DOCUMENT RESUME
ED 071 097 CS 200 333
TITLE Annotated Index to the "English Journal," 1944-1963. INSTITUTION National Council of Teachers of English, Champaign,
PUB DATE 64 NOTE 185p. AVAILABLE FROMNational Council of Teachers of English, 1111 Renyon Road, Urbana, Ill. 61801 (Stock No. 47808, paper, $2.95 non-member, $2.65 member; cloth, $4.50 non-member, $4.05 member)
EDRS PRICE MF-$0.65 HC -$6.58 DESCRIPTORS *Annotated Bibliographies; Educational Resources; English Education; *English Instruction; *Indexes (Locaters); Periodicals; Resource Guides; *Scholarly Journals; *Secondary School Teachers ABSTRACT Biblidgraphical information and annotations for the articles published in the "English Journal" between 1944-63are organized under 306 general topical headings arranged alphabetically and cross referenced. Both author and topic indexes to the annotations are provided. (See also ED 067 664 for 1st Supplement which covers 1964-1970.) (This document previously announced as ED 067 664.) (SW) U.S. DEPARTMENT OF HEALTH. f.N... EDUCATION & WELFARE OFFICE OF EDUCATION Cr% THIS DOCUMENT HAS BEEN REPRO. C.) DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- 1:f INATING IT POINTS OF VIEW OR OPIN IONS STATED DO NOT NECESSARILY r REPRESENT OFFICIAL OFFICE OF EDU C) CATION POSITION OR POLICY [11 Annotated Index to the English Journal
1944-1963
Anthony Frederick, S.M. Editorial Chairman
and the
Committee ona Bibliography of English Journal Articles
NATIONAL COUNCIL OF TEACHERS OF ENGLISH Copyright 1964
National Council of Teachers of English
508 South Sixth Street, Champaign, Illinois 61822
PERMISSION TO REPRODUCE THIS COPY RIGHTED MATERIAL HAS BEEN GRLNTED "National Council of Teachers of English
TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE US OFFICE OF EDUCATION FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PER MISSION OF THE COPYRIGHT OWNER
English Journal, official publication for secondary school teachers of English, has been published by the National Council of Teachers of English since 1912. Editors have been James F Hosic, W. Wilbur Hatfield, Dwight L. Bur- ton, and Richard S. Alm.
ii NOTE Committee on a Bibliography of English Journal Articles
Anthony Frederick, S.M., Saint Mary'sUniversity, San Antonio, Texas, Chairman
John P. Noonan, Kansas State University, Manhattan, Kansas, Associate Chai:man
Helen Burr, Retired Teacher of English, Fort Wayne, Indiana
Mary Alberta Choate Collins, Peter ShieldsElementary School. Rancho Cordova, California
Ethel B. Hibbert, Stoddart-FleisherJunior High School, Philadelphia, Pennsylvania
Robert Spencer Johnson, Herricks Junior HighSchool, New Hyde Park, Long Island, New York
Kenneth Lane, Ygnacio Valley High School, Concord, California
Isidore Levine, William C. Bryant High School, Long Island City, New York
Giovanna Pantuso, San Antonio Public Schools, San Antonio, Texas
William M. Rutledge, Brownell Junior HighSchool, Grosse Pointe, Michigan
Elaine Stowe, Sacramento City Unified SchoolDistrict, Sacramento, California
Marguerite J. Turner, P. L. Dunbar High School, Dayton, Ohio
Grace E. Wilson, Dallas Independent SchoolDistrict, Dallas, Texas
Robert A. Bennett, San Diego City Schools, San Diego, California, ex officio
Jarvis E. Bush, Wisconsin State University, Oshkosh, Wisconsin, ex officio
iii NCTE
Committee on Publications
James R. Squire, Executive Secretary, Chairman
Jarvis E. Bush, Wisconsin State University ONhkosh
Glenn Leggett, University of Washington
Virginia M. Reid, Oakland Public Schools, Oakland, California
Enid M. Olson, Director of Publications
iv FOREWORD The Committee on a Bibliography of English Journal Articleswas constituted by the Executive Committee of the National Council of Teachers ofEnglish shortly after the Golden Anniversary meeting in Chicago in November 1960.Council officers felt the time opportune for the establishment ofa committee whose published work would make easily accessible the riches of technical information and thestimulus to effective and imaginative teaching scattered in the various volur-es ofthe magazine. In words from the minutes which launched the project, "a pub'-.A work, annotated and cross indexed as necessary" would "provide substantial aid"for teachers and students gen- erally, and mo-t specifically for teachers of English at the secondaryschool level, toward whose professional interest and advancement the English Journalis primarily directed. The basic and specific charge to the newly establishedcommittee was the prepara- tion of an annotated list of articles that had appeared in the English Journalfor some two decades past. The listing was to be in terms of author, title, and subject,and it was to include articles under specified column headings. Consultation and correspond- ence by the Executive Secretary during winter and spring 1961 resulted in appointing a committee chairman, an associate chairman, and a committee membership frommen and women in English teaching and supervisory roles who indicatedwillingness to engage in the project and who were in position to deploy time andenergy toward the goal of making the Journal's still current professional informationavailable in the form of a published index. As is obvious from the listing in successive directories of NCTE Officers,Affiliates, and Committees, 1961-1964, and in final form in thispublication, the committee mem- bership was derived from widely scattered parts of the UnitedStates and represents personnel of diverse educational background and professionalengagement. The dedica- tion to the interest of informed teaching of English implied byacceptance of member- ship on the committee was coordinated through correspondence,through "opinion poll," and through NCTE supported meetings at the Philadelphia, Miami, andSan Francisco conventions. At these meetings, members of the committee in attendancewere able to discuss the project in its yearly growth and to provide counseland decisions for carry- ing the work to completion. Explanation of a few controlling principles and methods ofprocedure which governed the making of the Index may be of service to itsusers. The criterion for inclusion was that the item conform in someway to the term "article." On this basis announcements. newsletters, and ephemeral comment; precisor cullings from other publications; and outmoded reviews or lists of dated teaching materialswere generally excluded, as were timebound editorials and the often piquant and humorousverses scattered throughout the twenty volumes. In a few instances these judgmentsomit credit for valuable work by distinguished members of NCTE, but the inclusion ofbrief and ephemeral materials of oftchanging variety would have swelled extensivelya compilation designed for use primarily as a tool for nonephemeral professional study andread :ng. In the listing of items, a distinction is drawn between lead articles and those derived from a Journal headed column. The content of columnsgenerally falls into two divisions: articles devoted primarily to suggestions for improvedtechnique in specific teaching situations and those that by thevery nature of the subject demand continua- tion in successive numbers of the Journal.It should be observed also that in a few instances columns dealing with the same general topic have changednames. In the indexing, lead article and column articlewere distinguished by adding abbreviations to the bibliographic information; in this publicationthe distinction is applicable to the following columns: Round Table (RT), whichlater became Shop Talk (ST); Current English Forum (CEF) and its later simplifieddesignation, Current English (CE); Public Arts (PA); Modern Poetry in the Classroom(MPC); and Riposte (Rip). For columns and symposia, the aim has beento give credit to the individual authorif identifiablein preference to the general editor, thecommittee chairman, or the committee as a fully named unit.
v The annotated topical approach was chosen as the basic text for the Index because this arrangement presumably will function to greatest advantage as tool for research or as guide for professional reading. For reasons of space and economy of production, author credit was abbreviated to alphabetical listing with numerical reference to the subject division (s) where the full bibliographical facts and the explanation of the article's content are located. For the same reasons, the separate title listing originally contemplated was abandoned. Nonsentence compression was also an original ideal of the indexers but in practice was not always feasible, especially not for major articles. The bibliographical form chosen for the listings is that presumably most familiar to teachers and students from college and graduate work assignments. The gathered subject headings in alphabetic order in the last pages of the Index, of course, may be termed an index to an index. From a committee member's first draft to the editor's final text, serious effort was made to word subject annotations so that they would suggest the content of the article with accuracy, impressionistic completeness, and savor for full reading pursuit. To assure subject completeness, moreover, annotations are repeatedwith or without change in emphasiswhen pertinent under one or more headings as cross reference.Similar efforts were expended to secure logical and appropriate placement of the annotated references according to topic. The numbered topical headings of the basic text of the Index were derived from the occasional topical indexes in the Journal itself, from enmination of subject divisions in other bibliographic listings, from commitict. member suggestions, and finally, after the consultations indicated above, from what seemed enlightened common sense and logical approach by a presumptive user of the publication for professional or academic ends. In this connection it should be noted that subject headings do not represent ideal coverage of every aspect pertinent to the teaching of Englisheven at the sec- ondary level; the compilation must be viewed rather as the systematized record of such articles as were submitted and then selected for appearance in the English Journal during a specific twenty-year span. The m..ltiplicity of headings to which the articles and the column items did lend themselves in the editor's judgment and the bulk of this publication itself are evidence that Journal coverage during the two decades here indexed has been astonishingly broad indeed. Practical helpfulness of the Index as an investigative tool, obviously, was the major goal of its compilation and publication. Unquestionably, many of the subject headings can be turned to profit in research assignments for courses in Methods of Teaching English; more of them still are adapted to guide teachers in service to stimu- lating discussion of topics as disparate as theme correction, the ways of linguistics, and the appraisal of classic or contemporary authors covered in one or more articles in the Journal. The work, moreover, will have its use for the student interested in pedagogic attitudes, evolving classroom techniques, and the ranges of theory and praence in cur- riculum content as these developed in the issues of the Journal during two post World War II decades. The men and women who served on the committee can cherish the professional satisfaction that through their efforts this broad coverage of the Journal has been made systematically available as incentive to better informed and more inspired teaching of English. Acknowledgement for contributions toward the completion of the annotated and classified listing of content for one of the NCTE magazines must be made, first of all, to the members of the Committee on a Bibliography of English Journal Articles, for the publication is based finally upon the work they submitted to the chairman in the form of author, title, and annotated subject cards for the twenty volumes which were assigned for index coverage. For contribution beyond his share in the work of indexing, special mention is due to John Noonan, Kansas State University, associate chairman of the committee. Undergraduate student Brothers of the St. Louis province of the Society of Mary gave generous assistance in the effort to check that all pertinent items were represented by the proper bibliographical references. The chairman's secretary in his
vi University administrative capacitywithher temporary replacementlikewise acknowledgement fora rich variety of clerical services. deserves The committee, moreover, owes a debt of gratefulrecognition to the successive members of the ExecutiveCommittee of the National committee project and for sustaining Council for authorizing the it during the term of itsdevelopment; thisrec- ognition is particularly apt for RobertA. Bennett and Jarvis E. Bush, terms as ex officio liaison officer, lent who in successive support and encouragement to thecommittee's efforts. The committee likewiseis obligated to the Director of M. Olson, and her assistants, Publications, Mrs. Enid especially Mrs. Mary VanderHart, who via thevery practical stages of adaptationfor print advanced the committee's graphical card to published edition. efforts from biblio- By correspondence from and withthe chairman, continuous contact was maintainedbetween the committee and utive Secretary of NCTE, and his James R. Squire, Exec- involvement in the work of thecommittee generally here deserves major and gratefulrecognition.His direction and administrative ments above all were involved from judg- inception to completion of theproject whereby a stimulating era of the English Journalbecame accessible under the benefit of current and one index imprint for future professionals in the teachingof English. Anthony Frederick, S.M. St. Mary's University San Antonio, Texas
vii CONTENTS
Page
I. Annotations of Articles 1
II. Author Index 159
III. Topic Index 173
ix ANNOTATED INDEX TO THE ENGLISH JOURNAL,1944-1963
For most efficient use of this Annotated Index to the English Journal,1944-1963, note the following things about- the organization of this volume. The annotators have selected general headings under whichannotations were entered. These headings are the topical headings which form the basicorganization of this volume. They appear in alphabetical order andare numbered according to their alphabetical order. An index to these topics appears at the end of this volume (p. 173).This index, also alphabetical, gives readers a quick overview of the annotationsby including all the topics in a few pages. The page numbers direct readers immediatelyto the group of annotated entries relevant to that topic. In addition the volume includes an alphabetical index of authors. This indexrefer: readers to du- numbers of topics which include listings of articleswritten by that author. Absence from School I Amis, Kingsley 5 Campbell, Emma Mellon. "A Written Ex-Harkness, Bruce. "The Lucky CrowdCon- cuse from Home." XXXIX (May 1950),temporary British Fiction." XLVII (Oct. 275-276. (RT) 1958), 387-397. To prevent dishonestly written excuses, The novels of Kingsley Amis inan analy- suggests that children write their own, can-sis of contemporary British fiction. didly and correctly, which parents sign as witness. Anderson, Maxwell 6 Leek, David C."Class Records Worth Keeping." XLI (Oct. 1952), 431. (RT) Cainsburg, Joseph C. "Play Reading with Absentees discover what they missedDynamic Meaning." XLI (Oct. 1952), 403- from daily reading of "class minutes." 410. Pointed reference to Anderson's Eliza- beth the Queen. Advanced Standing and Credit 2 Valley, John R. "College Actions on CEEB Annual 7 Advanced Placement English Examination Candidates." XLVIII (Oct. 1959), 398-See Magazine. 401. Presents tables and comment on recent college disposition of Advani:ed Placement Anthologies 8 candidates in English. Breen, Genevieve R. "Turn RightPoetry Ahead!" XXXIII (Mar. 1944), 154-155. Algren, Nelson 3 (RT) The value of modern poetry authologies Geismar, Maxwell."Nelson Algren: Thein increasing high school student sensitivity Iron Sanctuary." XLII (Mar. 1953), 121-to other people and to awareness of thena- 125. tural world. Discussion of the writings of Nelson Al- gren, with particular emphasis on his im-Walsh, Avis C. "An Old DeviceWith portant novel, The Man with the GoldenVariations." XLI (Dec. 1952), 556. (RT) Arm. The joy of making a personal anthology after exposure to various types of poetry. Allusions 4 Warner, John F., Jr.. "Anthologies in the High School Classroom?Never!" XLVI1I Armstrong, David T. "Literary Allusions." (Oct. 1959), 382-387. XXXIV (Apr. 1945), 218-219. (RT) Decries high priced anthologies lacking Teaching allusions by means of the stu-worthwhile literature and containing irrele- dent's printing or typing themon 3x5 li-vant illustrations.Offers the paperback as brary cards. a solution to the problem of finding texts.
1 1 ANTHOLOGIES 8
"To the Gallows with You,Hodges, John C. "The State-Wide English Miss Zilch." XLIX (Dec. 1960), 627-629. PrograminTennessee." XXXIV (Feb. Description and classification of letters 1945), 71-76. and telegrams in response to the author's Describes all-level program used by the controversial attack (Oct. 1959, EI) on re-Tennessee Council of Teachers of:English cent high school anthologies. for improving English teaching.
Wiggins, Harry N."PoeticalParalysis." Hunting, Robert S. "What We Do Not XXXIII (Apr. 1944), 198-200. ExpectfromHighSchoolGraduates." Questions the value of certain types of XLVII (Mar. 1958), 145-147. headnotes which accompany poems in mod- College instructors do not expect fresh- ern high school anthologies. men to know how to write research papers, book reviews, or how to use purist English. Reading is the most important aspect of Articulation learning to write stress itin secondary school. High School and College 9 Lander, Richard (Chm.). "But What Are Carisen, G. Robert. "From High SchoolWe Articulating With?" U. (Mar. 1962). into College." XLV (Oct. 1956), 400-405. 167-179. Names fear of asking questions; inability Article 3 in the series by the Committee to use library resources, to rephrase ideas in on High School-College Articulation. The own words, or to take notes; and lack of article examines college programs and sum- fluency in writing as the serious handicaps marizes various kinds in the United States. to success in college. _ . ______"High School-College Liai- Elledge, Scott. "What Literature Do Col-son Programs: Sponsors, Patterns, and Prob- lege-Bound Students Read?" XLVII (Mar. lems." LI (Feb. 1962), 85-93. 1958), 147-150. Article 2 in the series by the Committee Suggestions to secondary teachers from on High School-College Articulation. Cov- an "unscientific" survey of literature pre-ers a wide range of the forn.s which articu- viously read by a freshman class in college. lation programs tale. Graves, J. E. "College-Prep Composition." "What the Colleges Ex- XLIV (Dec. 1955), 534-535. (ST) pect." L (Sept. 1961), 402-406. 411-412. Some expectations of colleges related to Article 1 in the series by the Committee competence in English. on High School-College Articulation. Pro- vides helpful guide for individual teachers Gray, Donald J. "College Support for the and for committees working on curricula. High School English Teacher: The IndianaDisposes succinctly of "Don'ts" but dis- Joint Statement." XLIX (Dec. 1960), 612-cusses at length the "Do's" in reading and 615, 653. literature, writing and language. The production and content of the "In- diana Joint Statement" to achieve closer McCarthy,Joseph."Much Adoabout .articulation between the levels;contains Something." XLIX (Oct. 1960), 490-492, standards for evaluation of student writing 501. and suggestions for high school English Response from fifty college beads of Eng- teachers. lish departments on strengths and weak- nesses in freshman English areaswith "ac- Grommon, Alfred H. "Coordinating Com- tion taken." positionin High School and College." XLVIII (Mar. 1959), 123-131. Marshburn, Joseph H."What Can the Summary of effective organizational solu- Colleges Expect?" XLVII (Mar. 1958), tions to the problem stated M the title fol- 144-145. lowed by a detailed suggestive list of de- Lack of ability to write well is the major sirable composition qualities. problem of students entering college Eng-
2 ASSEMBLY AND ACTIVITY PERIOD 11
lish; proposed remedy is frequent writing Grayce A. "We, the Pupils." XLI on secondary level. (Mar. 1952), 152-154. Rowe, C. M. "What Is the Real Problem?" Junior English unit at time of school XLVII (Mar. 1958), 150-152. evaluation grew into assembly program for Colleges want high schools to send themfaculty, sturl-nts, and visiting committee. students who have been taught to work,Heuer, Helen. "Assembly? An Answer." with right attitudes toward work and to-XXXV (Dec. 1946), 559-560. (RT) ward the whole subject known as English. Relates successful grade school experi- ence with a "spelling-bee assembly." Trezevant, Blanche. "Problems in Articulat- ing English Courses of Study." XXXVIIPomeranz, Regina Esther. "Creative Dra- (Apr. 1948), 182-188. matics." XLI (June 1952), 303-306. Discussion of plans and specific instances Junior high school class activity period to secure continuity of program from theutilized for the expression of adolescent elementary grades into college. feeling in dramatic form. Watson, Cresap S. "What Do You TeachStraub, Elizabeth A."Building a Ballad Them in High School?"XLVII (Mar.Opera." XL (Mar. 1951: 161-163. 1958), 152-153, 178. Detailed account of a ninth grade nig- Advocates series of local conferences be-lish class project and assembly program tween highschool and collegeEnglish in which all members participated. teachers to bridge gulf between them. Sullivan, Loretta H. "February Reading and See also College Entrance ExaminationActing." XXXIII (Feb. 1944), 100-101. Board, Curriculum, Individual Differences (RT) (Talented and Honors), and Interdepart- A successful assembly program for George mental Cooperation. Washington's Birthday. Turner, Minnie P. "Living through Early Asch, Sholem 10 American Literature." XLV (Feb. 1956), 92-95. Cargill, Oscar.' "Sholem Asch: Still Immi- Assembly program as result of class re- grant and Alien." XXXIX (Nov. 1950),search and class dramatization of scenes 483-490. from the American past. Briefly outlines the career of Shol^m Asch and then reviews and evaluates his in-Walthew, Margaret. "The Composition II dividual novels and fictional trilogies. Asch'sClass Produces an Assembly." XXXIV (Dec. characters and settings are Jewish, but the 1945), 545-549. critiques stress his work as literature, not as Procedure used by a sc.phornore English the product of a subculture. class in planning an assemblywith gains and advantages.
Assembly and Activity Period 11 Zachar, Irwin J. "Assembly Committee at Work." XXXIV (Nov. 1945), 476-480. Cuddington, Ruth Abee. "Assembly Pro- Organization,operation,andgeneral grams." XXXIV (Oct.1945), 448-449. (RT) staging of student directed assembly pro- Best approach to patriotic and educa- gram. tional assembly programs is from stand- "Assembly Plans." XXXV point of pupil interest with suggestions (Oct. 1946), 450-452. and examples. Suggests materials for three themes in as- sembly programs: education, intercultural "Easily Prepared Assembly Programs." XXXIV (Feb. 1945), 99-101. harmony, and good sportsmr.nship. (RT) "Good -WillAssemblies." Suggests current happenings, holidays,XXXVI (Jan. 1947), 38-39. (RT) schoolquestions, and similar topics as Teaching suggestions for various kinds of worthwhile and entertaining. assemblies.
3 ASSEMBLY AND ACTIVITY PERIOD 11
"Planning the Assembly Evaluation of the Encyclopaedia Britan- Program." XXXV (Nov. 1946), 502-503. nica film biographies of famous American Suggestions for Thanksgiving and Christ-authors. mas themes as ` "radio plays" during assem- bly. Frazier, Alexander. "The Films We Need." XXXVI (Feb. 1947), 88-91. An outline to suggest the kind of filmma- Audiovisual terials useful for the English classroom. Films and Motion Pictures 12 Goldstein, Ruth M. "This Is Where We Came In." XXXVII (Nov. 1948), 467-47;1. Boutwell, William D. "Motion Picture Eval- A bibliography for the teaching of film uation." XLII (Sept. 1953), 336. (RT) evaluation in four divisions: Furnishes an outline, consisting entirely I. Aims of Motion Picture Evaluation, II.Bibliogra- of questions, to be used in evaluatingmo- tion pictures. phies, III. Courses of Study in Film Evalua- tion, and IV. Curriculum Materials. Lraddock, Richard. "Films for TeachingHedden, C. G. "The Pin-up Girls in School: Mass Communication." XLIV (Mar. 1955), 156-158, 167. What to Do about Movies in the Class- room." XXXV (Jan. 1946), 41-43. (RT) Nineteenfilmsdescribed and recom- Broad and detailed coverage ofa unit on mended for their usefulness in teachingmotion picture appreciation. propaganda analysis and art appreciation of mass communication. Kenny, Rita J., and Schofield, Edward T. Cauley, Thomas. "Howa Moving Picture"Motion Pictures and Filmstrips for Eng- Was Used to Develop Language Skills." lish." XXXIX (Feb. 1950), 90-96. XXXVI1 (May 1948), 253-254. (RT) An annotated list under the following headings:EnglishLiterature, Detailed description of theuse of a mov- American ing picture to stimulate communicative andLiterature, Literature of Other Lands and interpretative skills through discussion andTimes, Books and Libraries, Biography, and research. Directory of Producers. "Using Parkins, William L., Jr. "Motion Pictures VisualAidsin and Written Composition." LII (Jan. 1963), Teaching English." XLIII (Sept. 1954), 31-36, 41. 316-319. Helpfui list in topical units of films which Popular motion pictures studiedas art forms and as stimuli for composition. provide broad, rich, and functionalap- proach to the use of English skills. Schreiber,Robert E."Further Literary Finch, Hardy R. "The Motion Picture Club:Works on Film." XXXVII (Feb. 1948), 94- An Activity for the Classroom." XL (Feb.95. (RT) 1951), 105-106. (RT) Presents a list of motion pictures which Classroom adaptation of a nearly univer-have been made available for schooluse on sal interest in movies to improve skills in 16 mm. sound film. listening, thinking, speaking, reading, and writing. "Literary Works for the Educational Screen." XXXVI (Jan. 1947), Flenniken, Clarissa."A Classroom Use of29-34. a Film." XLII (Nov. 1953), 446-448. A list of 16 mm. films produced in Holly- Recounts the effective use of the film,wood that are available for schooluse as England: Background of Literature, whichrentals.Notes on sources and rentalar- "quotes from great English poets and writ-rangements are included. ers as the camera illustrates the passages by scenes which were or could have been theSmay, D. Paul. "Tailoring Films to English inspiration for them." Needs." XXXIX (May 1950), 274-275. (RT) Forsdale, Louis. "Films on American Writ- Technique whereby desirablesequences ers." XXXIX (June 1950), 334-336. (RT)of a Teaching Film Custodians moviemay
4 AUDIOVISUAL-13
be shown to achieve specific teaching ob-in teaching the philosophy of "Our Ameri- jectives. can Heritage." Weeks, Ruth Mary. "Use FilmsYes, ButLaBrant, Lou. "How Keep It English." XL (Mar. 1951), 139- Can We Make the Newer Resources Available?"XLII (Feb. 143. 1953), 79-84. Commentpro and conon the use of Discussion ofsome of the newer specifically named high school classicson re- sources that are available forteachers (TV. film; emphasis on helping students tomas- motion pictures, etc.) and ter reading skills. how these re- sources can be utilized in theteaching of English. Yetman, C. Duncan. "Motion Picture Ap- . preciation and School Composition." XLI Mescal], Gertrude. "Always (Nov. 1952), 488-491. PresentNever Absent." XLIV (Dec.1955), 535-536. Interest in composition generated through Unusual story of the viewing and study-discussion of several a boy who suffers from a muscular disease but keepsup with his named films of English classics and of Un- classes in high school by derstanding Movies of Teaching Film Cus- telephone line. todians, Inc. Muri, JohnT."PublicationinClass." XXXVII (May 1948),256-257. (RT) Audiovisual Discusses values andcautions in using the projector in teachinghigh schoolcom- General and Miscellaneous 13 position. Andrews, Joe W. "Audiovisual Reading "Seeing Things." XLI(Apr. Guidance." XL (Jan. 1951), 33-36. 1952), 207-208. (RT) Detailed account of a five-step audio- Records how one Englishteacher uses art visual experiment with sophomores of wide (Picasso's "The Guitarist")to help students range reading abilities and interests. observe intensivelyand with comprehen- Bloom, Anna K. "Taught, Not Caught."sion. XLIII (Oct. 1954), 367-370. Palmer,William. Procedure for using radio and television "The Muse and the Schoolroom." XXXVII(Dec. 1948), 547- to develop standards for judging programs548. (RT) and for teaching selective listening. Discusses use of photographsas motivat- Boyle, Frederick H. "Eighth Graders Dis-ing devices in stimulatinggood composi- cover Poetry." XLVI (Nov. 1957), 506-507. tion. (ST) Roody, Sarah I. "The Effectof Radio, Tele- Uses of pictures in study of poetry: col-vision, and Motion Pictures ored pictures on screen, reading of on the Develop- corre-ment of Maturity." XLI (May1952), 245- lated poem by pupil or listening to taped250. poem, writing own poems from a picture, Urges English teachers mounting picture and poem. to request pro- grams that will help students solveprob- Brurnback, Doris A.; Spell, Dianne A.; andlems, portray achievementsof minority Taggart, Martha C. "A Unit on Tom Saw-groups, encourage adult standardsof be- yer." LI (Jan. 1962), 51-52. (ST) havior, and broaden viewerinterests. Some reference to audiovisual aids ina Selby, Stuart. unit urging careful reading of the Clemens "International Progress in Screen Education." LII (Sept.1963), 426- text with outside reading of interest to the 429. student. Summary of European developmentsin Dixon, Dorothy. "Vitalizing English through screen education with a comparison ofsimi- Audiovisual Aids." XLII (Sept. 1953), 303-lar developments in thiscountry. 307. Spence, Leslie."Students Look and Lis- Detailed description of eleventh gradeten." XLI (May 1952), 264.(RT) unit based on the "Advancing Frontier" to As part of Wisconsin's effort illustrate successful use of audiovisual aids to obtain better radio and television broadcasts,teach- 5 AUDIOVISUAL 13
ers conduct annual Look and Listen pollOpaque Projector in Teaching Composi- and send student evaluations to Federal tion." XXXV (Oct. 1946), 442-445. Communications Commission. Pointsoutbetterteaching techniques through the opaque projector for various Thomas, Cleveland A. "Recent Magazine facets of writing. Articles on Audiovisual Aids in Secondary School English." XLI (Sept. 1952), 313-Wheeler, Robert W. "Some Uses of the 317. Opaque Projector." L (Sept. 1961), 417- Lists about fifty annotated articles. 419. (ST) Thornton,Helen."EnglishinTerminal Provides means of focusing student eye Secondary Education: A-V Education forand mind on their own words in composi- Nonacademics." XLIII (Dec. 1954), 512 -tion and on pertinent literary materials. 515. Advises use of audiovisual instructional materialforterminalstudentsasbest Audiovisual Radio 15 method of approachwith specific unit out-Golding, Mary. "The Radio Commentary line. in the English Class." XXXVI (April 1947), Willard, Charles. "The Wheel That203. (RT) Squeaks." XLI' (Feb. 1955), 100. (ST) Discusses use of radio commentaries as Importance of analyzing aids that aresubject material for composition and critical needed books, recordings, mapsand re- thinking. questing them from administrators. Hybels, Robert J. "Vitalizing a High School Library." XL (Oct. 1951), 440445. Audiovisual Tape recorder advertising, personal work, Opaque Projector 14 and other promotion methods help reno- vate a library for school and teacher need. Andrews, Joe NV. "Audiovisual Aids for Teaching Grammar." XL (Mar. 1951), 165- Kaplan, Marion W. "Radio Techniques in 166. (RT) High School Dramatics." XXXIV (Feb. Materials based on literature and use of1945), 88-93. opaque projector in teaching grammar and The immediacy and impact of the radio sentence structure. in an auditorium situation to bring current i issues into the school. Cline, Jay. "Homemade Documentaries." XLVIII (Jan. 1959), 34-36. (ST) Parry,JessieT."StudentBroadcasts." Experiences of a junior class production XXXVIII (Dec. 1949), 585-586. (RT) of a documentary on Whitman with the use Scheduled radio type programs on the of an opaque projector and a tape recorder. school public address system dramatized need and incentive to communicate clearly. Eckhauser, Invin A."Teaching English with the Opaque Projector." XLI (May Tallman, Marion L. "Teaching Discriminat- 1952), 268-269. (RT) ing Radio Listening." XXXVII (Oct. 1948), Composition correction made more effec- 408412. tive by screen projectionwith seven num- Eight projects used in sophomore Eng- bered "conclusions." lish offered to challenge students in select- ing better radio programs. Hugh, Sister Mary, R.S.M., "Visual Aid versus Red Pencil." XLI (May 1952), 266-Wolfe, Barbara Alice."Miss Lacey and 268. (RT) the Loudspeaker." XXXIX (Apr. 1950), Composition improvement via projection 208-213. of student written themes on a screen Dialogue between loudspeaker and Eng- through an opaque projector and the sub- lish teacher, in which loudspeaker convinces sequent friendly criticism of fellow students. teacher she should draw on student expe- riences with radio drama to interest them Robinson, Mary Margaret."Usingthe in literature.
