters • . ti 71. John Gould Fletcher 1 72. John Muir o 73. George Santayanna 3 74. Finley Poter Dunne 1 75* Christopher Morley 7 76. lafcadio Hearn . 2 77. Wilbur Dante Steele 1 78. Don Marcum • . • ■.... : 1 79. Edwin A. Robinson 1 (The last three musses were added).-
In making a study of an evaluation of lit erature by high school children# Crow found that students do not always like best the thing that la easiest to read nor
that which is filled with the most daring adventure. The two
thousand students who were questioned ranked "The Story of the
Other Wise Man" as first in importance from the standpoints of
interest, inspiration# aesthetic appeal# permanency of value#
end easiness to read. The same students ranked Helen Keller’s
"Story of tty Life" second and Louisa May Alcott’a "Little Women"
as third. Neither of these works is the type which plays upon
the emotions or affords a particular thrill of adventure# but
all three are well balanced stories written in an exceptionally
easy style and are clean reading matter# which give to the
child a sense of idealism and at the same time a feeling of
of the realness of life. Ranking near the end of the list were
Chaucer’s "Prologue”, MacC&uley’s Life of Johnson# "Rip Van 38
...... 42 Winkle"i and Emerson*s Ese&y#.•' ■
An examination of the courses of study of
two systems that have undertaken an extensive revision of their high school courses of study, Denver, Colorado and St. Louie, 43 Ailes-buri, • reveals the fact that in the study of American
Literature in those two high eehoola a great deal of stress is heing given to the better modern writers. The use of periodi
cal magazines, hewepaners and a great many novels is advoeated.
This -'la' Very much in line with the writer’s plan as proposed
in a previous chapter, "but we realize immediately the t the
greater part of a course in American Literature is not to be
found within the anthology used, but in the extra reading from
the library which the students will do. The anthology is mere
ly a guide. Eor thic reason, the list compiled for the text
book must be as representative as possible, since it must nec
essarily be limited, and usually contains only the works of
writers who have.established for themselves a reasonably defin
ite place in the field of literature. It would be almost im-
possible to compile an anthology which would contain a sampling
of all the writers even of the present day, and such a book
when completed would probably be of little value. Many of the
present-day writers, though extremely popular now, will not
last in the .literary world,.and with their passing,..the.book
TiT. Crow, op. cit., Table IX, pp. 116-?. : 1 ^ 43. Course of Study in English, Denver, Colo., 1931. Course of Study in English, St. Louis, Mo., 1926. 39 which contained them as examples of excellent writers would decrease in value.
Using the agreement in judgment of five or more of the ten high school English teachers as a basis, the following list of writers to be included in an anthology of
American Literature for use in the secondary school was com piled. The selection of writers was made and the arrangement of periods organised to meet as effectively as possible the, ' * . standards of selection as outlined in Chapter III, and the needs and interests of the secondary school age child as discussed in ' ■' " ' 44 some of the leading books on thexteaching of English.
I. Since 1890. 1. William Sidney Porter 2. Henry Van Dyke 3. i&ry Johnston 4. Owen Wlster 5. Paul Leideeter Ford 6. Hamlin Oarland 7. Edith Wharton 8. Will® Gather 9. Dorothy Canfield Fisher 10. Eugene Field 11. Emily Dickinson 12. Booth Tarkington 13. William Vaughn Moody 14. Edwin Markham 15. Robert Frost . • 16. Cqrl Sandburg 17. V&chel Lindsay 18. Argr Lowell 19. Sara Teaedale 20. Edna St. Vincent Millay 21. Joyce Kilmer
44. Thomas, op. cit., pp. 182-206. Bolenlue, Teaching Literature in the Grammar Grades and High School, pp. 1-292 . Sharp, op, cit., pp. 16-44 • - Leonard, Essential Principles of Teaching Reading and Lit erature, pp. 17-50. 40
. 22, Conrad Aiken £3, John Burroughs 24. Alan Sooger 25. Margaret Wlddemer 26. Eugen® 0 •Kelli 27. Woodrow Wilson 26, Theodore Rooaevelt 29. Edna Ferher 30. Francle Marion Crawford 31. Honor® Wile® Morrow 32. Louis Untermeyer 33. Ida Tarbell 34. Edgar Lee Masters 35. John Muir 36. Christopher Morley II. The Late nineteenth Century, 1865-90. 1. Walt Whitman 2. Francis Bret Harte 3. Cinoinnatus (Joaquin) Miller 4. Samuel Langhorne Clemens (Mark Twain) 5. Sarah Orne Jewett 6. Joel Chandler Harris 7. George Washington Cable 8. Thomas Kelson Page 9. Francis Hichard Stockton 10. Thomas Bailey Aldrich 11. James Whitcomb Riley III. The Mid-century, 1630-65. 1, Ralph Waldo Emerson 2, John Greenleaf Whittier 3, Henry W. Longfellow 4, Oliver Wendell Holmes 5, Nathaniel Hawthorne 6, Edgar Allan Poe 7, Sidney Lanier 8, Abraham Lincoln 9, James Russel Lowell IV. The Early Nineteenth Century 1. Washington Irving 2. James Fenlmore Cooper 3. William Cullen Bryant V. The Revolutionary Period, 1765-89. 1, Benjamin Franklin
Differences in opinions of textbook writers and in the needs and interests of the children within various localities will exclude certain writers and will add others.
Allowing for this factor, we eight ssy that the above should 41 be Included In anthologies of American Literature for use in
the secondary school,,and that certain others which have a definite place in literature and seem to the editor to be of value to the collection may be included also? but w@ do wish to stress the fact that more of the modern writers, more of the works of those who interest children at this period of their- development, and fewer of the older and less interesting men should be included in a book of this nature, ; ; 42
• . CHAPTER V
• EVALUATIONS
In order to evaluate a textbook of any kind, more especially one dealing with a particular type of subject matter, it is desirable to construct a score card with a definite point system upon which the judgments of the scorer may be based. After studying the bases for evaluating 45 books as given by a number of authors, we have set up a score card for this problem. In which definite numerical values have been assigned to the separate phases in order that a more accurate score will result.
Score Card Possible Actual I. Selection of ti&terial Included score score 1. Appeal to the interests of the pupil 30 2. Build character 25 3. Interpretation of life 15 4. Socializing influence 20 5. Variety of selections typifying the works of the standard authors 20 II. Organization of Material : • 1. Inductive method of presentation or well organized whole with stress on modern writers 10 2. Helps for teacher and student a. Brief biography notes on authors 10 b. r questions or suggestions for study 10 c. Suggestions for further reading 10 III. Mechanical Construction 1. Size of book 4
45. Fuller, Scientific Evaluation of Books. Maxwell, The Selection of Textbooks. Hall-quest, The Textbook, How to Use and Judge It. Gray, Deficiencies in Reading Ability, pp. 112-125 Alexander .^Standards.for Selecting Books#. - - - - ; - '. , .. - . .. . , - 43 Possible Actual score score 2* Binding 4 3. Paper 4 4* Type of print 4
&• L i n e s ' • ' 1 ■■ ■ ‘ • 4 -• ' ' 6. mke-up 4 ■ 7. Columns 4 8* Illustrations 4
The books are to be analyzed thoroughly, and each selection scored on each of the first four standards for selection of material as set forth in Chapter III of this thesis. On standard I, a selection ray receive a possible score of thirty points. (See Table I, p. 19) The mean score of each standard was taken to the nearest convenient figure and used as the weight assigned in each case. Therefore, number
II has a possible score of twenty-five points, number III, of
fifteen, and number IV, of twenty. When every selection in a
book has been scored, the mean score will be .taken for each
of the four standards and used as tliat portion of the total
value for the entire volume.
Opposite the name of each selection has
been placed the name of its author. The complete list of
authors in each volume will be checked with the second list
given in Chapter IV. Taking into account the number of authors
included in this list and the additional ones in each book,
and whether or not the selections from the various authors are
representative of their styles, the book will be graded as a
whole bn the basis of a possible score of twenty points.
The rating of the books for organization
of material will be considered first from the standpoint of 44
arrangement of the. periods, with the plan in mind that the modern literature should come fireti followed hy the eighteenth
century, and only a small portion given over to the early writings. If some other procedure has been followed which is a logical organization appealing to the interests of the child, and stressing the literature of the late nineteenth and twentieth
centuries, full credit of ten points will he assigned. The
second phase of this section is based upon the helps included for the teacher and students, to which has been assigned a
total value of thirty pointst ten for the inclusion of brief
. / . . . . biographical notes on the author# ten for questions or sug gestions for study; and ten for good suggestions for further
reading. The assignment of the specific number of points in
this section of the score card has been an arbitrary matter.
. The last and perhaps the least vital sec
tion of the evaluation is that of the mechanical construction
of the book. Here again the value of four points to each of
the eight subfactors is purely arbitrary, In the mechanical • , '-46 construction of a book, we are interested in: 1. The size of
the book, in order to be practical for use, should have a con
venient page size, ordinarily about five by eight inches, and
usually contains about five to six hundred pages, making it
about one and one-half inches in thickness. •^le binding
46. Tulier, op.*bit.V pp. 9-10.* 45 should be attractive and durable. A ttractively colored and lettered bindings help the child to like his book. 3. The paper should be of good quality and dull finished so that it will riot, reflect the light. 4. The type used should be easily legible and uniform for the body of the text, usually ' . . , 47 about a ten point type is practical. The lines should not be too close together, uniform in length, and in proportion to the size of the page. 6. The book should have sufficiently wide margins to make a page of reading restful to the eye#
Margins should be at least three-fourths of an inch on all- sides, 71. The columns of an high school textbook should be single unless the page is a larger size than that advocated above, then double columns are preferable in order that the 47 eye span will not be too great. 8. A book should contain, some attractive and useful illustrations. Poor ones are less desirable than none at all. All pictures appearing within a textbook should be not only beautiful, but should illustrate a particular selection by dealing with its details, and make a very definite contribution to the book;
When each volume has been evaluated on all the points indicated, the total score will be taken as the grade for each, and the books will be ranked in the order of their merits as indicated by the score cards.
47. Gray, on. cit., pp. 112-25. 46
Book number I Croos, Smith and Stauffer» Good Reading# for High School. American Writers. Score card Possible Actual I# Selection of Material Included . score score 1* Appeal to the interests of the pupil 30 22 2# Build character , 25 19 3* Interpretation of life 15 13 4# Socializing influence .20 13 5, Variety of selections typifying the work® of the standard authors . 20 19 II, Organisation of mterial 1* Inductive method of presentation or well organized whole with stress on modern writers 10 5 2, Helps for teacher and student a. Brief biographical notes on authors 10 10 b. Questions or suggestions for study 10 10 c. Suggestions for further reading 10 12 III. Mechanical Construction 1. Size of book 4 5 2. Binding 4 4 - 3. 3aper , ...... : - . ■ : .4 . 4 4. Type of print 4 4 5 » -Unes ■ ■ ■ . . , , • . 4 , . 4 . 6. Make-up 4 4 7, Columns 4 - 3 8. Illustrations 4 • 4
To t&l 182 143
Mr. Cross, Professor of English and
Comparative Literature, University of Chicago, Mr. Smith,
Professor of English, University of South Carolina, and Mr,
Stauffer, Teacher of English in Crane Technical High School,
Chicago, have compiled an interesting anthology of American
Literature in Good Readings for High Schools. The book is
a little larger than the ordinary textbook size, but it is
not cumbersome, since it is comparatively thin. The volume 47
is very attractive in appearance» with both a pleasing and desirable binding. Inside the covers is found a very inter esting Illustrated isap of the places and incidents with which literature deals. The physical make-up of the book is ex cellent, Despite the fact that we find double columns here, they are in proportion to the page size, and do not'give a crowded appearance. There are many interesting and worth while illustrations in this book which are not the fantastic creations found in many books of this nature.
The strongest point of this anthology lies in its appeal to the interests of the child. The authors have apparently taken into account the interests, both likes end dislikes, of the high school age child, and have cade the selections from the works of the various authors wisely. The selections included are representative of the writers, andlin cost instances a sufficient number is given to afford a good view of the men. However, there are fewer stories and plays than should be included in a collection of this kind. The child is perhaps more familiar with short stories than with any other type of literature, especially if he likes to read, so it is logical that he should have a reasonably large number of them in his study of literature, Since there is only one play included, the student docs not have an opportunity to get a representative view of even one type of drama. ' 48
The organization of the hook, though not in line with the inductive method as advocated in Chapter III, is a good chronological one; and the groupings of stories, poems, essays and biographies is well,worked out. One of the most unusual features of this volume is the brief introduc tion to each selection giving some interesting incident of the writing of the particular poem or story, a bit about the life of the author, or a brief interpretation of the selection.
These brief notes act as motivating forces, and also aid the child in a greater appreciation of the selection.
On the basis of the above discussion and on the numerical values assigned the various phases of the book, we would say that it is one that is well adapted to use in
the secondary school, and. one which will meet the needs and interests of the child. 49
Book number II Simons, American Literature Through Illustrative Readings. Score card t Possible Actual IJ. Selection of Material Included score.:,8core 1. Appeal to the interests of the pupil 30 19 2. Build character 25 , 15 , . 3. Interpretation of. life ... 15 . 13 4. Socializing influence ' , 20 11 5. Variety of selections typifying the works of the standard authors 20 10 II. Organization, of Material . 1. Inductive method of presentation or well organized whole with stress on modern writers ' ' 10 0 , 2. Helps for teacher and student a. Brief biographical notes on the authors 10 10 b. questions or suggestions for study 10 0 c. Suggestions for further reading ’ 10 2
III. Mechanical Construction , ■ ' , 1. Size of book \ . v 4 4 2. Binding ' 4 3 3. paper ; 1 ; - ' ■; 4 • 4 4. Type of print 4 ,4 5.,Lines ' '■ ' . 4 3 6. Make-up 4 1 7. Columns. ' " " '...... ; ■ - 4 4 . 8. Illustrations .. , v 4 0 Total 182 103
American Literature Through Illustrative
Readings has come out in several editions, the latest having been published in 1928, The editor, Sarah E. Simons, is head of the Department of English in the high schools in Washington,
D. C. M s s Simon’s chief aim seems to have been to give the students a taste of Just as many authors as it is possible to put into a book of this size, and the result is that she has covered an extremely broad field with a limited sampling from
each writer. If the book were used, however, as a mere intro duction to the various authors represented, and the material given here supplemented with many other readings, it would 50
serve the purpose well. As it is, the editor has used too
meny authors, one hundred forty eight in number, to give a
fair representation of any. The selections which Miss Simons has used are, in most cases, interesting ones which should
appeal to the students. The selection of authors seems to be
a good one also if she had only limited the number to an
appreciable degree that would have allowed for the presenta
tion of more selections from the more important writers,
- This volume is a very convenient text
book sis®, about five by eight Inches, and contains only five
hundred seventy six pages. The print is good, but the physical
make-up gives a srowded appearance to the page. A chronological
organisation has been followed with a great deal of space given
to the early writers, and no effort has been made to lay stress
on the later writers. The book contains no questions .or.sug-.
gestions for study, and a very limited number of suggestions
for further reading is included.
This anthology is not one which is par
ticularly well adapted to the ordinary course for the study
of American Literature in the secondary school. 51
III
Jfcyne, Selections frott. Ajcericen Literature» Possible Actual I. Selection of Material Included score score 1. Appeal to the interests of the pupil 30 15 2. Build character 25 13 3. Interpretation of life 15 10 4. Socialising influence P.0 11 5. Variety of selections typifying the works of the standard authors 20 15 II. Organization of Material 1. Inductive method of presentation or well organised whole with stress on modern writers 10 7 2. Helps for teacher and student a* Brief biographical notes on authors 10 10 b, Questions or suggestions for study 10 7 ’ o. Suggestions for further reading 10 0 III. Mechanical Construction 1, Size of book V v. .. 4 : , 4 2. Binding 4 3 ■' ■' 3,‘Paper ' V ■ ■ ; ' •: : 4 4 4. Type of print 4 4 : 5,:Lines ^ i . ■■ > .. :':4'V 3 6. Make-up 4 1 7, Columns . : : . . ■ 4 - " ' 4 8, Illustrations ’ 4 0 Total 107
:.Dr. L. W. Payne, Professor of American
Literature nt the University of Texas, has compiled a com* prehensive anthology used in a great many schools in that state.
The latest edition of 1930 is a cumbersome volu*® of nine hun dred ninety eight pages which sight well have been put into two books. The page size is the convenient textbook size, but
the large number of pages causes the book to have a forbidding look to the child. The pages have a crowded appearance with very small margins at the top and sides.
, The book opens with selections from Washing 52 ton Irving and a chronological order is followed throughout# with considerable stress being given to the modern writere# tfo ouggostiona for further reading are offered, and the questions for study are given in a group in the back of the book. This arrangement is not so conducive to study as the r.ers conven ient placement at the end of each selection or group of selec tions by the same author, and will not be used so freely*
There are no illustrations.