6 I
AUDIOVISUAL 17
Audiovisual Boys."XXXVI (June1947),324-325. Recordings (Discs and Tapes) 16 (RT) Pertinent suggestions for classroom use of Beltz, Ceorge W."Somethingforthe student recordings to teach appreciation. Swift." XLVII (Dec. 1958), 573-575. (ST) Gifted students produced a two-hour tape Hybels, Robert J. "Vitalizing a High School recording of American folklore. Library." XL (Oct. 1951), 440-445. Tape recorder advertising, personal work, Bernstein, Julius C. "Recording and Play-and other promotion methods helped re- back Machines." X.NXVIII (June 1949), novate a library for school wad teacher need. 330-341. Broad and general discussion under such Muri, John T. "Use of Recordings in High headings as activities suitable for recording;School English Classes." XLVI (Jan. 1957), the playback; purchase and use of equip-32-39. ment; disc, tape, and wire; and bibliography. Results of national NCTE surveywith annotated list of representative school record Blake, Grace A. "Our Record Library."collections, with discussion of mechanical XXXV (Mar. 1946), 157-159. (RT) and educational difficulties in their use, and Relates the history, expansion, and de-with suggestions and observations growing lights of an English department record from the survey. library. Northcott, Walter R. "Fun with a Tape Re- Cline, Jay. "Homemade Documentaries."corder." )(XXVII (Sept. 1948), 370-371. XLVIII (Jan. 1959), 34-36. (ST) (RT) Use of the tape recorder in a Walt Whit- Specific suggestions for using the tape re- man documentary. corder in English classes. Cohen, Nachman."Correcting Composi-Piper, Francis K."Condensing Magazine tions without Pencil." XXXIX (Dec. 1950),Articles for Tape Recording." XL (Apr. 579-580. (RT) 1951), 222-224. (RT) Describes experiments, conducted jointly Shares a venture in tape recording that by Gardner, Mass., schools and Thomas A. involved considerable pupil participation Edison, Inc., with use of Disc Voicewriterand improved coordination between depart- for recording teachers' comments on essays ments. for listening by individual students. Weinlcs, Leonard. "You Record the Class- Dixon, Dorothy. "Recordings Will Help." ics." XXXVIII (Apr. 1949), 229-230. (RT) XLV (Sept. 1956), 341-344. Suggestions to the teacher for making Discussion of the record player and tape his own recordings for class use. recorder as instruments for improving lis- tening and as devices for pre- and post- teaching. Audiovisual Television 17 Finder, Morris. "Using the Printed Version Besco, Galen S. "Television and Its Effects with Another." XLIII (Mar. 1954), 150-on Other Related Interests of High School 151. (RT) Pupils." XLI (Mar. 1952), 151-152. (RT) Plan of a unit which uses a literary selec- Majority of 223 tenth,eleventh, and tion in print and a tape recording to pro-twelftb grade students report on question- vide experiences in comprehension and ex- naire that average 16 q hours viewing each pression. week has no effect on their reading in- terests. Goldberg, Irving J. "Let the Record Speak." XLI (Mar. 1952), 147-150. Noble, Donald. "Television Script Book Re- Experiment with inexpensive tape re-ports." XLIX (Apr. 1960), 259-261. (ST) corder to improve speech. Tenth grade English class wrote tele- vision script based on a single scene from Horn, David M. "Taking Advantage of the Ethan Frome.
7 AUDIOVISUAL 17
Sterner, Alice P. "We Help Create a New Basic English 20 Drama."XLIII(Nov. 1954), 451-452. (RT) Richards,I.A., and Gibson,Christine. Suggests ways in which television can be "Learning Basic English." XXXIV (June used as a classroom tool. 1945), 303-309. Gives reasons for learning Basic English See also Mass Media. asa means of communication, perhaps even internationally.Discusses C. K. Og- den's books on Basic English. Autobiography 18 Crouse, Ruth. "Writing an Autobiography." XXXIII (May 1944), 264-265. (RT) Benet, Stephen Vincent 21 A detailed account of the procedure in aAnderson, Edward L."Stephen Vincent sophomore class. Benet's Western Star." XXXIII (Mar. 1944), Kaplan, Milton A. "L into Thy Heart 146-148. and Write." XLIII (Jua. 1954), 13-18. Critical presentation of aspects of the The dull autobiography replaced by awork which offer particular inspiration and vital one aids students in composition and guidance for Americans. in understanding themselves. Lambert, Robert, and Mack, Dorothy. "'An- Blake, William 22 ecdotal Autobiographies."XLVIII (Dec. 1959), 528, 533-535. (ST) Gleckner, Robert F.'The Lamb' and 'The Vitalizingstudentautobiographies byTygeeHow Far with Blake?" LI (Nov. means of suitable anecdotes involving ob- 1962), 536-543. servation of details for effective description Use of Blake for jarring students from of such vignettes. lethargy; his poetry is characterized by in- tellectual shock. See also Student-Centered Teaching (Get- ting to Know Them). Book General 23 Ballad 19 Barclay,JeanHatfield."Reading:Our Wartime Discovery." XXXIV (June 1945), Bowyer, Frances."A Ballad Should Be 295-303. Heard, Not Seen." XXXVII (Mar. 1948), The book boom after the war; trends in 152-153. (RT) servicemen's reading and in book clubs. Tells of a fundamental change in author's attitude toward ballads and their significance Beagan, Catherine M. "Killing Two Birds." after a summer experience of hearing bal-XLIV (Jan. 1955), 40. (ST) lads sung rather than merely read. Cooperation of English department, art department, school print shop, and school Chancellor, Paul G."What Songs Haslibrary provides attractive dust jackets, book America?" XXXIII (Feb. 1944), 81-88. plates, and book marks. Discusses American folksongs, their roots and influences; includes references to Anglo- Herzberg, Max J."Literary 1947 in Retro- Celtic, Indian, Negro, and Spanish-Amer- spect." XXXVII (Mar. 1948), 109-115. ican songs. A general review of books published in 1947with evaluation of types and prob- Leska, Thelma G. "An Experience: Verse lems of marketing. Writing." XXXVII (Nov. 1948), 488-490. (RT) O'Connor, Gertrude."Plastic Covers for Afterdiscussingpoetry,experiencing Books." XLI (Dec. 1952), 555-556. (RT) rhythm intheir names and in nursery Use attractive ones which will protcct the rhymes, members of a tenth grade class books and make students want to read them. composed ballad stanzas jointly and in- dividually. See also Reading (Goals, Lists, Programs).
8 BOOK WEEK AND BOOK FAIR 25
Book Review and Report 24 cedure in reporting, and student committee judgment of oral delivery. Carlin, Jerome. "Your Next Book Report ..." L (Jan. 1961), 16-22. Miller, Vernon E. "Book Reports? Shucks, Helpful list of guide questions to enable No!" XXXVIII (Sept. 1949), 395-396. (RT) students to get more significant meaning Oral reports from readings in a student from books. contributed classroom library. Coffin, Gregory C. "Improving BookRe- O'Dea, Paul W. "Senior Book Reports views." XLII (Dec. 1953), 510-511. (RT) Again." L (Feb. 1961), 98-99, 105. (ST) Teacher duplicatesbestreportssub- Outlines a technique useful for college mitted by tenth grade students for analysisprep students. Provides specific guidelines by entire class.Article includes an an- in a reporting technique. notated report on Kon-Tiki. Parsteck, Bennett J. "The Newest Medium Dunning, Stephen. "Everybody's Doing Itfor Book Reports." XLII (Apr. 1953), 210- But Why?" XLVII (Jan. 1958), 29-33. 211. (RT) Advocates regular, purposeful bookre- Offers alternate suggestions to avoid the ports, with emphasis on their individualiza-monotonous similarity in written book re- tion. ports. Girton, Janice. "Book Interview Day." XLV Rowland, Howard S. "Alternatives for the (Oct. 1956), 416. (ST) Book Report." LI (Feb. 1962), 106, 111- Students read or listened to "book inter- 113. views" as per hint from J. N. Hook's Teach- Contains specific outlines for reports on ing of High School English (pp. 86-88). short stories, dramas, novels, biographies, and essays. Grimsley, Juliet."Book Reports Can Be Helpful." LII (Feb. 1963), 116-117. (ST) Sandt,Eleanor E> "Reviewing the Re- Book reports are successful and helpful ifviews." XLI (Dec. 1952), 555. (RT) they are an essential part of theprogram. Senior book report based on two reviews of a current book followed by the reading Gulick, James. "A Method for Organizingof the book so reviewed. Classroom Book Reading." XXXIX (Sept. 1950), 387-390. Sparks, Nancy."Another Alternative for Describes method for rapidsurvey ofthe Book Report." LI (Nov. 1962), 574- students' free reading so that specificques- 575. (ST) tions can be asked. Book review club as teaching tool tore- Hunt, Jean. "Book Reports Can Be Fun." place the conventional book report. XXXVIII (Mar. 1949), 158. (RT) Vanek, Alma M. "Book Reviews witha Pupil-made colored illustrationof thePurpose." XLIV (Jan. 1955), 38-40. (ST) book read projected by lantern-slide while the ninth grader makes a two-minute oral Books related to the theme, "Patterns of report. Family Life," in a tenth grade class.
Inhelder, Lucille. "A Varied Approach to Book Week and Book Fair Book Reports." XLVIII (Mar. 1959), 141- 25 144. Bossone, Richard M. "The Book-of-the- Outlines different forms of sharing books,Week Club." XLII (Apr. 1953), 205-207. each of which seeks to individualize the A Book-of-the-Week Club as possible program of oral and written reports. Notes method of achieving the two more difficult success of student publication which re-steps of the reading act"reaction to an sulted. author's ideas and integratior,C new ideas with the pupil's past experienev. Kissling, Donna Mack. "They Talk about Books.' XXXIX (Apr. 1950), 205-208. Brochick, Anna."King and Queen of Results from specific suggestions of in-Bookland Reign over Book Week Assembly." teresting titles and books, plannedpro-XLI (Nov. 1952), 497. (RT)
9 BOOKWEEK AND BOOK FAIR 25
Project that lent itself to creativeness, re-trasts technique and theme of earlier stories quired few rehearsals, allowed for totalwith those written later.Plagued by the participation, and intensified interest in theNightingale, Monday Night, The Smoking world of books. . Mountain, "Black Boy," "Wedding Day," and "Defeat" a few of the novels and short Conroy, Estelle E."Singing Commercials stories considered here. in the Library?" XXXVII (Nov. 1948), 490- 491. (RT) For a Book Week Program, a ninth grade Brontë, Emily 28 class prepared and presented a script, in- cluding singing commercials, which inspired Goldstone, Herbert."Wuthering Heights greater interest in the library. Revisited." XLVIII (Apr. 1959), 175-185. Hinkle, Thetis. "A Red-Letter Day in Book Examines reasons for the classroom popu- Week." XXXVII (Oct. 1948), 418-419. larity of the Brontg novel now widely read (RT) and taught in senior high school. The book Describes the success of Favorite Bookis "exhilarating" because of "its enormous Character Day in a junior high school. vitality and the force of its insights into human feelings." Miles, Lucy W. "Outside Reading inside the Program." XXXVI (Sept. 1947), 380- 381. (RT) Brooks, Van Wyck 29 Book Week as a class project for sup- plementary reading. Cargill, Oscar. "The Ordeal of Van Wyck Brooks." XXXV (Nov. 1946), 471-477. Shostak, Robert. "Meet Me at the Fair." Evaluation of Brooks' career as a person XLVIII (Feb. 1959), 83-84. (ST) and as the author of a variety of critical A Book Fair sold 1,000 paperbacks andand biographical works: The Wine of the promoted a host of student activities, cul-Puritans to The World of Washington Irv- tural and administrative. ing. Tenenbaum, Morton A. "Book Fair." L (Feb. 1961), 105. (ST) Bulletin Board 30 Display in library and nonfaculty judg- ing of books screened from student personal Brantley, Hilda. "Helpful Suggestion." XLI library holdings. (Mar. 1952), 155. (RT) Student response to a proverb or other Bowen, Elizabeth 26 quotation on the classroom bulletin board each morning. Daiches, David. "The Novels of Elizabeth Bowen." XXXVIII (June 1949), 305-313. Edwards, Don C. "A Heterodox Procedure." Surveys the career and achievement ofXXXIX (Feb. 1950), 102-103. (RT) this novelist; discusses subjects and charac- On the assumption of learning 85% of teristics of her works. facts by the eye, teacher describes use of questions on pictures pasted on the class- Harkness, Bruce. "The Fiction of Elizabethroom bulletin board. Bowen." XLIV (Dec. 1955), 499-506. Explains Miss Bowen's traditional, non-Fritzemeir,Hulda."An Effective Aid." experimental writing, her exploration of theXLVI (Jan. 1957), 43-44. (ST) theme of betrayal, and her ability to create Discusses a variety of uses of the bulletin an overwhelming sense of place. board as "silent and indirect interpreter."
Boyle, Kay 27 Hedden, Caryl G. "Purple Cows in the Classroom." XXXV (Dec. 1946), 561-562. Carpenter, Richard C. "Kay Boyle." XLII (RT) (Nov. 1953), 425-430, 442. Use of newspaper cartoons, articles, and Detailed critique of many short storiespictures on bulletin board to enliven inter- and novels written by Kay Boyle.Con-est in current events.
10 ClAbl, JOHN 37
Bunyan, John 31 The author of Geoffrey Chaucer of Eng- land stresses the contemporaneousness of Walsh, Marian M. "Introducing Pilgrim'sChaucer. When we read him "those far- Progress." XXXVII (Oct. 1948), 400-403. away folk leap into sudden life, as near and Author exam;nes moral value of Pilgrim'snatural as the people in the supermarket." Progress, Bunyan's vicissitudes, and reasons for classifying novel as "great literature." Duino, Russell. "The Tortured Pardoner" XLVI (Sept. 1957), 320-325, 365. Cites various interpretations of Chaucer's Burns, Robert 32 Pardoner by Tupper, Kittredge, Curry, and Fisher, Mary C. "Ayr Lines, Ceiling Un-Patch; favors view that Chaucer deliberately limited." XLIX (Jan. 1960), 39-41. (ST) made the Pardoner a misfit who compen- Account of a lively classroom presenta-sates by using his superior intelligence to tion of works, ideas, country of Robert victimize people. Burns. Mussoff,Lenore."Light Up the Dark Kirk, Marguerite. "Newark Goes to School." Ages." LII (Oct. 1963), 525-527. (ST) XXXV (May 1946), 260-264. An attempt to present Chaucer in the Script of high school radio presentation,light of modern man and his many diverse "Robert Burns: Singer of Democracy," in characteristics. a series of weekly programs by the Newark Board of Education. Ward, Herman M., Jr. "Thanne Longer Folk to Goon on Pilgrimages." LI (Apr. 1962), 287-288. (PA) Byron, George Gordon Lord 33 Use of Chaucer quotationtodiscuss West, B. Jane. "Poetry Plus Psychology."literary pilgrimages of contemporary tour- XXXIII (Jan. 1944), 46. (RT) ists. "The Prisoner of Chillon" in a sophomore class. Ciardi, John 37 Cather, Willa 34 Haza:d,Patrick D."Do Words Work Good,Like Kohler, Dayton. "Willa Cather: 1876-1947." InstrumentsShould?"LII XXXVI (Sept. 1947), 337-347. (Feb. 1963), 147-148. (PA) A critique of Willa Cather's writings un- Words and their use in answer to prob- der the subheadings: Nature, The Past, and lems raised by John Ciardi about word meaning. Social Criticism. Hibbs, Eleanore C. "Dear Mr. Ciardi." LII Character Formation 35 (Nov. 1963), 610-612. Takes exception to the "programed ap- SeeCitizenship,Guidance,Interculturalproach to poetry" which emphasizes "the Education and Urderstanding, and Interna- rigid mechanical" features advocated in a tional and Interracial Relations. recent paperback (Ciardi et al.) intended to "help high school students develop their own approach to poetry." Chaucer, Geoffrey 36 Aimar, Caroline."Chaucer in the Con-Southworth, James G. "The Poetry of John crete." XXXIII (Apr. 1944), 214-215. (RT) Ciardi." L (Dec. 1961), 583-589. An adventure with Chaucer in Mem- Examines critically Ciardi's subject mat- minger HighSchool,Charleston,South ter and craftsmanship beginning with his Carolina. first volume which contains much that is sociological and biographical, progressing to Chute, Marchette."On the Pleasure ofhis love poems, and finally to those with Meeting Chaucer." XLV (Oct. 1956), 373-patriotic,political,religious, and antima- 380, 394. terialistic themes.
11 CITIZENSHIP 38
Citizenship 38 Irwin, Merle Emorette."Field Work for English." XXXVIII (June 1949), 350-352. Anderson, Harold A. "The Function of Eng- (RT) lish Instruction in Education for Democ- Specified contemporary socialactivities racy." XXXV (Feb. 1946), 69-76. as material in the English classroom to help Discusses, with illustrations, the various young people recognize facts and increase functions of English instruction in American their sense of security. education: universal literacy and the ability of all to communicate. La Brant, Lou. "The Words of My Mouth." XXXV (June 1946), 323-327. Brown, Ruth Logan."Reorganizing Our Stresses the language teacher's role in Thinking for the Atomic Age." XXXV (May making students aware of the meaning of 1946), 270-271. (RT) delicate words like "Jew," "Whites," "Wop." Urges necessity of training students for a MaWhinney, Lucille."A Few Seeds for world in which unity is the keynote. World Citizenship." XLI (Apr. 1952), 197- 200. Cummings, Charles K., Jr."First Step for Travel books, minority groups, and pupil the Teacher." XXXV (June 1946), 333- relation to other countries as ingredients to 336. broaden pupil horizons; names specific book Concerned with teacher alertness to group titles. relationship in a time of unmatched bitter- ness and rivalries between men. Neville, Mark "Words Hurt." XXXV (Mar. 1946), 134-138. Edman, Marion. "We'd Better Mind the Stresses the meaning and understanding P's and Cues." XXXV (June 1946), 349-of words, even more than gracious expres- 353. sion, as partial cure for social prejudices. Presents pitfalls teachers must be aware of regarding the teaching of social prob- Smiley, Marjorie B."Inter. lltural Educa- lems; describes qualities and suggests aidstion in English Classrooms: An Informal for effectiveness in the field of intercultural Survey." XXXV (June 1946), 337-349. relations. An extensive survey of the attempt by many schools to improve intergroup rela- Hallett, Mamie Lee."An Adventure in tionships. Tolerance." XXXV (Feb. 1946), 101-103. Spaulding,Alice Howard."Trainingin (RT) Citizenship." XXXVIII (Nov. 1949), 515- Study of the American Negro in a co- 518. ordinated unit of American history and Briefselectionsfrom Emerson,Eliot, American literature classes. Browning, and Carlyle used to teach "the techniques of the fine art of living." Heaton, Margaret M. "Stereotypes and Real People." XXXV (June 1946), 327-332. Stevens, Elizabeth Cole."Active Democ- The teacher "must share the commonracy." XXXVI (Jan. 1947), 39-41. (RT) task of making the curriculum give the Helpful suggestions for teaching demo- framework of concepts, the information, and cratic principles through letter writing to the experiences which will break downpublic servants. artificialgroupbarriers";names specificWeeks, Ruth Mary. "Teaching Tolerance books for the purpose. through Literature." XXXV (Oct. 1946), 425-432. Hume, David D."Citizenship Education Suggests ways to lead students to face in the English Program." XLI (Jan. 1952),the fact of intolerance, to appreciate the 33-36. value of variety, and to believe that moral- Activities of ten pilot teachers in a Citi-ity and democracy are thrilling goals. zenship Education Project (Teachers Col- lege, Columbia University) to enrich the See also Intercultural Education and Under- language program with activities designedstanding, International and Interracial Re- to make better citizens. lations, and Prejudice.
12 CLASSICS 42
Clark, Walter Van Tilburg 39 Lawson, Strang, "English Isa Verb." XLII Carpenter, Frederic I. "The West of Walter (Jan. 1953), 36. (RT) Van Tilburg Clark." XLI (Feb. 1952), 64- Plea for manageable class sizeand con- 69. secutive time "to do" English. Critical comment on Clark's three novels Norton, Monte S. "Teacher Loadin Eng- and book of short stories; finds his excel-lish." L (Feb. 1961), 107-109.(ST) lence in "the originality and richness of his Includes basic considerations reLcation of the life of the American West on the sub- ject and results of a 1959 doctoralstudy in past and present, real and ideal,savageNebraska. and civilized."
Class Organization 40 Classics 42 Bullock, Marie. "... Even If One Is Cab-Assuma, Daniel J. "A List ofSimplified bage." XLII (Dec. 1953), 511-512. (RT) Classics." XLII (Feb. 1953), 94-96.(RT) Advocatesconsultingstudentsinthe Provides a list of adapted classics with planning, executing, and evaluating of theirthe grade difficulty noted; basedon replies own class work. Focuses attention on the of 100 book publishers. various successful methods used by the author and by others in dividing classmem- Blumberg, Philip S. "A High SchoolEng- bers into small "working groups." lish Teacher Looks at the Studyof Latin." XXXIII (Mar. 1944), 149-153. Maertins, Grace Daly."Organizingthe The value to young students of reading Class to Care for Individual Needs." XLVIIthe rich storehouse of literature (Oct. 1958), 414-421. in the Eng- lish language contrasted with thestudy of Sociometric techniques enable teacher to Greek and Latin. group students; reading, writing, speaking, and listening chairmencan direct activities. Eckerson, Olive. "Farewell to the Classics?" XXXVI (June 1947), 288-293. (ST) Olson, Helen F. "Supervision? Or Working Together?" XXXV (Apr. 1946), 198-203. Teachers should update their presenta- tion of the classics so that students begiven Rather than directive supervision, favorsan appreciation of values always contem- plan where long-time objectivesare reached porary. together. Waldrep, Reef. "Fixing 3R Flats." XLIII Hollander, Sophie Smith. "A Project That (Nov. 1954), 432-435. Brought Literature to Life." XXXVIII (Oct. Project which required class to become 1949), 453-456. a community, thus establishing an atmos- The contemporary techniques of head- phere in which talking, planning, discuss- line and reporter story appliedto the elm- ing and doing could flourish. sic authors in Literature and Life in Eng- land.
Class Size 41 Kegler, Stanley B. "The Simplified Classic." Diederich, Paul B. "The Rutgers Plan forXLIV (Nov. 1955), 475-476. (ST) Cutting Class Size in Two." XLIV (Apr. Limitations of the "simplified"or 1960), 229-236, 266. "adapted" classic: often omits background Presents a plan evolved by 63 Englishmatter, character development, and sym- teachers who received a Ford Foundationbolism, and sometimes supplies only skel- fellowship for a workshop in English atetal plot. Rutgers in 1959. Kinzer, John R., and Cohan, Natalie R. Giltinan, Betty. "We Solved the Problem"How Hard Are the Simplified Classics?" of Size." LII (Feb. 1963), 89-93. XL (Apr. 1951), 210-211. Team teaching and student centered dis- Analyzes thirty eight editions of adapted cussion groups as possible method of han-classics to determine their level of reading dling large classes. difficulty.
13 CLASSICS 42
Melcher, Harold P., Jr. "Apology for the Discussion of the possibilities of compar- Classics." XXXIX (Feb.1950),100-102. ative study in the twelfth grade of three (RT) American novels, of which one is Huckle- Argues that literary masterpieces are ac-berry Finn. cessible to average and even dull students if the method of teaching is suitable for theMarks, Barry A. "Mark Twain's Hymn of class. Praise." XLVIII (Nov. 1959), 443-448. Tom Sawyer viewed as a satire on juve- Page, M. Myriain."Reexamining Certainnile and adult romanticism, and as a song Methods in the Teaching of Literature."in praise of man!:;nd's weakness and need XXXIV (June 1945), 326-329. for love in daily work and play. Quick reading may be one way of gain- ing knowledge, but the classics must be Stegall, Carrie Coffey. "Mark Twain Teaches studied to get the most from them. My Students." XLIV (Feb. 1955), 87-92. The study of Mark Twain's use of com- Royster, Salibelle. "Classics in the Earlymonplace experience, real and vicarious; High School Years." XLI (Apr. 1952), 206-his exact choice of commonplace words; 207. (RT) his use of sentence structure to achieve Urges that freshmen and sophomores atmood; and his use of dialects as incentive all levels of ability receive more exposureto seventh gradersto improve personal to the classics; names specific books. writing and knowledge of grammar. Sec also Reading, World Literature, and in- dividual authors considered classic. Clubs and Committees 45
Classroom 43 Brantley, Hilda. "A Practical Pupil-Activity Project." XXXVIII (Feb.1949), 99-100. Boicourt, Gerald. "A Classroom Designed (RT) for English." XL (Feb. 1951), 94-98. Suggestion about using student commit- Discussionwith architectural drawing tees to stimulate interestin junior-senior to show an English classroom as a "func-class projectswith fourteen illustrative ex- tional" aid to some of the activities that amples. modern English teachers are including in their classwork. Brickell, Henry M. "Let Them Seethe Professionals." XXXIX (Jan. 1950), 36-38. (RT) Clemens, Samuel Langhorne 44 Drama club attendance at various dra- Brumbaek, Doris A.; Spell, Dianne A.; andmatic performances in Chicago. Taggart, Martha C. "A Uniton Tom Sawyer." LI (Jan. 1962), 51-52 (ST) "What You Can Do with Unit which combines careful reading ofSociograms." XXXIX (May 1950), 256-261. the text with outside reading of interest to Definition and procedure for making the the student; some reference to audiovisualsociogram; its use for planning group and aids. committee activities. Cummings, Sherwood, "What's in Huckle-Cullimore, Catherine M. "A Radio Work- berry Finn?" L (Jan. 1961), 1-8. shop Club." XXXVII (June 1948), 318-320. Discusses the two-level development and (RT) two major themes in a penetrating analysis Implementation of an unusual student geared to teaching in high school. project described in detail. Gordon, Edward J. "What's Happened toFoster, Ruth. "A Club in Vocational Eng- Humor?" XLVII (Mar. 1958), 127-133. lish." XXXIII (Sept. 1944), 371-374. Contains references to Huckleberry Finn. Facts and practical suggestions concern- ing a vocational class project. Little, Gail B. "Three Novels for Compar- ative Study inthe Twelfth Grade." LIIGordon, Elizabeth. "The Little Democra- (Oct. 1963), 501-505. cies." XXXIX (Feb. 1950), 82-86.
14 COMIC BOOKS AND FUNNY PAPER 48
Democratic system and responsibility to it inculcated by class club, parliamentaryCollege Entrance Examination Board procedure, and class planned work. (CEEB) 47 Hussey, Edith L. "The Class Club." XLIFarmer, Paul. "Literature, Reading, and the College Board Exams." LI (Jan.1962), (Sept. 1952), 357-362. 9-13. Club idea used to advantage in eighth An examination of the College Entrance grade English for the development of oralBoard examinations. The best preparation skills and sense of responsibility. for the tests is the effective teaching of Leek, David C. "Committee Study Im-literature. proves Writing." XXXIX (Oct. 1950), 455. Martin, Harold C. "A Reply." L (May (RT) 1061), 327-328. Class committees correct and evaluate In response to an article immediately teacher chosen and duplicated sentences preceding his (Sec Wonnberger below.), the which contain representative errors. author explains the purpose of the prelim- inary CEEB document as presenting a gen- Logan, Edgar."Stretch fortheStars."eral notion of the plans of the Commission XLVIII (May 1959), 270-271. (ST) on English. Description of a high school Great Books Club whose membership requirementsarePalmer, Orville. "Sense or Nonsense? The the reading of ten classics and attendanceObjective Testing of English Composition." at discussions and lectures on outstanding L (May 1961), 314-320. authors. Analyzes development of the College Entrance Examination Board test in writ- Manning, Marjorie. "The Class Club Be- ing.Lists virtues of and discusses prob- longs to the Students. XLIII (Jan. 1954),lems of objective testing. '34-96. Allowing students to plan, organize, andRyan, Lawrence V. "The Literature Course run the class club according to parliamen- forSecondary School Teachersofthe tary rules permits development of totalCommission on English." LI (May 1962). personality and gives preparation for life.313-319, 3:26. Identifies inadequacies in the teaching Thompson, Nora B."A Latin Americanof secondary English from 35 placement Club in High School." XXXVI (May 1947), themes on a selection from Melville; from 260-261. (RT) this prelude the author discusses the devel- An account of how one high school es-opment and rationale of the approaches to tablished a Latin American Club.Lists the teaching of literature through the insti- pertinent materials. tute of the Commission on English.
Zachar, Irwin J. "An Assembly CommitteeWonnberger, Carl G. "A Report on a Re- at Work." XXXIV (Nov. 1945), 476-480. port: Preparation in English for College- Organization,operation,andgeneral Bound Students." L (May 1961), 321-326. staging of student directed assembly pro- Analyzes with a mixture of approval and gram. uneasiness the preliminary statement of the CEEB Commission. Suggests ttaat equal representation of all levels of instruction Coleridge, Samuel T. 46 would provide more realistic approach to the central areas of language, literature, Creed, Howard. " 'The Rime of the Ancientand composition in the English program. Mariner': A Re-reading." XLIX (Apr. 1960), 215-222, 228. Comic Books and Funny Paper Deals with Coleridge's intentions, the 48 framework of the poem, the poemas a taleBottrell, Helen Knollenberg. "Reading the of crime and punishment, and the impor-Funny Paper Out Loud." XXXIV (Dec. tance of the poem's diction. 1945), 564. (RT)
15 COMIC BOOKSAND FUNNY PAPER 48
Teach students to read the funnypapers aloud to their juniors but stress keeping in Communication 49 mind basic criteria for effective reading. 1.)mtwell, William D. "Education for the Ageof Communication."XLVII (Mar. Dias, Earl J. "Comic BooksA Challenge 1958), 138-143. tothe English Teacher." XXXV (Mar. 1946), 142-145. Today's youth must be taught tocope Using comics as stepping stones to create with the problem of communication by interest in good literature. mass media; suggests case study in com- parative communication. Dittmer, Jane E. "Paragraph Writing CanCook, Luella B. "An Inductive Approach Be Fun." XLII (Nov. 1953), 460-462. (RT)to the Teaching of Language." XXXVII Unit on the use of comics, comic strip (Jan. 1948), 15-21. characters and original "stick figures"as Suggests the need for broad positive devices to introduce class study ofpara- graph writing and story writing. content in teaching of communication. The goals and values of writing programs should Ellinger, Clifton. "Questionnaire on Com-be clear in the minds of the teachers. ics." XLIII (Nov. 1954), 436-438. Project on comics, including a question-Denniston, Rosemary. "Communication Is naire, in which students make judgmentsHealth; Communication Is Truth; Commu- on their value. nication Is Happiness." XXXVI (Mar. 1947), 130-133. Hazard. Patrick D., and Hazard, Mary. Teaching suggestions for written assign- "The Graphic Media: I." L (Mar. 1961), ments divided into four classifications: per- 210-211. (PA) sonal opinion and observation, exposition Discusses comics as a means of reachingof events or ideas, creative writing, literary the reader, but suggests that this potentiallyand critical evaluation. instructive media can be greatly improved. Grey, Lennox. "Coordinating the Commu- Makey, Herman 0. "Comic BooksA Chal-niration Arts." XXXIV (June 1945), 315- lenge." XLI (Dec. 1952), 547-549. 320. No good reader would prefer the comic Examines recent signs, historical back- book version of Dr. Jekyll to Stevenson's ground, classroom and community develop- book, but the vogue shows that studentsments, and future policy with a view to want to read, and teachers can utilize theteaching the communication arts notas type as challenge to develop the ability totool, but as basic. form mental images. Lewin, Robert N. "A Course in Commu- nication for High School Seniors." XLIX Overton, Gertrude H. "Beowulf Can Be (Feb. 1960), 108-112. (ST) Fun: An Account of an Unorthodox Ap- Outline of a "technical" approach to com- proach." XLII (Oct. 1953), 392-393. (RT) munication, including the Shannon Weaver Chance remark by student in a noncol-concept, the Lasswell Formula, I. A. Rich- lege senior class that Beowulf would makeards' scheme in Practical Criticism. a "good comic book" resulted in unique class project. O'Malley, William J., S.J. "Literary Crafts- manship: The Integration of Literature and Shuman, R. Baird. "Classical Comics: SicComposition." LII (Apr. 1963), 247-251. Mt Non?" XLIII (Jan. 1954), 37-38. (RT) Suggestions for sequence and wholeness Brief, simplified classical comics can be in the English program during the four used to stimulate reading of "the big book"years of high school via the premise that and to develop "comic-book critics." literature and writing are two interrelated sides of communication. Zamchick, David. "Comic Books?" XLI (Feb. 1952), 95-97. (RT) Pooley, Robert C. "Communication and Junior high school experiments in elicit-Usage." XXXIV (Jan. 1945), 16-19. ing book reading as substitute for ineffec- The function of language as communica- tive reading of comic books. tion, and the teacher's responsibility not to
16 COMPOSITION 50
overemphasize the "correctness" of the lan-tint? three problems analyzc-din composi- guage. tion classes. "Where Are We At?" XXXIXSec also English Language, Mass Media. (Nov. 1950), 496-504. Briefly sketches the epochs of English teaching in the United States; then shows Composition Content 50 theresources the teacher has available through modern knowledge and research Bens, John H. "The Birth ofan XLI in such areas as grammar, composition,(0c 1952), 415-420. reading, and teaching technique through Three- to four-week teaching unit based professional literature. on discovering the ideas the student holds as necessary for living happily today, the Schmidt, Mildred C. "Teaching Communi-sources of these ideas, and- how these ideas cation Today." XXXV (Mar. 1946), 159-are transferred. 161. (RT) New communications mediapose newBishop, Selma L. "I'Vhat'_ ina Survey." challenges for today's communicationsXXXIX (Jan. 1950), 27-29. teachers. A wide variety of activities to achieve concise uncl precise communication,cen- Shoemaker, Francis. "Communication andtered in interviews with community leaders Community Life." XXXVI (Nov.1947), and the cooperative presentation ofwritten 459-464. reports. Stresses the importance for school and community of the ability to communicateBloom, Anna; Shaffer,Virginia; Round, effectively in an era ofmass and rapidSimeon; Kell, Dorothy; and Newton, Ellis. communication. "A Realistic Pattern for Writing Assign- ments." XLVI (Feb. 1957), 89-99. Smiley, Marjorie B. "Do Your Classroom Baltimore high se! 'al group successful Procedures Re ly Teach Communication?"in the teaching of writing discussescom- XLVII (Feb. 1958), 81-85. position topics, organization, and evalua- "Student initiated" and "studentcen- tion to develop a more effective citywide tered" programs which develop socialized program. procedures arc necessary for teachingcom- munication skill.Includes teacher-studentBradford, Helen, "One More Theme." L planning, mutual student assistance, and(Mar. 196]), 197-199. (ST) discussion. Shares a "consumer" theme assignment used with seniors.Motivates realistically Smith, Dora V. "Teaching Languageas because of its utilitarian aspect. Communication." XLIX (Mar. loo), 167- 172. Brickell, Henry M. "A Marriage Proposal." XL (Oct. 1951), 423-427. The role of the teacher in achievingcom- munication is to stimulate thought, to guide Exploration of the field of marriage its expression, and to refine thinking, feel-and of the boy and girl relationships lead- ing, and imagination. ing to itby reading, discussion, and the presentation of findingsproved provoca- Vander Werf,LesterS."Are Englishtive to seventeen seniors and made them Teachers Afraid?" XLIII (Sept. 1954), 321- aware of inadequacy oftheir language 322. (RT) skills. Bibliography. Proposes regular and frequent readingBrown, Frances. "Students Consider Their and writing and speaking asa means of teaching clear communication. Futures." XXXIX (Nov. 1950), 515-517. Describes a unit on vocational interests Watts, Marjorie. "Three Problems for Com- for seniors involving library research, field position Classes." XXXIII (Nov. 1944), 491-interviews, and oral reports. 494. Burnam, Tom. "A Note for Miss Higgin- What to Do about a Handicap, War-botham." XL (Oct. 1951), 436-439. Working Parents, and Is Courtesy Impor- College professor's plea for real English
17 COMPOSITION 50 the kind used by people students know Shares a method which enables students instead of the kind "Miss Higginbothamto write a theme each week, as Dr. Conant tries to impose in the classroom." advocates. Burton, Dwight L. "Postwar Confusion asEaton, Dorrence. "Themes Parallel Litera- Motivation for Writing."XXXVII (Oct.ture." XLIV (Feb. 1955), 100. (ST) 1948), 412-414. Specifictopics which parallel English Using "Senate" procedure, class first dis-and American literature;e.g.,Chaucer's cussed several current events, followed byPilgrimage paralleled with trip to Mardi themes utilizing the "elements of argumen- Gras. tative writing." Composition Carlin, Jerome. "This I BelieveAbout the Essay." LI (Sept. 1962), 403-404, 409-411. Creative Writing 51 SpecificsuggestionsforteachingtheAppel, Joseph M. "Creative Writing modern essay in high school. through Dramatics." XLVIII (Nov. 1959), 482-483. (ST) Carlsen, G. Robert. "On Understanding Sketches a classroom experience where One's Self." XXXVI (May 1947), 229-235.an assignment to write a one-act play leads Radio script based on student autobiog-to some interesting results in student crea- raphies written in class. tivity and student theatricals. Clark, Helen McDonald. "Suggestions for Beck, Warren. "Poetry's Chronic, Disease." Themes." XL (June 1951), 332-336. XXXIII (Sept. 1944), 357-364. Includes ideas for almost any need; ac- Inspiration and suggestions for students tion verbs, emotion words, mood words:who aspire to writing poetry. Helen Keller, Robe. t Frost, Sara Teasdale; and leadersinthe development of theBranch, Marie E. "Thematic Approach to state. Recreational Reading." XLIV (Sept. 1955), 352-353. (ST) Clifton, Georgia E. "Living English." XLI Specific outcomes of themes such as (Apr. 1952), 194-196. Learning to Live with Others, American With teacher,vocational Englishstu-Way of Life, Overcoming Handicaps, and dents plan an experience curriculum; films,Investigating Careers. trips, visitors supply material to make writ- ing meaningful. Byron. Dora. "For Sale: One Ivory Tower." XXXVII (June 1948), 310-314. Cook, Luella B. "Writing as Self Revela- Pleawith wide variety of instances tion." XLVIII (May 1959), 247-253. that creative writing be taught with a mod- A philosophy of composition instructionern problems approach. seeking to help pupils to develop an inner self, to live happily among their peers, andCarpenter,RobertH. "We All Know to share the larger vision of life. Differen-Stories; Let's Write Them." XXXVIII (Mar. tiatesprivatewriting from rnarketph ze 1949), 139-143. writing. Discusses a wide variety of approaches toward getting students to express them- Dilley, David R."A Business Managerselves in creative writing as a natural, in- Looks at Business Writing." L (Apr. 1961),tegral part of class work. 265-270. Accounting manager of U.S. Steel illus-Chapin, G. Esther. "II elp Them Create." trates and discusses the characteristics ofXXXVIII (Dec. 1949), 577-579. good writing in business.Gives detailed Suggests procedures in writing class to analysis of techniques: sequence for writ-increase student interest and proficiency in ing, tools, and style used by many com-creative expression. petent business writers. Cook. Luella B. "Writing in Terms of the Dunn, Frank. "A Weekly Theme with aIndividual." XXXIV (Apr. 1945), 195-199. New Twist." L (Feb. 1961), 109-110, 135. Writing used as aid in personal develop - (ST) m'nt; suggests "intellectual agronomy" for
18 COMPOSITION 51
the enrichment and fertilization of the soilstereotypes is avoided by closer observa- of the mind. tion and by increasing contact with reality. Farley, Anne F. "The Art of Essay Writ-Johnson, Eric W. "Stimulating and Improv- ing." XXXVI (Feb. 1947), 96-97. (RT) ing Writing in the Junior High School." A resume of how one teacher successful-XLVII (Feb. 1958), 68-76, 91. ly carries_ on an essay contest each year. Detaileddiscussionoftechniquesto Flesch, Rudolph. "A Different View." XLI teach writing and to stimulate it.Includes (Nov. 1952), 497-500. (RT) suggestions for marking papers. By assuming that Herzberg (Mar. 1952)Josephs, Lois. "A Disciplined Approach to argues for a sales approach to compositionCreative Writing." LI (Oct. 1962), 468- assignment,Fleschcontendsthat such473. teaching will start students on the road to Outlines a creative writing course, in writing frustration. which "disciplined approach" is viewed Freier, Robert. "Student Poetry Has Value."under the following subheadings: Develop- XLII (Feb. 1953), 88-90. ment of Standards, Forms of Exposition, A method of alleviating student's dislikeResearch Paper, and the Short Story. for poetry by using student poetry to stim-Kaplan, Milton A. "Look into Thy Heart ulate interest rather than classical selec-and Write." XLIII (Jan. 1954), 13-18. tions. Examples are given of some of the The vital autobiography replacing a dull student poetry used. one aids students in composition and in understanding themselves. Galleys, Beverly H."Creativity inthe Basic Skills Class." LII (Nov. 1963), 622-Kendrick, Dolores T. "On Teaching the 624. (ST) Writings of Poetry." XLVIII (May 1959), A basic skills teacher reports on the suc-266-268. (ST) cess of a unit based on the students' writing Emphasizes the writing of poetry by pu- of original plays. pils as an aid to understanding such creativ- ity. Word weaving is a basic activity in Garrett, Lawrence, "The Writing of Poet-this process. ry." XXXIX (Jan. 1950), 20-23. Describes unit whose aim is the devel-Kinnick, B. Jo. "Traveling Salesman of Eng- opment of greater appreciation of poetrylish: Creative Writing." XLVI (Feb. 1957), through experience in reading and writing86-88. it. Creative writing project based on words and poem predominantly appealing to the Hadley, Barbara. "Short Story Writing in senses. Senior High." LI (Jan. 1962), 49-51. (ST) The development of a creative exercise Lazarus,ArnoldLeslie."English XL." in writing. XLIII (Feb. 1954), 71-74. Challenging English program for selected Halperin, Irving. "Combining Art Appreci-youngsters with ability to express them- ation and Imaginative Writing." XL (Sept. selves verbally; includes daily writing in 1951), 396-397. journal, weekly composition (500 words) Through astudyof El Greco andor poetry, and research paper. Brcughel, teacher guides eleventh grade stu-Lewis, Ruby R. "Dollar Bills." XLI (May dents to deeper concentration in observing, 1952), 266. (RT) thinking, and feeling, and to improved writ- Au anecdote of the genuine interest the ing. teacher had in a hard-to-reach student, cul- Hayakawa, S. I. "Recognizing Stereotypesminating in the gratifying effect of a poem she wrote for him. asSubstitutesfor Thought."XXXVIII (Mar. 1949), 155-156. (RT) Logan, J. E. "Topics for Compositions." Illustrates the essential unconsciousnessXXXVI (Nov. 1947), 492-493. (RT) involved in the use of stereotypesword A successful use of some teenage prob- formulas; apropos to writing the use oflems as topics for assignments in writing.
19 COMPOSITION-51
Lovrien, Marian. "Studying the Culturali's.vm students' themes included. Liststen Diversity of a Great City." XXXIX (Mayresults or "highlights" of this "thrillingex- 1950), 262-267. p erience." Sophomore English class sent ingroups to neighborhood of urban blight in Chica-Noble, Donald. "Rewriting the Great Plots." go; observations as turned in via writtenL (Dec. 1961), 628-629. (ST) reports showed increased social awareness. Lists subjects assigned for writing assign- ments based on Julius Caesar and on Silas McDonald, Catherine B. J. "Student Pref-Itfarner. erencesinWritten Composition Assign- ments in the Junior High School." XXXVNurnberg, Maxwell. "Improving High (Sept. 1946), 390-392. School Composition." XXXVI (May 1947), Teacher conducted survey of topic pref-243-247. erences, with percentage of results noted Suggests student choice of composition and explained. topics for "making writing as enjoyableas literature." ?gallery, David. "A Human Relations Ap- proach to Writing." XXXIX (Oct. 1950),Olson, Helen F. "What Is Good Teaching 429-435. of Written Composition?" L (Apr. 1961), Oral presentation and group analysis of238-245. writing in which students delved with real Effective teaching of writing induces stu- understanding into human situations ofdents to make their writing idea-centered, their own experience. clear, logical, and individual in style. Marshall, Mariann. "Helping SeventhPalmer, Dora E. "Out of the RutInto the Graders to Spot Plots." XLVII (Nov. 1958), Groove." XXXIV (Oct. 1945), 423-428. 507-510. (ST) Challenges English teachers to "get in Discusses how to help students decidethe groove" with students to find out what on theme topics, especially limiting them;they want and needspecifically in theme suggests using newspaper ads, story com-topics. pletion, and similar creative techniques. Person, Tom. "...So Proud You Could Merriam, H. G. "Who Can Teach CreativePop!" XLIX (Nov. 1960), 520-527. Writing?" XXXVI (Nov. 1947), 464-469. Topic-divided account of teaching crea- The teacher of creative writing helps stu-tive writing: Setting the Atmosphere, Teach- dents to see life in terms of expression bying the Elements of Fiction, Establishing creating classroom situations conducive tothe Attitudes, and Handling Varied Per- releasing the mind and imagination. sonalities. Mersand, Joseph. "What Has Happened toPeterson, R. Stanley. "Once More to the Written Composition?" L (Apr. 1961), 231-Well: Another Look at Creative Writing." 237. L (Dec. 1961), 612, 617-619, 637. Reviews a half-century of progress in the Offers five assignments to illustratean teaching of writing by tracing patternsapproach to teaching the writing of short with respect to aims, content, methodology,stories and five more for teaching the writ- and evaluation. ing of poetry. Muntz, Herbert E. "If Pupils Are People,"Porter, Norma."Fiction WritingEighth XXXV (Mar. 1946), 138-142. Grade Style." XLVII (May 1958), 292-293. Use of biography and character sketches(ST) in teaching exact expression and precise After class writes story together, each thought. member contributing something, pupils are ready to write own story. Murray, Alice 1. "From an Island of Si- lence." XLII (Oct. 1953), 382-384, 396. Potter, Ralph. "On Teaching the Writing Shares three conclusions which proved aof Poetry." XXXIX (June 1950), 307-313. challenge to teacher in preparing seniors to Outlines a unit in the writing of poetry write themes. Several opening paragraphsfor a senior honors class based on readings
20 COMPOSITION 51 and practice; cites numerous instances ofconscious of styles in current readingma- student-produced verse. terial, and to choose words more precisely. Potter, Ralph, and Dale, Julian. "A Tech-Thomas, Cleveland A. "Fostering Creativ- nique of Teaching Short Story Writing." ityinHigh School English." LI (Dec. XXXVII (Apr. 1948), 248-252. 1962), 625-627. A step-by-step program with examples Sketches areas for creativity in the high of writings which resulted from model-school, fostered by interaction ofyoung based assignment or class discussion. minds and ideas, proper mixture of exposi- Ramsey, Lucille."OriginalActivitiesin tory and imaginative writing, and creative Seventh Grade Language Arts." XXXVIIprojects that grow from literature. (Sept. 1948), 352-358. Thomley, Wilson R. "The Case for Crea- Creative writing based on pupil interest tive Writing." XLIV (Dec. 1955), 528-531. and talent as opportunity for individual de- Argued from a provision forsevere and velopment. exact discipline of mind and spirit, the de- Rechtien, John,S. M. "Something Thatvelopment of a creative audience, and the Challenged." L (Mar. 1961), 202-203. (ST)contribution to the realization of life. Account of stimulating enjoyment and "Developing the Creative understanding of poetic forms by teachingProcess in Poetry." XXXVIII (Sept. 1949), students to write original verse from their 375-379. descriptive paragraphs. Teaching creative expression by drama- tizing the revision of poemswith illustra- Reeves, Ruth E. "The W. in R.W.S." XLIXtions. (Apr. 1960), 256-259. (ST) Detailed account of journal writing bya Turner, Minnie P. "Living through Early seventh grade class, includes subjectsto American Literature." XLV (Feb.1956), write about and means of evaluating. 92-95. On script, rehearsal, and presentation of Rose, Elizabeth. "Let Them Write Whatclass researched and class written scenes They Know." XLI (Nov. 1952), 495-497. from the American past. (RT) The basic material from which honest,Warren, James E., Jr. "The Topic Sentence responsible, and imaginative writing begins in Creative Writing." XXXVI (Dec. 1947), and develops is the personal experienceof530-532. the individual. Points out the impetus given high school students in creative writing when the topic Sheridan, Marion C. "Creative Languagesentence is supplied. Experiences inthe High School." XLIX (Nov. 1960), 563-569. Weston, Tohn. "A Case for Creativity." L Describes the relationship of creativity (May 1961), 346-348. (ST) to individuals, to writing, and to the teach- Takes a stand on the place of creative ing of literature. writing among the many types of writing in the high school program with some basic Smith, Josie C. "An Experience in Creativesuggestions as to how to encourage crea- Writing." XLI (Sept. 1952), 372-373. (RT) tivity. Bibliographical research on Moses, .Sol-Wolfe, Don M. "Can Creative Writing Be omon, and Socrates led to choric presenta-a Democratic Art?" XL (Oct. 1951), 428- tion for class on Gandhi, involving much 432. writing and revision. Argues that the teacher who can tem- Spriggs, Virginia Pauline. "Creative Writ- porarilyovercomeconcernforcorrect ing May Be Taught." XXXVII (Apr. 1948),mechanics and develop a sense of observa- 198-200. (RT) tion and feeling for recording will find Cites specific examples of helping junior with Emerson that "Everyman is eloquent high school writers to thinkmore clearly, once in his life." to read more discriminatingly, to becomeSee also Play Production and Writing.