The editor has used the selections from a small enough group of writers to give a reasonably good eamp- ling of each one. The authors represented are prominent, and the child should have a fairly good view of the type of work done by each when he has completed his reuding. However, the selections used are hot always the most representative.of the particular author in question and are certainly not always the most interesting ones that might have been used. In some in stances, the selections are too simple for the average high school child to enjoy, but more often, they are too difficult for him to appreciate the meaning. If the child's first intro duction to a writer is through some of his core subtle works which was written for mature minds, then a wrong impression of that writer is likely to be formed, and that opinion is much harder to break down than it was to build up. This failure of the selections to be in line with the present interests of the child seems to be one of the weakest points of the book, and is probably due to the editor's scholarly viewpoint. 53
Book number TV Pace, American Literature Score card ' > Possible Actual I. Selection of Material Presented score score 1. Appeal to th® interests of the pupil 30 16 2. Build character 25 15 3. Interpretation of life 15 10 4. Socializing influence 20 9 5. Variety of selections typifying the , - works of the standard authors 20 7 II. Organization of Material . - " 1. Inductive method of presentation or well organized whole x?ith stress on t • modern writers 10 2 2* Helps for teacher and student : . a. Brief biographical notes on authors 10 4 b. questions or suggestions for study 10 0 c . Suggestions for further reading 10 5 III. Hiechanical Construction ; 1. Size of book 4 4 2. Binding v 4 3 ^ 3. Paper " , 4 4 4. Type of print 4 3 5. Lines 4 4 ; 6. Make-up, ■ ' . : . . 4. . ' • 2 7. Columns 4 4 8. Illustrations , ■ _ . 4______0 Total 91
Mr. Pace has used a comparatively small number of authors, about sixty-six in all, and worked their selections into an anthology in which very little stress is placed on the modern writers. Quite a bit of space is given to the earlier writers in the history of American Literature.
The volume is the standard page size containing about seven hundred seventy-five pages, three hundred twenty-four of which are given over to the history of American Literature, leaving a limited number for the selections. There are no questions or suggestions for study, the biographical notes 54
on the authors are too factual to be interesting, and contain
no events which Eight-"be of Interest to the reader of .the par
ticular selections, and the:suggestions for further reading
are limited. : :v
- The selections from; the various writers
are not always'the "better known ones, nor are they such that appeal to the interests of the child. For example, instead of
including one or two of the sany interesting stories which Poe has written, his discussion of "The Short Story" is given here. This is a very important work of Poe's, hut it does not
portray his genius as a short story writer. This1practice is
true in several instances, so again we find the book rating
low in the factors of interest to the child, and also in the
' ' '■ ' - ' - ' variety of types illustrating the works of the standard authors.
When a selection is rated low in its appeal to the present in
terests of the child, it is probable that it will also rate
low in the traits II, III, and IV, (see table I, p. 19) because
if he does not find the thing at band to be interesting read
ing, much of the influence that might have been had from the
other-characteristics jis lost to him.
: On the basis of the criteria Used here,
this anthology is not well adapted for use in the secondary,
school.' - : ' -V ' 55.
Book number V
Long, Outlines of American Literature.
Score card Possible Actual I. Selection of Material Presented score score 1. Appeal to the interests ofthe pupil 30 16 2. Build character . 25 16 3. Interpretation of life 15 10 4. Socializing influence 20 11 5. Variety of selections typifying the works of the standard authors 20 14 II. Organization of Material 1, Inductive method of presentation or well organized whole with stress on modern writers / 10 3 2. Helps for teacher and student h; Brief biographical notes on authors 10 10 b. Questions or suggestions for study 10 0 c. Suggestions for. further reading 10 0 III. Mechanical Construction. 1. Size of book , 4 4 2. Binding 4 ' 2 3. Paper • ' v:; -. % .: .■■■■ -v; ■: ■ ■ - - 4 , 3 4. Print 4 3 : ' 5. Lines . . I - 4 : 4 6. Make-up , 4 3 7. Columns V;: . 4 4 8. Illustrations 4 ______0 : - v. ' ■ - ' ; r .. :• . ■ Total . ' 182 103
Mr. Long of the Stamford Conneticut High
Schools has edited his anthology using practically the same / plan as that used by Mr. Pace• Almost half of the book of six hundred twenty-four pages is taken up with the history of American Literature, leaving only three hundred ninety- nine for the presentation of selections. In the short space devoted to the works of the authors, eighty-two are represented which permits of a fair representation of only a few such men as Whittier, Longfellow, Bryant, Lowell, Whitman and Emerson.
The works of the others must be represented by only one or 56 two selections. With some of course this is sufficient,
"but with such men as Po®, Joaquin i&ller, and Joyce Kilmer, the student. cannot hope to receive a conception of the real value of the men hy reading one story or poem,
v The authors included are well-known ones, though there is very little space given to the later writers, hut the limited numher of selections given from each writer does not always include the most interesting ones.However; as a v/hole, we would say: that the lack of sufficient space; to give a fair representation to e&oh author’s works is the chief defect of this hook.
, - ; The mechanical construction is good, V V\ V. ' 1 ' ' •• though the print is just a little smaller than is desirable, and there.are-no illustrations. With the exception of the
ys. , «■: : v ,.'; ■ ■ . ' history of the literature, there are no helps for study, either in the form of questions, introductory notes or suggestions for further reading. . - 57
Book number VI
McGraw, Ward, and Naylor, Prose and for the Ninth Year. Score card Bossible Aoiua] I. Selection of Material Presented 1. Appeal to the interests of the pupil 2. Build character 3. Interpretation of life 4. Socializing influence B. Variety of selections typifying the works of the standard authors II. Organization of Material 1, Inductive method of presentation or well organized whole with stress on modern writers , , , . 2. Helps for teacher and student a. Brief biographical notes on 'authors 10 10 b. questions or suggestions for study 10 10 c> Suggestion® for further reading 10 0 III. Mechanical Construction 1. Size of book 4 3 2. Binding 4 3 3. Paper 4 4 4. Print .... ' ' ' ' ' 4 4 5. Lines 4 4 6. Make-up ' "' • 4 4 7. Column® 4 4 8. Illustrations 4 2 ... Total 182 1BT
Prose and Poetry for the Ninth Year 1® one of a series of four books built to take care of the lit erature course of study for the entire four year® of high , school. The editor® of the book are H. Ward McGraw, Head of the English Department, State Normal School, Courtland, N. Y.,
Winifred A. Naylor, Head of English Department, Junior-Senior
High School, Niagra Falls, N. Y. Of this volume of nine hun dred fifty- two pages, only two hundred eighty-three are ac tually devoted to American Literature? the remainder is given over to selections from English Literature, so it cannot.16 58 fairness be called a good representation of the field. The selections which are included are of a very good type, and should be interesting to almost any boy or girl of this age.
The approach to this study is interesting and suitable to the child*s needs. A number of selections from present-day fiction similar to the type which one might read in a good magazine are given to catch his interest. In terspersed among these are stories from Hawthorne, Poe, 0.
Henry and Mark Twain, as well as those from a few of the
English writers of short stories. The editors then present a number of the poets such as Bryant, Emerson, Longfellow,
Holmes, and Whittier, and proceed to the modern poets. The wide-awake child will find no dry and uninteresting reading in this volume.
Short introductory notes are given to each selection which are helpful to the child in his apprecia tion and interpretation of the poem or story.
The mechanical construction is good, and the organization is excellent, with the exception of lack of suggestions for further reading. , The weak points of such an anthology lie in its lack of variety of selections typifying the works of the standard authors, the email number of writers used, and the inclusions of only poems and stories. Such a book does not give the students a sympathetic view of American r
59 .
literature. Its strong point is the appeal to the interests
of the students and the method of presentation... 60
Book number VI
Hatfield and Roberts, The Spirit of America in literature.
i Scorecard Possible Actual I. Selection of Material Presented score score 1. Appeal to the interests of the pupils 30 21 2; Build character 25 14 3; Interpretation of life 15 . 12 4; Socializing influence : 20 10 5; Variety of selections typifying the works of the standard authors 20 15 II. ,Organization of Material 1; Inductive method of presentation or well organized whole with stress on modern writers 10 2 2> Helps for teacher of student . a; Brief biographical notes on authors 10 10 b; Questions or suggestions for study 10 8 c; Suggestions for further reading 10 . 10 H I; Mechanical Construction 1; Size og book ' 4 4 2; Binding . 4 3 3; Print ...... 4 1 4; Paper . ... . 4 3 5. Lines 4 2 6. Make-up ... 4 0 7; Columns 4 .2 8; Illustrations , .. 4 1 - ' ' ' ” Total 120. '
The Spirit of America;;in literature is
a part of a series,"The Century Studies in Literature", edited
by James F; Rosie of the University of Chicago.’ The compiling
editors of this particular volume are Mr. W. Wilbur Hatfield,
Head of the Department of English in Chicago Normal College and
editor of the English Journal, and Mr.. H. D. Roberts, of the
Department of English, Chicago Normal College and Assistant Editor of the English Journal. Formerly both of these men were comaected with high schools. They have attempted to or-
-? 61 ganlze the material in such & way that certain ph&oeo of every
day living will he brought out. These phases, Thrilling with
Adventure, Enjoying the Out-of-Doors, Observing Human Kature,
Studying Life, Enjoying Humor and Fancy, Living in America
in the Past, and Living in America in the Present, nerve as
the outline for arrangement of the prose and poetry included,
but in some instances, the selections included seem a little
out of keeping with the particular phase of life presented.
In other words, the idea of the book is excellent, but there
is some doubt in the mind of the writer as to the success with
which it' has been carried but, One is inclined to think that
the child would entirely forget the particular phase the selec
tion represent® while reading, and would probably fail to see
the relationship. Within the separate divisions, the editors
seem to have used no definite'plan for the arrangement of
the selections. They have been placed irrespective of group- i . _ ing one writer1s work® together even when two or more selections
fall under the Bare general heading. It is almost as if the
prose and poetry had been placed in a hat, shuffled together, and drawn out one by one,
The stree6 is definitely bn present-day
literature, and the selections used are interesting ones in
almost every case. The high school child should find the
book an unusually good one for general reading, if he does 62 not lose patience with trying to get a clear idea of one particular author,„ This failure to group the works of one author together when it1 doe© not defeat the nrajor organiza tion of the "book may caude the child to have a confused view of the entire- f ield. --
The mechanical construction of the book is poor. The print is smaller than the regulation tern point
type, arid lacks uniformity even for the body of the volume.
The pages have a crowded appearance with unusually small mar- gins on ,all sides, with the•exception of a part of the poetry.
There is a lack of consistency in the column width. In much
of the prose, double columns have been used, which,on the
page size of five by eight inches, give an unusually crowded appearance.
Inside the bindings of the book, there•is
a good illustrated map similar to the one used in Cross, Smith,
and Stauffer's Good Readings for Hl&h School. To each chapter
there is given an introduction telling something about the particular phase of life which that' section is to portray.
There are also excellent questions for study* on each section
and helpful suggestions for further-1 reading. '
In the hands of a skillful teacher, this
book would meet the needs of the secondary school course of
study well, but with the practically Inexperienced teacher,
many difficulties would prgbably arise. " 63
Book number VIII .
Greenlaw, Miles, Literature and Life, Book Three, Special Edition.
Score card Possible Actual I. Selection of Material Presented score score 1. Appeal to the interests of the pupil . 30 - 19 2. Build Character 25 16 3. Interpretation of life ' . 15 , 13, 4. Socializing influence ;■ 20 12 5. Variety of Selections typifying the works r of the standard authors 20 13 II. Organization of Material. 1. Inductive method of presentation or well organized whole with stress on . modern writers 10 6 2. Helps for teacher or student ; a. Brief biographical notes on authors 10 18 b« Questions or suggestions for study ... 10 7 c. Suggestions for further reading 10 10 III. Mechanical Construction , 1. Size of book ' '4 ' : 2 . 2. Binding . , 4 3 3, Paper - ' - • A 4 4. Print A 4 5. Lines : 4 4 6. Columns , 4 4 ' -'- 7, Make-up v ' '■ ' ■ -... ' • "• ■ - ■ ■ ' " 1 ’ 4 ' '• 'A ' 8, Illustrations . . 4 2 ", ■ : ■ Total " ~I82 131
Greenlaw and 'Miles'have edited a series
of four books for use in the literature courses of a four
year high school. These books have met with favor from many
sources for several years, until in 1929 a special edition wa-
brought out in which the books were revised considerably and
brought up-to-date. Mr, Edwin Greenlaw, William Osier Prof-
fessbr of English Literature at Johns Hopkins University, and
Mr. Dudley Miles, Head of the English Department of the Even
der Childs High School, Hew York City, have woven into this
volume a brief higtory of America in its relation to the lit- 64 erature and placed it at the beginning of the three general divisions of the book, "A Brave Hew World% ^Definition and
Conflict" and "Hew Frontiers*. : ,
The page-size is larger than the convenient five by eight inches, and the books is slightly bulky for con venient use. It contains six hundred thirty-two pages, eighty- two of which are concerned with other material than selections from American Literature, The print is excellent, and the columns and technical make-up in keeping with the page size.
There are.a few illustrations, but they seem to have no definite value to the book, since few of them illustrate a selection included. There are questions at the end of each author's "V • • ' • works, but they are purely factual, and do not give the in terpretations or Interesting incidents relative to the writing that the ones discussed in Cross, Smith and Stauffer's Good
Readings for High School and in ScGraw, and Haylor's Prose and Poetry for the Hinth Year.
.. This is a well-rounded textbook, and the selections are usually representative and well-suited to the age of the child, but in a few cases, they are not the most interesting works of the particular author, as is evidenced in those from Washington Irving, Hawthorne, and Vachel Lindsay.
The stress lies on the mid- and late- nineteenth century , writers, with some emphasis on the more recent ones, ; . ' 63 Book number IX
Schweikert, Inglis and Gehlmann, Adventures in American Literature,
Score card Possible Actual I. Selection of Material Presented score score 1. Appeal to the interests of the pupil 30 21 2. Build character 25 17 3. Interpretation of life 15 13 4. Socializing influence . 20 13 5. Variety of selections - typifying the works of the standard authors 20 II. Organization of Material 1. Inductive tiethod of presentation or well organized v,hole with stress on modern writers 10 2* Helps fdr teacher or student : - ' . a. Brief biographical notes on authors 10 10 b. Questions or suggestions for study 10 10 c. Suggestions for further reading 10 10 III. Mechanical Construction 1. Size of book 4 2. Binding 4 3. " Paper 4 4. Print 4 5. Lines ' - - - :V - 4 6. i&ke-up 4 7. Columns 4 8. Illustrations ___4 Total 182
H. C. Sohweikert, of the Central High
School, St. Louis, Mo., Rewey Belle Inglis,of the University
High School, University of Minnesota, and John Oehinann, of
the Oak Park High School, Oak Park, 111., have compiled a
very interesting anthology, entitled Adventures in American
Literature. From the standpoints of selections included, or
ganization of material, and the authors represented, it is
perhaps the best of the group discussed here. The selections
are from a group of well-known writers and are both interesting
and typical of the works of the authors included. Sufficient 66
number of selections from each writer io given to enable the
child to form some conclusions as to the style and value of
the man. The various types of literature are represented
with selections which are well adapted to use in the secondary
school.
The organization of material in the book is good. The child begins his reading with a group of inter
esting short stories, most of which are modern, proceeds to a group of essays about subjects with which he has some ac
quaintance, on through biography and travel, humorous prose, historic milestones, folk literature, early northern and
southern poetry, the transition poets, twentieth century and humorous poetry, and concludes with three interesting dramas, one a comedy and the other two semi-tragedies which should assist the child in his interpretation of human nature. There
is a short introduction.to each section in which the particular
type of literature contained therein is discussed. The l%st one hundred fifty pages are devoted to a well written section entitled "A Short Review and Reinterpretation of the History of American Literature",
The suggestions for study contain thought provoking questions,and helpful notes to aid the child in his
interpretations are given at the end of each selection. In addition, a brief introduction is given to each piece of lit
erature which includes a short sketch of the author's life or 6,7 an incident pertaining to the writing of the particular selec tion. The lists fbr further reading seem to have heen selected with the idea in mind that the child should have interesting and worthwhile material from which to choose his reading.
Adventures in American Literature has the
convenient textbook page size of five by eight inches on which
the editors have deed a single column plan. Even though,the
book contains over a thousand pages, a reasonably thin; but
opaque paper has been used so that it is about one and one-
half inches, in thickness and does not have a clumsy appearance.
The print is ten point type and the pages have wide margins
on all sides. The lines'are numbered and explanatory foot-*
notes are given at the bottoms of the pages.
- This anthology is well adapted to the
needs and interests of the average class in American Literature
in the secondary school, and should serve as a satisfactory
guide to the pupil and an aid to the teacher. , 68
When ,we view the anthologies evaluated as a groupi tre find certain weaknesses and strong points which are true of the majority of these hooks. - :
The anthologies were ranked according to the total scores received as shown in Sdhl® XI. - - ..
, Table II ; ; : ; ‘
The Rankings of the Kine Anthologies in the ______Order of their lierits.______■______^ Points - 1v Schwelkert, Inglis and Gehlamnn, Adventures in American literature . ; ' 154 2. Cross* Smith and Stauffer, Good Readings for High - ‘ School. American Literature . /143 . 3. lacGr&w and Haylor, Prose and Poetry for the Ninth : ■ Year ' ' ; 137 4. Greenlaw and Milos, Literature and Life, Book ; Three, Special Edition . ; 131 5. Hatfield and Roberts, The Spirit of"America in Literature " 1 2 0 6i Payne,' Selections-from American Literature - ~ 107 7. Long, Outlines ol American Literature 103 7. Simons, American Literature Through Illustrative Readings • 103 8- African Literature , ,91
An inspection of Table III indicates
that there are differences in opinion between the textbook
editors and the group opinion of the ten high school teachers
of English who were questioned. Of the sixty authors agreed
upon by five or more of the teachers of English to be included
in an anthology for high school use, from twenty-five to forty
were actually included in the textbooks. The total number
of authors used in the anthologies ranges from fifty-one to
one hundred forty-two. 69
TABLE III
Agreements of Judgments of Five to Nine High School Teachers of English with the Textbook Editors of Mine Books as to the Inclusion of Certain Writers
(Number of authors i Number of additional * (advocated by five : .authors used b> the * Book No. ior more of the ( textbook editors Totals /teachers andinclui % •ded in the text- $ % (books : % I : 37 ; 73 % 110 II ; 39 ; 103 : 142 III * 33 : 46 % 79 IV ; 26 * 40 $ 66 V ; 32 $ 50 % 82 VI &.. . 25 ; 26 51 VII $ 30 * 43 % 73 VIII i 28 % 28 % 56 IX % 40 $ 62 % 102
When we study Table IV, we see that eight authors included in the list compiled by the teachers were not used in any of the anthologies inspected. On the other hand, we find the same number of writers included in five or more of the textbooks which were not checked by the majority of the teachers. 70
Table IV Outstanding Disagreement# of Teacher# and Textbook Editors Relative to the Writer# that Should be Included in an Anthology of American Literature
Writers advocated by teachers : Writers not advocated by not included in anthologies t teachers appearing in an : thologies :Humber an- g ithologies ____-...--Stines______...:. : Karnes :including jj&ry Johnston $ Philip Freneau : 6 Owen Wieter 8 Fitx-G. Halleck : 6 Paul Leicester Ford 8 Henry Timrod g 5 Edna Ford . 1. Paul H. Hayn® % 6 Francis Crawford 8 Richard Hovey • | 6 Honors Wilee Morrow Henry D. Tboreaui 6 Ida Tarbell 8 William Howells : 5 Sarah Orne Jewett 8 S. Robinson g 9
Table V indicates the scores assigned to
the nine books on the five points under the heeding "Selection
of .Material Presented* of the score cards.
Table V
Composite Scores Assigned to the "Selection of Material Presented* of the Line Books
Book 3 Standards
i x7 iy yn _ z e Z2 19 13 Z3 19 II : i@ 15 13 ii 10 III , 15 13 10 ii 15 IV : 16. 15 10 9 7 ' V : 16 16 10 11 14 VI , 2 3 19 13 14 10 VII , 21 14 12 10 15 VIII 19 16 13 12 13 DC : 2% 17 13 13 19
Averages 19.1 16 11.9 . 11.5 13.5 81
This table is to be read as follows« On book I the average score made on Standard I, (appeal to the interest of the child), is 22, for Standard II, (build character), the score is 19, for Standard III, (interpretation of life), the score is 13, etc.
A weakness in the anthologies as a group lies in the lack of uniformity in the number of authors repre sented in each textbook, and a tendency not to give sufficient amount of space to each. The number of writers used in the various books ranges from fifty-one to one hundred forty-two,
(see Table III, page 69) and since the volume# are practically the same in size, in the first instance a large number of selections are included from the more prominent writers. In the latter case very little space can be devoted to any one writer. We see then that the book which includes a email number of authors gives a somewhat limited view of the field, and at the same time, the book including a large number allows for a very limited representation of the works of the majority of writers. The specific examples are brought out in the foregoing diseuesions of each book in this chapter.
The selections are not in every ease ones
that are well adapted to the interests and age of the child.
The scores for this trait, as evidenced in the score cards
for the individual anthologies, range from fifteen to twenty-
three out of a possible thirty points,(see Table V, p.70). In 72 moot inetancei, where the score for this trait is low, the
selections included have not been, as a group, the sost in teresting ones that night have been chosen from the particu
lar authors. In one case we nay find a good selection of works while from another writer of equal importance, the fac
tor of appealing to the present interests of the child may
seem to have played no part.
The helps for teacher and student, espec
ially in the suggestions for study and for further reading, are in many instances too inadequate to assist then to any
great extent. In three of the books, as evidenced in the
score cards of the anthologies, the helps for study are good.
The questions are thought provoking, and a note of motiva
tion is struck in the interesting events relative to the writing of the particular selection, or a few suggestions which
aid the child in his interpretation of the piece of literature
are made. In three of the booka, helps for study are used,
but the questions are purely factual and are not of a great
deal of benefit to either teacher or pupil. In only four
of the books do we find good reading lists which guide the
child in his further reading.
The organisation of material is not al
ways well adapted to the use of the high school student.
However, two of the anthologies, Schweikert, Inglie and Gehl-
si&nn, Adventures in American Literature and gcGraw and Hay lor, 73
P rose and Poetry for the Ninth Year, are la the inductive process of development as discussed in Chapter III of this thesis. Three others follow a chronological organi zation which is reasonably clear to the child, and a.sufficient amount of stress is given to the modern writers to kfcep him interested. . :
The texts are consistently lacking in socializing influence. This trait received scores which ranged from seven to fourteen points out of a possible twenty.
The subtle nature of the trait ray cause variances in opin ion of the ©valuator and the textbook editors. The litera ture ordinarily presented to high school students ray not be of a particularly socializing nature, we cannot say that it is detrimental to the child in his attempt to find his place in society,but much of the literature has no especial in fluence in either helping or hindering M r in that particu lar phase of living. It is possible that this particular
trait may depend in part on the method of presentation as well as on the nature of the literature presented.
The mechanical construction of the books
is on the whole good. In a few instanceo, however, the print 48 is less than the size desired, ten point type, and in some
instances, as brought out in the discussions of the various
texts a different size print is used for poetry and prose.
48. Gray, op, cit., pp. 112-25. ' 74
In the case of two of the books, the ffargins are less than three-fourths of an inch on sides, top and bottom of the page, ahieh gives a very crowded appearance. Perhaps the chief weakness here as shown by the scores is to be found in the lack of good illustration®. In only one of the book® analyzed, do we find illustrations which contribute to the portrayal of the selection®’. Unless a picture deal® with
the details expressed in the piece of literature which it illustrate®, and makes,a contribution to the understanding or appreciation, it has no place in the volume and could well be emitted. : . 75
Chapter VI
Conclusions 1, Schweikert, Inglis and Gehlmann> Adven tures in American Literature is rated as the most desirable of the textbooks examined, having received one hundred fifty- four points out of a possible one hundred eighty-two. In the order of desirability follows Cross, Smith and Stauffer,
Good Readings for High SchoolI HcGraw and Baylor, Prose and
Poetry for the Binth Year I Greenlaw and Miles, Literature and
Life, Book Three $ Hatfield and Roberts, The Spirit of America in Literatures Payne, Selections from American Literatures
Long, Outlines of American Literature, and Simons, American
Literature Through Illustrative Readings both rated seventh? and Pace, American Literature. The scores of the group range from ninety-one to one hundred fifty-four points.
2, A difference in opinion exists between textbook editors and the group opinion of the ten high school teachers of English as to the list of authors that should be included in an anthology of American Literature for use in the secondary school. The largest number of authors agreed V 1 upon was forty; the smallest, twenty-five.
3, There is a lack of uniformity in the number of authors included in each book;: and in the amount of space given to the more prominent ones. The number used ranges from fifty-one to one hundred forty-two, and since the u books are practically the same in size, a great deal of apace is given to the more prominent writers where few are included* while too little space is devoted to any for a fair representation in the latter instance.
4. The selections are frequently anin- tereeting and poorly adapted to the needs and interests of the child of high school age. The scores for this trait of appealing to the interests of the child range from fifteen to twenty*three out of a possible score of thirty points.
5. The helps for teacher and student, es pecially in the suggestions for study and for further read ing, are in many instances too brief and inadequate in quality tb render any great assistance. %
6. The organisation of material is in only two instances in line with the principles of procedure out lined in Chapter III, but in three others a good chronological organisation with stress placed on the modern writers is
Used.
7. The texts are lacking in socializing influence to a large extent in content. This is evident in the consistently low scores, which ranged-from seven to fourteen points out of a possible twenty, assigned to the particular trait in the analysis of the various books.
8. The mechanical construction of the books is, on the whole, good. The weakest point of this particular 77 trait is in the failure to use illustrations which have a definite use or contribution to make to the book and to the selection illustrated.
Recommendations
1. There should be a more careful selection of material which will be in line with the present interests of the child and through this innate appeal to the individual reveal to him the possibilities of enjoyment to be derived from literature.
2< An inductive method of organization of material should be used in order to arouse the student’s interests from the beginning on the assumption" that once that interest is aroused, the study of literature would be a joy rather than a burden,
3. Questions and suggestions for study should be included which will aid the child in his interpretations of the selections and will provoke thought in the directions suggested by the content of the reading material,
4. ylore illustrations which are both artistic and useful should be included, in the books. A picture should deal with the details expressed in the piece of literature which it illustrates, and should assist the child in his vis ualization of the situation portrayed in the selection.
5. In order to make the teaching of a course 78 in American Literature more efficient, we would suggest that b teachers1 handbook be published by the editors of their co-workers of the various anthologies. Such a. handbook should contain more detailed accounts of the liveo of the authors, interesting incidents pertaining to the writing of particular selections, special notes of interpretation and appreciation of the pros# and poetry used, and suggested methods and devices for teaching the material included in the anthology. An handbook of this nature would not only . give a great deal of aid to the teacher, but would also en able the textbook editors to devote more apace to the actual presentation of selections. We do not advocate that the brief biographical notes or the aids to interpretation and apprecia tion should be omitted, but merely that the notes in the handbook should give a more detailed view of the whole than that which would still be included in the anthology. 79
APPENDIX
The following appendix includes a de tailed analysis of the anthologies, each selection of which has been rated on the first four standards of *Selection of
Material Presented", and a composite score was assigned to
the fifth standard for each hook. The standards with their possible scores follows.
Possible score I. Appeal to the interests of the pupil 30
II* Build Character 25
III, Interpretation of life 15 IY, Socialising influence 20
V, Variety of selections typifying the
works of the standard authors 20 80 APPENDIX