21 COMPOSITION 52
Composition Evaluation 52 Explores wrong and right ways of evalu- ating student work; challenge to teachers Canfield, Sally Martin, and Kolker, Har-to consider evaluation practices. riette B. "Correcting the Impossible Theme." LII(Nov. 1963), 619-621. (ST) See also Correction of Papers and Themes. A teacher and a corrector describe an experiment "with a group of fourteen im- Composition General 53 possible-themewritersofeighthgrade placement." Pertinent information about the Baker, William D."Swimming Coach." "corrector's technique" and an evaluation XLVI (Jan. 1957), 40-41. (ST) of the results. Satiric parallel between teaching English by workbook and teaching swimming by Davis, Sylvia. "Fun with Paragraphs? It's naming the body bones. Possible."LII(Apr. 1963), 288-291. Paragraph and sentence criticism madeBeggs, Berenice. "They Learn to Write by more palatable to the sensitive junior highWriting." XLIV (May 1955), 292-293. (ST) school student by the use of pseudonym. Suggestions and devices for achieving the English teacher's obligation to develop Dusel, William J. "How Should Studentability in oral and written expression. Writing Be Judged?" XLVI (May 1957), 263-268, 299. Bell, Lynne. "Do We Listen to Our Pu- Relates standards and forms of judgment pils?" XXXIII (Feb. 1944), 79-81. to evaluation by pupil, by his peers, and Speech development parallels and re- by his English teachers. flectsthechild'sintellectual and social growth; accordingly, facility in expository Heys, Frank, Jr. "The Theme-a-Week As-writing is a slow process of development sumption: A Report of an Experiment." LI rather than a pedagogical problem. (May 1962), 320-322. Gives results of experiment to determine Chapin, Elsa. "One Freshman, One Class, relative effects of reading, as opposed to One Nation." XXXVI (May 1947), 247-252. practice writing, in improving writing skills. A two-semester plan for teaching junior college freshmen to speak and write well Koclanes, T. A. "Can We Evaluate Com-by a variety of devices. positions?" L (Apr. 1961), 252-257, 264. Identifies three levelsinevaluation ofDusel, William J. "Some Semantic Implica- writingeasiest, correctness of expression;tions of Theme Correction." XLIV (Oct. less objective, paragraph development and1955), 390-397. structure; most difficult, purpose, organiza- A study of the teaching of writing in tion, and significance of ideas.Differenti- California secondary schools, with signifi- ates between evaluation which measurescant conclusions concerning marking pro- and compares and evaluation which teaches. cedures. Lowe, Lee Frank. "Theme Correcting via Evans, Bertrand. "Writing and Compos- Tape Recorder."LII(Mar. 1963), 212-214.ing." XLVI II (Jan. 1959). 12-20. (ST) Suggeststhatthedifference between Earphone listening makes correction andmere writing and thoughtful composing is comment effective and personal. determined by a stimulating idea. Supply- ing a topic sentence or ways to relate con- McGuire, Edna."College Freshmen oncepts can help achieve the desired differ- Writing in High School." LI (Apr. 1')62), ence. 256-258. Responsesto questionnairefromfifty Gregory. Emily Betts. "Managing Student junior college freshman English students Writing." XLIV (Jan. 1955), 18-25. concerning their experience with writing Appreciationof,preparationfor,and and theme grading in high school. practice in sincere and effective expression (communication) in eleventh and twelfth Palmer, Orville. "Seven Classic Ways of grade classes. Grading Dishonestly." LI (Oct. 1962), 464- 467. Grose, Lois M. "Essential Conditions for
22 COMPOSITION 53
Teaching Written Composition." L (Apr. The culmination of language skillsis 1961), 246-251. focus, point of view, the audience, length, Identifies essentials both in teacher char-emphasis, selection, responsibility for what acteristics and working conditions for ef-is said and for its effect. fective teaching of writing. Person-to-person communication between pupil and teacherLauterbach, Anne."Those Who Can." helps teacher evaluation. XXXIII (Oct. 1944), 437-438. (RT) Personal experience of enrolling in two "Teaching Writing in thewriting courses and thereby gainingnew Junior High School." XL1X (Feb. 1960), insights into student composition problems. 89-94. Overview of writing programs at theLowry, Lorraine. "Windowson the World." junior high school level, with helpful teach-XLIX (Feb. 1960), 115-117. (ST) ing suggestions for developingskill and Books about places and people used to competence. inspire creativity in several kinds of writ- ing. Bibliography. Henry, George. "How to Get Interesting Themes." XXXIII (Sept. 1944), 348-355. Macrorie, Ken. "Words in the Way." XL Ways of relating composition to thepu-(Sept. 1951), 382-385. pil's inner beingto evaluations andmean- Encourage students to express thoughts ings. simply and to listen to classmates read their compositons; cautions against holding stu- Herzberg, Max J. "It's No Funto Write." dents to standards of professional writers. XLI (Mar. 1952), 127-131. Stresses the similarities thatexist be-Makey, Herman 0. "The Curse of the Gen- tween uninspired composition assignmentseral" XXXIII (Mar. 1944), 157. (RT) and adult,professional writing;suggests The importance of using specificper- that the teacher write for sale; developssonal ideas to express thoughts. "six laws of composition." Miller, Genevieve. "Try This Onc On for Hester. Sister Mary, S.S.N.D. "Do TheySize."XLI(Feb. 1952), 98. (RT) Write Frequently Enough?" XL (Oct.1951), High school sophomore's brief satireon 447-448. (RT) inapplicable paragraph assignment. Plea to examine "collective consciences on the amount of writing" assigned to stu-Minton, Arthur. "Structure." XXXVII (Dec. dents and the "educational quality of (the) 1948), 529-533. correcting." Structure is organizing complex materials purposefully. The essay deals with various Hilkert, Robert N. "Language Competenciesrhetorical structures in composition. Required by Occupational Choice." XXXIX (Mar. 1950), 137-144. _ ."Thinking- Composition." XL (Jan. 1951), 7-11. Specializedcourses(BusinessEnglish specifically) do not concentrateon the cen- The problems of "teaching thinking-com- tral problems of how to speak andwriteposition" are many and complex; theproc- concisely, clearly, and persuasively; they ess is characterized by precision, thorough- do not increase understanding ofhumanness, and relevance; and the teacher must relations as does literature. train students to assimilate, evaluate, and organize data. La Brant, Lou. "The Individual andHis \Vriting." XXXIX (Apr. 1950), 185-189. Morse, Grant D. "There Is No Substitute In an age when much communicationis for \Vriting." LII (Jan. 1963), 57-58. (ST) stereotyped or verbal exchange, practicein Adequate compositions derive fromprac- writing is still the bestway to crystallizetice in writing, careful correction, and good vague ideas and the best device for culti-reading habits. vating appreciation of language. Pence,R.W. "Who's to Blame?" XXXVII "WritingIsMore Than (June 1948), 306-310. Structure." XLVI (May 1957), 252-256, Writing difficulties stem not from the 293. teacher or the pupil, but from language it-
23 COMPOSITION 53 self, a fact the student must be taught toby frequent, regular practice and revision realize. after strict marking. Po ley,IrvinC. "A Spiral Approach to Zollinger,Marian."Developing Compe- Composition." XXXIII (Dec. 1944), 532-tence in Writing." XLI (Oct. 1952), 411- 538. 415. A detailed account of one way of han- Two-year concerted effort in Portland, dling a week's work in composition. Oregon, high schools resulted in defined goals, various approaches to measuring the Roberts, Paul. "Linguistics and the Teach-ability to write, and faculty cooperation. ing of Composition." LII (May 1963), 331- 335. The knowledge of the structure of the Composition Motivation 54 English languagegrammar in progressive Blum, Martin."'Personal' Reading and refinementis increasing rapidly and be-Writing." XLIV (Jan. 1955), 36-37. (ST) coming available to teachers as subject mat- ter in humanistic study of the language; Five specific techniques for encouraging such study, however, "is not to be ex-a student's personal reading and five spe- pected" in an era of mass education tocific techniques for encouraging a student's "effect any enormous improvement in writ-personal writing. ing." Cozzo, Joyce R. "Clinics for Writing." LI Royster, Salibelle. "Two Decades a Teacher (Jan. 1962), 26, 31-32, 43. of English." XXXIII (Dec. 1944), 551-554. Program, financed by a grant from the Interesting personal reminiscences andFund for the Advancement of Education, analysis of changes in the teaching of Eng-for developing greater interest and effe-z- tiveness in writing. lish. Dusel, William J. "Planning the Program Stegall, Carrie Coffey. "Mark Twain Teaches in Writing." XLV (Sept. 1956), 320-327. My Students!" XLIV (Feb. 1955), 87-92. the key- The writings of Mark Twain shown as Makes psychological validity argument to seventh grade pupils that per- stone in the approach, the activities, and sonal experience is prerequisite to readable,the evaluations of the writing program. interesting, and acceptable composition. Feeley, Mary F. "Let Them TalkThen Write." XLIV (Oct. 1955), 414. (ST) Veidemanis,Gladys."The Teaching of Speaking and Writing: An Articulated Ap- Ideas for written compositions from three- proach." LII (Mar. 1963), 172-177. minute speeches by pupils about their spe- Rhetorical principles as basis for combin-cialties. ing speech and writing successfully. Frank, Robert. "An Experiment in Senior Watts, Marjorie S. "Not Just Gab." XXXIIIEnglish." XXXVIII (Jan. 1949), 10-22. (Jan. 1944), 14-20. Interest created in senior composition by A teacher's experiences in using parlia-dealing with current social, economic, and mentary procedure and human problems to political problems. stimulate thoughtful discussion. Gelshen en, Rosemary. "Thirteen." XLIV Wolfington, A. H. "A Ratio for Sentence-(Oct. 1955), 413. Length Variety." LII (Sept. 1963), 452-453. A teenage magazine as a culminating ac- (ST) tivity in an eighth grade class. An examination of a well-known quality magazire to ascertain the ratio of short,Hook, J. N. "Suggestions for the Use of medium, and long sentences. Ideaform'." XLV (Jan. 1956), 33-34. (ST) Explanation of what "Ideaform" is and Wykoff, George S."Practical Helps onways the paper can be used most advanta- Teaching Written Composition." XLI (Junegeously. 1952), 310-312. Teacher, student, and correction timeLa Brant, Lou. "Inducing Students to Write." are involved in the improvement of writingXLIV (Feb. 1955), 70-74, 116.
24 COMPOSITION 53 Teacher's sharing of personal experiences Robinson, Marjorie C. "AroundAgain with with the satisfactions anddifficultiesof Willie." XLVI (May writing in order to motivate student 957), 257-261. writing. Reading widely in current magazinesin "Teaching High School Stu-the classroom as motivation forsolving vex- dents to Write." XXXV (Mar. 1946),123- ing problems in the teaching ofwriting. 128. Sanders, John. "Begin a Theme withProust." Aims of composition instructionare moreXLV (Nov. 1956), 488-489. (ST) than mechanical proficiency;stresses writ- ing topics of interest to students. Mimeographed titles of works unfamiliar to junior high school pupils (Tale ofa Tub, Latham, Al. "Eleventh Graders MakeTheirOf Human Bondage)as stimulant to themes Own EnglishHandbooks."LII(Sept. from original jotting to ditto carbonbook- 1963), 450-451. (ST) let. Examples of current usage usedto mo-Sheridan, Marion C. "Can We Teach tivate students to learn and apply the Our rules Students to Write?" XL (June1951, 320- of the mechanics of writing. 324. Logan, Edgar. "Physical Words."XLIII Argues that the responsibility, to teach (Apr. 1954), 196. (RT) pupils to write efficiently liesin "response Power-packed words of sportswritingto an urgent need," "from the practical into used as motivation for writingdescriptivethe realm of ideas." and when "formhas paragraphs. achieved importance." McAnulty, Gertha G. "OurBusy Files." "The Menace of Commun- XLIV (Apr. 1955), 229-230. (ST) ism." XLIII (Feb. 1954), 87-88.(RT) A plan for motivating pupilsto write, Requiring a paper from each studentin read, compare themes, correct,and revisecollege preparatorydivision for an essay with a minimum of coercion. contest proved to he a motivating experi- ence for research, organization, andex- McDonald, Catherine B. J. "StudentPref-pression. erences in Written Composition Assign- ments in the Junior High School."XXXV Smith, Lujean C. "A Ninth GradeWriting (Sept. 1946), 390-392. Program." L (May 1961), 348, 354. (ST) Condensed report ofsurvey of prefer- Five thematic units embracingarea of ences of junior high school students inpersonal experience andresponse to ap- assignments in written composition. propriate literature as a means of establish- ing emotional readiness for writing. Moberg, Edith H. "A Projectin Writing." XXXVIII (Oct. 1949), 460-462. (RT) Sobotka, Mildred. "You'd Better TakeEng- Ten minute, day-by-day, notebookdiarylish IV!" XLIII (Oct. 1954),374-376. as motivation for students to improveme- Returning alumni who hada year or two chanics and writing skills generally. at college increased the enrollment inop- tional senior English. Mortimer, Hazel M. "Motivation byAdopt- Struebing, ing a Ship." L (Nov. 1961),560-561. (ST) Helen Sturnick."Stimulating "Adoption" of the S. S. RobinLocks ley Creative Writing in the Junior HighSchool." combined with letters andquestions to theXXXV (Oct. 1946), 445-447. boat's captain providedmotivation and a Suitablequotes,watchwords,Disney central theme for studentwriting. movies, and scrapbooks as projects andtech- niques for arousing student creativity. O'Malley. William J., S.J. "LiteraryCrafts- manship: The Integration of LiUrature and Composition Composition." LII (Apr. 1963),247-251. Suggestions for sequence and wholeness Procedure, Method 55 in the English program during the fourAdler, John C. "The MetatextbookFactor years of high school via the premise thatin Writing." XLVIII (Dec. 1959), literature and writingare two interrelated 511-517. sides of communication. Suggests that teachers may be providing too much guidance in student writing; main-
25 COMPOSITION 55 tains that pupils have a "creative uncon-Camp, Barbara L. "Teaching Pupils to scious" rarely tapped by teachers. Write via the Paragraph." XLI (May 1952), 258-261. Anderson, Lorena A. "Ways and Means in Method of writing the unified paragraph the Teaching of Writing." LI (Dec. 1962),by using photographs to illustrate point of 621-624. view, detail, color, etc. Suggestion for writing atmosphere, dis- cussion, revision, evaluation, and enrich- Cau ley, Thomas. "Evaluating Topic Sen- mentall parts of the teaching of com- tences." XXXIX (Sept. 1950), 394. (RT) position. Devicefordifferentiating among the hackneyed, the original, and the significant. Anderson,RichardD.,and Wigington, Ralph. "An Aid in the Teaching of Writ-Cohler, Jenny."Say What You Mean." ing." LI (Nov. 1962), 568-571. (ST) XLIII (Feb. 1954), 84-86. Proposes a sequential program for the Awareness of thefactors involvedin teaching of composition based on a five-honest and effective communication devel- paragraph structure stressing organization.oped by directed examination of examples of strong and weak student writing. Baker,Virginia M. "Teaching Pointof View in Fiction."LII(Dec. 1963), 699-Dusel, William J. "Planning the Program 701. (ST) in Writing." XLV (Sept. 1956), 320-327. A teacher offers a procedure which might Balance between general and specific sug- help high school students understand what gestions for achieving psychological validity is meant by "an author's point of view." as the keystone of the program. Barns, Ruth M. "An Approach to Composi-Hartman, Marjorie. "Best for Most." \LIV tionin the High School." XXXV (Nov.(Feb. 1955), 99. (ST) 1946), 483-486. A procedure for studying spelling, ana- Offers a number of subjects of interest to lyzing and writing sentences, and writing ninth and tenth grade pupils, a model par- paragraphs. agraph, and suggestionsfor composition Henry, George. "How to Get Interesting correction. Themes." XXXIII (Sept. 1944), 348-355. "Try Paragraph Writing." Devices, themes, and literary works used XLV (Oct. 1956), 412-414. (ST) to penetrate the real world of pupils and Contends for teaching the basic princi- to make that world serve the ends of com- ples of good writing within the short span. position. Horton, Stephen H. "The Place of Devices Bateman, Donald R. "More Mature Writingin Composition." XXXIX (May 1950), 271- through a Better Understanding of Lan-272. (RT) guage Structure." L (Oct. 1961), 457-460, When the student "has thought of some- 468. thing to say and of someone to say it to Reports an experiment which sought to and has analyzed the nature of his audi- determine the effect on student's sentenceence, then, and only then, do devices be- construction of presenting modifiers in terms come useful in writing." of "layers" rather than in traditional terms. Kraus, Si lvy. "Grouping for the Teaching Bergman, Floyd L. "Individualization: Key of Composition." XLVIII (Oct. 1959), 402- to More Writing."LI(Mar. 1962), 192-196. 404. (ST) Merits and difficulties of individual at- Counsels the use of small groups of stu- tention in the laboratory method of teach-dents, homogeneous in some writing skill, ing writing. to individualize instruction.Outlines pro- cedures in teaching a précis. Blumenthal, Joseph C. "Without Form, and Void." XXXV (Sept. 1946), 376-380. Lawson, RayH."Composition for Seniors." A controversial topic of the day is out- XLI(Feb. 1952), 82-85. lined as an instance of procedure for teach- Content and method for a twelfth grade ing expository writing. composition course to suit the needs of col-
26 COMPOSITION 56 lege-hound students who havehad an inad- equate writing background. Stephenson, Claude E. "A SequentialAp- proach to Advanced Composition."LI (Feb. Lockerbie, D. Bruce. "SolomonWas Wrong." 1962), 114-116. (ST) LH (Nov. 1963), 596-600. Outlines framework for cumulativede- In teaching composition, authoradvo- velopment; and then holds the studentre- cates the concept of " 'the speakingvoice' sponsible"forallconceptspreviously and the corollary matters ofto»e, attitude, taught." and audience." Concept applied to several Trabue, M. R. "Before They Write." XXXIV poems and the compositions of students. (Jan. 1945), 9-15. McLaughlin, Brian K., andTrainor, Fran- Bring the everyday living experiencesin- cis X. "An Inductive Method ofTeaching to the English classroom instead of only Composition." LII (Sept.1963), 420-425, teaching the students what is linguistically 467. "right." Explanation of teaching compositionby inductive method, beginning withthe topicWarriner, John E. "Hurdling EnglishMe- sentence and leading to the paragraph, chanics." XXXV (Oct. 1946), 447-450. then on to the whole composition. As basisfor compositioncontent,a "hurdle" examination in mechanicsin tenth Pudlowski,Victor."CompositionsWrite gradewith sanctionwas found effective 'em Right!" XLVIII (Dec. 1959),535-537. (ST) through standardized test. Use of a composition outline havingfourWheeler, Robert W. "Some Uses of the specific elements helps restrict verbosityandOpaque Projector." L (Sept. 1961), 417- disunity in writing. 419. (ST) Renwick, Ralph, Jr. Suggests means of focusing studenteyes "Writing 'Construc-and minds on their own words in tion,' an Aid in TeachingComposition." composi- XLVI (Nov. 1957), 491-494. tion and on pertinent literary materials. Exercises based on furnishingstudentsWolfe, Don M. "How to Begin? TheFirst elements from writing already inprint toWriting Assignment." XLIII (May 1954), attain conciseness in sentence andorganiza- 244-248. tion in paragraph. Offers a detailed plan for establishing Rowland, Howard S. "Using the TVWest- rapport with the class and for taking ad- ern." LII (Dec. 1963), 693-696. vantage of the enthusiasm of returning to "TV's integral relationshipto almost every school in the first writing assignment. facet of the English curriculum" is demon- Wonnberger, Carl C. "They All CanLearn strated by the author'suse of the TV west- to Write." XLV (Nov. 1956), 455-461. ern. Includes a detailed study plan, "Sug- Urges wide diversity in the writingex- gested Questions and Projects forStudents."perience in "classrooms become laborato- Saalbach, Robert P. "Teaching Studentsto ries" where writing experimentscan be done Organize." XLVII (Nov. 1958), 505-507. naturally. (ST) Names specific steps to follow inorgan- "WritingA Way of Life." izing a theme. XLVIII (Feb. 1959), 66-73. Opinions on how to improve thepower Shay klin, Agnes K. "Adventurein Englishof observation, how to help studentstoward I: A Cultural Odyssey." LII (Jan.1963), a supple vocabulary, the function of acom- 54-57. position text, the problems of composition Reading program evolved from culturalplanning, and the place of techniques in history to stimulate composition. composition work. Staats, Mabel M. "Continued Next Week." XLIX (Feb. 1960), 112-114. (ST) Composition Projects 56 Writing lessons with high schooljuniors Armstrong, Agnes C. "Project Teaching De- stimulated through use of technique "con-velops Language Arts." XLI (Dec. 1952), tinued next week." 544-547.
27 COMPOSITION 56
Illinois congressman's world tour made Suggests students rewrite passages of occasion for developing skills in writing. good prose, a la Benjamin Franklin, and Boner, Agnes V. "Clear Thinking throughthen compare the two versions to improve Expression." XXXVIII (Sept. 1949), 380-their writing. 383. Whittaker, Charlotte C. "The Shared, Con- Descriptions of a number of projectstemporary Experience as a Basis for Fresh- which demand clarity of thought by stu-man Composition." XXXV (Jan. 1946), 21- dents. 29. Haymaker, Hilda. "For a Change." XLIV Students can be stimulated to write in- (Mar. 1955), 162. (ST) teresting themes if the subject matter is im- A small hole in a sheet of paper as amediate and mode significant. Cites "proj- unique introduction to a writing assign-ects and patterns." ment. Lycan, Eva Hanks. "A Partnership English Composition Sentence 57 Project." XXXIV (May 1945), 275. (RT) Students worked together on a projectBertsch, Ruth E. "Linguistic Birds and titled "My America," with a poem as finalSentence Structure." LI (Jan. 1962), 46-49. outcome. (ST) Building sentences from the basic ele- Murphy, Charles P. "A High School Jour- nal." LII (Sept. 1963), 448-450. (ST) ments to the more complexalong with Daily journal used in senior classes toreference to the problems of subordination. motivate writing on a diversity of subjects. Bissex,HenryS."Writing Diamonds." XLVIII (Feb. 1959), 82-83. (ST) Sheridan, Elizabeth. "Your Seniors Think Exercises in paragraph writing to focus about the Future." XLIII (Oct. 1954), 381-attention on the value of variety in sentence 382. (RT) Project, which indirectly required use ofstructure. all language skills,directly provided op-Clark, Bobbie Cod love. "Maybe Exercises portunity to meet and converse with stran-Aren't So Bad, after All." XXXIX (Oct. gers in the working world. 1950), 455-456. (RT) Advocates useof meaningful, related, Simpkins, Edward. "The Detroit Plan forstudent-interest oriented sentences in Eng- Sequence in Writing." LI (Dec. 1962), 640-lish exercisesteacher made. 642. Describes an approach to sequence inDavison, Ethel B. "Power from Sentence writing based on thematic organization of thePatterns." XXXIX (Sept. 1950), 379-384. curriculum and an interrogation-response Urges study of sentence patterns as tool technique. for analyzing the related groups of words Tabackman, Sadie. "Our Future Leaders'in which meaning is sought, and urges prac- Ideals." XLIV (Feb. 1955), 93-96. tice in building varieties of sentences. Surprise request to seventy college pre-Hunt, Kellogg W. "Improving Sentence paratory students for written expressions ofStructure." XLVII (Apr. 1958), 206-211. their philosophy of life and the influence of Illustrates a very practical application of the English class upon it. structural patterns to common faults of sen- Theodora, Sister Mary. C.S.A. "The Dailytence structure, with emphasis on spotting Writing Assignment. XL (Apr. 1951), 226-difficulties and total meaning. 227. (RT) Small, daily compositions based on singleKraus, Si lvy. "Comparison of Three Meth- word titles (Driftwood, Fog, Daydreams),ods of Teaching Sentence Structure." XLVI along with insistence on revision, produce(May 1957), 275-281. Summary of doctoral research project set satisfying results. up with junior classes to study the teaching Wallace, Robert. "A Writing Exercise Thatof sentence structure under conditions of Works." XLIX (Oct. 1960), 489-490. (ST)prescribed experiment.
28 CORRECTION OF PAPERS ANDTHEMES 59
Leek, David C. "Committee StudyIm-of weak words and trite proves Writing." XXXIX (Oct. 1950), 455. expressions as way (RT) to improvement in style and idea. Class committees correct andevaluateSee also English Language(Usage) and teacher chosen and duplicatedsentencesGrammar. which contain representativeerrors. Lundberg, Hilda M. "Introducinga Sen- Conrad, Joseph 58 tence Pattern,Part2,Teaching ThreeBluefarb, Sam. "The SeaMirror andMaker Language Skills." XXXIX (Dec. 1950),556- of Character in Fiction andDrama." XLVII1 557. (Dec. 1959), 501-510. Teaching eighth grade pupilsto write The Nigger of the Narcissus, TheShadow and define compoundsentences. Line, and Typhoonserve as instances in the discussion of the article's theme. McEuen, Kathryn. "Is the SentenceDisin- tegrating?" XXXV (Oct. 1946),433-438. Burton, Dwight L. "Teaching'The Secret Examines Jesperson's definition and clas- Share/ to High School Students."XLVII sification of the sentence andcites num- (May 1958), 263-266. erous instances of the fragment sentenceto The "teachablecharacteristics" of the demonstrate its acceptability. storyincluding symbolism and the devices of fictionare exploredas a vehicle to turn Rosenson, Tulius S. "The Oral Approachto "events into ideas." Sentence Sense." XLVII (Oct. 1958),425- 430. Hunt, Kellogg W. "Lord Jim and TheRe- Correlates spoken language with turn of the Native: A Contrast." XLIX(Oct. written 1960), 447-456. language in forming sentences andpunc- tuating them. Finds Lord Jim "superiorin effectiveness" Sentence sense in writingto The Return of the Native. can be based on the natural sentencesense of speech. King, Carlyle. "Conrad for theClassroom." XLVII (May 1958), 259-262. Stageberg. Norman C. "SomeStructural Shows how Conrad in his various Ambiguities." XLVII (Nov. 1958), books is 479-486. good for the classroom becausehe "speaks Suggests a practical application ofstruc- tural patterns by identifying to the conditions of the young," deepens twenty situa- their sympathies, and "extendsthe hori- tions (e.g., adjective plusnoun in possessivezons" of their souls. case plus nouna dull boy's knife) which cause structural ambiguity in student writ- ing. Correction of Papers and Themes 59 Tichenor, Helen. "The Sentence: ABasis Andrews, Joe W. "Redpencilitis: Cause and for Grammar and Composition."XXXVII (Sent. 1948), 361-364. Cure." XLII (Jan. 1953), 20-24. The sentence as basis for teaching both Seeks to dissolve the specter thered grammar and compositioneven in highpencil raises by emphasizing theimportance school. of individual 'marking forimproving stu- dent writing. Weinstock, Esther M. "The SyntaxTwins." XLII (Feb. 1953), 97. (RT) Cohen, Nachman. "Correcting Compositions without Pencil." XXXIX (Dec. 1950),579- A classroom procedure to illustrate the 580. teaching of the introductory elliptical clause Experiment with Disc Voicewriter for by using the names of famous couplesin history or literature. recording teacher commentson essays for listening by the individual student author. Winfrey, Sally. "Toward Improvementin Cotter, John G. "Paragraph Evaluation." Writing." XL (Apr. 1951), 221-222.(RT) XXXVIII (Oct. 1949), 458-460. (RT) Short, varied sentences containing the A five phase method for pupilpartici- right words, especially verbs, andavoidancepation in paragraph evaluation.
29 CORRECTION OF PAPERS AND THEMES 59
Dole, Frederick H. "Teaching the Essay."tion in the Senior High School." XLIX XXXVI (Mar. 1947), 154. (RT) (Dec. 1960), 636-638. (ST) A list of helpful procedures teachers may Describes a method of grading composi- wish to use in grading student essays. tions according to calculated, stcp-by-s:ep progression of specific items taught. Dusel, William J. "Some Semantic Implica- tions of Theme Correction." XLIV (Oct.May, Marjorie. "Punctuation with Punch." 1955), 390-397. XL (Dec. 1951), 572-573. (RT) Discussion in depth of a statewide study Correcting (high school) punctuation mis- of the teaching and correction of writingtakes via stenciled copies of student errors. in the secondary schools of California. Mecrs, Geneva. "Check Sheet for Errors." "Compositions onXXXIX (Mar. 1950), 160-161. (RT) Celshenen, Rosemary. Tally sheet of errors for individual stu- Trial." XLI (Oct. 1952), 431-432. (RT) dents used to improve sophomore writing; After teacher underlines errors, jury ofadds percent tabulation of types of errors. twelve classmates decides if composition is "passing." Paul. Bernice Ingall. "Group Participation in Theme Writing." XXXIX (Nov. 1950), Girt, Francis X., Jr. "Group Paragraph Re- 524-526. (RT) vision." XLIX (Dec. 1960), 630-612. (ST) Evaluation of papers by committees of Describes method of pointing o,..t weak-students and oral reading of the best. nesses in writing to the class s'Anultancous- ly. Roody. Sarah I. and Lyman, Bess. "Man- Grissom, Loren V. "Student Leadership in aging Student Writing." XLIV (Feb. 1955), 75-79. Evaluating Compositions." XLVIII (Sept. Specific personal experiences in handling 1959), 338-339. (ST) sessions wherelarge numbers of compositions, suchas Arguesforlaboratory varying the type of comments written to groups of students read one another's themesbright, average, and weak students; grad- and learn to evaluate their products accord-ing papers as they are being written; train- ing to student formulated s:andarcls. ing student committees to make evalua- Hugh, Sister Mary, R.S.M."Visual Aid tions;usingstudentmodels;displaying Versus RedPencil." XLI (May 1952),themes. 266-268. (RT) Van Schaik, Sally. "The Composition Read- Composition improvement by opaqueing Machine." XLIX (Apr. 1960), 237-241. projection of student-written themes. Account of a plan for utilizing the assist- Johnson, Eric W. "Avoiding Martyrdom inance of parents who volunteer to help grade Teaching Writing: Some Shortcuts." LIpapers. (Sept. 1962), 399-402. \Vest. William W. "How to Avoid Work." Fifteen numbered items for shorteningXLV (Dec. 1956), 537-539, 564. teacher work in evaluating and marking Analysis and change of method in respect student themes. to the "perennial problem of the paper Keene, Katharine. "Students Like Correc-load." tions." XLV (Apr. 1956), 212-215. See also Composition (Evaluation) and Lay Student attitudes towards correction and grading as disclosed from a lengthy ques- Readers. tionnaire given by the author to her seven- ty composition students. Costain, Thomas B. 60 Frederick, John T. "Costain and Company: Logan, Edgar. "A Red Pencil Holiday." XLThe Historical Novel Today." XLIII (Apr. (Jan. 1951), 41-42. 1954), 169-174, 182. Experiment using the positive approach Manifestations of the historical novel and underscoring a good idea or colorful phrase some reasons for its recurring popularity rather than errors. and wide acceptance; defines two types: McCafferty, John. "Beginning Composi-spectacle and drama.