Cross, Smith and Stauffer, Good Readings for High School. American Literature. Selections I II III IV V Authors. 10 25 15 ' 20 20 Captured by Opeehancanough 11 8 9 John Smith Captain Phlp* s Search for 10 6 7 ; 2 Cotton Math Sunken Treasure er. The Great Dismal Swamp 8 6 6 4 William Byrd The Tamo Doer & The Mirror 7 3 2 4 A Boys* s Plan for Self If 15 . 7 12 Benjamin Improvement Franklin M The ’.Thistle 19 18 ' 7 12 How to Decide When in 15 18 7 14 1 w ;- Doubt Good & Bad Spelling 19 12 7 6 ■: An Anecdote of Dr. 17 15 8 8 Thomas ■ ' Franklin '■; Jefferson Speech in the Virginia 19 18 9 16 :- Patrick Convention. Henry These are the Times that 5 18 8 "12 R m m a s Paine Try Men*s Souls. The Wild Honeysuckle. 15 12 9 V.4 Philip - FMiwau N On a Honey Bee 15 15 10 12 To a Katydid 11 18 9 6 ■ The Blue-Jay 15 18 9 12 Alexander . .. .• ■ - :* : ' ■ .’ Wilson The Little Widower 15 15 7 8 Rip Van Winkle ' v 21 n 11 14 Washington Irving The Stout Gentleman 19 18 9 10 The Masque of the Red 25 9 8 4 Edgar Allan . - ’"Death. •- • - ; - ;The Purloined Letter 23 9 8 i 4 Speech of John Adams 15 18 -: e 14 Daniel Webster Thanstopsls ..... :;i4 21 ii 12 William C . ■ -r _ ; * . . .■ ' ■ ■ ; Bryant To a Waterfowl 24 16 19 } 15 n The Death of Lincoln 17 24 15 20 To the Fringed Gentian 17 24 15 14 N The American Flag 19 24 12 20 Joseph Rod- man Drake On,the Death of Joseph 17 18 12 14 Fritz-Greene R. Drake • . Halleck 81' BmTs. mmb@v I A Health IT 24 12 12 Eduard Coote Pinkney My Life Is Like the 17 21 11 10 Richard Henry Summer Rose, ' Wilde - The Ballot 25 24 11 20 John Plerpont Bivouac of the Dead 30 25 15 20 Theodore O’Hara To Helen 25 18 12 12 Edgar Allan Poe larafel 25 18 12 12 W M W Ignore 18 18 11 10 w i w The Haunted Palace 25 9 12 2 W M W M # * The Raven 30 21 5 12 M # M Ulalume 25 18 12 10 The Bell# 18 12 10 W M M 25 w # w Annabel Lee 30 15 5 8 Kentucky Sport# 35 9 12 4 John James Audubon A Bold Bid for Freedom 17 18 10 8 James Feniaore (From Deerslayer) Cooper Music In Camp 22 21 12 18 J o M Reuben Thompson Little Qlffin 23 24 15 20 Francis 0 Tlcknor Loyal. 19 24 13 20 Hark to the Shouting Wind 17 12 13 8 Henry Tlmrod Ode 23 24 15 20 « # Macdonald’s Raid 25 21 15 16 Paul Hamilton A Little While I Fain 23 24 15 20 Would Linger. Our Anglo Saxon Tongue 17 24 14 20 John Barron Hope Letter to Horae# Greeley 12 24 12 20 Abraham Lincoln The Second Inaugural 15 24 8 20 H rt Address Letter to Tburlow Weed 15 24 7 is- - -. - w A Marsh-Lord Incident 17 21 15 16 Maurice Thompson The Ambitious Guest 25 18 13 8 H. Hawthorm DavldlSwan : 19 21 15 14 M It Feathertop 23 21 14 12 M N The Outcasts of Poker Flat 30 25 15 14 Beet Hart# Baker* s Blue Jay Y a m 25 18 13 8 Mark Twain Free Joe & the Rest of 17 21 13 16 M tl the World - The Rhodera 15 18 15 8 R.W. Emerson Each & All 17 15 9 8 M N M Concord Hymn 23 24 15 20 H W It Forbearance 17 24 13 20 MW M Days 15 24 13 16 MM M Woodnotes 15 15 12 4 MM M £2
Book Number BxeelBlor 15 10 R.W. Emerson luale- ;• : 15 12 10 4 M M M From ^oluntarloa" J.7 24 13 14 A Psalm of Life 26 24 15 20 H.W. Longfellow 18 16 The Skeleton in Armor 25 13 M M M Excelsior 28 24 15 20 M M W From "The Building of the 30 25 15 20 Shi#". MM M Daybreak 19 15 Nature 25 11 15 r MM M From "The Song of Hiawatha" 30 25 15 20 MM M "Dlvlnla Commedia" 25 21 15 18 M M M The Courtin1 25 21 15 16 James Russel , Lm"i1 The Vision of Sir Launfal 25 25 15 20 Auf Hiedereehen 25 15 12 8 l» M All's well 15 21 12 8 J.G.Whittier Maud Muller 25 24 15 14 M M M The Pipes at Lucknow 13 18 12 12 M M M Telling the Bees 17 23 12 14 W M M From "Snow Sound" 25 25 15 16 M M M From "The Eternal Goodness"25 25 15 20 MM M From "Our Master" 25 25 15 20 M M M In School Days 28 25 15 20 MM M The Height of the 30 15 Oliwr WeMell Holms Ridiculous If It Old Ironsides 28 18 15 20 To an Insect 26 12 8 * ^ 14 ff If My Aunt 30 7 13 9 ff M The Last Leaf 26 15 12 4 If - - If . - The Chambered Nautilus 26 25 15 20 Hymn of Trust 23 25 15 14 M W Bill & Joe 23 18 12 20 M M Miracles 20 20 Walt 7/hitman 25 15 ff - # ^ ' I Saw In Louisiana a Live 18 19 12 16 Oak Growing. M N When I peruse the Conquer- 20 24 15 20 ' d Fame Cavalry Crossing A Ford 18 9 12 ff # Come Up from the Field, 26 18 12 10 ' ff " ff : ' . Father ff ^ If As Toilsome I Wander1 d 25 24 12 20 Virginias Woods 0 Captain'. My Captain'. 18 18 12 12 W It Reconciliation 20 18 10 ft If 11 ft fl When I Heard the Learn'd 18 9 10 4 Astronomer 83
Book Hunts®r I Aboard at a Ship1 s Helm 20 10 10 Halt TThltman A Noleoless, Patient 15 1 1 15 10 ' Spider ' Barest Thou Now My Soul 15 24 15 12 w w When the Full Grown 13 18 10 6 * * Poet Came The Ox-Tamer 25 12 10 * - ' w Old Salt Kossabone 18 10 * M No Labor-Saving Machine 16 9 8 * * Thought .. 14 24 12 12 Good-By, My Fancy 19 24 12 14 N N Bedouin Song. 20 24 15 20 Bayard Taylor Silent Songs 20 18 15 10 BletmM Hemy Stoddard Birds * 26 21 15 M # There are Gains for all 26 25 15 20 Our Losses - W The Sky . 20 25 14 8 Memory - ■ 16 25 13 8 Thomas. Bailey Aldrich # # Outward Bound 20 25 13 12 The Fool* o Prayer 28 25 13 12 Bdmrd R, Sill Opportunity 26 25 15 18 Plain Language From 25 10 12 18 Bret Rarte Truthful James The Society Upon the 25 25 15 10 w ' - w ■ Stanislaus w w What the Chimney Sang 18 23 12 8 Jim Bludso 25 12 11 6 John Hay From "Byron” 25 24 15 12 Joaquin Miller Kit Carson1 a Ride 28 15 12 For Those Who Fall 26 16 M M 25 15 N W Columbus 28 25 15 20 10 Sidney Lanier Song of the Chattahoochee 25 15 $# w The Marshes of Glynn 25 25 15 14 A Ballad of Trees & the 26 25 15 16 # w - v . Master w w Columbus 18 25 15 16 18 12 6 Irrrln Russell Nebuchadnezzar, 20 a a Be Fust Banjo 18 21 12 14 Fame . 18 24 15 10 John Mnnlster „ TaP 24 12 The Bubble. 17 15 w w My Star. * 17 24 15 12 Golden Rod 17 15 12 6 $# * 12 6 M # Fancy 17 15 M * Adrift 15 12 12 6 8*4 Bemk' wmlb#r The Brook ’ 17 12 6 John B. Tabb Little toy Blue 25 20 Eugene Field ‘n 15 R * jest ’Pore Christmas 30 15 10 Contentment 28 10 * ' E 15 # - A play on Wort* 18 9 11 Self Reliance 18 15 20 R.W. Emerson From MMy Garden Acquaint- 18 I 15 16 J.R.Lowell ancesH A Creole Mystery 25 18 12 8 Lafcadlo Hearn Bet© - nl - pie 18 12 12 6 h R The Three Johns 20 15 10 8 O.W. Holmes The Race of Life 20 21 12 10 « n R M M W Boating 18 10 8 Brut® neighbors 18 11 11 12 Henry D Thoreau Conclusion From “Walden* 25 21 12 16 M M M Huck Finn In Disguise 30 15 16 Mark Twain The Spelling Match at 26 II 15 16 G,W.Cable Grande Pointe A Cuh Pilot’s Experience 30 24 15 16 Marie Twain A-Daring Deed 30 24 15 16 Tattooing and Tabooing 25 8 Herman Melville The Return o f Columbus 85 15 10 8 William Hickling Prescott The Relief of Seyden 14 10 John L Motley The Buffalo Chase 20 15 12 Francis Partcman Stein Song 25 12 12 8 Richard Hovey The Sea Gypsy 28 12 # # At the Cross Roads 26 24 12 12 ## N The Grave Digger 28 24 15 12 Bliss Carman War is K I M . 18 18 10 10 Stephen Crane M M A Little Ink More or Less 18 15 7 6 M M The Wayfarer 25 25 15 19 There Were Many Who went 25 25 15 20 ' N In Hudled Procession A Man Said to the Universe 25 21 10 10 M M •: ' • M . In Heaven 25 25 15 16 n I Saw a Man 18 25 15 12 a If I Can Stop One Heart 26 25 15 20 Emily Dickinson from Breaking Unr®turning 18 25 15 14 : »» « ■ ' - #' .# A Day 18 15 12 8 To Make a Prairie 20 18 11 10 ## W I Never Saw a Moor 25 15 10 7 : M I’m Nobody 1 Who are You? :.85 il 15 W ' *# A Service of Song 25 15 8 ... * V * Life’s Trades 25 ■S 15 20 * - ... _ A Book 20 21 12 10 W M Book Number I
The Railway Train 20 18 12 14 Emily Dickinson A Oorisenratlve 25 24 15 16 Charlotte P. Gilron Bow a Cat was Annoyed & 26 18 15 14 Guy Wtiror® a Boot was Booted Carryll The Old 8**m*h' Hole 30 25 15 20 J.WeRiley T/h@n the Frost Is on the 28 25 15 20 M m w Punkln Little Orphant Annie 20 10 ## W M 18 15 M ## M A PartIng duest 30 25 15 20 Mia Carlotta 30 18 .-la;. 12 Thomas A. Daly 10 H H M # A Song for August . j© 10 “12 M M M M Da Beats Friend 30 24 15 12 Lincoln the Man of the 2$ 25 15 20 E . Markham '; People : • ’ . H W The Man with the Hoe 26 g 15 20 Tears ' ; 25 25 15 20 L. W. Reese 24 20 tf -w • » Old Saul 26 15 M H . H Ann® ■■■-■ ': ' ' - ' ■ * 25 21 12 12 H It » At Cock Crow 20 25 15 20 Lord Lovel 28 21 12 10 Old W%rld Ballad ^nny Bartem Allen 28 12 12 10 The Maid Freed from the 26 12 w it m Callows The Oolden Vanity 26 12 M M W The Ram of Darby 25 11 M M W Jesse James 25 11 W II M The Old Chisholm Trail 18 10 H M M Whoopee T1 Y1 Yi 0» Git 20 10 M M M > Along. Little Bogies The Revolt of Mother 26 25 15 20 Mary E.Wilkins Freeman tinder the Lion* e Paw 20 21 15 14 Hamlin Garland All Gold Canon 26 21 14 14 Jack London The Gift of the Magi 36 25 15 20 0, Henry The Big, Fat Lummox 30 18 15 14 Booth Tarklngton Then Gabriel Blew His Horn 25 12 9 10 Ax^shlbold Rutle- dge Some Nonsense About a Dog 25 18 11 10 Harry E« Bounce Words that laugh & Cry 18 15 10 6 Charles A, D a m From M Children, Past & 18 18 11 10 Agnes Reppller Present Two Persons 15 20 10 20 Edward Bok Nature* s Advertising 15 20 10 18 Edward E. Slossoi Fallow Craftsmen 25 15 12 10 C. Msrley" The Fifty-First Dragon 25 15 11 10 Heywood Brown 86T Book Humber I Mary White 20 25 10 15 William A. White From "More Trivia & Trivia’*20 25 12 20 Logan P* Smith A Lady 18 15 10 10 Amy Lowell Miniature 10 10 8 7 Rloliard Gory 15 20 12 20 Edwin A, Robinson Ootavee 18 20 12 15 n . : . Miniver Gheevy . 20 10 12 10 H M Mr, Flood*a Party 20 10 15 6 M . H The Pasture 15 T 10 Robert Frost Mending Wall 20 20 11 20 : # ■ t« • M M The Runaway 25 15 12 15 The Road not Taken 25 25 15 20 * . ■.M Stopping By Woods on a 25 20 15 18 Snowy Evening Old Fiddler Jones 28 25 15 20 Edgar Lee Masters Lucinda Matlock 25 28 15 20 If N M Anne Rutledge 20 20 14 20 M M H Silence 80 25 15 20 « . ■ « General william Booth 20 25 15 15 Vachel Lindsay Enters Into Heaven The Broncho that would 25 15 11 10 . H ; not be Broken - Euclid 18 7 10 H H TO a Golden Haired Girl 18 15 10 10 H ; ' « in a Louisiana Town The Soul of a Butterfly 20 25 15 20 Chicago 18 15 10 15 Carl Sandburg Nocturne in a Deserted 20 5 15 5 M M Brickyard w ; ■■ • Fog 25 15 Handfuls 25 20 15 15 Fish Crier 20 20 10 15 .* ", - ; * - ' Mamie 25 15 10 20 **'- : *./ Winter Milk 15 20 15 15 M M Manitoba Child® Roland 15 15 10 10 Southern Pacific 12 10 10 15 « « God* e World 25 20 15 15 Edna Ste Vincent Millay ## : - /- - : #$ Reeuer&o 25 20 15 20 ... Travel ' 30 20 15 20 •' H ' ' Idealists 20 20 15 20 Alfred Kreymborg The Tree 10 5 5 5 Barter 30 25 15 20 Sara Teasdale May Day 30 25 15 20 w w The Net 25 25 15 20 Trees 30 25 15 20 Joyce Kilmer 87
Book Humber I Martin 30 25 15 20 Joyce Kilmer Experience 25 25 15 20 * Aline Kilmer Dandelion 15 15 15 15 Hilda Conkling Suffering Hathalls Crane 25 15 It N Destiny 25 15 15 15 Old Books 25 25 15 20 Margaret • Wlddemer The Watcher 30 25 15 20 I Have a Rendevoua with 25 25 15 20 Alan Seeger ■ Death - \ -. Songs, for my Mother 30 25 15 20 Anna Hempstead ' ' ■■ t - ' ■ Branch The Road to Vagabondia 30 25 15 15 Dana Burnet The Glory Trail 25 15 12 Badger Trail Merchants from Gatlmy 15 5 10 10 ^m. Rose Binet Portrait of a Boy 25 20 15 10 Stephen Vincent . . : : . - . •: ■ ; : Binet. It M The Mountain Whippoorwill 25 20 15 15 Song of a Girl : 25 25 15 20 Mary Carolyn The Apple Tree Saidi 20 25 19 20 Souls 25 25 15 20 Fannie S. Davis - Up a Hill and a Hill 25 25 15 20 Motherhood 25 25 15 20 Agnes Lee Romance 25 25 15 20 L. Untermyer M # Songs & the Poet 20 25 15 20 Drug Store 20 15 15 15 John Van A. Weaver Blessings on Little Boys 25 25 15 20 A, Guiterman The Silver Canoe 30 25 15 20 H It ■ ■ . - The Two Meets 25 20 15 15 FrancisCarlin Standards 20 15 Chas. Wharton Stork A Lady Comes to an Inn 20 10 15 10 Elizabeth J ' • V ■ - ■ ' Coatsworth Pretty Futility 20 25 15 20 M Ml Men - • " ' .. ■ 20 20 15 20 Dorothy E. Reid The Vinegar Man 30 25 15 20 Ruth Comfort Mitchell . The Travel Bureau 25 12 15 ft H The neighbors 30 25 15 20 Zona Gale ■ - Average 22 18.5 13 13 19 88
Book Humber XI Simons, American Literature Through Illustrative Readings, Selections I II III IV V Authors 30 25 15 20 20 FromT’True. Relation* 10 5 5 5 John Smith A Storm off the Bermudas 5 5 Wm. Straohey Psalm XIX & C 15 25 15 20 Bay Psalm.Book From "Contemplations* 15 20 10 15 Ann® Bradstreet The Courting of Madam. 10 15 10 10 Samuel Wlnthrop .... ,• Sewall The Last Days of I m m a s ® •:5- 10 5 8 Increase ' Mather ; - lather From "Oh the Keeping of 5 15 5 15 .John Woolman ' . ;:-Slaws" r ■ - - In Opposition to Writs 5 10 5 15 James,Otis of Assistance On the Federal Constitution Benjamin 15 10 10 20 Franklin' ## - ' - - Learning to Write 20 15 10 15 Farewell Address 20 15 10 15 George Washing ton Speech - 19 18 9 16 Patrick Henry The Day of Freedom 5 18 8 12 Thomas Paine Convention Speech 8 12 8 12 Alexander Hamilton First Inaugural Address 10 15 8 9 Thomas Jefferson The Character of Washing- 15 20 8 10 ■ ■ ton The Battle of the Kegs 20 10 5 5 Francis Bopklnson Hall Columbia 20 20 15 20 Joseph Hopkineon The Ballad of Nathan Hale 20 20 15 15 Unknown MoFingnl to the Whigs 15 20 15 15 Jolrn Trumbull A Time-Worn Belle 15 15 15 15 To Mrs. Washington 10 15 10 10 Joel Barlow The Hasty Budding 10 5 5 5 Psalm C X X X m , 15 20 15 20 Timothy Dwight The Wild Honeysuckle 15 12 9 4 P. Freneau On a Honeybee 15 15 10 12 M W The Yellow Fever in 20 12 10 10 Charles Brock- Philadelphia, den -Brown In Rebuke of - the prevail- 15 10 5 5 Royall Tyler ing Anglomania To the Rarl of Dartmouth 15 10 5 15 The Adventure of my Aunt 15 10 12 10 Washington
Irving 89
Book Humber II The Mysterious Chamber 20 10 10 8 W. Irving Hawkeye# Chlngachgook, 15 5 10 8 James F. Coop & Uneas er The Federal Union 10 15 10 15 Daniel Webster The Character of 12 15 10 15 It M Washington . The Masque of the Red 25 9 8 4 Edgar Allan Death .Poe israfel 25 18 12 12 n w The Death of the Flowers 20 ao 12 15 William Cullen Bryant To a Waterfowl ' 19 24 16 : * ... - 15 W M The Hurricane. 20 15 To the Fringed Gentian 17 ll 15 14 * W On the Death of Joseph 17 18 12 14 Frits-Greene Rodman Drake Halleck The American Flag 19 21 12 20 J.R. Drake. The Star Spangled Banner 30 25 15 20 Francis Scott Key The Bucket 20 20 15 18 Samuel Woodworth Rocked in the Cradle of 18 15 10 10 Emma H Willard the Deep Home, Sweet Home I 30 25 15 20 John Howard Payne Woodman, Spare that Treel 25 20 15 20 George Morris The Belfry Pigeon 20 15 10 10 Nathaniel Parker ■ Willi* Absalom • ; 15 10 8 10 * M The Lost Pleiad 15 10 7 8 Wm* Gilmore Simms A Flogging at Sea 18 10 8 8 Richard Henry Dana Jr, From "The American Scholar*!© 18 6 10 Ralph Waldo Emerson Concord Hymn 23 24 20 w n 15 M w Each & All 15 18 15 8 The Battle of the Ante 20 18 10 18 Henry D, Thoreau The Ambitious Guest 25 18 12 N. Hawthorne The Toll-Gather*a Day 10 8 3 8 The Skeleton in Armor 25 18 13 16 Henry W. Long- - fellow M M The Arrow & the Song 25 25 15 20 The Day is Done 25 20 * v w " ... 25 15 n ' .... w .. •, Hiawatha* s Wooing 30 25 15 20 The Frost Spirit 20 15 John G* Whjttler Maud Muller v" 25 ll 15 ll The Shepherd of King 25 20 15 20 James Russell Admetue Lowell 90
Book Humber II