30 CURRENT ENGLISH 66
Cozzens, James Gould 61 ---- . "English Futures as Mate- rial for Observation." XXXV (Jan.1946), Hicks, Granville. "The Reputation of James49-51. (CEF) Gould Cozzens." XXXIX (Jan. 1930), 1-7. Discusses English modes of future be- Identifies the "principles of selection"yond shall and will. which guide Cozzens' treatment of charac- ters and construction of narrative, and ex-Bartlett, Adeline Courtney. "The Case of amines the personal attitudes which "cen-the Noun or Pronoun with the Gerund." sor" from his work "part of the vitality that XXXIX (May 1950), 277-278. (CEF) is the essence of imaginative literature." Citations from authorities on possessive and accusative pronoun and commoncase Crane, Stephen 62 noun with the gerund, along wit!'the author's own quotation-based conclusion NleColly,William."Teaching The Redthat "the practice of the English language Badge of Courage." L (Nov. 1961), 534-has (in this instance) again triumphedover 538. Latin grammar." Outlines basic designs and insights nec- essary for teaching the novel.Contrasts . "Dangling Participles." XLII style of dialogue and of exposition to trace(Mar. 1953), 161-162. (CEF) a basic design of irony in the novel. "If you never begin a sentence with a participial phrase, you will seldom dangle, and you will probably write better English Creative Writing 63 to boot." Sec Composition (Creative Writing). _____ "ExpectRight." XXXVIII (Nov. 1949), 528-529. (CEF) Criticism 64 Discusses the support of linguists and lit- erature for expect (suppose) and right (tem- See Literary Criticism. poral). "Get, Have Cot, and Have Cummings, E. E. 65 Got To." XXXVIII (Feb. 1949), 102-104. Mills, Ralph J., Jr., "The Poetry of Inno-(CEF) cence: Notes on E. E. Cummings." XLVIII Discussion of the terms is "very much (Nov. 1959), 433-442. like beating a dead horse, but... students E. E. Cummings pictured as a perpetua-... other teachers ... newspapers and the tor of a tradition of poetic radicalism whichradio are still riding that horse." disregards criticism to achieve a suitable integration of ideas, language, and percep- "Neither with Plural Verb." tions. XL (Dee. 3951), 576-577. (CEF) The "teeth of a great many literarymen are not set on edge by the plural verb with Ctrrent English 66 neither." Allen,HaroldB."AcceptingParticipial .___. "Shall and Will."XLII Drank." XLVI (Feb. 1957), 109-111. (Oct. 1953), 397-398. (CEF) Tracing historical change, citing diction- The author takes the view that "early aries, grammars, and percentages of usage,grammarians could have found few other the author concludes that there is no "soundthings so troublesome as future-time expres- basis for present objection to either dranksion." Then argument is advanced that the or drunk in standard spoken English." "shall-will team" are not of the "same breed." Refers readers to advice offeredon "All Is Not Cold." XXXIXthese words by Pooley and Jesperson. (Nov. 1950), 528-529. (CEF) Concerned principally with specifically ___."'Vague' Reference of named books with unsound or out-and-outWhich, That, and This." XXXVIII (Oct. misstatements regarding linguistic science.1949), 464-465. (CEF)
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A "construction is not 'incorrect' merely "Double Duty for Due To." because constant lazy repetition of that con-XXXVII (Dec. 1948), 551-552. (CEF) struction is tiresome and ineffective even By various samples shows that "by logic when it is unmistakably clear." and usage due to as a prepositional phrase has won for itself a definite, and presum- Bernstein, Julius C. "Double Is Nothing." "MN (Dec. 1945), 566-568. (CEF) ably permanent, place in the language." "Until weightier evidence can be cited "Double Duty for Due To." to the contrary, the double negative standsXXXVIII (June 1949), 353. (CEF) as an interesting construction in English, By "logic and usage, due to as a preposi- deep seated in the vulgate but pruned outtional phrase has won for itself a definite, of general cultivated language." and presumably permanent, place in the language." Article is an identical repetition Bryant, Ma-garet M. "At All, None Plural,of discussion in Dec. 1948El. Pair or Pairs." XLVI (Jan. 1957), 54. (CE) Brief discussion of usage for each of the "Folk and Folks." XLVIII three named items. (Dec. 1959), 547. (CE) "Combine asa Noun.' The words discussed in terms of "rela- XLVI (Nov. 1957), 513, 516. (CE) tives, immediate family," colloquiallyas Discusses the usage in various turns of"people," and in combination "folklore." expression;conclusions based on 5,507 "Had Ought." XLI (Apr. pages of text. 1952), 209-210. (CEF) "CurrentEnglish." XLV Discussion of the phrase in various senses (Feb. 1956), 96, 109. (CE) and combinations. Broad discussion of the use and prefer- "How Do You Take a ences of the words got and gotten. Course?" XXXIX (Sept.1950), 395-396. "Current English." XLVI(CEF) (May 1957), 300. (CE) Local usage should determine whether Three brief items concerned with rather,one takes a course under, from, or with a with such expressions as "Leave me go with professor. you," and with "Let's not" or "Let's don't." "Know-how." XLVI (Dec. "Current English." XLIX1957), 577, 595. (CE) (Dec. 1960), 649-650. (CE) The word know-how has become ac- Discussion of agenda as singular or pluralcepted as a noun. Industry, commerce, and and of status of word like evenings in aadvertising have used it extensively. sentence such as "I work evenings." "Myself Used for I and Me." "The Current English Fo-XLVII (Feb. 1958), 98. (CE) rum." XLIII (Oct. 1954), 384-385. The word as "sole object of a verb ex- Discussion of two items: exam for ex-cept as the reflexive object is not acceptable amination and the use of the s or the ofEnglish." The same column brieflydis- genitive with inanimate objects. cusses ugly, as in "ugly disposition."
"Dare or Dares." XLIV "Neither... Nor." L (Mar. (Sept. 1955), 354. (CE) 1961), 215. (CE) One may use "dare or dares with or with- Discusses the form of the verb to be out to in the third person singular." used when a subject is compounded with "Done, Through, and Fin-neither ... nor. ished."XXXVII(Nov. 1948), 493-494. "Only and hid." XLIV (Jan. (CEF) 1955), 41-42. (CE) Demonstrates how done from an Anglo- Three column discussion concerned with Saxon verb and through from an Anglo-the interchangeability of the two adverbs. Saxon preposition and finished from a Latin verb have developed into synonymous ad- "The Passive Construction." jectives in present-day English. XLIX (Jan. 1960), 51-52. (CE)
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Cites examples and studies for more pre- rent English Forum." XXXVI (Apr. 1947), cisc knowledge of the passive. 206-207. "Person ...Their." XXXIX Answers questions concerning trouble- (Mar. 1950), 164-165. (CEF) some compound subjects involving each, Cites muchevidenceidence to conclude thatevery, and others; usage of he's and she's, "the indefinite pronouns and their equiva-or and nor, proved and proven, all we and lents should not be limited to singular useall us; comparison of adjectives; andever only." so often. "Proper Use of Liable."Faust, George P. "Grammar and Usage: XLIV (Apr. 1955), 233. (CE) The Distinction." XLVII (Apr. 1958), 223. Since liable is so often employed in the (CE) place of likely, by both cultured and un- Illustrates the distinction graphically by cultured, it may "soon pass from the col-us men, you men, them men. loquial, informal stage to formal writtenGeist, Robert J. "Anything Coes." XL (May English." 1951), 283-284. (CEF) "Sentence Modifier?... On the distinctions among "justifiable Company instead of Guests or Visitors?"improvements of sentences and diction, the XLIV (Oct. 1955), 415. (CE) illusions most of us have about educated Cites instances where the adverb modifiesspeech, and the pendantry of those who the sentence as a whole. Company in thiswould kccp eighteenth century rules." sense has been in the language a long "Conjunction As." XLVII time." (Jan. 1958), 39-40. (CE) "SlowSlowly, Can't Help Discussionwith examplesof the mul- But, and Can't Seem." XLVI (Apr. 1957),tiple meanings of the conjunction. 226. (CE) "'There Is' Again." XLIII Each item is adjudicated in aboutone- (Dec. 1954), 523-524. (CEF) third page. Comparison of four recent issues of At- "The Split Infinitive." XXXV lantic and Harpers (1952-53) with eight (Sept. 1946), 403-404. (CEF) issues thirty years earlier in the light of Shows "that this construction is sound,further information on the discussion in historically and syntactically, and isin"Current English Forum," Nov. 1952. common usage." "There Is One and ..." XLI "Status of the Wont Awful(Nov. 1952), 501-502. (CEF) Today." XLIV (Feb. 1955), 102. (CE) The there is formula with plural subjects Brief item distinguishing between formal distinctions in usage, numerous examples,. and collcquial use of awful. and several "inconclusive observations." Burress, Lee A., Jr. "Dropping Orthograph-Haase, Gladys D. "Can and May." XXXVIII ic ed." XLVIII (Nov. 1959), 490, 493. (CE) (Sept. 1949), 401-402. (CEF) Cites instances of dropping the ed from The point at issue is that the "school- past tenses and participles to "wonder" ifmastering to which Americans have been the inflection is beginning to suffer attritionexposed... has trained them in formal, ex- through a "linguistic drift." pository writing to use the verb may when requestingpermission," but when they Christensen, Francis. "In Defense of the"speak or attempt fictionalor dramatic Absolute." XXXIX (Apr. 1950), 221-223.writing, they resort to the use of canmore (CEF) frequently than may as a permissive." Discusses the present status of the nom- inative absolute construction by citation "Like For." XXXIX (Oct. from language authorities and from various1950), 457-458. (CEF) pieces of modern writing. Examines the construction (like for you to give us) from the viewpoints of redtm- Committee on Current English Usage. "Cur-dancy and regionalism.
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"The Placing of Only in the pagesfarther'or 'Two pages further'?" Sentence." XL (Apr. 1951), 229-231. (CEF) XLIV (Sept. 1955), 355. (CE) Cites instances which indicate growing There is a "growing tendency to inter- protest against rigid rules and growingchange these two words." consciousness that written usage does not reflect spoken usage. Kenyon, John S. "On the Position of Only." XL (Nov. 1951), 528-529. (CEF) "Than." XXXVIII (Mar. Complements the discussion of the same 1949), 161-163. (CEF) subject in the Apr. 1951 (pp. 229-31) El Discussion with many illustrations of thein regard to the effect of word position on "present -day Standard English sanctions" immediate clarity. regarding the word than in its varioususes. McDavid, RavenI.,Jr."Notes on the "What With." XXXIX (Sept. Pronunciation of Catch." XLII (Feb. 1953), 1950), 396. (CEF) 98-99. (CEF) Discusses the facts of language in the There is"ample justificationforpro- use of what with a preposition. ncuncing catch to rhyme with either hatch or fetch, depending on our personal taste Hankey, Clyde. "'Elliptical Clauses' withand the region we came from." Adverbs." XLVIII (Feb.1959),97-100. (CE) "Oughtn't and Hadn't Cites illustrative examples of "danglingOught." XLII (May 1953), 273-274. (CEF) ellipticalclause," part-of-sentence under- Summarizes the data on usage of these stood, and the strong similarity of adverbswords as found in E. Bagby Atwood's A and prepositions to indicate the probability Survey of Verb Forms in the Eastern United that "readjustment in terminology may beStates. Based in responses of people inter- repaid by an increased understanding ofviewed, the "evidence suggests that in eval- syntactic relationships." uating hadn't ought and oughtn't we are dealing with regional variants rather than Hatfield, W. Wilbur. "Current English."with social variants." XLV (Oct. 1956), 423-433. (CE) Discusses why so many "experts" in lin-McMillan, James B. "The American Lan- guistics base their studies of grammar andguage." XXXV (Mar. 1946), 164-165. (CEF) usage upon the spoken rather than the Review of Supplement I of Mencken's written language. The American Language. Hill, A. A. " 'Now Is the Time'; 'Once Is "Current English Forum." Enough'." XXXIX (Dec. 1950), 582-583.XXXIV (Jan. 1945), 44-46. (CEF) (CE) Answers three questions concerning the The discussion centers on whether theproperclassificationofwords:abstract words now and once are "members of anouns, reflexive or intensive, possessives. special subclass of adverbs" or specifically whether now is a noun. "Current English Forum." XXXIV (Apr. 1945), 220. (CEF) Hoving, Howard, "Commas in Dates." XL Discussion of "understood" sentence el- (Feb. 1951), 107-108. (CEF) ements. Evidence from periodicals, books, and "The Descriptive Grammar- business materials to indicate current usage.ian's Point of View." XXXIV (Sept. 1945), 395-396. (CEF) Irwin, R. L. "On Dropping the Ize'." XL The descriptive grammarian collects "the (Mar. 1951), 164. (CEF) facts on the usage of writers and speakers," Objects to ize words which have per-and classifies these facts into "useful rules fectly acceptable short synonyms and which(descriptive statements) for the guidance of havenothingto recommend them bypeople studying English." humor or euphonyuse not utilize. __. "Mispronunciation?" Kemp, Lorena E. "Which Is Correct, 'TwoXXXVIII (May 1949), 287-288. (CEF)
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Handbook and dictionary handling ofNewsome, Verna L. "Because, Since, and words like athlete, length, arctic, and similarAs." XLVII (Nov.1958), 517-518, 531. words in the realm where mispronunciation (CE) and spelling may'be related. Suggests that in current writing casual clauses are far more frequently introduced . "Pronunciation of Foreign Names." XXXV (May 1946), 274. (CEF) by because than by since, and that as is Advocates anglicized pronunciations asrarely used. preferable, according to Kenyon-Knott Pro-Palmer, Anne. "Rules and Concord." XL nouncing Dictionary of American English. (Jan. 1951), 43-44. (CEF) Traces the usage of concord between "Who and Whom." XXXIV their and a singular antecedent asitis (Nov. 1945), 510-511. (CEF) giveninFries, Jesperson, Poutsma, and Handbooks and grammars which "insistPooley. on whom in the objective preceding the verb or preposition are either out of datePooley, Robert C. "The Reason... Is Be- or descriptive of formal written English."cause." XLV (Nov. 1956), 496. (CE) Confrontation of handbook rule against Malmstrom, Jean."Ain't Again." XLIXthe construction with quotations from re- (Mar. 1960), 204-205. (CE) putable writers. Analyzes uses of ain't.Concludes the English language needs a substitute form ______"When Does a Participle for ain't similar to the French n'est-ce pas.Dangle?" XLI (Dec. 1952), 557-558. (CEF) Cites reputable evidence versus the fa- "Kind Of and Its Conge-miliar handbook proscription and challenges ners." XLIX (Oct. 1960), 498-499. the "arbitrary condemnation of the con- Discussion,generally interms of thestruction in the writing of others when the Linguistic Atlas, of rather, somewhat, sortresult is neither ambiguous nor absurd." of, and kind of. Simpson, Harold. "A Harmless Crime?" XLI Malone, Kemp."Don't."XXXIX (Feb.(May 1952), 270-271. (CEF) 1950), 104-105. (CEF) An examination of like as a conjunction Don't for doesn't "is well established in withtheconclusionthattheusehas English colloquial speech... and it is high"reached apparently unsuppressiblecur- time for teachers of English to give uprency." their silly agitation against it." Stageberg, Norman C. "The Adverb 'Sure': . "It Is I and the Like." XLIV New Evidence." XLII (Apr.1953), 215- (Nov. 1955), 480. (CE) 216. (CEF) Comment on the test and results de- Cites several authorities (contradictory in scribed in the Mar. 1955 EJ (pp. 163-165).some instances) regarding the usage of sure and surely. New but limited evidence _ . "Whom." XXXVII (Oct.made available through a twelve-months' 1948), 423-424. (CEF) survey conducted by the Air Command and Discusses the variousramificationsof Staff School of the USAF. whom as "the objective case of who." "Is It Really We?" XLIV (Mar. 1955), 163-165. (CE) Marckwardt, Albert H. "Have Got in Ex- Questionnaire and results of responses to pressions of Possession and Obligation."listening survey of word usage by college XLIV (Feb. 1055), 101-102. (CE) graduate Air Command officers concerning Discussion relative to the fact that ob-personal pronoun forms used as subjective servers "do not all agree on the relative complement. status of have got in British and American English." Starbuck, Arward. "What Sort of Double Talk Is This?" XLV (Mar. 1936), 163. (CE) Miller, Helen Rand. " 'Ate' is Out of Date Discusses the contraction let's and views in England." XXXVII (Jan. 1948), 45. (RT)negatively the possibility of let's us replac- Comments on a British usage item. ing it in standard usage.
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Thomas, Russell."All the Farther, Etc."(Was)." XXXVIII (Apr.1949), 231-233. XLVIII (Mar. 1959), 163-164. (CE) (CEF) Discussion and statistics concerning all Cites sentences and authors to give per- the farther, all the harder, all the moretinency to Jesperson's comment: "There are remarkable, etc. very few hard-and-fast rules in grammar." "Cannot Help But." XXXVIIWarfel, Harry R. "Frequency of the Pas- (Oct. 1948), 424-425. (CEF) sive Voice." XLII (Nov. 1953), 468. (CEF) Regards the idiom "cannot help but plus In an effort "to learn by statistical anal- infinitive" well established as spoken Amer- ysis the relative frequency of the active ican English. and passive voices," the author studied "Concord of the Verb inpages from the New York Times and Time Relative Clauses after One Of." XL (Oct. magazine.Presents a table with figures 1951), 452-453. (CEF) which tend to prove "that the passive voice From many sources, the author foundis in good standing," and that its "rhetorical "the verb is generallynot alwaysin theeffectiveness is often very satisfying." plural," proportion about 5 to 1. Watts, Bertha M. "Discordant Views on Concord." XXXV (Apr.1946), 216-218. "Each Other?One An- (CE) other?" XLVI (Sept. 1957), 359-361. (CE) Amends Jesperson to declare that the Examines noun-verb agreement (unusual use of each other to imply two and onecases) in the light of descriptive grammar. another more than two "has not at any pe- Whitesell, J. Edwin. "Logic and Analogy riod been [faithfully] observed." in Some Adjectival Compounds." XLVIII (May 1959), 277-278. (CE) "Notes on the Inflected Discusses such compounds as a six-weeks Genitive in Modern American Prose." XLII report, six-cylinder motor, a ten-dollar hat, a (Jan. 1953), 37-40. (CEF) fifteen-days vacation. Predicts plural forms Cites numerous instances of the use ofof nouns in -s will continue to spread in the inflected genitive with inanimate ob- adjectival compounds. jects from current literary figures and con- cludes that "not much can be done about ostracizing these constructions." Curriculum Aims and Goals 67 "The Reason Is Because." XXXVII (Dec. 1948), 550-551. (CEF) Anderson, Harold A."Critical Thinking The "evidence.. . shows that the reason through Instruction inEnglish." XXXVI is because . .. type of sentence has become (Feb. 1947), 73-80. established as good colloquial and literary A detailed discussion of how three phases English both in England and in the Unitedof the English curriculum contribute ef- States." fectively to critical thinking: communica- tion, understanding the nature of the lan- "Showed as Past Participle."guage, and instruction in grammar. XXXVIII (Dec. 1949), 588-589. (CEF) According to the author's observation of Erickson, Frances. **What Are We Trying present-dayspeech,"strongpressureis to Do in High School English?" XLVIII being exerted by showed upon shown." (Sept. 1959), 304-308, 314. Five goals are outlined: clear and logical T "The Use of So as an Inten-thinking; acceptable communication; sen- sifier."XL (May 1951), 282-283. (CEF)sitivity to literary beauty; independence in Reiteration, with more examples, of ause and evaluation of language materials; 1930 conclusion: to exclude so entirely asawareness of the significance of and respon- quasi - intensifier or full intensifier "would sibility to language. be to deny the use of a very effective lan- guage tool." Hartley, Helene W. "English in a Com- munity of ConflictingInterests."XLIX "When-Clauses after Is(Mar. 1960), 149-154.
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Presents a plea to adhere to the inner "The Progress of the NCTE goals of preparing students to live as whole Curriculum Study." XXXVI (Feb. 1947), beings in a world of consistent demands.66-73. (ST) Points out that outer goalssocial problems, A detailed report of the problems and scholarship, vocational training, and Amer-procedures of the committees surveying ican heritagearise from specific interesteach area of the language arts and the groups. relationship of these findings to the teacher. Kinder, Robert Farrar. "Making the Eng- lish Course Teachable." LI (Mar. 1962), Curriculum 197-199, 218. Content 68 Suggests common core and greater in-Albright, Daniel. "An Organic Curriculum dividualization according to student prog-for English." LII (Jan. 1963), 16-21. ress as solution for weaving the threads Finds typical curricula chaotic, and after of the English program into a sound fabric.applying the "techniques of literarycriti- cism" Lovrien, Marian."Englishin Terminal tocurriculum-making inEnglish SecondaryEducation: A Climatefor arrives at a number of "iconoclasticpro- Growth." XLIII (Dec. 1954), 492-497. posals." Presents a thoughtful plea to recognize Bennett, Louise, at al. "English in Terminal the needs of the nonacademic or terminalSecondary Education:Experiences with student and to plan a program which willLiterature." XLIII (Dec. 1954), 501-506. meet his needs: practical abilities are nec- Brief comments on effective teachingpro- essary to life now and in the future. cedures for specified novels, short stories, Lynch, William S. "Ultimate Values in thepoems, and plays to induce satisfaction and Teaching of English." XXXIII (Mar. 1944),pleasure from the printed page. 129-131, Carlin, Jerome. "English in Terminal Edu- English teachers must not be "deprived cation: Improving the Ideational Content of of their greater function which is to makeCourses." XLIII (Dec. 1954), 497-501. young people aware of the best of man's Specific suggestions as to how the shift thoughts and aspirations." to greater emphasis on ideational content Miller, Helen Rand. "The Americans Edu-may be made with benefits for both ter- cate for Life." XXXVII (Apr. 1948), 193-minal and college-bound students. 195. Compares the rather broad responsibil-Cook, Luella B. "Form in Its Relation to ities of education in the United States withThought." XXXVII (Apr. 1948), 221-229. the rather limited objectives in England. Sweeps away misconceptions that block better curriculum making; points to the Slatkin, Charles E. " 'Communism' Stalksneed of guiding principles that stressun- the Classroom." XXXIII (Dec. 1944), 538-derstanding the function of form in com- 547. munication. An analysis of Basic Aims for English Instruction in American Schools, preparedCunningham, Adelaide L. "What Are the by the Basic Aims Committee of the NCTE,Values of a Full-School Language Pro- with emphasis not on specters, but on thegram?" XL (Apr. 1951), 224-225. (RT) necessity for free, honest, open discussion Formation of study habits and improve- in the English classroom. ment in actual use of language, combined with interest in the work of other depart- Smith, Dora V. "Basic Considerations inments. Curriculum-Making in the Language Arts." XXXVII (Mar. 1948), 115-126. Dell, William C. "Creativity and the Eng- A discussion of the need for a languagelish Curriculum." LII (Mar. 1963), 200- arts program which meets the needs of chil-205. dren at a given age. Language arts are Creativity is here defined as "the ability related to other areas, but they have a con-to have and express through action original tribution of their own which they shouldthoughts and feelings"aspects of the per- make. sonality the world tends to subvert.
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Dixon, Dorothy. "Administering a Full Lan- An outline for a course in English ina guage Program." XL (Sept. 1951), 386-388. technical high school. Teacher and supervisor constructed cur- riculum to provide a sequential, articulatedJewett, Arno. "National Trends in Teach- experience in basic communications skills ing of High School English." XLVI (Sept. and in understanding cultural heritage. 1957), 326-329. Isolates fourteen numbered trends,rep- Donohoe, Thomas A. "An English Programresentative of which are: emphasis on the in Phoenix." LII (Nov. 1963), 626-628. (ST) true nature and function of language, more Afterlistingtheinadequacies which writing and better speech habits, stressing existed in their English program, faculty ofethical,moral,andspiritualvalues members endeavored to correct the situa-through literature, and closer articulation tion. Special emphasis on speech training,between high school English and college reading instruction, and weekly themes. composition classes. Finder, Morris. "Teaching English to Slum-Jewett, Ida A. "Not So Deep as a Well." dwelling Pupils." XLIV (Apr. 1955), 199-XXXIII (May 1944), 126-129. 204, 242. Number 5 of the Symposium on the Specific examples of language experiences three volumes of the Stanford Language that will be common to pupils in lowerArts Investigation. classsocialgroups,learning experiences that will be intrinsically interesting to them, Johns, Kingston, Jr. "New Ideas for English and learning experiences that will be imme- XII." XLII (May 1953), 267-268. (RT) diately significant to them. Trends in the organization of English XII curricula for the college-bound as dis- Hach, Clarence W. "Needed: A Sequential coveredinten New YorkStatehigh Program in Composition." XLIX(Nov. schools. 1960), 536-547. Proposes a sequential program of writing La Brant, Lou. "New Bottles for New Wine." with appropriate methods of evaluation forXLI (Sept. 1952), 341-347. use in grades seven through twelve. EntreatsEnglishteacherstobroaden their base so as to merit cooperation of Hatfield, W. Wilbur. "Put First Thingsteachers in other departments. First: An Editorial." XXXVII (Nov. 1948), 486-487. "Open for Inspection." Examination of the current discussion ofXXXIII (Mar. 1944), 123-125. the place of language skills and literary Number 3 of the Symposium on the knowledge versus the teaching of social andthree volumes reporting the Stanford Lan- international attitudes. guage Arts Investigation. Lazarus, Arnold. "A Contextual Curricu- Hayward, Bertrand W. "Seven Axioms and lum." LII (Dec. 1963), 701-702. (ST) Related Truths for Teachers." XXXVI (Jan. Hemingway's "In Another Country" is 1947), 22-26. used to illustrate how students might be The axioms are applicable when the cur- enabled to combine the learning of gram- riculum is being revised; they concern pur- mar and of literature. The author also poses posefulpresentationof material,experi- several provocative questions in challeng- mentation and new approaches, patterning teachers to construct "Opus-Centered and subject matter division, and teacher- Units." pupil role in the process. "Fusing the -ings." L (Oct. Herzberg, Max J. "Educational Beacon." 1961), 465-468. XXXIII (Mar. 1944), 121-123. Possibilities and techniques,especially N mber 2 of the Symposium on theopen to beginning teachers, for bringing three volumes reporting the Stanford Lan-the various facets of the English curricu- guage Arts Investigation. lum into closer relationship. Horst, J. M. "English in Human Relation- Lovrien,Marian."EnglishinTerminal ships." XXXVII (Dec. 1948), 524-529. Secondary Education: A Climate for Growth,
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Some Classroom Procedures for the Termi-Pendleton, Charles S. "Frontier Adventure." nal Student." XLIII (Dec. 1954), 492-497.XXXIII (Mar. 1944), 125-126. Through speech and self-expression, Number 4 of the Symposium on the three through audiovisual aids, and the devicesvolumes reporting the Stanford Language of mass communication, the terminalstu- Arts Investigation. dent must be prepared by the teachingpro- fession for his particular role in society. Pooley, Robert C. "All This and English Too." XXXIII (May 1944), 236-237. Matthews, Eleanor; McMahon, Johanne E.; Number 7 in the Symposium on the three Schukart,Janice;andStones,Charles.volumes reporting the Stanford Language "English Language Study in Portland HighArts Investigation. Schools." LII (May 1963), 353-363. A English teachers describe the operation "These Things Shall Not 'of the curriculum, respectively in the ninth,Pass." XXXV (Feb. 1946), 76-82. tenth, eleventh, and twelfth grades. Guidelines for the kind of teacher and especially for the "new curriculum" then in Mathewson, Angell. "The Roots of Patriot- prospect of creation for English. ism." XXXIII (Apr. 1944), 209-211. (RT) Potter, Dorothy G."Operation Utopia." The importance of regional literature inXLII (Dec. 1953), 501-503, 513. inculcating love of home and country in Author headed committee whose func- young readers. tion it was to prepare a course of study Meade, Richard A. "Who Can Learn Gram-for the "general" students, that is,those mar?" L (Feb. 1961), 87-92. students whose formal education ends with Suggests that curriculum be adjusted to graduation from high school. provide grammar for those whoare able toPotter, Ralph. "American Literature in the absorb it and eliminate grammar for thoseCommunity College." XXXVIII (Nov. 1949), who cannot. 523-525. (RT) The author offers rationale of book selec- Meisel, Peggy R. "An English Curriculumtions used in course entitled "America in for the Eleventh Grade." LII (Mar. 1963), Literature." 186-195. Four major thematic units for teachingReeves, Ruth E. "Planning a Literature American literature: individual relation toProgram forthe Junior High School." the universal pattern, interpersonalcom- XLVIII (Oct. 1959), 374-381, 392. munication, man in conflict with his soci- Identifiesthreemajor principlesthat ety, and individual in search of his ownshouldunderlietheliteratureprogram: identity. specificity and vigorous attack, awareness of enjoyment and personal fullfilment, stat- Neville, Mark. "The Art of Plain English."ure via plan and evaluation. XXXIX (Feb. 1950), 72-76. Stresses importance of developinga cur-Rinker, Floyd. "Priorities in the English riculum and "philosophy of English" arrivedCurriculum." LI (May 1962), 309-312. at in professional discussion in order that Discusses essentials for English program English may take its place as thecore offor college-bound students in terms of the education and of the process of makingCommission on English of the CEEB. better human beings. Roberts, Holland D. "Plan and Procedure." XXXIII (Mar. 1944), 119-121. Peavey, Blanche E. "English III1 erminal Secondaryducation: Critical Reading and Number 1 of the Symposium on the three Listening." XLIII (Dec. 1954), 506-512. volumes reporting the Stanford Language Presents plans complete with assignmentsArts Investigation. for teaching critical reading and listening;Shellenberger, Elfrieda, and Haugh, Oscar puts emphasis on the needs of terminal M."Wichita Revises Its Language Arts students whose only exposure to criticalProgram." XLVI (May 1957), 269-274. thinking and evaluation will be in high Description of the organization and pro- school. cedures by which 102 Wichita, Kansas,
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teachers and a college consultant revised, Symposium on Volume I of the NCTE coordinated, and integrated the Englishcurriculum series.The views vary from curriculum. "outdated before publication" to "a lifetime Smith, Dora V. "Creative But without De-would be too short to attain all its goals." sign." XXXIII (May 1944), 232-236. Booth, Miriam B. "How to Insure Growth Number 6 in the Symposium on the threethroughLong-TermPlanning."XXXIX books reportingthe Stanford Language(Apr. 1950), 195-201. Arts Investigation. Discussion of the advantages and results of long-term planning in the English curric- "Reestablishing Guidelinesulum then operative in the Eric, Pennsyl- for the English Curriculum." XLVII (Sept. vania, secondary schools. 1958), 317-326, 338. Emphasizes communication with the stu-Burton, Dwight L. (chm.). "A Check List dent as individual, persistent teaching offor Evaluating the English Program in the processes and skills at ability levels, andJunior and Senior High School." LI (Apr. the teaching of literature. 1962), 273-282. Prepared by the Commission on Cur- Thornton, Helen (chm.); Bennett, Louise;riculum of the National Council of Teachers Carlin, Jerome; Lovrien, Marian; Peavey,of English. Outlines criteria for evaluating Blanche E. "Overview: Terminal and Pre-the English program. paratory, A Report of the NCTE Commit- tee on English in Terminal Secondary Edu-Christison, Jean L. B.; Gordon, Edward J.; cation." XLIII (Dec. 1954), 488-515. Farmer, Paul; and Mitchner, Robert W. The overview of th;s committee report"The Significance of The English Language isajointcreation; subdivisions includeArts in the Secondanj School: A Sympo- Characteristics of Terminal Students, Eng-sium." XLVI (May 1957), 286-293. lish Program as Related to the Needs of Two teachers of English in public high Terminal Students, Types of Source Mate-schools, one from a private high school, rial and Classroom Procedures, Conclusionsand a college professor of English give and Recommendations. Individually signedtheir ideas on the significance of Volume selections are indexed alphabetically underIII in the NCTE curriculum series, pub- this section heading. lished Nov. 1956. Dias, Earl J. "Shakespeare or Hemingway Thornton,Helen."EnglishhiTerminalOr Both?" XXXIV (May 1945), 278-280. Secondary Education: A-V Education for (RT) Nonacademics." XLIII (Dec. 1954), 512- Need of proper balance between the 515. "classical" approach to literature and the Outline of a unit on the American herit-"modern" approachinthecurriculum. age incorporating audiovisual aids designedStudy "classics" in class and have students to challenge nonverbal terminal students. read "modern" works outside. Zollinger, Marian. "A Teacher's Guide withDonchian, Peter. "For Action Now." XLII a Difference." LI (Mar. 1962), 184, 189-(Jan. 1953), 34-35. (RT) 191. An evaluation of Volume I of the NCTE An outline of the content and the pro-curriculum series, The English Language cedures used in writing the program for Arts. "college-capable" students in the Portland, Oregon, high schools. Early, Margaret J. "What Do They Want to Learn?" XLIV (Nov. 1955), 459-463. A survey of student opinion concerning Curriculum Evaluation 69 content and methods of English courses; Bedell, William M.; Dilley,Lois Anne;significant implications for curriculum revi- Gallant, Joseph; Mohle, Eula Phares; New- sion. ton, H. C.; and Noyes, E. Louise. "VariedGrey, Lennox. "Junior College Revolution Views of The English Language Arts." XLIor Evolution." XXXVI (May 1947), 261- (Sept. 1952), 362-369. 263. (RT)
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Discuses possible changes which might1946) reveals that the chronological organ- accrue with the creation of the four-yearization of literature is obsolete. junior college as advocated in The New American College and other publications. Minton, Arthur. "A Force of Darkness." XXXIV (May 1945), 243-246. Harris, Hortense L. "Our Readers Think." ExposesquestionableEnglishinthe XXXV (Jan. 1946), 47-48. handbooks (curricula outlines) thatcom- A critical view of the program outlinedmunal creation perpetrates. in Education for All American Youth,as discussed in the Sept. 1945 EJ (p. 403). Sensabaugh, George F. "A State Survey of English Courses of Study." XXXVII (Apr. Herzberg, Max J."Criteria for Courses."1948), 229-235. XXXVII (Apr. 1948), 196-197. (RT) Lack of systematic approach to writing The author cites nine criteria by whichand no discernible plan for progression in the local school administrator may decidethe programs describing literature led the for himself how closely the course of studycommittee of the two-year study in Califor- in his own community follows the philos-nia to various recommendations concerning ophy and goals of the state program oflogical and sequential programs in both New Jersey. writing and reading. "Conflict and Progress." XXXIII (Jan. 1944), 1-5. Smith, Dom V. "A Curriculum in the Lan- Discussion of six definite ways in whichguage ArtsforLife Today." XL (Feb. English as a subject is changing: broaden- 1951), 79-85. ing base; moving from narrow techniques Listening, thinking, critical reading, and to "communication"; total experience; de- wise use of communication need increased veloping the good society;emphasizing attention in the English classroom as the Americanliterature;interestinreadingcontemporary teacher endeavors to help techniques. 1%Idents understand the world and assume eJsponsibility for the future. Lal3rant, Lou. "As of Now." XLVIII (Sept. "The English Language 1959), 295-303. Arts: A Link between Yesterday and To- Marks nine changes in the educationalmorrow." XLII (Feb. 1953), 72-79. scene basic to curriculum reconstruction in Some ideas on how the English program English. Suggests a new program conceivedcan bring together "the best that has gone on six essential principles. before" and make it useful for the present McClure, E. Isabella. "English in the Ex-and helpful to control the future. perience Curriculum." XXXVI (Jan. 1947), 7-11. Strom, Ingrid, M. "Summary of Investiga- tions Relating tothe English Language OutlinescontributionswhichEnglish Arts in Secondary Education: 1959-1960." makes toward theuse of the scientific L (Feb. 1061), 111-125. method in the experience curriculum. These Broad discussion of the various aspects appear under the headings of oral andof research and publication concerned with written English. A sample code sheet onthe teaching of the English language arts, technical English is included. in a limited time-space, with conclusions McKowen, Clark. "English for Everyone." onintangible influences and measurable LII (Nov. 1963), 613-618. techniques. Bibliography-84 items. Satiric endeavor to point out that many "Summary of Investigations students fail to profit from English classes Relating to the English Language Arts in becauseofunimaginativeteachersand Secondary Education: 1960-1961." LI (Feb. teaching methods and outmoded curricula. 1962), 123-140. Meade, Richard A. "Organization of Lit- Resumes summary of investigationsin erature for Juniors and Seniors." XXXVIall areas of teaching the language arts. Bib- (Sept. 1947), 366-370. liography-90 items. An analysis of the English course of "Summary of Investigations study in fifteen states (published from 1934- Relating to the English Language Arts in
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SecondaryEducation:1961-1962."LII science and points out the advantages in (Feb. 1963), 118-136. keeping the fields separate. Third successive summary of research studies in the language arts in high school. Gordon, S. Stewart. "Literaturein Cor- Bibliography-102 items. related Programs." XXXIX (June1950), 313-317. Thornton, Helen. "A-V Education for Non- Isolates the shortcomings of core pro- academics: English in Terminal Secondary grams as the loss of the "peculiar value of Education." XLIII (Dec. 1954), 512-515.literature" and suggests ways to study liter- Audiovisual education considered vital toature in terms of its raw content and as the terminal high school studentwith unithumanistic art. suggestions, Greene, Jay E. "Teachers of English, Social Vander Werf, Lester. "What English Stu-Studies, and Speech Coordinate Efforts." dents Want to Study." XXXVI (Sept. 1947), XXXIX (Oct. 1950), 451-452. (RT) 377-378. (RT) Evaluation of Core Curricula experiment Teacher use of a survey of student opin- in a New York vocational high school, in ion of what students considered important which English andsocialstudies were in English. given as specific objective, "Improvement of Pupils' Oral Discussion Techniques." Wallerstein,Ruth. "The Reportofthe Commission on Curriculum: A Criticism." Harrison,Verna. "Fusion in the English XLII (Oct. 1953), 371-377, 387. Curriculum." L (May 1961), 341-343. (ST) Attempts to offer constructive criticism Examines elements to be compounded on a variety of "limitations of the report" grammar, literature, and composition; sug- and develops with some fullness a numbergests that fusion of all allows for greater of suggestions pertinent to meet criticism. variety of activities, approaches, and meth- Wright, Alice C. "Ultimate Values in theods. Teaching of English." XXXIII (May 1944),Hatfield, W. Wilbur. "Is English Needed?" 237-240. XXXIV (Apr. 1943), 213-214. The importance of teaching ethical-social Deplores the then-current trend to cut values in English for their own sakes andtime allowed for English or to make the for their motivation toward self-improvc-subject incidental in core curricula. ment. "The Editor Reflects." XXXIV (Sept. 1945), 389-390. Curriculum Organization 70 Deals with the views of the editor's cor- Alwin, Virginia. "A Setting for the Inter-respondents on the fusion of English with relationof the Language Arts." XLVIIother subjects and calls on teachersto (Feb. 1958), 77-80, 85. make their own views known. Stresses fur, "relatedness of the four lan- Johnson, Frances. "A Unifying Theme for guage arts," Suggests the thematic or top- the Year." LII (Feb. 1963), 97-101. ical unit as the practical approach to lan- Year's work in composition and literature guage study. built around application of the thematic Carlsen, G. Robert, and Conner, John W. approach; Greek mythology and drama are "New Patterns from Old Molds." LI (Apr.beginning examples. 1962), 244-249. Mendenhall, Halcyon. "An American Her- Describes a new English program, based itage Course." XXXIV (Sept. 1945), 383- on one-semester courses in literature, com- 385. position, and speech for the eleventh and Names pioneer spirit and love of free- twelfth grades in a specialized school. dom as two of six items of the heritage and Glicksberg, Charles I. "In Defense of Eng- cites illustrative materials for attainir.7 the lish." XXXIV (June 1945), 309-315. goals of the course. Denounces the movement to absorb theNeville, Mark. "Sharing Experiences with English curriculum into the field of socialFarmville." XXXIV (Sept. 1945), 368-372.
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English as broad field and as integralEstes, Helen J. "College Level English in part of a core course curriculum aimed atHigh School." XLVIII (Sept. 1959), 332- education for social consciousness. 334. (ST) Noyes, E. Louise. "Watchman, What of Describes a program used in a Connecti- 'Integration'?" XXXV (Feb. 1946), 86-89. cut high school, designed to provide honor Relates success and failures with inte-students with a preview of college work in grated curriculum of literature with sociallanguage and literature. studies. Grommon, Alfred H. "Coordinating Com- positioninHigh School andCollege." Overton, Harvey. "Eleventh Grade Elec-XLVIII (Mar. 1959), 123-131. tives." XLIV (Apr. 1955), 211-214. Organizational solutions to the problem Creativewriting,oral communication,stated in the title followed by detailed sug- dramatic literature, literary interpretation, and general English offered to eleventhgestionsconcerningqualitiesdesiredin grade students. composition. Hatfield, \V. Wilbur. "Must We Choose?" Simpkins, Edward. "The Detroit Plan forXL (Jan. 1951), 37-38. Sequence in Writing." LI (Dec. 1962), 640- Urges teachers of English to accept two- 642. fold task: development of language skills Approach to sequence in writing basedand of the pupils' personality. on thematic organization of the curriculum and on au interrogation-response technique. Hayden, Pat. "A Project in Up-Grading." LII (Jan. 1963), 49-51. (ST) Waldrep, Reef. "Core Teaching Has Plenty The English program improved by in- of Room for Grammar." XLII (Jan. 1953),service training, reduction of teaching 24-28. loads, and well-planned articulation. Indicates the merits and achievements of a specific core curriculum, but shows also Harvey, Regina." Goodbye, William Shake- that time honored approaches can be fittedspeare." XXXVIII (Nov. 1949), 512-515. into its framework. This teacher regrets the deletion of much great literature, "the best that has been thought and said ..." because of question- Curriculum Special Aspects 71 able goals. Boyle, Regis Louise. "Devising a Journal- Hook, J. N. "If Curriculum Is to Be Se- ism Curriculum." XXXVI (Apr. 1947), 188-quential." LI (Feb. 1962), 79-84. 191. National standardization of the English Outlines the content for two semesters ofcurriculum is neither possible nor desirable. journalism. Specific skills are suggested andLocal sequential programs are possible and includes time allotment for each semester. desirable. Certner, Simon. "Adapting the Curriculum Kerchner, Nel le F. "Rearing in the Sec- to Nonacademics: Idealism, Democracy,ondary School." XXXIV (June 1945), 329- and the Common Man." XXXIV (Mar.333. 1945), 127-132. Describes a comprehensive program be- The English class as the stage for theing carried out by the Chicago Public ideals of democracy, the dignity of man,Schools on revision of the high school Eng- and social and moral urgency. lish course. Gives seven aspects of reading guidance. Chasman, Daniel. "Stretching the Curricu- lum." XLIII (Feb. 1954), 78-80. Mains, Frances. "World History and Eng- A teaching experience (eleventh grade)lish." XXXIV (Dec. 1945), 552-554. Describes a double-period course com- which extended the study of literatureas a cultural medium to include painting andbining English and history. drawing, sculpture, architecture, and mu-Nib lett, Lawrence. "The Rutgers Plan: Not sic, thus providing a broad appreciation ofEnough or the Right Kind of Help." XLIX the arts. (Oct. 1960), 481-482. (ST)
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Critical response to the "Rutgers Plan"Trout, John M., Jr. "Debating for Every- described in the Apr. 1960 El; calls for re-one." XXXVIII (Nov. 1949), 506-511. search on quality education under opti- Experience with an inclusive high school mum teaching conditions. debate program and suggestions for making the debating program more widely utilized Vogel, Albert W. "The Teaching of Eng-and effective. lish in the Soviet Middle School." XLVIII (Oct. 1959), 393-397. An analysis of textbooks used to teach De Voto, Bernard 75 English in the Soviet primary and second-Granville, Hicks. "Some Literary Fallacies." ary schools. The lower grades focus on the XXXIII (Nov. 1944), 459-465. alphabet, phonics, and simple sentences, An evaluation of Bernard De Voto's The while the upper groups include literaryLiterary Fallacy and the place of the writer selections from the classics, and ext-snsivein contemporary society. grammatical exercises.
Wood, William Ransom."Literature for Diagraming 76 the Community College." XXXVIII (Jane 1949), 322-327. Becker, alma. "Discard Diagraming?" XLI Description of the community college, (June 1952), 319-320. (RT) its problems and personnel and purposes. In response to Tovatt (Feb. 1952 El), Suggests a literature program appropriaterecommends diagraming as helpful, picto- to the situation. rial aid. Makey, Herman 0. "A Means or an End?" Dana, Richard Henry, Jr. 72 XLII (Mar. 1953), 159-160. (RT) After pointing out the danger of permit- Mathews, Stanley G. "Story of an Americanting diagraming to become an end rather Classic." XXXIX (Dec.1950),580-581. than a means, the author discusses the im- (RT) portance, the value, and the close associa- History of the publications of Two Yearstion between diagraming and an analysis of Before the Mast. the sentence
Davis, H. L. 73 Tovatt, Anthony L. "Diagraming: A Sterile Skill." XLI (Feb. 1952), 91-93. Kohler, Dayton. "H. L. Davis: Writer in A plea that conscientious English teach- the West." XLI (Dec. 1952), 519-526. ers reexamine their use of diagraming as a Davis appraised as writer of technical teaching device. expertness and moral insight, who tells his stories "in terms of human violence and man's inescapable relationship with natural Dickens, Charles 77 environment." Felice, Sister Mary, F.S.P.A. "An Approach to Teaching A Tale of Two Cities." XLVIII Debate and Debating 74 (Jan. 1959), 31-33. Class and group experiences in extracting McClelland, Samuel D. "The Function of the essence of theme, plot, character, and Debating." XXXVI (Feb. 1947), 91-93. setting from the novel. A detailed discussion of the place of the formal debate in the educational programFord, Isabel Oldham. "Teaching a Key and the skills developed through this ac-Chapter of A Tale of Two Cities." XLII tivity. (Nov. 1953), 466-467. (11T) Author presents a complete plan used in Reynolds, William John. "Practical Applica- the study of Chapter 3 of Book II, "Disap- tion of the Debate." XLI (Dec. 1952), 554-pointment," from Charles Dickens' A Talc 555. (RT) of Two Cities. Senior mock trial and its effect in devel- oping language skills and better public re- Hutton,HarryK. 'They Know Not lations. Dickens." L (Apr. 1961), 276-277. (ST)
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Lamentsfact thatDickens' devoteesSome reference to teacher responsibilityon have short-changed a generation of brightthe uses and content of dictionaries. students who could appreciate the appeal of "the greatest humorist and satiristin Miller, Ward S. "Word Hobbies." YY.XVII English literature." (Jan. 1948), 31-35. Suggestions to make dictionari exercises Lobdell, Lawrence 0. "A Classicas Read-interesting and meaningful. ing Matter for Retarded Readers." XXXIX (Nov. 1950), 491-496. Russell, I.Willis. "Webster's Third New Abridged version of A Tale of Two CitiesInternational Dictionary." LI (May 1962), used to raise competence of smallgroup of331-334, 348. a special type retarded readers. An "essay- review to attempt an evalua- tion" of 1Vebster's Third New International Powell, Eugene. "Oral English witha Pur-Dictionary, 1961, "especially in terms of" pose." XLV (Oct. 1956), 416-417. (ST) Webster's New International Dictionary, Group motivated discussion of A Talc ofSecond Edition, 1934. Two Cities. Tuttle, Carolyn K. "A Little Lexicography Stange, C. Robert. "Dickens and the FieryIs Not a Dangerous Thing." LI (Dec. 1962), Past: A Tale of Two Cities Reconsidered." 648-649. (ST) XLVI (Oct. 1957), 381-390. Project that introduced students to the Appraises the Dickens novel as goodproblem of devising definitions. choice for the high school program because itillustrates the nature and problems of fiction,vivifies the meaning of the past, Douglas, Lloyd 79 and offers a reading of history, humane and deep, by a great artistic intelligence. Frederick, John T. "The Robe and The Apostle." XXXIII (June 1944), 281-288. Wrigg,William.'Dickens'Message of A search for reasons for the popularity Christmas." XLVIII (Dec. 1959), 537-539.of the two books and a penetrating analysis (ST) of their meaning and value to the reader. An account of Dickens' mood whencom- posing "A Christmas Carol" and an evalua- tion of the tale as a seasonal inspiration. Drama 80 Allen, Garland E. "Using Recorded Dra- Dictionaries 78 mas." XLVII (Nov. 1958), 511-512. (ST) Armstrong, David T. "Dictionary Work." Cites specific recordings used for college XXXIV (Nov. 1945), 490-492. preparatory and noncollegc-bound classes; Explanation of dictionary use and quizspecifies Schwann Long Playing Record work-sheets as aspects of a school-ownedCatalog as best s'.urce of disc information. dictionary project. Benner, Helen F. "Eighth Graders Learn Cebaur, Emanuel L. "Rawlings' Glossary."from Plays." XXXVII (Jan. 1948), 40-42. XXXIV (Nov. 1945), 507. (RT) (RT) Words in The Yearling l'ut not in diction- Describes in some detail several examples aries defined by Miss Rawlings herself forof the valuable experiences which eighth the class of the author of the article. grade students had in selecting and produc- ing one-act plays. Marckwardt, Albert H. "Dictionaries and the English Language." LII (May 1963),Casey, Joseph R. "Dramatize the Poets." 336-345. XLI (Sept. 1952), 373-374. (RT) Sympathetic and broad coverage of the Poetry that lends itself to dramatization editorial work and subsequent controversyfurnishes a pleasant way to develop stu- over Webster's Third New Internationaldent imagination. Dictionarytraditions from older dictionar-Force, William M. "Plays Should Be Heard ies, practical editorial decisions for this one,in the Classroom." LII (Mar. 1963), 206- eliminations,labels,andpronunciation.208. (ST)
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Contends that if a play is worth reading Dropout 82 in the classroom, it is worth reading aloud. Logan, Edgar. "Night School Tells Day Kaplan, Milton A. "The Radio Play as anSchool." XLV (Mar. 1956), 150. (ST) IntroductiontoDrama."XXXIX(Jan. Letters from two night school students 1950), 23-26. stressing importance of staying in school Advocates applying the techniques ofand the importance of learning to speak radio and other modern facilities for dra-and write correctly. matic presentation; drama has developed as a "result of changes in medium, in cus- "Tricks of the Trade." XLI toms, and in ideas." (Nov. 1952), 498-500. (RT) Touch of success via writing slogans and Konick, Marcus. "Drama in the Workshop."limericks for local contests changed a stu- XLIV (Nov. 1955), 464-468, 472. dent's outlook. Value of drama workshop in developing personality,inbroadening culturalhori- Du Maurier, Daphne 83 zons,andinincreasingunderstanding among races. Stockwell, La Tourette. "Best Sellers and the Critics." XLIV (Jan. 1955), 10-17. Po ley, Irvin C. "Drama in the Classroom." Analysis of why the writings of the pop- XLIV (Mar. 1955), 148-151. ular Daphne Du Maurier have not been Values of drama for various kinds of stu- responsibly considered by serious critics. dents, with specific references to Death of a Salesman, Julius Caesar, Hamlet, and Eliot, George 84 Saint Joan. Crawford, Meda Bonne. "Silas Marner Is "More Chances for Growth: Fun" XL (June 1951), 338-339. (RT) The Value of a Malvern Festival." XL High school sophomores participate en- (Oct. 1951), 433-436. thusiastically and enjoy Silas Marner by Significant bits from well-known plays grouped under such titles as "Feast ofquestion and discussion. English Comedy" are presented in "Mal-Stieglitz, Sarah Thonvald. "Review by the vern pattern" by speech classes to schoolCourt." XXXIX (Oct. 1950), 452-454. (RT) assembly and other audiences. Trial for the custody of Eppie as an instance by which to arouse sympathetic Rider, Virginia. "Modern Drama Educatesresponse when teaching Silas Marner. for Tolerance." XXXVI (Jan. 1947), 16-22. Reading and discussion of plays depict- Bowyer,Frances."ConnectingPresent ing class discrimination and economic in-'Life' and Silas Marner." XXXV (Sept. equalities as teaching unit on tolerance 1946), 399-400. (RT) with helpful suggestions. Class program aimed at using the under- standing of literature to help students make Smith, Lawrence W. "Demonstrating Dra-their own adjustments to life. ma Values." XXXIII (Sept. 1944), 385-387. (RT) Haglin, Donna. "Raccoon Forks... Or A successful cooperative project of theRaveloe?" L (Nov. 1961), 556-558. (ST) English and speech departments. Experiment which substitutedFelsen's Crash Club forEliot'sSilas Marner in See also Play Production and Writing. general English classes. Many teenage nov- els contain "themes" of the classics, but in the teenage vernacular. Dreiser, Theodore 81 Heilman, Robert B. "Return to Raveloe: Ludlow,Francis."PloddingCrusader."Thirty-five Years After." XLVI (Jan. 1957), XXXV (Oct. 1946), 419-425. 1-30. Survey of Dreiser's qualities and charac- Examination of the style, theme, and teristicsas novelist with an attempt tostructure of the novel probably most pre- assess his significance. scribed for high school students during the
46 ENGLISH AND WORLD WAR II-- 87
past four decades; conclusion: "The bookexperiment with the inductive process, and is a good one for students to experience,his application of "scientific sobriety" to by way of what it does for training theirhis personal observationstill possesses val- imagination, giving them a mature, un-ue for modern readers and students. touched-up view of experience." Kanchl, Joy J."Silas Monieron Trial." LI (Dec. 1962), 647-648. (ST) English and World War II 87 Class member attorneys and judge try Barclay, Jean Hatfield. "Reading: Our War- Silas and acquit him on insufficient evi- time Discovery." XXXIV (June 1945), 295- dence. 303. McKenzie, Lncy Ann. "More Fun with Discussionof wartime unprecedented Silas Marner." XL!(Jan. 1952), 41. (RT)book buying boom, book club membership, Interest in SilasMarneraroused in fourtrends in reading, generally and among sophomore sections through map of Rave loeservicemen. and student written endings to the novel. Bishop, Sibyl. "I Like Teaching English to Sullivan, Sister Bede, O.S.B."Silas Monier Veterans.". XXXVI (Oct. 1947), 429-430. Letters." XLII (Nov. 1953), 453-464. (RT) (RT) Author cites passages from the novel Maturity of veterans makes a difference which lend themselves readily to correspond- in learning grammar and literature. ence and offers several unedited samplesBurgum, Edwin Berry. "Our Writers Arc of student written letters. Winning Victories Too." XXXIV(Jan. 1945), 1-9. Eliot T. S. 85 On literature written during and about wars: "good" war stories show insight into Daiches, David. "Some Aspects of T. S.human nature. Eliot." XXXVI (Dec. 1947), 501-508. Discussion of Eliot'sPrufrock and Other Clark, Harriet L. "The Veterans Arc Think- Observations, Poems,and TheWasteland ing about Education." XXXV (May 1946), as foundation of a poetic revolution that 236-241. has yet to produce a major poet. Reports from veterans illustrate that the schools arc presumptuous in assigning spe- Smith, Grover, Jr. "Getting Used to T. S.cific vocational courses: skill in comnsuni- Eliot." XLIX (Jan. 1960), 1-9, 15. cation is essential for all. Suggests that students should "experi- ence" T. S. Eliot's poetry in chronologicalDias, Earl J. "Secondary School English for order to get "used" to it.UnderstandingVeterans." XXXV (Dec. 1946). 550,553. comes, as "form" becomes the "message" Relates experience and givestipsin there is no difference between what theteaching English to veterans. poetry says and what it means. Fisher, Mary C. "War Guidance in English Class." XXXIII (Feb. 1944), 98-100. (RT) Emerson, Ralph Waldo 86 Successful projects in a New Jersey high Connor, M. Helen. "Emerson's Interests inschool during the Second World War. Contemporary Practical Affairs." XXXVIIIClicksberg, CharlesI."Creative English (Oct. 1949), 428-432. and the War." XXXIII (Jan. 1944), 29-35. Points to Emerson's mentions of con- A plea for schools to encourage pupils in temporary affairs in his writings: agricul-creative ventures related to contemporary ture, machinery, railroads and the Westevents. even the tariff. Lynde, Samuel Adams. "A Plea for the Un- Rusk, Ralph L. "Emerson and the Stream dereducated Veteran." XXXIV (Mar. 1945), of Experience." XLII (Apr. 1953), 181-187. 153-154. (RT) With Emerson's biography as the basis, Responsibility to veterans who have not the author discusses how Emerson's ideas had enough education to get assistance tin- his "fruits of the empirical method," his der the C. I. Bill of Rights.