To the DaMelioB 20 20 15 20 James Russell Lowell n The Courttn1 25 21 15 16 A letter from Mr. Ezekiel 20 10 12 10 H ' ; W - ■ Bigelow . ' - - The Chambered Hamtllue 25 e 15 20 Oliver T7. Holmes The Height of the Rldleu- 30 15 n w ii lue The Deacon* a Masterpiece 25 20 15 20 N * tt From "The Autocrat of the 15 20 10 15 » « a Breakfast-Table From "Uncle Tom*e Cabin, 25 18 15 15 BaAriet"Beecher Top#y'% Stowe Down at the Moreno Ranch 20 18 15 15 Helen Fiske ■' " Jackson The Showman* a Courtship 15 ' 20 15 10 Charles F. Brown The Bumblebee 15 5 12 5 Henry W. ihaw The Garden H o w 25 10 12 10 Edgar- W. Rye The Sea 15 15 12 15 Donald Grant Mitchell My Double & How He Undid 20 18 12 10 Edward Everett •Me.- Hale : The Lady or the Tiger 25 10 15 10 Frank R. Stockton The Notorious Jumping Frog 25 15 15 10 Samuel L. Calaveras County Clemens The Don of Judgment 30 20 15 15 Elisabeth Stuart ■ ■ ' ■ , : . Phelps ward ' Washington Abroad and at 18 20 10 15 Edward Everett Home Gettysburg Address 25 15 20 Abraham Lincoln Second Inaugural Address 15 ll 8 20 The Greatness of Toussaint 15 20 10 10 Wendcll-.Philllps L* Overture ■■ Brussels in the Sixteenth 14 10 5 John Lathrop Century Motley Difficulties of Union 10 20 15 16 Henry Ward ■... Beecher A Glimpse of Mendelssohn 15 20 15 10 Bayard Taylor Mr. Fotiphor* s House 25 15 15 10 George W. Curtis Tbs Death of Pontlas 10 10 T 10 Francis Parkin son The Old South & the Hew 15 10 10 15 Henry W. Grady The Building of the 18 20 10 10 Charles Eliot Cathedral Morton Bimini & the Fountain 15 15 10 10 Thomas Wentworth of Youth Hlgglnson : Dixie : v -- 25 25 15 10 Albert Pike 91
Book Number H The Blvouao of the Dead ' 30 12 20 Theodore O’Hara Ode 23 11 15 18 Henry Tlmrod In the Wheat-Field ao 20 10 18 Paul H. Havm The Marshes of Glynn 25 25 15 14 Sidney Lanier Song of the Chattahoochee % 15 10 10 Old Folks at Home 25 15 15 15 Stephen C. Fester Balder1 a Wife 20 20 12 15 Alice Cary Hearer Home 15 20 10 10 Pheebe Cary Sheridan1 s Ride 20 15 10 10 Thomas B. .Read The Fool1 s Prayer a 25 13 12 Edward R. Sill Myself 20 25 15 12 Walt Whitman 0 Captain! My Captain! . 18 18 12 12 * . . * To the Man-of-WM^Blrd ■ 18 20 15 15 Banal of Llneoln 20 20 15 20 Richard H. Stod , . . dard , • - Battle Hymn of the Repub 20 20 15 20 Julia Ward Howe lic : ' ; ■ ' Jim Bludso of the *'Prairie 25 12 11 6 John Hay Belle." Hugh1s School Days 20 20 15 20 S.Wolr Mitchell Some Islands of the 15 15 10 10 fllllaa Dean Lagoons Howells The Ghetto & the jews of 12 10 10 10 - - , ## - - Venice Mae Whirter1 s Fireplace 12 5 10 5 Francis Hopkln- son Smith Cafe Dos. Exiles 10 10 George W. Cable The Story of the Doodang 20 20 15 10 Marso Chan 25 20 15 20 Thomas N.Page Longuevllle1s Sketch 25 10 15 10 Henry James %lng a Lord 25 25 15 20 Frances H Burnett His Christmas Miracle 20 25 15 20 Mary N. Murfree Raggylug 10 10 Ernest Thompson Seton ■ The Lonesome Pine 25 20 15 15 John Fox Jr. The Fullness of Life 20 25 15 20 Edith Wlmrfcon Mr. Travers1s First Hunt 20 15 15 10 Richard H. Davis The Wheat Pit 15 5 10 ■ 5 Frank Norris The Count & the Wedding 25 15 15 15 Wm. Sidney Guest Porter Some Memories of Childhood 20 15 15 15 Winston Church ill To the Death 20 10 15 10 Jack London Tlw Open Shop 10 10 10 15 Lyman Abbott Nature in Poetry 15 .15 10 John Burroughs The Feeling for Literature 10 10 10 Hamilton Wright Mable / 92
, Book Humber II
Justice vs Vlndlotlveniss 15 15 7 15 Theodor® Rooee* ■ - volt. The Better Part . ^ 15 ' 20 10 20 Booker T. . ' Washington'"- " The White Han1 s Burden 15 20 10 20 Wm, J. Bryan Books ... . ; , 15 15 15 20 F. Peter Dunne; John Gilley * 10 5 Chas,- W. Eliot Browning* s Unpopularity 5 5 Thorn R.%. - Lounsbury The Vocabulary 5 3 Geo, . H. Palmer Hew Books 5 3 Arlo Bates The Death of HcKlnley ; 5 5 5:, 5" David S,Jordon The Story of my Maryland 5 1 5 7 B. Matthews ' Salt ' ; . ' 5 15 8 15 Henry VanDyko The American Short Story 3 2 Barrett Wendell The Declaration of 5 20 10 18 Woodrowwfllson - Independence Changes of the nineteenth 3 5. Nicholas Murray Centura Butler China to the Ranging Eye 8 8 5 4 Edward A,Ross The Sonnet 15 15 10 Richard W, Gild- ’ er By th» Pacific Ocean 20 15 10 15 Joaquin Miller . Dead In the Sierras 15 5 8 5 Little Boy Blue 25 24 15 20 Bu^ono Field Wynken, Blynken & Nod 5 5 The Man with the Hoe 26 25 15 20 Edwin Markham The Old Man & Jim 20 18 10 15 James W, Riley A Southern Girl 20 5 10 5 Samuel M.Peck My Little Girl 20 10 10 10 n it n Mother England 10 10 7 10 Edith Thomas Doubt . : ; ^ 1 ■ 15 15 7 15 The Way to Area&y 15 T 5 5 Henry C,Bunner Worth While 20 25 15 ' 20 Ella Wheeler Wilcox M # Recrimination 15 25 12 15 The Child 20 25 15 20 Geo.E.WoodWraw America to England 20 20 12 20 The Other One 20 20 10 15 Harry Thurston ■ - ' : Peek' . The Call of the Bugles 18 20 15 20 Richard Hovey A Corn Song 15 15 10 15 Paul Lawrence DunMr What Men Live By 12 5 10 5 C. Morley The Art of Walking 8 4 8 4 H It It - . - #* - ■ Rhymes to be Traded for 5 5 ■. ■ Bread-.-..- ■ ■ ■ i ; 93
Book Humber II The Great American Game 18 8 T 8 Wm.Lyon Phelps Poetry for the Hnpoeiloal : 5 5 . *3 ■ 2 Henry S.Canby As a Bird Out of the Snare a) 18 10 15 Dorothy Canfield Fisher Where the Cross Is Made 30 ' 5 10 5 Eugene O'Heill The Merry Merry Cxwkoo 20 25 15 20 Jeanette Marks The Beau of M t h % 15 15 10 Constance D’Arcy ilackay Miniver Cheevy 20 10 12 10 Edwin A. Robinson The House on the Hill 20 10 12 10 Blrohes 20 15 12 15 Robert Frgst The Road not Taken 25 25 15 20 Primer Lesson 15 10 10 10 Carl Sandburg Anne Rutledge 20 20 14 20 Edgar Lee Masters n » m Luo India Mat look 25 25 15 20 Praise of Johnny Appleseed 10 18 10 18 Vachel Lindsay ## M Abraham Lincoln Walks at 20 25 15 18 Midnight Cry of the People 18 20 15 20 John G, Helhardt winter1s Turning 15 10 Amy Lowell The Little Garden m 15 10 w w Pear Tree 15 8 Hilda Doolittle When the Year Grows old 25 10 12 5 Edna St.Vincent Millay ■ Measure Me, Sky 20 15 10 10 Leonora Speyer The Squall 15 10 Barter )0 20 Sara Teasdale 25 15 ## 1# The Cloud 20 20 15 10 Sunrise 20 15 10 15 LJzette W.Reese Fog '15 10 America the Beautiful 50 25 15 20 Katharine Lee Bates ' : America for Me 50 20 Henry VanDyke 25 15 W ## Work . ' ' 25 25 15 20 A Hill in Picardy 20 15 15 10 Clintonsi . Soallard ti ■ . As I Game !kiwn from 15 15 15 10 Lebanon Dick Saids 15 10 Louis Untermsyer From "ode on the centen 5 10 5 10 Percy Uackaye ary of Abraham Lincoln Trees 30 25 15 20 Joyce Kilmer I have a Rendevous with 25 25 15 20 Alan Seeger Death " >■' Spring Song Hilda Conkllng 15 15 15 10 # ## Red Rooster 15 10 The Flathoue® Roof 10 10 Hatlialia Crane Average ~- g - — is; TT "TO 94
Book Humber III Payne, Selections from Amorlcan Literature
Selections I II III IV V Authcrs. 30 25 _ 15 20 20 Rip Yan vfinKle""" a 2i n l4 Washington - Irving Westminster Abbey 18 20 12 15 , * B&W^ly®, Chingaehgook, 15 ; 5 10 8 James F, & Unoas ■ Cooper Thanatopeie 14 21 11 12 Wm. C.Bryant To a Waterfowl 19 24 15 16 The Death of the Flowers 20. 20 12 . « « 15 M * Robert of Lincoln 18 15 10 15 Oh Fairest of the Rural 15 15 10 12 M * . Maids * , Out of the Cradle Bndless-10 15 8 8 Walt Whitman ly Rooking When Lilacs Last in the 12 20 10 10 # w Dooryard Bloom1 d The Mystie Trumpeter 12 15 10 15 For Democracy 10 You, 0 15 5 15 %% ## The Friarie Grass 10 10 5 12 Dividing W . M Full of Life How 5 10 5 8 Heroism 8 18 5 18 H.W,Emerson Compensation 5 18 5 12 . h n Concord Hymn 24 20 m , n 23 15 , H M The Rhodera 15 18 15 8 The Humble Bee 24 16 H H 15 13 . M W Days 15 24 13 16 The Ambitious Guest 25 18 13 8 Nathaniel HawtMme w a The Great Carbuncle 25 25 15 20 The Wedding Knell 20 15 15 10 - ", " The Great Stone Face 30 25 15 20 Evangeline 25 25 15 20 Henry W. Longfellow A Psalm of Life 26 - * .... ■■; M ■ 24 15 20 N W Hymn to the Night 25 20 15 20 20 12 M # Maidenhood 15 15 M M Excelsior 25 20 15 18 W M The Wreck of the'H@sperous25 10 12 8 ft H The Arrow & the Song 25 25 15 20 18 w w Sonnet 25 21 15 M ## The Birds of KIllingworth 20 20 15 18 95
Book number III
Snow Bound 25 15 16 leh&bea 15 15 10 10 Skipper Iroeon’s Rldo 15 3 8 la -Sehool 'Da^e- 28 25 15 20 w # Old Iroaelds® ■ 28 18 15 20 O.u.flolmoo The Height of the 30 15 Rldleuloue The .Laot Loaf 26 15 12 4 # # M * The Autocrat of the 15 20 10 15 Breakfant Table #' ^ #. The Cheaborod Hautilue 26 25 15 20 The Deacon’s Kaotorploco 25 20 15 20 # . . Bruto Holghbors 18 18 11 12 n# DeThoremm The Vision of Sir Launfal 25 25 15 20 JeRfL0T70ll Tho Preeont Oriole 15 20 15 15 Aladin 23 20 15 10 #* w The Court in* % 21 15 16 ## M A Fable for Crltlco 10 10 # # Our Literature 10 5 "' :.. Review of Hawthorne* o 5 5 a.A.poa Twice Told Taloe Tho Fall of tho House of 25 5 8 4 * e * ... . . -.usher • • • : The cash of Amontillado 20 5 w jw , w . Tho purloined Letter 23 9 8 4 * * ,. # ' : To Solonoo 18 15 8 9 W * M To Helen 25 18 12 12 *; w # lorafol 25 18 12 12 (* H * Ulaltoo 25 18 12 10 a * * Eldorado/- 20 10 10 8 M w * Storm & calm 15 8 8 Ronry Tlmrod Carolina 12 5 10 I Spring ... 25 18 15 14 " * Ode - 23 24 15 20 * # Lyric of Action 15 25 12 5 Paul II, ILa^no - composed in Autumn 25 25 12 18 Great Poets & small 15 20 10 15 M * Aspects of tho Pino 15 15 10 10 # . w Song of tho Chattahoochoo 25 15 10 10 Sidney Lanier Tho - Marshes of Glynn 25 25 15 14 * »♦ Tampa Robins 12 10 10 « "W ' Tho Stirrup Cup 5 10 5 :5 *» .. Tho Ransom of Rod Chief 25 10 12 0 Henry Tho Last Loaf 25 20 12 10 Gettysburg Address 25 25 15 20 Abrshsm Lincoln Young America 15 20 10 20 96
Book Humbsr III
The Colehratod Jtimplns Frog 25 15 15 10 Mark Twain Tennessee1s Partner 10 Bret Barts 20 20 15 M *# Grtssley ;: - ■: 15 10 Dtekens In Gamp 20 18 12 10 Kit Carson*e Rldo 28 15 12 J^atuln^Mlller Columbus 28 25 15 20 In the Firelight 20 Eugene Field 25 35 15 * ..... Dutch Lullaby 5 5 St " M . . • Little Boy Blue 25 24 15 20 20 20 James W* Riley Afterwhlle 25 15 12 A The Raggedy Man 30 15 15 10 Clducsster Moors 18 15 10 8 ?/m. V. Moody A Horseman In the Sky .20 ' 10 8 5 Ambrose Bierce A Young Soldier* s First 18 15 10 10 Stephen Crane Battle W M The Bride Comes to Yellow 20 10 10 8 ' ?ky - The Leaser 25 15 15 10 HSplin Garland Porcelain Cups 12 10 8 James Branch Cabell The Tailor 15 7 Joseph Hergesheimer School Lets Out 20 20 15 15 Robert Nathan Poe & hie Polish 18 20 12 15 James Gibbons Contemporary Huneker Mary White .. .20 25 10 15 vtm, A. White Looking Forward to the 12 25 15 20 ^^mth ■ Great Adventure Tarklngton Poetic Realismi Masters 7 r 5 Conrad Aiken & Sandburg A Letter’to miher Time 10 h.5 5 10 C. Morley Much Madness is Divinest 15 6 7 Emily Sense Dickinson The Daisy Follows Soft the 12 '•12 8 ' 5 ; .,**. "■-i -n .■:"Sun There is no Frigate Like a 20 21 12 10 si it Book Alter? When the Hills Do 10 15 10 15 M M I never Saw A Moor 25 25 15 10 Evolution 20 20 15 10 John B Tabb Kllldee 15 15 10 15 fl It The Man with the Hoe 25 Edwin Markham 25 15 20 * M Outwitted 18 15 12 10 * M Preparedness ' 20 25 15 20 Our Israfel 15 20 15 15 W w Tears ' • 25 25 15 10 Lizetto-W, Reese A Girl*s Hood 20 15 12 10 97
Book Humber III A Little Song ©f Life, - oc25 . otr25 15 2© LIsett® W.Reeee The Wild Ride 25 25 15 20 Louise Imogen Quinsy Unmnlfest Destiny 15 25 15 20 Richard Hovey At the cross Roads 26 24 12 12 Snow 15 10 10 5 ladlson Caw®in Sounds & Sights 15 20 12 8 * M The Lesson 18 25 15 15 * # Richard Cory 15 20 12 20 Edwin Arlington Rgblnson w Miniver- Cheevy 20 10 12 10 The Master 20 25 12 20 M " / " M Calvary 20 25 12 20 W M Flammonde 15 15 8 10 .. w The Dark Hills 18 20 12 10 * : ' ' M Ship Shoe Lovey 18 8 Edgar La# M&atars The Idiot 18 8 w M Emily Sparks 20 20 10 10 - ' *. Reuben painter 15 10 6 * w Anne Rutl@%@ 20 20 14 20 W M Jay Hawkins 18 20 10 20 Howard Lamson 15 15 10 15 M W Hesea Chambers 18 25 10 20 ## M Henry Cogal 18 15 20 Moran Oakley - 15 15 10 15 / % # : - Angola Sanger 15 20 15 20 f* M T W Pasture 15 7 .10 Rgbert Frost Mowing ' - 18 20 15 15 Mending Wall 20 20 11 20 M M The Code . 22 20 11 20 * * The Grindstone 20 25 12 20 nothing Gold Can Stay 15 12 7 8 M M Birches 20 5 12 15 . ^ * Chicago 18 15 10 15 G&rl Sandburg Sketch 15 15 10 Lost 25 12 *$ , ' - w ; Fog 25 15 W M Hootume in a Deserted 20 5 15 5 M * Brickyard Grass 15 10 W -X M Cool Tombs 15 5 8 W M Prayers of Steel 20 15 10 10 :# " % w Winds of the Windy City 20 13 14 ^ M Washington Monument by 20 25 15 17 M M • Eight Abraham Lincoln Walks at 20 25 15 18 Vachel Lindsay Midnight . ‘ ■ 98
Book Bmber 111 The Santa Fe Trail - a 20 15 12 15 Vachel Lindsay Humoresque The Leade»*Byed 15 20 10 9 N It Patterns 15 15 12 10 Amy LowelJ Spring Day 15 5 10 5 The Garden by Moonlight 12 M M 15 M M A Lady 15 15 10 5 A Decade 12 7 M M Irradiation V 10 10 John Gould FleWher Mexican Quarter 15 8 Oread 5 5 H.D. (Hilda) Doolittle Pear Tree 15 8 * * Orchard 10 8 Lothe 5 5 The Water Ousel 15 15 10 5 Harriot Monroe The Telephone 25 20 15 18 The Blue Ridge 15 6 11 4 The Black Vulture 10 10 George Sterling 15 5 w w Aldeberan At Dusk 10 10 If If Silence 11 5 7 3 The Son 16 4 6 2 Rldgely Torrence Let the Past Die 12 15 5 10 Wa, S. Leoimzd I Feel Mo Hear to Some 12 15 9 10 f% If High Thing November Night 10 Adelaide Crapaey 5 If * Triad 5 7 ft H The Warning 5 6 W M Song 5 4 * M Dirge 4 3 Good Company 15 6 9 3 Karle Wilson Baker Winter Flowers 15 15 11 If ff When I am Beta 15 20 12 John G. Neihardt Battle Cry 20 20 12 15 ff ff 10 10 Arthur D.Ficke Beauty 15 15 W # Don Quixote 15 10 10 Barter 30 25 15 20 Sara Teasdale Swallow Flight 17 20 15 ff ff The Black Panther 15 5 10 5 John Hall Wheelook . If / ' ' The Woven Doom 10 15 10 15 Night 20 20 15 10 ~lmr Rose Benet Trees 30 25 15 20 Joyce Kilmer Easter ' 20 10 15 If ff B*ok Number III Velvet Shoes 20 5 15 Elinor Wylie The Eagle & the Hole 20 25 15 15 '.■-' * Ellis Park 15 15 15 15 Helen Hoyt The' Sense ■"of Death 10 7 W # I Have a Rendevous with 25 25 15 20 # W ' Death ■' Soldier Poet 18 20 15 "20 H. Allen Music I Heard 15 -20 15 15 Conrad Aiken Variation VI 15 15 » « Variation VII 15 15 M H At the Symphony 15 12 Robert Nathan The Poet Sings to Himself 20 20 15 10 N N At the Mermaid Cafeteria 15 5 10 3 C. Morley To a Post-Office Inkwell 15 12 10 5 H 11 The Ballad of the Harp 25 25 15 18 Edna St.V Weaver Millay M Euclid 15 5 10 5 M H To a Tree in Bloom 20 25 15 15 Hildagarde Planner Anecdote of Men by the 5 5 Wallace Stevens Thousand Six Significant Landscapes 20 5 15 5 N M Glances 10 5 Alfred KreyabomW H Mist®naan Kreymborg 5 3 ’Then the Willow Hods 1 1 w w Peace on Earth 7 5 Wm. Carlos Williams Overture to a Dance of 15 6 ## M Locomotives Revolt 10 10 Ezra Pound 5 5 M M Chi E Quests 8 3 Piccadilly 10 5 M M An Immortality 7 4 3 M M Silence 15 15 10 5 Marianne Moore To Be Liked by You Would 5 5 * H be a Calamity - Rhapsody on a Windy Night 20 5 12 5 T.S.Ellot Preludes 10 15 10 n h Cousin Nancy 15 10 M M Two Sonnets to My Wife 15 15 10 5 Maxwell Bodenheim Pulse of Spring 10 7 Mary Turleyfill Chicago * M 12 5 7 M % M To the Tallest Spray 5 4 Chansom Innocent I 15 9 Slward Eslin Cummings Chanson Innocent II 10 10 M ## 100
Book Busbar III Orientals X 10 10 5 Bong X , 5 4 This Is the Garden 15 10 M Fmlssart 10 10 5 #- Of Htcolett® 15 17 7 4 » M Averago 15.4 13 10 10.5 15 101
Book Bumlw IV Pace, American Literature).
Selection 1 II III IV V Authors • ' ■■ •••■ ■ .• ______30 25 15 20 20 " ■ • ■ - ' ' ' Adventure wlth Opeohan- 15” 11 9 J o M Smith canough Account of a Tempest 5 5 Wm. Strachey A Psalm of David 15 25 15 20 Bay Psalm The Judgment of Infants 2 6 Michael Wigglesworth The Glories of Nature 15 20 10 15 Anne Brad- street Life at Merry Mount 5 5 Wm. Bradford The;"Little Speech" on 3 3 John ■ Liberty - Wlnthrop Character Governor Bmd- 5 9 3 6 Cotton ford Mather From: Dinners In the Hands T 15 3 6 Jonathan of an Angry G©4 Edwards On Drunkenness 9 20 4 17 B. Franklin N H Grovt.h of Ill-Humor in 7 10 3 10 ;Anerlom Britain* s Dealings with Her 3 2 4 * W Colonies Imitated The Whistle , 15 20 11 20 From* Liberty or Death 19 18 9 16 Patrick Henry From* On the Writs of 3 12 5 12 James Otis Assistance Times That Try Men* s Souls 5 18 8 12 Thomas Paine From* First Inaugural 10 12 7 15 George Washington From* A Summary View of the 8 10 5 7 Thomas Lights of British America Jefferson The Union as a Safeguard 2 9 3 12 Alexander Against Domestic Faction Hamilton and Insurrection An Anti Slavery Mission 10 :.12 6 10 John Woolman From* The Battle of the 20 10 5 5 Francis Kegs Hopklnson Paul Jones 20 15 12 15 Rev. Ballads The Riflemen*s Song at 20 12 12 12 Bennington Columbia 18 22 15 18 T. Dwight MeFinal*s Sentence 15 20 15 15 John Trumbull Flight 15 20 15 15 Washington to his Troops 10 .15 10 11 Joel Barlow Song 6 5 6 4 Thomas Godfrey 102 Book Number IV
When In Celia's Heawnly 5 3 3 2 Byes Thomas Godfrey From* The Prince of Parthla 3 7 3 3 M M A Mysterious Voles 11 6 5 4 Chao. B. Brown A Political Litany 5 2 4 2" P. Freneau Butaw Springs 6 4 5 3 It I# Tho Wild Honeysuekle 15 12 9 4 * * The Death Song of a 20 15 15 18 M W Cherokee Indian May to April - . 12 7 11 5 W W The Character of Peter 10 3 6 3 W&mhlngton Steyvesant The Devil & Tom Walker 15 8 10 5 ,Inrl”8, Thanatopsis 14 21 11 12 Wm. c. Bryant To a Waterfowl 19 24 15 16 A Forest Hymn 20 24 10 10 M w The Death of the Flowers 15 18 10 16 tt H To the Fringed Gentian 17 24 15 14 * ■. . • ■ » ' - The Gladness of Nature 15 20 12 15 * « ': . • : Robert of Lincoln ia 15 10 15 w. ' W ■: • . . The Hurricane - • ■ .. 20 15 15 15 # , ' ' The Fight Between the Ariel20 10 12 15 James F. & the Alacrity Cooper On the Death of Joseph 17 18 12 14 Frlts-Green® Rodman Drake Halleck Marco Bozarls 19 12 5 2 h n Tho American Flag 19 21 12 20 Joseph R. Drake The Real Character of the 10 12 7 8 John 0. Union Calhoun On the Language of Calhoun*slO 15 10 15 Danlol Webster Resolutions Showing His Hand 8 12 6 9 Abraham Lincoln Speech on Leaving Spring- 17 25 15 20 field in 1861 Lincoln's Shortest Speech 15 20 12 20 W .... V * ■ The Gettysburg Address 25 25 15 20 » H Letter, to Mrs. Bixley 20 25 15 20 W . H A Cry to Arms 15 15 12 15 Henry Tlmrod Ode 24 15 20 Flower Life S 22 15 18 W II Why Silent 17 20 15 15 w H Beauregard*s Appeal 17 15 10 10 Paul Hamilton Forgotten 15 12 10 10 The Axe and tho Pine 18 20 10 12 W M Aspects of the Pines 18 20 10 12 N M Poets 15 15 10 10 #* M To Helen - 25 18 12 12 Edgar Allan Poe 103 Book Humber vf lerafel 25 18 12 12 Edgar A. Poe The Haunted Palace 9 12 2 - ##'' The Hawn . . - : 5 12 Ulalume.; 12 # ' Annabel Lee . v V: IE : 5 % ## Mar011*: : - 20 § 12 5 ## The Short Stoi^r 5 5 The Maypole of Merry Mount 25 25 15 19 M. Hawthorne Drovme1s Wooden Image 20 20 12 15 Tour of William the Silent 18 12 8 7 John Lathrap Thru Holland Motley The Hho&otm -. . ; 15 18 15 8 R^W.Emerson The Apology ’ ^ 17 20 12 15 M M Ooneord Hymn ^ M The Humble Bee g II g Terminus ' 1) 20 12 10 The Mature of Government. 15 4 10 The Coming of the Birds 12 12 15 nry D. Thoreau Mainsd Katun®' ■ ' ■ ;! 11 11 The Beleaguered City S 12 W.Longfellow The Building of the Ship. 25 15 18 20 # Hiawatha#;Wooing I 25 15 M The Birds of KIllingworth 20 % 15 18 20 # The Banging of the Crane 25 25 15 W The Cross of Snow 20 20 15 20 My Love 25 25 15 20 R*Lowoll Stanzas on Freedom 20 25 15 20 Fromt. Ode Recited at IT 20 15 20 Harvard Commemoration From* Under the Old 31a 18 20 15 18 # Emerson & His Audience II 21 9 17 w White’s Selbome 18 25 15 16 ## The True.Mature of 5 7 3 2 Deroooraoy ''', My Springs .. 19 25 15 20 Sidney Lanier Song of the Chattahoochee 25 15 10 10 Tho Mew South 15 10 10 15 Hen%7 Woodfln Grady Advantages of not Travelinglt 10 10 7 Geo. IT. Cartl# Evils of Party Spirit 5 7 5 7 To William Lloyd Garrison 10 18 10 15 John G. TTbittier Proem 10 20 12 12 10 M * lehabed 15 15 10 M * Skipper Ire son’s. Ride 15 8 3 r :* My Playmate 25 20 15 20 : : * ' - V , : M Laus Deo 17 15 IE #*' ' M In School Days 26 25 15 20 104
Book Number IV The Lost Oooaelon 18 20 15 20 John G. Whittier A Child1g Question 20 25 15 12 Walt Whitman Mannahatta 18 20 15 15 0 Captain1. My Captalnl 18 18 12 12 w : \ w . ^ Nhen Lilacs Last In the 12 20 10 10 Dooryard Bloomed Come, Said My Soul 15 20 10 15 # ' . ^ . ' . The Height of the 50 ~ ' ' • 15 - Oliver Wendell Ridiculous » Hol" « The Last Leaf 26 15 12 4 The Chambered Nautilus 26 25 15 20 The Deacon1 s Masterpiece 2Q 20 * w 25 15 M W Parson Turell* s Legacy 25 15 15 15 ft IS All Here 50 25 15 20 The Broomstick Train 10 W 50 15 15 # w The Episode of the Pie 25 15 12 10 My Last Walk with the 18 15 10 7 w w Schoolmistress A Daring Deed 30 24 16 Mark Twain 15 W W On the Prairie 50 .15 15 20 Little Boy Blue 25 24 15 20 Eugene Field Wynken, Blynken & Nod 5 5 The Ole Swimmin Hole 30 25 15 20 James W, Riley When the Frost Is on the 28 25 15 20 Punkln* Barter 30 25 15 20 Sara Teasdale Let it 3® Forgotten 30 25 15 20 w w Old Books 25 25 15 20 Margaret Wlddemer Cassadra • 25 25 15 20 Edwin A Robinson The Tuft of Flowers 20 20 Robert Frost 25 15 M #$ After Apple Picking 15 17 10 12 Stopping By Woods on a 25 20 15 18 # # Snowy Evening The Road not Taken 25 25 15 20 The Garden by Moonlight 15 12 Arajf LowelJ Meeting House Hill 20 20 15 20 Abraham Lincoln Walks at X) 25 15 18 Vaohel Lindsay Midnight America the Beautiful 30 25 15 20 K.Lee Bates Chicago . 18 10 Carl Sandburg 15 15 It M grayers o f ^ V : 15 10 H N 2 ? A ° Trees 50 25 15 20 Joyce Kilmer The Green Inn 25 25 15 20 Theodosia Garrison 105
Book Humber IV
Travel 30 . 20 .... 15 Edna St. Vincent Millay The Cop & the Anthem 25 12 0 Henry Tli® I58capo of ITadano A.lvaiw-30 22 15 20 Richard H j ■ - «1 * • Davie .. • Baccalaureate Senstons 15 20 11 15 Frank R Colby The Hlheraatlon of Genius 10 15 6 7 Samuel MeChord CrO'there
Average 16 15 10 9 7 v.'V:';.. 106
Book Humbar V
Lons, Outline a of Ataorlcan Literature.
Selections I II III IV V Authors 30 25 15 . 20 _ 14 Of Plymouth Plantation 5 9 2 4 V/ra. Bradford History of the Dividing 2 6 2 4 Wm. Byrd Line God* s Controversy with 2 6 ■ Michael • New England Wigglesworth Some Verses upon the Bum- 7 9 2 4 Anne Bradstreet ing of our House The Prince of Parthia 7 9 4 4 Thomas Godfrey The nedee.imed Captive 9 2 6 John Williams The Ecclesiastical His- 5 9 3 6 Cotton Toather tory of Hew England A Farewell Sermon 7 15 3 6 J. Edwards Autobiography ■5' 12 Benj. Franklin Death1 S Epitaph 197 il 3 8 P. Freneau The Indian Burying Ground 13 9 6 10 The wild Honeysuekle IT 12 7 "4 • * Introduction to Speeeh on :S 12 5 12 James Otis Writs of Assistance Conclusion of Speech on 6 18 7 16 Patrick Arming the Colony Henry The Federalist 2 9 3 12 Alex, mrnllton Autobiography 5 15 3 10 Thos. Jefferson The Crisis , . 5 10 3 10 Thos* Paine Letters 20 6 9 4 Eliza Wilkinson Letters to John Adams & 13 18 8 10 Abigail to Hrs. Smith Adams Journal, extracts 13 12 6 10 John Woolman Edgar Huntley 11 6 2 6 Chas. B. Brown Marco Bozarris 19 12 5 2 Fith-Greene Halleok The Culprit I-'ay 19 6 J.R.Drake The Yesnasee 18 12 4 10 Wm. G. Simms The Summer Rose 20 21 10 ,-:6 Richard H.Wllde Swallow Barn 15 It . 3 8 John Pendleton Kennedy Th© Legend of Sleepy 21 21 9 14 Washington Hollow Irving The Return of Youth 18 16 9 8 Wm. C. Brjant 30 24 10 A Forest Hymn 15 : A W To a Waterfowl 19 24 15 16 Robert of Lincoln 8 10 15 15 w w To the Fringed Gentian 17 24 15 14 107
F V The Red Rover 18 10 larafel ' IT 12 Jame b F* Cooper 25 18 12 12 E.A. Poe A Desoentinto the 20 9 10 2 ; H - # ...... !5helatrom " A Pealm of Life . 26 24 15 20 H« W. Longfellow Giotto* a Tower .: ' 18 22 12 15 W ## The Rainy D^r 20 25 15 20 M . / : The Building of the Ship 30 25 15 20 1* * The Song of Hiawatha 30 25 15 20 > M The White Czar 15 . 15 12 15 M : The Pipes at Lucknow 18 12 12 John a; Whittier Telling the Bees 1 1 23 12 14 Snow Bound 25 25 5- '■ 16 w # All* a TTell ; - - 15 a "12 8 M « W The Tolling Arhutus 15 15 10 7 # , W ;■ ; ■ W Bwpton Beach 20 25 15 15 " ' " Under the Old Elm 12 20 11 IS S Re Lowell To the Dandelion 20 20 15 20 ** w . , Some t IV 15 25 : 11 20 M " ' » ■" My Garden Acquaintance 18 % 15 16 w M H Old Ireaalde# 28 ' 18 15 20 Oliver W. Holmes Hymn of Trust 15 25 13 15 # # . . -- w The Last Leaf 26 15 12 4 # ; The Chambered Nautilus 25 25 15 : 20 W *- \ # - ' ' The Height ef the - 30 15 * " ' RidlciAoms From* The Autocrat of tl e 15 20 : 10 15 * : " '/. - * Breakfast Table Tampa Robins 12 10 10 BldnoyLanlor Might & Day 10 15'.:: 10 7 In Absence 15 20 9 6 w * : ;■ W ^ . Evening Song 15 13 8 5 It M N Cavalry Crossing a Ford 18 9 12 Walt 7/hitman By the Bivouac*s Fitful 20 15 15 6 M w Flame : i To the Man of War Bird 18 20 15 15 # w Aboard at a Ship*s Helm 20 15 10 10 M 0 Captain! My captain! 18 18 12 12 ' M » = \ : _ .: Joy, Shipmate, Joy! IT 20 10 10 w The Titmouse • - -' 12 15 10 12.:': R.W.Emerson Forbearance ^ 17 24 13 20 m . - . * Y : The Snow Storm 10 10 12 15 w H The Rhedora 15 18 15 8 m - . The Humble Bee 15 24 13 16 M w Good-t^f® 18 25 15 20 : * ' \ ' "T- ' \ # Day# .v:.'/. ■ 15 24 13 16 * - -Y Y 108
Book Number Vi The American Scholar 10 18: 6 10 R.ff.Eoai’son Literary Ethics 12 20 12 18 Mosses from an Old Mease 12 15 9 10 Ij. Hawthame Lady Eleanors*s Mantle . 20 17 10 11 The Arctic Voyager 10 ■ jfenry Ilorod 5 a
1 i t 7
I 15 7 17 12 13 8 The Ax & the pine 20 20 15 18 Jaul HfiHayno The National Ode 15 20 12 20 The Pearl of Orr*s Island 25 18 15 Harriet Beecher ■StoW Moby Dick - The Chase •'25 5 8 Leather Stocking & Silk 15 - - 5 John^V^Cook Walden 25 21 12 16 La Salle & the Discovery 17 10 Francis v of the Great West •V •parkman Tennessee* e Partner 20 20 10 15 Srtt-.Harfe*: ■ Madame Delicieuse 20 12 10 13 Geo. Kt, Cable Meh Lady ’ 18 10 10 5 Thos, Hi Page Ramona ,-> 18 15 10 15 Helen Itot Jackson • The Debtor . 5 15 7 Nary B.W. Freeman A Song of the Middle Border '18 4 10 5 Hamlin Garland The Reign of Law 15 10 : Jamas ■ L, Allen Life on the Mississippi 20 10 13 5 Mark Twain Huckleberry Finn 30 15 15 16 Alice.of Mommouth 25 15 12 10 E.Stedman Books & Seasons is 25 12 9 Thos Bailey Aldrich Outward Bound 20 25 13 12 Dawn at San Diego 20 5 15 Joaquin^Miller Vaquero 25 15 15 10 When the Frost is on the 28 25 15 20 James W. Riley Pankin Chanticleer 20 15 20 Celia Thaxter The Sandpiper » 20 15 20 The Fool*s Prayer 28 25 13 12 B.R.S1H The Storm 20 10 15 10 Emily Dickinson A Book 20 a 12 10 Venus of the Louvre 15 19 10 15 Emma Lazarus When the Woods Turn Brown 20 13 15 12 Lucy Larcom The Water-Lily 15 10 15 Eugene Field The Singing in God*s Acre 20 25 10 15 n The Explorer* e Wooing 25 15 15 10 Via cruels 10 15 7 12 Marlon Cmwford A Marsh Land Incident 10 7 M. Thompson Pastoral Days ?6 5 5 W. H. Gibson 109