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Neprude, Verna."Literature in Veterans'suggests speculation on English as a factor Education." XXXVI (June 1947), 310-316. in the present ideological struggle. Helpful teaching suggestions and specific book titles placed under unit headingsap-Bryant, Margaret M. "The Psychology of propriate to the education of veterans. English." XXXVI (Oct. 1947), 407-412. Discussion of the psychological factors Owen, Elvina Jane. "I Hear America Sing-in the development of the English lan- ing." XXXIII (Mar. 1944), 143-145. guage; cites illustrations to show that lan- A consideration of the significant contri-guage is ever changing, "apparently un- bution which the teacher of Englishcan consciously or socially rather than logically." make to the lives of future servicemen. Dykema, Karl W. "An Example of Pre- Penick, H. M. "An Open Letter to EnglishscriptiveLinguistic Change:'Don't'to Teachers." XXXV (Apr. 1946), 213-214. `Doesn't ." XXXVI (Sept. 1947), 370-376. (RT) Cites numerous examples to show that Experience in Armed Forces showsne-the status for the construction today isap- cessity of clear, accurate communication. proximately the reverse of what it wasa century ago. Pooley, Robert C. "Pre-Induction Training in English." XXXIII (Sept. 1044), 355-357.Gill, Naomi. "Contrast, Misleader of the An analysis of language arts skillsuponUnwary." XLIV (Dec. 1955), 507-512. which youth who will be joining the armed Contrast used as a language gimmick dis- forces can be working in regular Englishtorts the truth. classes. Landreman, Dolores. "Engineers, Atomic Schmidt, MildredC."Global ThinkingEnergy and English." XLVIII (Mar. 1959), throughBooksinFreshmanEnglish."132-135, 144. XXXIII (Feb. 1944), 93-97. Describes the peculiar language difficul- Ninth grade English students exploredties engineers meet in making their reports. stories and traveldescriptions of China, Concludes that English instruction is very India, Canadain terms of World War IIimportant to technical trainees. people and problems. Loban. Walter."No Way Around." XXXVIII (May 1949), 259-265. English Language Cites the needs of contemporary high Miscellaneous 88 school students and insiststhatEnglish teachers give them practice in observation, Barnes, Walter. "The School Program injudgment, reasoning, and in using the im- the EnglishLanguage."XXXIV (Mar.agination: language and thinking cannot be 1945), 137-142. separated. Calls for procedures in the secondary school to consolidate language as "social "Studies of Language Which behavior," as medium of thought, as "code"Assist the Teacher." XXXVI (Dec. 1947), of conventions, and as way to creatiou. 518-523. A discussion of twenty-two studies in the Bathgate, James E. "Some Thoughtson area of language and their bearing upon `The Linguistics of Suburbia'." XLVII (Maylanguage. 1959), 268-270. (ST) Takes issue with the author of the titleMead, Robert G., Jr. "EnglishWill It Be- quoted above (Jan. 1959El,pp. 21-25, 30). come Tomorrow's International Language?" Proposes the value of Latin for the revela-XLVI (May 1957), 282-285, 311. tions it contributes to the nature of lan- Analysis of an article by Ruth S. Bentley guage. and Sheldon Grebstein (Oct. 1956El)with the conclusion that "as evidence that Eng- Bentley, Ruth S. and Grebstein, Sheldon.lish is inevitably the future world language "EnglishTomorrow's International Lan-and that other languages are, therefore, in- guage." XLV (Oct. 1956), 395-399. creasingly unimportantfor the English- Presents some impressive facts on thespeaking world, the article can have un- spread of English as a world language and fortunate effects, ..."
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Millhauser, Milton. "Advice to My Son or Suggests teaching grammar and rhetoric The Linguistics of Suburbia." XLVIII (Jan. inductively thus enlarging students' exper- 1959), 21-25, 30. iences to cope with the problem of thinking Plea for the study of Latin to gain access and writing in an orderly manner. to a literature; reprimands proponents of study-Latin-to-learn-English. Brink, Lauren L. "The Inseparability of English and Speech." XXXIV (May 1945), Moir, William. "A World of Words." XLII269-271. (Mar. 1953), 153-155. Three ways of bringing English and Reports on a six-weeks' project of eighth speech closer. grade classes in the study of the develop- ment of the English language, beginningBrown, Don. "Concepts and Practices in with the early Celts to the present.Brief Teaching Aural English." XLV (Dec. 1956), bibliography. 540-546. Stresses testing and effective class organ- Pollock, Thomas Clark. "Wisdom and Folly ization in planning instruction in this phase in the Teaching of English." XXXVII (Feb. 1948), 72-79. of the English program. Outlines current confusion in teachingBurnam, Tom. "A Note for Miss Higgin- English, but points to both experimental botham." XL (Oct. 1951), 436-439. and traditional ways as avenues toward "Brand-new copy of a brand-new text- solving the problem wisely. book" as departure for discussing the at- Reeve, Adrienne W. "Why Teach English?"titude that English in the classroom of the XXXIV (Sept. 1945), 376-378. prissy teacher is one thing and English as Stresses need of publicizing the meaning- "real people" use it is another. fulness of English to student and to com-Cook, Luella B. "The End of the Trail." munity. XLI (Dec. 1952), 540-543. Reeves, Ruth. "Conversation about a Car- Teachers should assimilate the ideas of penter." XLV (May 1956), 272-274. (ST) The Structure of English by C. C. Fries and A plea for purposeful training for theadapt them for their pupils so as to aid English teacherlanguage competence fore-their understanding of the nature of lan- most. guage and their power over its use. Thomas, Cleveland A. "Exploring LanguageFendell, Stanton J. D. "Lange: ge Patterns in Senior English." XLII (May 1953), 250-in Student Writing." XL (May 1951), 274- 255. 276. Expository writing and implementation Procedure in dealing with three types of of certain features of Hayakawa's Language adolescent writers: the hesitant, the volu- in Thought and Action in an "experimentalble, and the fluent. effort to find a satisfactory answer to the tucker, Philip Clark. "A Dissenting Opin- problem" of bringing students to a "deeperion on Language Trends." XXXVIII (Jan. examination of language and its possible 1949), 22-29. effects." Any approach to language study that Tilley, Winthrop. "Some General Sugges- seems to encourage the developing attitude tions for a Secondary School English Pro-of casualness should be examined care- gram." XXXIV (Feb. 1945), 97-99. (RT) fully. Concerned with pinpointing the areas of Healy, Winifred M. "Ideas for Enrichment." importance in English teachingwhich isXLIX (Apr. 1960), 264-266. (ST) primarily language. Under a variety of headings, lists 68 stu- dent and 14 teacher activities to enrich the English Language teaching of the language arts. Teaching of 89 Holmes,Marjorie."IntramuralApostro- Bossone, Richard M. "Let's Talk Sensephes." XXXIX (June 1950), 339-340. (RT) about English." XLIII (Oct. 1954), 371- Sport contest applied to sophomore class 373. to teach apostrophe and quotation marks.
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Kitchen, Aileen Traver. "The Language Be- Contends that high school students are longs to Them." XXXIX (Sept. 1950), 373- capable of being taught in a limited way 379. how to teach themselves and to gain first- Data to suggest that major problem in hand knowledge. Cites instances. language instruction is providing students the tools for observing language. Swatts, F. Isabelle. "Seniors Will Play- With Words." XLIII (Sept. 1954), 322-323. Markis,John."SimplifyingtheRules." (RT) XXXIX (Apr. 1950), 214-216. (RT) Vocabulary game which makes students On teaching language skills in a voca-see, think, pronounce, and use new words. tional boys' school without bowing to the "awesome idol, formal grammar." 'Thomas, Cleveland A. "Language Study: Neumayer, Erigelbert J. "Teaching CertainClassroom Procedures. XLV (Apr. 1956), Understandings about Language." XXXIX 201-205. (Nov. 1950), 509-515. Concerned with the basic importance of Lists four linguistic principles relating tometaphor to language, the handling of ab- words as symbols, connotation, abstraction, stractions with skill and understanding, and and description and opinion; and suggests teaching the uses to which language may classroom techniques by which students be put as procedure to give new meanings can be taught to understand these prin-and full understanding to future citizens. ciples. Trunk, Vincent Paul. "Teaching English vs. Olson, Helen F. "Teaching Basic Language Teaching about English."XXXVI (Apr. Skills." XXXIX (May 1950), 249-253. 1947), 179-183. Effective teaching of the basic language Emphasizes a more thorough comparison skills must be functional teaching; it mustbetween the factual situation and its verbal be based on the processes involved in therepresentation when teaching the English use of language (perception, organization, language. expression) and on methods which research Vander Werf,Lester."Texturesinthe and experience have found good. Teaching of English." XL (Dec. 1951), Rabinovitch, Ralph D. "Our Adolescents 559-561. and Their World." XLIV (May 1955), 261- Cites a number of instances where teach- 267, 283. ers projected a "texture of meaning" in their Needs of teenagers, such as clarity aboutapproaches to the teaching of language. role in family, clarity about sexual role, clarity about place in school, and clarityWalker, A. J."What Language Shall We about job future, discussed in relation to Teach?" XLII (Nov. 1953), 431-436, 448. possible ways of increasing teenagers' effec- Assumes a "position somewhere in the tiveness and creativeness. middle"betweenacceptablefunctional English and formal grammar approach. Scarangello, Anthony. "English Teaching inRich in illustration and suggestion. Japan." XLV (May 1956), 261-264, 294. Fulbright grantee reviews some amusingZahner, Louis."The Teaching of Lan- personal experiences and explains why the guage." XLIV (Nov. 1955), 443-450, 458. teaching of English in Japan, although taken The art of making sense (including word seriously, is not satisfactory. form, word order and pattern, and refer- ence to human experience in the world as Shepherd, Edith E. "Building a Background we know it), the art of getting the effects forUnderstanding Our Language." XL we are after, and the art of making discrim- (Nov. 1951), 499-505. inations. Describes attempt to meet individual and group needs and to increase understanding of languageinstudents,gradesseven English Language Usage 90 through twelve. Collins, Mary Alberta Choate. "Teaching Stallbaumer, Virgil R. "Teaching Self-Edu-Usage through Use of Scientific Inquiry." cation." XXXVII (Feb. 1948), 79-84. LI (May 1962), 335-337.
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Suggests using scientific approach to de- Larrabee, Carlton H. "Student Research in termine speech usage. Usage." XXXIX (Oct. 1950), 450-455. (RT) Students requested to observeuse3f Cook, Luella B. "Stanford University Sets who-whom and different from-different than Us All Right." XXXV (Jan. 1946), 37-40. reported confusion among alllevelsof Examinationofvalidityofteaching speakers. "grammar" to students. Testing shows that grammar doesn't improve general usage ofMalmstrom, Jean. "Lingrastic Atlas Find- the language. ings versus Textbook pronouncements on Current American Usage." XLVIII (Apr. Corbin, Richard."Grammar and Usage: 1959), 191-198. Progress but Not Millennium." XLIX (Nov. Reports findingsof a five-yearstudy 1960), 548-555. which coinrred information from the Lin- Provides perspectives on the problems of guisticAtlas of the United States and grammar and usage. Canada with that from current textbooks. Dean, Dennis R. "Slang Is Language Too!"Examines six illustrative patterns of such differences (sit-set, dived-dove, he don't, it's LI (May 1962), 323-326. me, back of, climbed-climb) and suggests Relates method of using slang as pointcertain implications for teaching. of departure for language study. Adds par- tial slang dictionary. Manning, Lena M. "Meeting Individual Needs in Usage." XLIV (Mar. 1955), 152- Draheim, Melvene M. "The Oral Approach155, 162. in Problems of Writing." XXXIV (Nov. Specific suggestionsfor using student 1945), 484-487. need,,interests, problems, and goals 'as Description of an English Usage Clinicthe context for improving language usage. in which individualized instruction is given to students referred to it for inability toPatterson, Emma L."Capitals and the spell or to construct sentences meaning-War." XXXIII (Oct. 1944), 438-439. (RT) fully. A brief discussion of differences to be found among publishers with regard to one Hartung, Charles V. "Doctrine of Englishconvention of capitalization. Usage." XLV (Dec. 1956), 517-525. Succinct, well-documented discussion ofPetitt,Dorothy."Traveling Salesmen of four schools of opinion on English usage.English: Usage Drills Related to Exper- ience." XLVI (Feb. 1957), 85-86. Higgins, V. Louise. "Approaching Usage in Inservice experience with relating drill in the Classroom." XLIX (Mar. 1960), 181-usage to the written and oral current unit 186. or theme. Builds on two premises: the teacher is the arbiter of language; language is statusPooley, Robert C. "Dare SchoolsSeta oriented. Lists four approaches: the levelsStandard in English Usage?" XLIX (Mar. concept, public and private utterance, cau- 1960), 176-181. tion in zones where the inept stray, and Statesprinciplesgoverningstandards; use of eclectic selection of reference books. lists twenty-five items English teachers and their colleagues should set themselves to Kenyon, John S. "Levels of Speech and correct. Colloquial English." XXXVII (Jan. 1948),Sundal,Lorraine D. "A TransitionPro- 25-31. gram in Grammar and Usage." XLV (Apr. "Levels" is not an appropriate term in 1956), 195-200. identifying language groupings. Bridging the gap between formal and functional grammar and "modern scientific Lacey, Mabel. "A Demonstration Lesson ongrammar and "modern scientific studies of Fun with Words." XXXVIII (June 1949),the language." 349-350. (RT) Illustration of classroom session on dis-Walcott, Fred G. "Language as a Function covering levels of usage in language. of Doing." XLV (Dec. 1956), 532-536, 554.
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"Language is a function of human af- Derrick, Clarence. "What Do You Expect?" fairs," and the criterion of its teaching, XLIX (Feb. 1960), 95-96, 101-107. therefore, is that "it helps to exercise and Exposes the dangers of teachers' relying perfect the skills that people need in theon subjective evaluations alone for deter- world of work and study and human en-mining achievementsofstudents.Case terprise." study evidences are presented. Williams, Robert D. "Usage, Logic, and theDusel, William J. "Planning the Program Predicate Noun." XXXV (Mar. 1946), 155-in Writing." XLV (Sept. 1956), 320-327. 157. (RT) Includes suggestions on the evaluation Device for teaching the logic of the of the pupils' composition work. grammar of predicate nouns. Hook,J. N."Characteristicsof Award- Womack, Thurston."Teachers' Attitudes winning High Schools." L (Jan. 1961), 9-15. toward CurrentUsage."XLVIII(Apr. Summary of the characteristics of high 1959), 186-190. school English programs producing win- Reports that "majority of teachers stillners in NCTE Achievement Awards. Use- reject most word usages that published in- ful to English departments in evaluating formation tends to support as acceptable." their own programs. Recommends ways to correct this situation. Myers, John W. "Identifying Students of See also Current English. Superior and Low Ability." XLIX (Oct. 1960), 485-487. (ST) Evaluation General 91 Reports criteria for identification of su- perior and low ability students. Alin, Richard S. "What Is a Good Unit in English?" XLIX (Sept. 1960), 395-399. Poo ley, Robert C. "Language Behavior of Identifies and discusses seven numberedAdults." XXXVIII (Feb. 1949), 73-82. criteria for evaluating teaching unitsin Discusses common flaws in adult speak- English. ing and writing to show how far English teaching has fallen short of success; sug- Bennett, Elizabeth Hart."Self-Rating ingests general principles for improvement. Discussion." XLIV (Sept. 1955), 352. (ST) Evaluation of self-rating chart for partic-Tanner, H. Jeanne. "What's Your Teaching ipation in discussion as a tool for stimu-Grade?" XLIV (Apr. 1955), 230-231. (ST) lating all pupils to contribute actively. Sample list of teacher questions and stu- dent responses when 202 juniors and sen- Cook, Luella B. (chm.). "The Case of theiors evaluated the course. Loaded Questionnaire." XLIX (May 1960), 317-320. Traxler, Arthur E. "The Value of the Scores A report by the NCTE Committee onon the Parts of the Cooperative Mechanics Evaluation of Pupil Performance. of Expression Test." XXXIII (Dec. 1944), 557-558. (RT) "The Search for Standards." An analysis of the request from schools XLIX (May 1960), 321-328, 333-335. that scaled scores be provided for the three The problem of standards arises becauseparts of the mechanics of expression test. teachers have a responsibility to teach sub- jects and develop children. Solution mightWonnberger, Carl G. "Judging Composi- be reached by setting goals in required tionsMachine Method." XLIV (Nov. 1955), classes and standards of excellence in elec-473-475. (ST) tives. Flaws in an objective test of composition Davis, Frederick B."What Do Reading ability. Tests Really Measure?" XXXIII (Apr. 1944), Zollinger, Marian, and Dawson, Mildred A. 180-187. "Evaluation of Oral Communication." Discussion of emphasis of reading testsXLVII (Nov. 1958), 500-504. upon word knowledge and literal meaning Presents two specific methods for evalu- of separate statements to exclusion of otherating oral communication in the classroom: important reading skills. checklists to identify goals and appraise
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them, and flow chartsto help students Examines several of his novels to show be aware of the part they play ingroup that Faulkner has "made his solitary posi- discussion. tion a post of strategy and advantage in uncovering the social conscience of the Farrell, James T. 92 South," to show that his fictional Jefferson is "the geographical center of a moral uni- Farrell, James T. "Social Themes in Amer- verse." ican Realism." XXXV (June 1946), 309-315. The noted novelist examines the socialLittle, Gail B. "Three Novels for Compara- themes in several decades of twentiethcen- tive Study in the Twelfth Grade." LII (Oct. tury American realism. 1963), 501-505. Discussion of the possibilities of compar- Fast, Howard 93 ative study in the twelfth grade of three American novels, of which Intruder in the Fast, Howard. "American Literature andDust is one. the Dcmocratic Tradition." XXXVI (Feb. 1947), 55-60. Fiction 95 Effort to understand the state ofcurrent affairs through American letters. Williams, Elizabeth. "Teaching judgment of Prose Fiction." XLVII (Nov. 1958), 495- "An Author's Defense."499. XXXVI (June 1947), 323-324. (RT) High school teacher group attempt, by Rebuttal to criticism of the author's book,objective test and student criticism, to im- Citizen Tom Paine. prove the taste of their studcnts in the Hicks, Granville. "Howard Fast's One-Manreading of prose fiction. Reformation." XXXIV (Sept. 1945), 357- 362. See also Composition (Creative Writing), Literature (General and Selections), and Fast has shown that the historical novel Literary Criticism. need be neither sentimentalnor sensational; he peoples the past with human beings. Folklore 96 Rouse, H. Blair. "Democracy, American Lit- erature. and Mr. Fast." XXXVI (June 1947),Altrocchi, Tulin Cooley. "Uncle Sam's Folk- 321-323. (RT) lore." XXXIV (Dec. 1945), 529-536. Critique of Howard Fast's article in the Traces the origins of American folklore Feb. 1947 El, "American Literature and theand tells what America has done with it. Democratic Tradition." B. A. Botkin's categories. Beltz, George W. "Something for the Swift." Faulkner, William 94 XLVII (Dec. 1958), 573-575. (ST) Gifted students produced a two-hour Bigelow, Gordon E."Faulkner's Snopestape recording of American folklore. Saga." XLIX (Dec. 1960), 595-605. A keen analysis of the Snope saga tracingCober, Mary E. and Pierce, Hazel I. "The the meaning of Snopesism. Folklore Way to Understandinga Unit in Eighth Grade English." XLIII (Apr. 1954), Kohler, Dayton. "A Fable: The Novelas 191-192. Myth." XLIV (May 1955), 253-260. Project in which basic concepts of our Faulkner's use of a single event, themu- American way of life were transmitted to tiny of a French regiment on the Westernpupils through the social vistas opened by Front in May 1918, to producea symbolic discussion and narration of folklore. novel which inessential characterization and narrative detail parallels the story ofPilant, Elizabeth. "American Folklore for the Passion and the Crucifixion. Remedial Reading." XL (Apr. 1951), 227- 228. (RT) "William Faulkner and the So considered because humorous, simple Social Conscience." XXXVIII (Dec. 1949), plots are expressed as conversation and in 545-553. short sentences.
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Powell, Pansye H. "A Folklore Club." LI Suggestions for unit on Gilbert and Sul- (Oct. 1962), 489. livanto teaching general communication Discusses the organization asa high skills. school activity. Godden, Rumer 102 Forster, E. M. 97 Tindall, William York. "Rumer Godden, Bentley, Phyllis."The Novels of E. M. Public Symbolist." XLI (Mar. 1952), 115- Forster." XXXVII (Apr. 1948), 163-170. 121. Discussion of various novels, beginning Critique of the author's various novels, with Where Angels Fear to Tread (1905),The Ricer to A Candle for St. Jude. Miss in terms of wit, descriptive power, story Godden translates "the visions of major art- technique, and characterization. ists for those who could not receive them in the original." Frank, Anne 98 Lane, Mary. "On Anne Frank." XLV (May, Goethe, Johann Wolfgang von 103 1956), 269-271. Recounts the author's personal contact Melz, Christian F. 'Goethe and America." with the scene and survivors of the Diary, XXXVIII (May 1949), 247-253. and sees in Anne Frank a teenage spokes- Sees Goethe's references to America in man. terms of a land without tradition.
Frost, Robert 99 Grammar Miscellaneous 104 Cook, Reginald L. "The Stand of Robert Baker, William D. "The Natural Method of Frost, Early and Late." XLVIII (May 1959), Language Teaching." XLVII (Apr. 1958), 233-241, 261. 212-217. Traces the development of Frost's sub- Invokes plague on houses of both struc- ject matter, viewpoint, method, and tone. tural linguist and traditional grammarian; listsactivities for a "natural method" of Hopkins, Bess Cooper. "A Study of 'The teaching writing effectively. Death of The Hired Man'." XLIII (Apr. 1954), 175-176, 186. Clay, Martha Elliott. "Singing Definitions." Examination of a contemporary selectionXXXIII (Dec. 1944), 555. (RT) which exemplifies Frost's skill in transform- A device for teaching definitions of the ing a simple occurrence with living speech parts of speech. into a thing of beauty and universality. Conkling,FredR. "EnglishGrammar McGiffert,John."Something inRobert Should Be English." XXXVI (Mar. 1947), Frost." XXXIV (Nov. 1945), 469-471. 150-152. (RT) Frost's abilityto fuse concrete experi- Discussion of the confusion between pos- ence with a peculiar human uncertainty assessive pronoun and possesive adjective and to meaning. the relative adverb and the relative pro- noun. Fry, Christopher 100 Cook, Luella B. "Teaching Grammar and Redman, Ben Ray. "Christopher Fry: Poet-Usage in Relation to Speech and Writing." Dramatist." XLII (Jan. 1953), 1-7. XXXV (Apr. 1946), 188-194. Discussion and evaluation of the writings Suggests "inductive" approach to early of Christopher Fry, with frequent briefgrammar teaching, with examples to sup- quotations from his plays. port the suggestion. Francis, W. Nelson. "The Present State of Gilbert and Sullivan 101 Grammar." LII (May 1963), 317-321. Discussion of new and often complicated Fletcher, Paul F. "A Unit on Gilbert anddevelopments inrecent examinations of Sullivan." LI (Mar. 1962), 203.205. (ST) English grammar.
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Hatfield, W. Wilbur. "A Confused Issue."Thomas, Owen. "Grammatici Certant."LII XLII (Feb. 1953), 91-92. (May 1963), 322-326. Discussion of some of the basic issues Clarifies the assumptions andnature of facing the teacher ofgrammar in the lightthe four grammarstraditional, historical, of the controversy between traditional andstructural, and generative. linguistic grammar. Walker, A. J. "What Language Shall We McKowen, Clark. "The Decline and Fall ofTeach?" XLII (Nov. 1953), 431-436, 448. a Grammarian." LI (Feb. 1962), 100-105. Assumes a "position somewhere in the A humorous, fictionalizedaccount of amiddle" between acceptable functional Eng- young Englishteacherdiscoveringthatlish and the formal grammar approach. grammar is not very closely related toRich in illustration and suggestion. writing. Meade, Richard A."Who Can LearnGrammar New Approaches I05 Grammar?" L (Feb. 1961), 87-92. (MT) Investigates the relationship of mentalAlva, Charles. "Structural Grammar in Cali- ability to grammar learning with thesug- fornia High Schools." XLIX (Dec. 1960), gestion that curriculum be adjusted topro- 606-611. vide principles of grammar for those who Reports of a study concerned with extent can learn them and eliminate such contentof use, educational background and char- for those who cannot. acteristics of teacher-users, and judgments on its use by teachers. Mott, Bertram, Jr. "Interpreting Poetic In- versions: An Experiment." LII (Apr. 1963),Bertling, Lois Saunier. "English Grammar 257-261. and the Thinking Process." XXXV (Dec. Grammar as an aid in the reading and 1946), 544-550. interpretation of poetry. Outlines a suggested' procedure for the reorganization of grammar to meet the de- Rounds, C. R. "Historical Sketch ofan mands of progression in education. Attempt to Unify Grammatical Nomencla- ture." XXXIV (Apr. 1945), 215-216. (RT) Conlin, David A. "Form and Function: A Tells of effort and failure to unifygram- Quandary." XLIX (Oct. 1960), 457-463. matical nomenclature between 1910 and Examines the problem of form and func- 1913; an achievement practical and attain-tion in structural grammar, pointing out able and still in need of doing. that "in a modern analytic languagewe are still plagued with inflectional changes which St. Peter, Mary. "A Sentence Strikes Out."at times point in the wrong direction." L (Apr. 1961), 271-272. (ST) Personifies the sentence, which in finalCook, Luella B. "A Dual Approach to Gram- plea asks for "the studentas a tool for idea mar Study." XXXIV (Mar. 1945), 122-127. expression, not as a diagramed skeleton, Functional approach and logical approach a formulated structure, or a mechanicalboth necessary; cites example of teaching tinker toy." approach. Corbin, Richard."Grammar and Usage: Salisbury, Rachel. "Grammar and the LawsProgress but Not Millennium." XLIX (Nov. of Learning." XXXV (May 1946), 247-252. 1960), 548-555. Discusses the amount of grammar to be Perspectives by topical divisions: Gram- taught and how to teach that amountpsy- chologically. mar and Usage Defined, The "Levels of Usage" Approach, "Functional" Grammar, Sunda', Lorraine D. "A Transition Programand Structural Linguistics. in Grammar and Usage." XLV (Apr. 1956), Cowsar, Margaret I., and Teer, Margarete. 195-200. "How Does Grammar Mean?" L (Dec. What one English department is doing 1961), 596-600. in a period of transition to bridge thegap Space-time relationships in understand- between traditional or formalgrammar anding tensewith chart and its use in devel- "modern scientific studies of the language."oping the concept of time-tense. 55 v
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Fendell, Stanton J. D. "Dynamic English mational Grammar." LII (May 1963), 327- for the High School." XXXV (May 1946),330, 345. 252-256. The basictenetsoftransformational Urges teaching of "ear grammar"; relatesgrammar anditsapplicationtopresent f.xperience in using discussion in class today teaching of English against a backdrop illustrate usage. of traditional grammar and structural lin- Groff, Patrick J. "Is Knowledge of Parts of guistics. Speech Necessar ?" L (Sept.1961), 413-Ma Ms, Jackie. "An Experiment with the 415. (ST) New Grammar." XLVI (Oct. 1957), 425- Places responsibility for continued em-427. phasis on knowledge scientifically proven Account of a simple application in Eng- not relevant to the quality of written com-lish 8 of basic ideas from Charles Fries' position. Structure of English and from Paul Roberts' Hatfield, W. Wilbur. "What Standards ofPatterns of English. Usage?" XXXVIII (Feb. 1949), 95-96. Miller,Frances."StructuralPlottingfor Defines the prevailing NCTE approvalUnderstanding." LI (Dcc. 1962), 632-634, of descriptive grammar. 639. "Will Structural Grammar Informal experiments in teaching struc- Help?" XLVII (Dec. 1958), 570-572. tural grammar in seventh grade. Practical superiority of structural gram-Minton, Arthur. "Grammar Makes Sense." mar over conventional grammar seems toXXXVI (Jan. 1947), 26-29. be in greater concreteness, ease of inductive Gives suggestions to teachers on how to presentation, and inclusion of voice signalsprovide a functional setting for teaching and structure words. grammar. Howe, M. L. "Summarized Grammar." XLNoyes, E. Louise. "New Help for an Old (June 1951), 308-313. Task." XLI (Sept. 1952), 368-369. Pleads for teaching grammar inductively Stresses the importance of dealing with with illustrations to show how usage andcontemporary developmentsinlanguage punctuation automatically reveal relation- study. ships. Poo ley, Robert C. "Grammar in the Schools Hutton, Harry K. "Basic Trouble in Teach-of Today." XLIII (Mar. 1954), 142-146. ing Grammar." XLIII (Sept. 1954), 320. Presents contemporary trends in teaching (RT) of grammar with some specific illustrations Proposes reversal of "part of speech-rela-which outline the gradual accumulation of tion" order in favor of identifying the rela- knowledgeof grammar asaneffective tion and then the part of speech. "tool" of the language arts. Ives, Sumner. "Grammar and Style." LII (May 1963), 364-369. Roberts, Paul. "Linguistics and the Teach- Describes a procedure for marking anding of Composition." LII (May 1963), 331- extracting grammatical components of Eng- 335. lish sentences. Charts. The knowledge of the structure of the English laugo,,g,::grammar in progressive Kelly, Chenault, and Richards, Bertrand.refinementis increasing rapidly and be- "Grammar Is Not a Purple Turtle." XLVIII coming available to teachers as subject mat- (Apr. 1959), 199-205, 212. ter in humanistic study of the language; Grammar instruction based on the "non-such study, however, "is not to be expected" verbal awareness" theory, where generali-in an era of mass education to "effect any zations are delayed in favor of example and enormous improvement in writing." where literature is discussed for idea and reaction, not for right-wrong verbal evalua- Schuster, Edgar H. "How Good Is the New tion. Grammar?" L (Sept. 1961), 392-397. Report on high school experiment to dis- Lees, Robert B. "The Promise of Transfor-cover the effectiveness of the "new" (struc-
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tural) grammarwith tabulations and eval- language situations, not to terminologyfor uative commcnt. language situations." Searles, John R. "New Wine in OldBot- tles." L (Nov. 1961), 515-521. Conlin, David A. "Can TraditionalGram- mar Be Modernized?" XLVII (Apr. 19581, Suggests that linguistics will helpin- 189-194. crease student insight and strengthencon- trol over language and that the Traditional grammar should be "revised," teacher'srather than supplanted, by application duty is to perform a wedding of theold of and the new grammar. principles from structural linguistics. Sledd, James."Grammar or Gramarye."Dawson, Mary Wood. "The Passing of the XLIX (May 1960), 293-303. Pronoun." XLV (Jan. 1956), 34-37. (ST) Rebuttal by linguist Dr. Sleddto Bert- Pronouns studied in grammar texts of rand Evan's conservativegrammarian out- 1920's and 1940's to find thatgrammar is look; states the position of the still considered an end in itself, ratherthan structural means to correct usage. linguist on the purpose of the teachingof grammar. Frcase, Forrest W. "A Noteon 'New Help Suggs, Lena Reddick. "StructuralGrammarfor an Old Task'." XLII (Feb. 1953),93- Versus Traditional Grammar in Influencing94. (RT) Writing." L (Mar. 1961), 174-178. An objection to the article in the Sept. Reports the results ofan experiment 1952 issue where teachers voicedopinions comparing influence on achievementon aon the first volume of The English Lan- guage Arts, with particular discussion writing test of the study of structuralgram- on mar and of traditional grammar by eleventh chapter entitled "A Modern View ofGram- graders. mar and Linguistics."