? • toe Town-Moetlng 10 2 7 John Fiske Literary Friends & rl 8 4 3 Wm. Dean Acquaintances 'Howell The Debt ' 12 17 10 Edith Wliarton A Service of Love 20 15 20" 0 % n r y .... A Prayer 25 15 20 SaraToasanle Pierrot 15 10 8 The Garden 10 10 7 # # Red Maples' = ' 20 12 15 SI II The Coin 25 12 15 Old Books 25 15 20 M. Widdemer To Youth after Pain 25 15 on20 M ' tl Octaves 20 12 15 Edwin Arlington I Book Humber* VI* - Mc0«wr & Naylor, Prose and Poetry for the ninth Year. ..seleeiloas' •' ' I II Ill IV V Authors 30 25 15 20 2° .. Tho Fresiiman Pull-Back Ralph D.Pain© The dray ■ Olmi^lon I T I 15 20 IT. Hawthorne Tho Purloined Letter 23 9 8 4 E.A.Poe The Celebrated Jumping 25 15 15 10 Mark Twain '.'Frog'.'' ' ' The Sleptiant Remembers 20 20 15 20 Edison Marshall Penrod*e Busy Day 15 15 15 B.Tarklngton The Gift of the m g i 25 15 20 P. Henry Teitoeesee* 0 Partner IS 20 10 15 • Bret Harte Captain Barney* b Victory 23 16 11 13 Philip Over the Ship General Monk Freneau The Yellow Violet 20 25 15 17 W.C.Bryant To a Waterfowl 19 24 25 16 15 18 15 8 " :R.W.Emerson Monterey , „ ■ - 17 19 12 9 Charles ■ Hoffman Santa Fliomera 19 25 15 20 H.W.Longfellow The W l l of Atrl ■ ' 25 The-'lAst Leaf 1 s - 22 O.T/.Holraas Old Ironsides 28 ii 15 20 Barclay of Ury 22 20 12 18 J.Q.'ffhlttlor Conductor Bradley 20 25 15 19 « K Eldorado -' :- 20 10 10 8 E.A.Poe The Courtln* 25 21 15 16 J.R.Lowell A Hoiseless Patient Spider 15 24 15 10 Walt Whitman Youth, Day, Old Age & 20 25 15 20 w it High**'' Pioneers1 0 PioneersV 20 20 M « 15 20 M t» To Those Who’ve Failed • 15 18 11 10 Gradation 18 25 15 20 J.6.Holland The Brave at Home 17 25 15 20 Thomas Read CMrtless v ‘ ■ 25 25 15 10 E. Dickinson The Minuet 20 15 15 10 itary Mapes Dodge Indian Summer - 20 2 0 15 15 E. Dickinson Plain Language From 20 5 12 5 Bret Harte Truthful James it # The Reveille 18 15 10 15 Columbus 28 20 25 15 J.W Miller It The Defense of the Alamo 28 25 15 20 Robinson* s Crusoe’s Story 30 15 • Chas, E. Carryl Tampa Robins 12 10 10 Sidney Lanier Revival Hymn 25 20. 15 15 J.C. Harris Ill Book number VI. Long Ago - . ; . 25 17 15 17 Eugene Field Two Opinions 25 25 15 20 m n The nan with the Hoo K) 25 : 15 20 - B, Markham The Great, Guest Cows m 25 15 20 H ft Victory in Defeat 17 20 11 ' 12 ... M « The Glory of Ships 25 22 15 20 Henry Van Dyke Dewey at Manilla 25 20 15 15 . Robert Under* twood Johnson Envoy 25 25 15 20 The First Blue Bird 30 20 15 15 James W. Riley Little Bataese 25 20 15 15 Wm« H, Dzummond The House By the Side of 30 25 15 20 Sam Walter Foss the Hoad The Kings 20 20 11 13 L.I.Guiney Workwom m 25 12 20 E.Pauline Johnson At the Cross Roads 26 24 12 12 Riehard H^vey The Sea Gypsy 24 15 May is Building Her House 20 10 12 5 Richard Lo (Mllienne Miniver Cheevy 20 10 12 10 E.A. B^blneon Mia Oarlotta 30 18 "12 12 Thomas A. Daly Sen Napoli % 17 14 16 n « HillS.. 25 25 15 20 A. Guiterman Song of Summer 25 15 15 15 P.L.Dunbar : The Dreamers 25 20 15 20 T. Garrison A Tulip Garden 19 '■ 10 Amy Lowell Strobes 20 15 12 15 Robert Frost The Runaway 25 15 12 15 The Service 20 15 12 15 B. Johnson A Negro Sermon* Simon 25 15 15 10 Vachel Lindsay Logroe Abraham Lincoln Walks at 20 25 15 18 H ‘ ft : V Midnight A Farmer Remembers Lincoln 25 15 15 Walter Bynner The Cry of the people 18 20 15 20 J.G.Neihardt The slave : ■ • 22 20 15 18 J. Oppenhelm Roofs • , 1 ;. 30 25 15 20 Joyce Kilmer Roses in the Subway 30 20 15 18 Dana Burret A Portrait of a Boy 25 20 15 10 S.V, Binit The Factories / : ■ 18 18 10 IQ- M. Widdemer t Average 23 19 13. 214.310 " 112 Book number VII Hatfield & Roberts, The Spirit of America In Literature , Selections V Authors 301 g 2 20 The li&ay or the, flger? 16 15 id - F. R, Stockton The,- Ohost Hors® 23 10 12 5 - Chief Buffalo Child Long Lane The I^aat A m s w 8 J. Killer 26 11 4 n « Kit Carson*s Ride 23 15 12 The Black Cat 25 12 E.AiPoe A -.Horseman In the Sky 20 10 8 5 A. Bierce The Pipes at Lucknow 13 18 12 12 , J-.Gi, Whittier MarcoBozmrla 19 12 5 Fits-Greene Halleck Battle C r y . . 20 20 12 15 J.G.Helhardt Of the Prairie Bell® 25 12 11 6 John Hay The Art of Hat® 13 6- . J.G.Helhardt Fox and Grass . . • • 15 • 10 Carl Sandburg Th® Song of the • ; 25 15 10 Sidney Lanier -Ohattahoochoo Th® Marshes of Glynn 25 25 15 14 H « Eskimos of the Far North 20 10 12 10 V. Stefansson The Fifty-First Dragon 15 8 8 4 Heywood Brown I?m a Fool 20 10 12 8 Sherwood Ander son Bill '% n - ; ■ 28 28 15 20 Zona Gale Tho Death of th® Hired 25 25 15 20 Robert Frost Man - ... v, . The Leaser 25 15 15 10 mrnlin Garland Mending Wall 20 20 11 20 Robert Frost MiniTer Cheevy 20 10 12 10 E»A.Robinson # # Aaron Stark 12 7 Cliff Kllngenhegen 10 ' 5 Flammomde 15 8 10 . .... Il® % : . . ' V- " : . ^ • 11 15 Ei^ene O'Neill Skipper Ireson*s Ride 15 3 8 J, G* Whittier The Courtin* 25 21 15 16 J. Re Lowell A Liokpenny Lover 25 ■ ■ 15 0. Henry David Swan 25 20 15 20'' N» Hawthorne . The Vision of Sir Launfal 25 25 15 20 J.R.Lowell Eldorado ■ •* - , • - : - 20 10 10 8 E.A.Poe: Maud Muller.;-;'' 25 24 15 14 JeO.Whittier The Lost Phoebe 25 22 12 18 T. ..-Dreiser .. Thanatopsis 19 24 15 16 W.C.Bryant Richard Cory 15 20 12 20 E, A. Robinson The Blades of Grass 25 25 15 16 §. Crane I Saw a Man 18 25 15 12 I Feel.Me Hear to Some 19 20 15 20 Wm. E. Leonard High Thing The Soul; of the Great Bell 20 10 12 L. .Bearn The Chambered Nautili# 26 25 15 20 O.W. Holmes The Bridge , 21 22 11 11 H. W. Longfellow Each & All . 15 18 8 R,W.Emerson 15 M H Self Hellene® 18 25 15 20 The Armful : 19 10 Robert Frost I'm Nobody E. Dickinson 25 15 15 #$ $# I Lost a World 15 5 10 Lyric 10 3 Edith M.Thomas A Love Song . 15 5 7 4 T. Garrison The World Is Mine .20 15 12 - 10 Florence E .Coate s Cool Tombs 15 5- 8 • : ; Carl Sandburg - . A Parting Guest 30 25 15 20 James W. Riley The Sleeping Car 30 15 15 10 W.D.Howells 114 Book Hffiabe*1 TO . Mammon and the' Arehsr' ' 30 ib 15 "■7 0. Henry How 1 Edited an Agrloul* . 25 12 Mark Twain tural Paper • The Black Duck Dinner 12 6 James Stevens Plain language from .*) - 5 12 5 Bret Harte - Truthful James The Ballad of the Oyster-; '•30 15 0eW, Holmes ' '■ man . - - • The Adventure*-of Simon .20 15 13 10 Joel Chandler Bands ' ■ ' -and Susanna- - Slmn Legreet A negro 25 15 15 10 Vaohel Lindsay ■■ Sermon , . • The Gold Bug • • 28 : 5 7 B.A.Poe Feathertop 23 21 S 12 II. Hawthorne The Devil & Tom Walker 15 8 10 5 TT. Irvins The Two Skyscraper1 s Who 17 8 10 5 Carl Sandburg Decided to Have a Child I Hear America Singing 25 15 15 15 Walt Whitman The Skeleton In Armor 25 18 13 16 H.W,Longfellow Columbus 25 25 15 20 J. Miller " ' The Maypole of Merry Mount 25 25 15 19 N, Hawthorne Wouten Van Twill# r 12 8 7 7 W. Irving Franklin. Imm&tor & 20 20 12 17 Benjamin Scientist Franklin The Times That Try Men1 s :5 18 8 12 Thomas Paine Soul* . Song of Marion1 s Men m 20 14 11 W.C.Bryant The AmeHean Flag 19 21 12 20 Joseph R. Drake Snow Bound 25 25 15 16 J.G. Whittier Pioneers1, 0 Pioneers 20 20 15 20 Walt Whitman Daniel Boone 25 20 15 15 A. Quite ma n Westward Hot 20 19 12 ^3 J. Miller A Pilot1s Heeds 30 24 15 16 Mark Twain All Gold Canyon 26 21 14 14 Jaek London Tennessee1 s Partner 20 20 10 15 Bret Harte Promt Abraham Lincoln1 s 20 20 12 20 Abraham Autobiography Lincoln Lincoln the Man of the 26 25 15 20 Edwin Mark- People ham When Lilacs Last in the 12 20 10 10 Walt Whitman Dooryard Bloomed A Farmer Remembers Lincoln 25 25 15 15 Wllter Bynner Sheridan1 s Ride 20 15 10 10 Thomas B. Read An Army Corps on the March 20 15 15 6 Walt Whitman By the Bivouac1s Fitful 20 15 15 6 M M Flame 115 B©oM mtOmr Til, Come Up Proa th@ Plelde* 26 18 12 10 Walt Whitman Laus D w - 15 20 15 2D .. J.G.Whittier Tho Cory|u@3?ed m n m v 25 % 15 20 A.F.Ryan The Return of a private - ■ 27 25 15 20 tomlin Garland The Bride Comes to Yellow 20 10 10 8 Stephen Crane : SMY " ' "' ' ■ Git Along Little Dogleg 20 10 Ballad The Pled Piper 20 io 12 5 V/m. B. Leonard Skyscraper 26 15 15 15 . CarlSandhurg Rlddler 15 7 MaoKnlght Blaek Chicago - 18 15 10 15 Carl Sandburg Bringing in a Gusher 19 10 Upton Sinclair From the Bridge 30 20 15 15 Don Marquis Sham 30 20 15 15 Frank G.Tompklni The Woman ; 27 25 15 20 Zona Gale Clean Curtain® 20 15 10 10 Carl Sandburg Scum 0* th# Earth 25 25 15 20 Robert Haven Sehauffler Factories . . 18 18 10 10 1. Widdemer . Leamrs , 25 ' :.;5 10 4 Jotei V.A. ■ weaver % A Friend 23 14 12 is Blsle Sing- master The Santa Fe Trail - A ''*0 15 12 15 Yachel Lindsay . Humrestue . . . Hoomihine 20 10 A. Hopkins Average 21 14.3 12.2 10.1 15 116 Book Number VIII. droeiHaw, .»& Miles* Selections Authors From {Auiobiography Dialogue Between Franklin 1 & the Gout What Is an Aaerloan 15 SteJean de Crevecoeur The Declaration of Thomas Independence Jefferson From{ The Farewell to George the Army Washington The Value of the Union 2 A. Hamilton The Battle of the Kege 20 F.IIopkinson The Indian Hurrying G r o u n d P. Prenoau To a Katydid The Wild Honeysuckle Christmas W,. Irving The Stage Coach Christmas Eve w Christmas Day The Christmas Dinner Marco Boszarls Fitz-Greens Halleck On the Death of Joseph 17 18 12 14 H o d m n Drtee I cannot Forget with wliat 12 22 11 14 • We0« Bryant Frevid Devotion M Inscription for the 18 ■ 25 12 • 17 • Entrance to a wood . ' - 14 18 , # # Greed.River ■ ■ ' 20 25 ... ## Arne 18 25 15 20 * / v ' , # ' tl A.Forest Hymn 20 24 m . * The Hurricane 20 15 15 15 # The Battlefield If 20 14 18 # # W ## The Antiquity of Freedom 15 25 15 20 18 12 12 E.A.Poe- •To.'Belem ■ ' ' % # To One in Paradise 16 17 10 10 10 , : ' - W The Sleeper 16 17 5 W Annabel Lee 30 15 5 8 Ulalumo 25 18 12 10 # ! * The City 1m the sea 17 10 12 # M 5 * The Coliseum . 20 15 12 15 * Eldorado 20 10 10 8 N # isrofel 25 18 12 12 /' ':W\ W e The Prose Tale 5 5 .117. Book Humber VIII. Shadow - A M m b l e 10 f.A.?oo, The Cash o f .Amontillado 20 * 4 n * The Fall of the House of 25 I v; -y#h#r. % ' ' . 11 FrlenSship. 18 R.W.Emerson doeS-By ■■■ -v. ■' ■ '' ' . S 18 " The Humble Bee 1 16 *» The Titmousev. 15 S‘ Voodnotes I . I 15 i# Each & All • ' ' 12 q : Veltttttarles • - . . . s 14 » The Problem 15 6 “ David Swan' 20 20 He Hawthorne Feathertop 21 i Where i Live 21 12 16 H.D.Thorwm Solitude 20 12 W v. .. # * . , The Pond in Winter 1 1 6 10 * dewelufllott ’ - ' .. . 21 1 # ## Promt Typee 7 to2 5 'Herman Melville %. L@®i-Youth :■ ■ 20 15 1 5 H. W«Longfellow ; The Bridge i 22 II 11 Hymn to the light 20 20 «• Meszo Camraln 20 1 5 20 " « it ; Hatur® ■. ; " . 25 m 15 1 4 - • * M W * Victor & vanquished 1 7 1 8 1 0 1 2 , W ' % W The Reaper & the Flowers 21 2 0 1 0 1 0 The Secret of the Sea 2 4 1 9 1 2 1 0 * * # , .# A Day of Sunshine - 25 25 15 20 w *# 1 7 20 1 2 1 5 M ^ . Hawthorne 25 25 1 5 1 9 # ## Serenade 20 2 0 15 1 5 # ;i The wreck of the Hesperus 25 1 0 1 2 8 Killed at the Ford 25 1 5 1 5 Telling the Bees 1 7 23 1 2 1 1 J. d.Whittier # N In School Days 28 5 20 # * Maud .Muller / : , 25 II 1 5 1 4 W # Skipper Ireson* s Ride 1 5 3 8 Laue Deo 1 5 2 0 1 5 2 0 " " 1 0 20 1 2 1 2 Dorothy Bi r- " - 25 m 15 1 7 3 . W. Holmes. #*. ' # Aunt ' 3 0 9 1 3 4 # -- - # / The Last Leaf 4 The Beye : _ : 1 1 i t 5 # : # r. Contentment 28 25 1 5 2 0 m # ; From# The Autocrat of the 15 20 1 0 15 F^£faK l eSlSI$i§ Papers m 1 0 1 2 1 0 J.R. Lowell 118 Book . Humber Vir[. What Mr, Robinson Thinks 17 5 10 5 J.R. Lowell Tho Courtin* ' ■ ' 25 21 16 Fromt A fable for Critics « . n 10 g ' ; II w She Came & Went . 17 15 12 15 Fromt A Good Word fmv: 12 15 10 " winter v.' To m # S L.L. White 28 7 15 5 » W To Miss Horton 25 17 12 10 II » To; J*T,'Fields- ' ■ ' . ' ■ •? 5 To the Misses Lawrence 20 10 10 10 m 1 n Major Jones*s Courtship 50 15 15 15 Wm. T.Thompson The. Defense of. the Block- 22 15 13 id Wm, G* Simms ’ : house ■ Tho Swamp5 Fox. 15 15 The Bivouac of the Dead 15 Theo. 0* Charleston ' v Id 2a Henry Tlmrod Magnolia Cemetery Ode 20 Most Men Know Love ' 15 Aspects of the Pines S Paul H. Bayne The Mockingbird : 15 ft la'Ba^or 10 * ' * ' '' The Conquered Banner a o Abram J* Ryan Lincoln1 s Cooper Institute 1 15 Abraham Lincoln Address Speecho e on the Way to 15 IT 7 15 Washington First inaugural Address 20 8 20 N It The Gettysburg Address 20 M W It Second inaugural Addresb • ao Last Public Address 7 The Waving of tho C o m i !°o 12 l l Sidney Lander Evening Song : -8 5 My Springs i l 20 It tt The Mocking-Bird # # # #' Karsh Song - At Sunset ! I The Marshes of Glynn 15 j w Llfo & Song 20 1 M # Out of the Cradle Endless 10 15 1 Walt Whitman ly Rocking Hot the Pilot 10 12 M # Long, Too Long, America 10 * W i t * W Fo» You, 0 Democracy 5 1 Beat! Beat* Drums! ' * w T 15 ## As Toilsome I Wandered 15 I 15 20 Virginia*e Woods : ' TMek "SpAnkled Bunting 15 20 119 Book Number VIII# Give Me. the Splendid 17 19 15 20 Walt Whitman Silent Sun # it A Nolslose. Patient Spider 15 24 15 10 Joy, Shipmate, Joyl %7 , ' ' ■ 10 The Railway Train 20 18 12 14 Emily Dickinson The Sky is Low 15 5 12 5 A Day ' . 18 15 12 8 # # Chartless 25 25 15 10 # # To Fight Aloud Is very 20 25 . 15 20 M # Brave.’ The Iliad of Sandy Bar 18 15 20 Bret Harte The■Sioux Chief’s Daughter' 20 15 13 15 J, Miller Westward HoV 20 19 12 20 # M Crossing the - Plains 20 5 12 5 # M TW&atfest Desti^r 20 Richard Hbvey At the Cross Roads II fa * ' w Spring ‘ ■ i 20 * . ' « After Business Hours I 20 15 1 - * . . n - Llttlo Boy Blue 25 24 15 20 Eugene Field The L 1,000,000 Bank Note 20 15 Mark Twain Snaring a Bushmaster S 5 10 1 Wm* Beebe A Memory That Worked 20 13 W.D.Howells ' Overtime Among the C o m Rows 30 20 15 20 Hamlin Garland Maamen & the Archer 30 10 15 7 0. Henry B# Tark lngtonClothes' Make the Man 30 10 15 5 B# TarklngtonClothes' The Haek Driver 14 Sinclair Lewis A Wagi#r Matinee : 15 13 12 Wills Gather Some African Gun Bearers 18 7 12 5 T. Roosevelt Address at Philadelphia, 5 20 10 18 Woodrow Wilson October 1913 To Frank N. Doubleday 15 15 10 17 Walter H. Page A Kitten 20 5 12 7 Agnes Repplier On Unanswering Letters 12 5 10 5 o. Morley Miniver Oheevy 20 10 12 10 A. Robinson Uncle Ananias 20 15 10 12 The Master 20 12 20 n it 25 # ## Front TAstiao 15 20 11 15 The Death of the Hired Man 25 20 14 17 Robert Frost Mending Wall 20 20 11 20 W M # M The Wood-Pile . 15 15 12 12 Birches 20 5 12 15 * * A Peck of Gold , 20 15 10 15 # W Reluctance 20 23 12 16 * # Acquainted with the Night 17 10 13 10 0# * Sand Bums 17 20 14 15 * * 120 Beak W m l m r VIII, Rutherford MoDowll 12 12 12 Robert Frost Lucinda Katlook 25 § 15 20 Anne Tutledge 20 20 14 20 E.L.iasters N « William H, Herndon 15 2 2 13 18 General William Booth 20 25 15 15 Vachel Lindsay Enters Into Heaven Fog 25 15 Carl Sandburg Lost 25 12 The.Harbor 15 10 W # ' Clean Curtains 20 15 10 10 # w Skyscraper 26 15 # # 15 15 * ## Child of the Romans 15 5 5 * M Cool Tooabp 15 5 The Garden by Moonlight 15 12 Amy Lowell A Japanese Wood Carving 15 15 Travel 30 20 15 20 Edna St.V. Millay I Shall Go Back Again 30 20 15 20 11 M Whore But In America 30 13 15 10 Oscar M. Wolff Where the Cross Is Made 20 5 10 Eugene o'Relll Average 19.3 16.2 13 12 13 121 SQtemlisorfc* Inglls* 6 Gdhlmnn, Selootidna Tho DovM & Tom Walker 18 10 The ttinistar* a Black Veil 25 The Tell-Tale Heart Tho T/ldoT?* b Cralco 1 5 1 An Ingoime of tho Blermo 25 10 15 Bret Harto A strusslo for Life 27 10 15 Thoo. B Aldrich A Horgonan In tho Sky 20 10 8 A Bletorly Sohoim 50 10 15 C, Banner A tsunldipal Report 25 7 13 0. Henry -’Lljoh' 30 25 15 Edgar V Smith i12 To Build a Fire 25 17 12 Jack London BziSland to America 30 25 15 20 Uargarot Pres ■ ■■ cott .Montague Foot-falls 27 15 12 10 Wilbur D;Stool© Ths makwpy' ■ . 23 10 12 C. Horloy llary White 20 25 10 15 Tim. A.White Tho Author1 o Account of 17 15 8 T Washington . BSse®tf , . . difti, %5 10 6 R.W,Emerson Soloctlono front "nature" » 15 17 7 I ft tt "Harmoro’% "Friendship," "OompQueatlon,n "self- Brute nolghboro . %8 18 11 H.De' Valentine Vagaries 20 17 10 Lafcadlo Hearn Tho Babble Reputation 20 12 Walter P. Eaton Once there was a Furnace 18 5 11 1 Charles Stephen Boy ■ - Vermont 15 10 12 Dorotg Canfield A note on the Beany as 10 Walter Reed 20 20 10 School Life e 22 20 13 3 Hand In Garland Project of Arriving at 20 25 12 20 floral Perfection Franklin Lee In Defeat 25 25 15 Thomas H. Pag© Practical Politics s 20 15 3 Thoo. Roosevelt HanszL'David Tlioroau 15 20 10 IS J.Arthur Myers Wrthoi'ne at College 15 20 10 12 Lloyd Morris 122 Herman milvlllo writes 15 10 rtLW - D l d k rt _ Hezsnlone ■ ' g Bay lag of Poor Richard 20 I t BonJ. Framain Franklin*e Toaet 25 In the Pane of Wouten Van 12 1 Hashlnton ' wilier ' Irvins Fromi The Autocrat of the 15 10 15 O.W.Holnoa • Breakfast T a W 1 • - ■ A Business letter 25 A* Hard An Unexpected Acquaintance 25 The Fame of a Wonderful 23 i S i,!eal of Vittles Lons Pants ; • ff Irvin s. Cohb How to wito Short stories 25 is :JP Correct Behavior on a 30 ... s %s * Donald Ogden 'Ptenie Stewart Her Private Journal 15 15 14 15 S.K.KiAght A laotory of tho Dividing 2 d 2 4 Oelonsl Wm* . L & m Byrd Bpooch In tho Virginia 19 18 9 16 Patrick Henry • Convention ■ . . 1 Tho.Declaration of 25 25 15 20 Thomas Jeffer Indopondonco son Farewell Address 20 10 15 Goo. Washington Letter to Oonoral Joseph 12 1 1 12 20 Abraham Lincoln Proclamation for a nation* 12 20 10 19 • * Proclamation for Thuiks* 15 20 10 20 GettysburgAddress 25 20 * n # n Second inaugural Address 15 i ■ H The war uossago to Congress 5 20 Woodrow Wilson A LOaguo for peace 10 25 12 1 Tho Honroo Doctrine 8 20 10 17 Jamos Monroe president Cleveland & the T 15 T 15 Grover Cleveland The peace Pact 5 IT 5 12 Frank B. Hellos An American Hercules 25 10 15' # Jams Stevens The Banks of tho Little 25 20 13 10 Lumberjack ?.au Ploino War Ballad TM%ful^Pata of I’r. 30 15 13 10 Joel Chandler •. v,’olf Harris It’s Ho, 0 Lord 20 20 11 15 Hegro Spiritual 123 IX. To th® v & m t y of tho ID 10 Philip Brave O r leans „ Fronoau. The TTlia Honeyeuoiao The Indian Burying #rmmd I ,s « # Tlmatopale n 12 w.o.Bryant To a 'tatorfowl The Battle Field , i i ie6 t« # Tho Concord K y m 15 20 R.T/,Bmoreon A Fable 15 20 Compensation 15 18 ## # Tho Rliodora I# # Voluntarioe m II & # # ' Each and All 0 * ' .**- 20 Tho Arsenal at Springfield It w * In the Churoliyard at 10 # ' . . # Tar.t*yto\-/n My Loot Youth 15 The Building of the Ship 20 tt n The Bells of San Bias 20 m n Ichabod J.o.sThittier Snowbound Bear Lord & Father of 20 it it mankind Old ironside ' 25 20 O.W.iMmes To an Inaeot 25 8 The Boys 25 5 * « To a Chambered ITautilue 25 20 t* n Contentment 23 20 » « The Courtin’ 85 16 J.R. U p U What l!r» Robinson Tlilrike 17 H tl The Vision of Sir Launfai 25 £ t # m e n : 25 12 F.A.Poe^ 12 I B o . S 8 tl R -’ 12 II * % : r • i w m Charleston 15 X4 Bmry Timrod 10 The Hoekingbird 22 15 m u i ri.myno . Aspects of tho Pinos 15 10 Song of tho Chattahoochee 10 Sidney Lanier From tho Flats 10 Bnmnel## ■ 20 10 # Tho stirrup Cup 5 5 ft 124 Tits Conquered Banner 25 25 15 SO Abram J Ryan One’s Self,t sing 25 15 15 15 T hear America Singing 25 15 15 15 Mannahatta 18 20 M rt 15 15 n *. . Beat*. Beat*,. Drums . 10 15 7 15 The Carol of Death IS 10 10 *» tl A Holsoloos Patlont spider 15 S 15 10 It « Give.fife:the Splendid IT 19 15 20 ' , « ■■ silent % n .. ■■ "lion i Hoard tho Learned 18 9 10 4 Mlmeles SO B ft Daroot Thou How 0 Soul to II » I’m Hoboay I Eglly Dlokln^n A.mm-.. to 5 To Hake a Prairie to It #0 Tho hlttlo stone i ! * M An Altomd Look About tlio IS '» . . # , Hill® Some Hoop tbo Sabbath # # 1 Hover saw a Moot* I? 10 » Tho Soul Solootd m r own to to *' - *. Sooioty ■liy LifO Olotiod Twice s o w # ho HovoWKnovrBow High .# # - Memory T»B.Aldrich A Snowflake The Fool’s prayor i s K.E.Slll ' Hestward Hoi 1 20 J. Miner Hhon %'m Frost is on the 15 00 James W»' Riley Idttlo Boy Blue 25 24 15 20 Sugeno Field ^ho Limitatiwe @f Youth 25 SO 15 10 Tho Joye of V m Road .25 25 15 15 Bliss Csirman sreen Fire SO 20 11 18 The sea Gypsy 28 IS Richard >bvoy The wandor Lovers 20 IS 10 The Man With the Hoo 26 25' 15 SO Edwin Markham Quatrains IT 20 12 18 0#r israfel 15 20 15 15 W l #f tho Open Air 15 25 15 20 mnry VanDyko Minvortilioovy 20 10 12 10 K* A •Robinson Richard Cory 15 SO 12 10 Bewick Flngor 15 10 12 .10 ft tl The Master 20 ^ 25 12 20 * # Awne Rutledge SO SO 14 SO Edgar L Hastors John Horace Burleson 17 15 12 15 125 Kfrs. Goorgo Reoee 18 Edgar L.Magtors Goorgo Gray 20 Jacob Goodpasture 1 5 20 Sllonoo I 20 fhe meter Mariner ||1 Geo* Sterling Dirge 1 f ho Rt 12 5 Calo Y.Rlee A lady 10 n Agr totoii, m a t # 1 10 Patterns 12 10 H w The pasture 10 Robert Front Btrebes 1 12 stopping By roods on a 1 5 Snowy Evening The Birth Plaoe 20 e A Minor Bird # tt The Death of the Hired 3* i? Chicago 10 1 5 Cgri Batons 10 13 Grass 10 ft tt A Ponce 10 10 ft it Child of the m I: ft e Cloan Curtains 11 10 10 it it A Coin 12 10 10 H # In a Back Alley 11 12 H tt Fate i S 1# ft it 10 ft # Wight stuff 10 g ft tt Prayers of Stool 1 5 i ! ft it Good Morning, America 1 1 5 15 The Santa F© Trail I Vaohol Lln&aay let m live out my Years S II 15 i i j.G.NeMwrat The lyric Deed 25 20 The coin I \ l 1 Shall Wet C a m 20 10 H M Wight Song at Amalfi 20 Z) 12 n # The Long Hill W 10 12 11 To a Telegraph Pole 2© 15 15 15 L| Untoraoyor long Weft 20 15 17 12 « H The Stone*o Hymn 21 IT 15 17 Prayer 25 15 20 # it The Mountain reman 25 1 5 20 D# Heyward Sea lullaby 1 12 5 Elinor Wylie Escape IT ii 10 12 126 IX ITonoonoo Hliymo.. 18 12 15 Elinor Wylie 1 nave a Reftdesvous with M 15 20 Alan Seogor Death 10 10 H. Allen To a poet Office Inkwell i 12 10 5 C. Horloy Lament 20 15 18 |.8t,v Millay The Spring & the Fall 20 14 18 Dirge without iiuete 1 14 tt M In the Seplanade Des In- W 3 ' 10 3 George o'Keil valldes The Lost Vision 20 22 12 17 Loah R. Xoffio The Death of Stonewall 20 25 15 20 Stephen V. Blnet The Reading Boy 20 10 13 10 l U Crane Tho Itoight of the 30 15 0.T?,!Mmes Ridiculous Plain Language from Truth- 25 10 12 18 Bret Harte . ful James The Ahkoond of Swat 15 10 Geo* T.Lanlgan candor. 20 5 15 5 H.C.Bumior How the Feud Started 27 5 15 5 A. Gultoraan Real Baseball » 5 12 10 tf * Two Mierleana lien 30 10 12 10 The#* A. Daly The Same Old Story 30 7 10 7 J.J. Montague It Happens, Often 30 10 15 15 C.Heado Robinson Tho Ballad of Two Lane Men 28 8 15 12 Franklin P. Those Two Boys c, 25 17 12 15 4*““ . The Durable Bon Hot 25 15 12 10 Keith prooton Any One will Do M 25 15 10 10 Anorloan Limericks • 20 10 T M Trysting Place 30 19 15 15 B* Tarklngton Whore the Cross Is md e 20 5 10 5 Sugono o'Holll mthan Halo " Flteh 127 BIBLI03RABIY Alex&Bder, Carteri "Standard* for Selecting Books for a super intendent’s Malania Professional library" .Teachers College, Columbia University, Mimeographed pamphlet. Bair, F, H. "On the Teaching of English" English Journal, April 1921, 10*187 HLaisdell, Thomas C, lays to Teaeh English . • ■ Doubleday, Doran, Page and Co,, Garden City, lew York, 1918 Blake, W, K. "Boy® and Literature" English Journal, June 1921, 10:332-338 Bobbitt, Franklin The Curriculum Houghton Mifflin Co,, Boston, Mae®., 1918 Boleniu®, 'Erma filler Hou^ht^f in the Grammar Grades and High Sohool Bronson, waiter C., A 3%oi"t History of. 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Y. 1929 132 Weber, Carl Jefferson "Practical literature0 Education, Ho* 1923, 44*159-66 Werner, W* L* "Analysing Literature* Saturyday Review of Literature, -Say 1, 1926, 2:758 AKTHOLCaiKS 2.VALUAI31 Cross, Tom Peetei Gnitb, Read, and Stauffer, liner 0 # Good Readings for High School* American Writers vri tin and Co*, lost on, lass *, 19*&1 Greenlaw, Edwin and liles, Dudley Literature and Life Book Three, Special Edition, Scott, foresKan and Co. 9 Chicago, 111,, 1929 Hatfield, W* Wilbur, and Roberts, K. D, Tbo Spirit of America in literature The Century Co., Hew York* R* Y., 1931 Long, William J* ' Outlines of American Literature with Readings Ginn and Coirpeny, Boston, iSaou., 1925 McGraw, H* Ward and Haylor, Winifred A, Prose and Poetry for the Kinth Year 1* W. Singer Co., Syracuse, H* Y., 1927 J^t-ce, Roy Bennett American literature with RaadinAs Allyn and Bacon, Hew York, H. Y. 3926 Payne, Leonidas V,* Selections from American literature Rand iJcitelly and Co., Chicago, 111., 1930 Schweikert, H. C. Inglis, Rewey'Bello, and Oehlmann, John " Adventures in American literature Harcourt, Brace and. Co., Hew York, H, Y,, 1951 SimoneanS&idbrKture Throtuch illustrative Readings fiieerieaaSeribners Sons, Hew York, H. Y., 1928. ; 8 , biVl VJ , #ivT jji' rJUI 'to wo I re, % #<.%## X ») imls, vl»i luo#w VA* «b*tit£ rdU 1 ■ 4 >»/*#' t» 5 ws*i a *@#*t , i fc ik j a > « !’x .1 e. ?£ ,(» Di.iT, ed •’ , A. b« ,1 i/x I i> 6 A : * « i ' St xojR £ 979/ /932- > NOLLVlLinW tiO SSOI tiOJ CZDtiVHD 38 H IM OO^S JO 33J v 13X008 ):008 l^OtiJ QtiVO SIH L 3AOW38 IO N OQ