Thomas, Owen. "Generative Grammar:To-Keller, Joseph. "On Teaching theGrammar ward Unification and Simplification."LIof English." XLV (Apr. 1956),206-207, (Feb. 1962), 94-99, 113. 215. Generative grammar as another alterna- In support of grammarper se"students tive in teaching grammar; here consideredenjoy the grammar of English whenpre- key to unification and simplification. sented to them for what it is:a system of sounds having meaning."
Grammar Traditional 106 Lessem, Sheldon W. "Grammar Hasa Place in the Classroom." XLIII (May 1954),260- Bain, Sherwood C. "A ConstructiveMeth- 261. (RT) od of Teaching the Basic Conceptsof Eng- Teaching experience in which it is shown lish Grammar." =VII (Mar.1948). 150-that grammar is thought ofas learning, 152. (RT) and as such belongs in the classroom. Edi- Students are asked to constructsentences torial footnote. from words in jumbled order listedin col- umns under headings such as "verb," "ap-Long, Ralph B. "Words, Meanings, Literacy, positive," "nominative of address,"etc. and Grammar." XLVII (Apr. 1958), 195- 199. Booth, Miriam B. "Activating Grammar." A defense of "traditional grammar,"at- XXXIII (May 1944), 241-245. tacking "New Linguists"on attitudes to- Specific examples of ways ofincreasingward the word, the place ofmeaning in the interest of junior and senior highschool analysis, and the written language. pupils in the study of language. McElroy, M. D. "Let the Grammar Grow." Cain, R. Donald. "Grammar's NotTermi-XLIII (Mar. 1954), 151-153. (RT) nology." XLVII (Apr. 1958), 200-205. Grammar and literature offered simul- Gives "exercise sentences" in actual lan-taneously in the belief that this naturally guage usages as approach to teaching gram-motivates, stimulates, and provides for real mar which emphasizes student "reaction toimprovement in personal communication. 57 I
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Mains, Edith E.The Cartoon and the Describes how syntax can be made clear TeachingofGrammar." XXXIV (Nov.to student in seven clearly defined steps 1945), 506-507. (RT) based on Subject) V(erb) Object) patterns. Shows cartoons drawn by students onAdvantages of writing to the SVO pattern the subject of Englishwith comment. are delineated. Makey, Herman 0. "Grammar Can BeSmith, J. Harold. "A Plan for Presenting Reasonable." XXXIV (Apr. 1945), 186-190. Grammar." XLVIII (Oct. 1959), 404-406. All grammar should be taught as ex- (ST) planation and organization of relationships A condensation of traditional grammar already recognized. via a chart showing structural functions of Miller, Helen Rand. "What if They Don'tsentence parts under noun and verb head- Know Grammar?" XL (Nov. 1951), 525-ings. 526. (RT) Strom, Ingrid M."Does Knowledge of Asks for better tests to ascertain whatGrammar Improve Reading?" XLV (Mar. grammar students know; sample to "sug-1956), 129-133. gest a way" toward such tests. Report on measuring, testing, findings, Muu, William. "Glamour in Grammar." XL and implications for teaching in an effort to (Sept. 1951), 388-391. clarify the claim that a knowledge of gram- Sixth to eighth grade grammar presentedmar functions in reading. with cartoons and games.Brief bibliog- raphy. Suggs, Lena Reddick. "Structural Grammar versus Traditional Grammar in Influencing Morland, Anita Borum. "Sample Lessons in Writing." L (Mar. 1961), 174-178. Grammar." XXXV (Sept. 1946), 393-395. Results of an experiment (eleventh grade) Something to say, mimeographed dupli-to determine the effectiveness of teaching cation, and class criticism as indirect ap-English according to the principles of lin- proach to the teaching of grammar in junior guistic science as compared with traditional high school. grammar. Mosley, Lorraine A. "Integrated GrammarWaldrep, Reef. "Core Teaching Has Plenty and Composition." XLV (May 1956), 274 -of Room for Grammar." XLII (Jan. 1953), 275. (ST) 24-28. Describes method for reducing grammar The merits and achievemews of a core to simplest terms and for integrating itcurriculum allow time-honored approaches with composition. to be fitted into its framework. Phillips, A. L. "Croving about the GroupWolfe, Don M. "A Grammatical Autobiog- Noun." XXXV (Feb. 1946), 97-99. raphy." XLIX (Jan. 1960), 16-21. Problem of agreement of pronouns and Applies the learning of grammatical con- verbs with collective nouns. cepts to the students' life experiences. Pooley, Robert C. "What Grammar Shall ISee also Composition, English Language Teach?" XLVII (Sept. 1958), 327-333. (Usage), Linguistics. Outlines a cumulative program in gram- mar for the junior and senior high school Great Books 107 and suggests key teaching procedures. Ford, Bernice A."Bread and Stones." Postman, Neil. "Grammar and the Educa- XXXVII (Nov. 1948), 475-478. tion Controversy." XLIX (Oct. 1960), 487- While all English teachers must "work 489. (ST) toward mechanical perfection," they must Purports "to suggest to both sides somealso continue "to challenge with great books of the devastating possibilities that inhere the thoughts and feelings of young people." in an adroit use of grammatical analysis." Hazard, Patrick D. "Behind the Tinsel Cur- Senatore, John J. "SVO: A Key to Clearertain." XLV (Mar. 1956), 134-137, 144. Language Teaching." XLVI (Oct. 1957), The teacher "must personally inhabit the 419-424. world of elite values and great books," but
58 GUIDANCE I l l
in an era of mass media he must learnto Interpreting the facts, translate these into the language of popular (6) Appointing a good leader, (7) Evaluating thediscussion, culture. and (8) A critic-teacher. Logan, Edgar."Stretch for the Stars."See also Speech Arts (Discussion, Class,and XLVIII (May 1959), 270-271. (ST) Group) and Oral English. Description of a high school Great Books Club whose membership requirementsare the reading of 10 classics andattendance Grouping 110 at discussions and lectures Ott outstanding authors. Mersand, Joseph. "HomogeneousGroup- ing." XXXIX (Sept. 1950), 394. (RT) Madden, Edgar. "Popularizing Readingin Grouping technique in a cosmopolitan the Small High School." LII(Jan. 1963), city. 46-49. (ST) A Great books Club projectto improveSee also Individual Differences. and stimulate reading skill andhabits of high school students. Guidance Ill See also Book (General). Arbuckle, Dugald S. "Can English Teachers Be Counselors?" XLII (Apr. 1953),192- Greene, Graham 108 193. Braybiooke, Neville. "Graham Greene: Assigns reasons to indicate why teachers A of English should be counselors toward Pioneer Novelist." XXXIX (Oct. 1950),415- the 423. "insight and understanding"necessary for Analysis of the novelist's worksto Thethe better life. Heart of the Matter as "accounts of men inBeachner, Anna M. "An English Teacher's pursuitphysically and spirituallybutpur- suit which leads to Part in Freshman Orientation." XXXV(Oct. a more profound under- 1946), 455-457. (RT) standing of themselves" since it forces them Suggestions to English teachers for help- "to look into themselves andsee in whose image they are made." ing freshmen adjust. Brown, Frances. "Students Consider Their Group Discussion 109 Futures." XXXIX (Nov. 195( 515-517. A unit on vocational interests and choices Glicksberg, Charles I. "Education forHate." which involved seniors in library research, XXXIV (Jan. 1945), 19-26. field interviews, and oralreports. Discussion of hate and of its effectson individual and country; describesclassroom Carlsen, G. Robert. "Literature andEmo- discussion of hate and teacher responsibil-tional Maturity." XXXVIII (Mar.1949), ity. 130-138. How literature may help students to be- Goldberg, Murray A. "DevelopingDemo-come better adjusted. Principles for teach- cratic Responsibility through Discussionof ers. Controversial Issues." XXXIV (Feb.1945), 66-71. Crawford, Vernelia A. "Vocational Guid- Dealing with controversial topics illus-ance inthe English Classroom." XXNV trates democratic methods for arrivingat(Sept. 1946), 397-398. (RT) conclusions and develops speech and library Students do research and writingon sub- skills. ject of potential vocations. Shoemaker, C. C. "Management of GroupDitton, Eileen B. "Literature is for Luna- Discussion." XXXVI (Dec. 1947), 508-513.tics." XLV (Oct. 1956), 414-416. Group discussion calls for carefulscien- Literature is no panacea, no patent med- tific planning involving: (1) Proper phrasingicine cure for disturbed personalities; plead- of topic, (2) Planned procedure, (3) Gath-ing for maladjusted authors is not teaching ering the facts, (4) Testing the facts, (5)literature.
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Elkins, Deborah."Students Face Their The students' needs, capabilities, and in- Problems." XXXVIII (Nov. 1949), 498-503.terests in the "realm of personal, educa- Guidance via "sociometric test,"inter-tional, and ethical guidance" are aspects of view, student confidences, diary, and dra-teaching, "not only subject matter but the matic discovery of student predicaments. whole child." Emig, Janet. "We are Trying Conferences."Orton, Wanda, "I See Them Sub, Ab, or XLIX (Apr. 1960), 223-228. Super." XXXV (Sept. 1946), 385-390. Discusses procedures, difficulties, and ad- Examples to show the stereotyped re- vantages of a system of individual con-sponses of the "normal" child; advocates the ferences to make high school writing effec-realization and treatment of each student tive. as individual. Eno, Isabel V. "Books for Children fromPeel, Lee S. "The Teenager Takes a Look Broken Homes." XXXVIII (Oct.1949), at Himself." XLII (Nov. 1953), 459-460. I 457-458. (RT) (RT) Books listed under six headings,e.g., Describes class project conducted to re- motherless, fatherless. fute printed allegations that most of today's young people are troublesome.Students Flaumenhaft, A. S. "Boy's Bookcase."composed, directed, and reported the re- XXXIV (May 1945), 272-273. (RT) sults of a questionnaire pertaining to dat- Father after son's wartime death tells ofing, outside activities, "smoking-drinking," the books in the son's bookcase. driving, and religion. Giddings, Arthur F. "Notes on the Teach-Roody, Sarah I."Teaching High School ing of Literature." XLIII (May 1954), 240-Seniors the Scientific Attitude towards 243. Life." XXXV (Jan. 1946), 33-36. Teachers must reorganize their literature Account of a teacher's experience in giv- programs toward books which depict realing pupils a chance to developopen- life situations. mindedness and clear thinking. Hand, Harry E. "Sex in the Modern Novel A Teaching Problem." XLVIII'Nov.Rowland, Helen G. "Dramatics: An Instru- 1959), 473-476. ment for Guidance." XXXV (Jan.1946), Favors a plan for class discussion on sex29-33. in the novel when occasion requires it. Outlines actual production of a play to demonstrate social values. Hastie, Wilma. "Senior Composition and Vocational Guidance: An Experiment inSenyard, Marie C. "Pinch-Hitting for the Integration." XXXIII (Oct. 1944), 439-440.Guidance Teacher." XLII (May 1953), 271- (RT) 272. (RT) A successful project in Fort Dodge, Iowa. Homeroom used as a guidance devi,:e. Kaminsky, Merle. "These Didactic StoriesShellhammer, Lois B."Solving Personal for Junior High." LI (Apr. 1962), 250-252.Problems through Sociodrama." XXXVIII Decries an overemphasis on homilies in(Nov. 1949), 503-505. the fiction included in junior high school Seventh grade class dramatized situa- anthologies; critical attention to such stories,tions to "understand how the other person however, may lead to important studentfeels when certain things are said or clone." understandings. Sheridan, Marion C."Equilibrium with Leonhard, Emma Mae. "From Panel Dis-Variations." XXXVIII (Mar.1949),1255- cussions to Orations: Seniors' Thinking Prob-130. lems." XXXVIII (Oct. 1949), 433-438. Discusses role of language arts in build- Outlines program for helping seniors faceing emotional balance. as adults the problems they meet. Swallow, Lucy. "The Forgotten Well of Mersand, Joseph. "The English Teacher and Living Water." XXXIII (June 1944), 312- Guidance." XLI (Mar. 1952), 141-147. 315.
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HEMINGWAY, ERNEST 116 A description of ways in which the Eng- The character and the plot of heReturn lish teacher can meet the hidden hungerof the Native "do not producea novel com- for the things of the inner life and spiritparable in effectiveness to Lord Jim." which all students have. O'Connor, William Van. "Cosmic Irony Warren, Naomi Hope. "Opportunities for in Hardy's 'The Three Strangers'."XLVII Guidance in the English Class." XXXIV(May 1958), 248-254, 262. (Nov. 1945), 480-483. The story in terms of intention, theme, The English teacher must bemore thanplot, focus-of-narration, cosmic irony,at- a technical expert, also a guide to human mosphere, success, and the world of Thomas and moral values. Hardy. Watts. Marjorie S. "We Must Learn HowSheridan, Marion C. "Teachinga Novel." to Be Free." .XXXIV (Sept. 1945), 362-367.XLI (Jan. 1952), 8-14. Emphasizes teaching students to think Illustrated with reference to The Return both in class and in everyday lifeas wayof the Native by Hardy. to freedom. Wenner, Blanche H. "Vocational Guidance Hawthorne, Nathaniel 115 forBook Characters."XXXVIII (Mar. 1949, 160. (RT) Anna, Sister, S.H., S.N.D., de Namur."El- Students gained interest in book charac-dorado in Salem." XXXV (Mar. 1946),153- ters by placing them in contemporary sit- 155. (RT) uations. Sixty-five high school junior girls byre- search and imagination recreate theworld See also Citizenship. of The House of the Seven Goblcsin min- iature and in literary essay. Guthrie, A. B., Jr. 112 Carpenter, Frederic I. "Scarlet A Minus." XXXIII (Jan. 1944), 7-14. Kohler, Dayton. "A. B. Guthrie, Jr., andthe A discussion of three answersto the West." XL (Feb. 1951), 65-72. problem of evil suggested by The Scarlet Considers Guthrie an important authorLetter: traditional moralism, romanticism, especially for the atmosphere ofwestern transcendental idealism. frontier days, which his bookscreate and preserve. Hennings, Alice B. "Teachingan `Idm' Story." XLII (May 1953), 256-259. Account of procedure followed in teach- Hale, Edward Everett 113 ing Hawthorne's "TheMinister'sBlack Veil." Drachman, Julian M. "SignificantDespite Impossibilities." XXXIX (Mar. 1950),163.Josephs, Lois. "One Approachto the Puri- Reasons why "A Man witho't a Coun-tans." L (Mar. 1961), 183-187. try" is useful for teaching despitethe fan- Includes critical study of The Scarlet tastic nature of the book's plot. Letter and The Crucible as means ofcap- tivating attention and as springboardto Oxley, Beatrice. "The Man WhoWasn'tcontemporary American literature. There." XXXVIII (Sept. 1949), 396-397. (RT) Marcus, Fred H. "The Scarlet Letter: The Hale's character Philip Nolan in "ThePower of Ambiguity." LI (Oct. 1962), 449- Man without a Country" isa creation of458. fiction. Treats the structure and themes of Haw- thorne's great work. Hardy, Thomas 114 Hemingway, Ernest 116 Hunt, Kellog W. "Lord Jim and TheReturnBluefirb, Sam. "The SeaMirror and of the Native: A Contrast."XLIX (Oct. Maker of Character in Fiction and Drama." 1960), 447-456. XLVIII (Dee. 1959), 501-510.
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The Old Man and the Sea discussed to Howells, William Dean 118 illustrate the theme of the article. Carter, Everett S. "The Palpitating Divan." Cotter, Janet M. "The Old Man and theXXXIX (May 1950), 237-242. Sea: An 'Open' Literary Experience." LI Traces the criticism of William Dean (Oct. 1962), 459-463. Howells and shows that, despite modern Discusses the role of the teacher in thecharges of prudery against him, Howells discussion of the novel: he "stands in the wrote "frankly and fully within the taste wings." and tolerance" of his late nineteenth cen- tury readers. Dias, Earl J. "Shakespeare or Hemingway Or Both?" XXXIV (May 1945), 278-280.Van Nostrand, Albert D. "Fiction's Flag- (RT) ging Man of Commerce." XLVIII (Jan. Hemingway as a symbol of modern ap- 1959), 1-11. proach to literature. Compares Howells' The Rise of Silas Lapham with Marquand's Point of No Re- Gurko, Leo. "Achievement of Ernest Hem-turn. ingway." XLI (June 1952), 291-298. Significant writer and relevant recorder, Hughes, Langston 119 Hemingway illustrates an American ideal: "the survival of the individual through the Anderson, Vivenne. "A Poet's Visit Shapes fullest realization of his own powers in freeCurriculum." XXXIV (Dec. 1945), 549-552. association with comrades who react as he The poet who visited was Langston does." Hughes. "The Heroic Impulse in The Old Man and the Sea." XLIV (Oct. Human Relations 120 1955), 377-382. Brickell, Henry M. "A Marriage Proposal." The extension of trends from Heming-XL (Oct. 1951), 423-427. way's earlier work, climaxing in a new note Exploration of the boy-girl relationship of affirmation regarding the world as anwhich led to reading, discussion, and writ- arena where heroic deeds are possible. ten and oral presentations of attitudes con- cerning marriage. McCown, Marietta. "A Beginning Unit in Literature." XLII (Oct. 1953), 385-387. Cardar, Shirley M. "One Use of Theme In addition to a greater appreciation forFiles in Junior High School English." L the story, the article describes benefits ac- (Mar. 1961), 195-197. (ST) cruing to b. Afth grade girls from a proce- File as way to establish rapport among dure used in studying Hemingw y's Theparent, student, and school. Old Man and the Sea. Collins, Catherine. "Telling the Lower Marcus, Fred H. "A Foretvell to Arms: TheGrades Stories of Tolerance." XXXVI (May Impact of Irony and the Irrational." LI 1947), 2.58-260. (RT) (Nov. 1962), 527-535. A unit in tolerance material: prepared by Hemingway's characters live in a wordjuniors in high school for lower grades. which draws men to destruction by irra-DeBoer, John J. "The Meaning of Democ- tional means, and this has resulted in aracy in America Today." XL (Mar. 1951), story of ironic twists of fate. 149-153. Plea for "united, undaunted profession" to keep avenues of communication open so Hersey, John 117 that youth may discover values in the free democratic way of life. Guinn, Kelsey. "John Hersey: Fact and Fiction." XXXIX (Sept. 1950), 355-360. Dowling, Kathleen B. "Reading to Grow." Critical comment and interpretation ofXL (Sept. 1951), 392-393. (RT) Hersey's achievement as a novelist in A Readings and brief student written re- Bell for Adano, Hiroshima, and The Wall.ports concerned with "sensitivity to prob-
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lems of people as people searchingfor Ostrach,HerbertF."English and the economic security." Lower-Class Student." LII (Mar. 1963), 196-199. Evans, William H. "Does English Havea Chance?" LII (Jan. 1963), 22-26. Provocative statement on the situation Community-made, administration-made, created by "class bias of English teachers and teacher-made barriers obstruct effec-and the inherent resistance of lower-class tiveness of English programs. students." Finley, Mabel S. "The Book Approach: An Bausch, Margaret; Pierson, Howard; Experiment in Intergroup Education."Hedges; Lincoln, Hope; Moline, RobertL.; XXXVIII (Sept. 1949), 384-388. Horst, Jacob; Vogel, Albert W. "To the Account of a teacher's use of discussion, Editor." LII (Oct. 1963), 542-546. (Ri- composition, and outside reading to im- poste) prove intergroup understanding. Seven signed letters objecting to the pro- vocative statements of Herbert F. Ostrich, Gombar, William. "International Interview." EILII(Mar. 1963), 196-199. XXXVIII (Mar. 1949), 153-154. Experience in establishing rapport be-Rider, Virginia. "Modern Drama Educates tween American prep school attendants and for Tolerance." XXXVI (Jan. 1947), 16-22. foreign registrants. Class discrimination and economic in- equalities in plays as teaching uniton tol- Gulick, James. "A Literature Unit in Hu-erance. man Relations." XLI (Sept. 1952), 348-351. Various approaches via a Human Rela- Spaulding, Alice Howard. "Intergroup Ed- tions Workshop 'technique "to get away ucationinEnglishClasses." XL (Nov. fromthesterile,stereotyped,academic 1951), 522-523. (RT) methods of presenting a compulsorycourse A study and discussion of the achieve- in high school." ments of persons of different background Lado, Robert. "On Improving World Un-from one's own. derstanding through Communication." XLII Wattenberg, William W. "Culture in Catas- (Nov. 1953), 465-466. (RT) trophe." XXXVI (June 1947), 320-321. (RT) Presents actual cases to prove that major Suggests a teaching unit in literature to obstacles to understanding through com-depict civilization in disintegration so that munication are physical isolation, fear and students will understand the destructive distrust, and linguistic and cultural mis- possibilities of atomic warfare. understanding. Logan, J.E. "Chief Complaints againstWolfe, Don M. "Students' Problems." XLIV Teachers." XXXVII (Sept. 1948), 371-372.(Apr. 1955), 218-225. (RT) Special study of student problemsas Ten complaints are considered with re-those which concern school, family, money, gard to their significance for human rela-boy-girl relations as a significant first step to tions. finding the natural level of student writing power. ?gallery, David. "A Human Relations Ap- proach to Writing." XXXIX (Oct. 1950),Wood, William R. "Rebuilding the Philip- 429-435. pine Schools." XXXVII (Jan. 1948), 42-44. Procedures and examples in which stu- (RT) dents examined instances of personalexper- A teacher from Evanston Township High iences to learn how to develop awaieness.School describes the enthusiastic response to an appeal for aid to Philippine schools Murphy, Nellie A. "Of Course There's No and lists American and Philippine schools One like That Here!" XXXVIII (Mar.which are cooperating in a rehabilitation 1949), 156-158. (RT) project. Sophomore level experience with a vari- ety of named books to learn about "all theSee also Intercultural Education and Un- characters who are people like us." derstanding, Parents.
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Humanities 121 Lorberg, Aileen D. "The Pun as a Legit- imate Comic Device." XXXVIII (May 1949), Baxley, Joe C. "Humanities for the Less 271-275. Able Student." LI (Oct. 1962), 485-487. Defends the pun as legitimate product Discusses the need for a humanities ap-of .vit, of intellect. The pun's damnation, proach and the plausibility for implement- if traditional, is unjustified. ing such a program. Clark, William A. "The Humanities Pro- Individual Differences gram in the High School." LI (Oct. 1962), General 123 474-476, 481, 489. Anker, Lieber. Analysis and description of a course in "Come, Learn with Mel" the humanities patternwith criticism ofXXXV (Oct. 1946), 438-442. such programs. Arousing class interest by encouraging "general education" students todiscuss, Logan, J. E. "Why the Humanities Ride write, and develop projects of their interest. High in Seattle." XLIV (Feb. 1955), 97-99. (ST) Carroll, Jane Z. "A Plan for Meeting In- Discusses the "Cultural Heritage" classesdividual Differences in Composition and Reading." XLVIII (Nov. 1959), 466-472, with their emphases upon mythology, world 483. religions, ethics, aesthetics, archaeology, an- thropology, and modern sciences. Concrete approaches in this plan include individualpupil folderi,staggered class Mersand, Joseph. "How Fare the Human-written themes, a lab period for using 21 ities in High School?" LI (Nov. 1962), 552-"remedial writing prescriptions,"S.R.A. 559. reading materials, and a point system for Reviews trends which influence the teach- outside reading. ing of the humanities in high school. Devine, Thomas G."English in Middle- See also Individual Differences (Talentedtown." LII (Jan. 1963), 42-45. and Honors). Describes the "mechanics of operation" of an English program where studentsmove at their own rates. Humor 122 Downes, Mildred G. "Plight of the Logo- Blair, Walter. "Laughter in Wartime Amer-phobe." XLVI (Dec. 1957), 559-563, 576. ica." XXXIV (Apr. 1945), 179-185. The logophobe is the inarticulate; he is Three types of wartime humorthe hu-a doer rather than a talker, not necessarily mor of the Irresponsibles, of the Ruggedlacking in intelligence. Individualist, and of the Poor Little Men. Eno, Isabel V."Books for Handicapped Broening, Angela M. "Lesson Plans in Read- Children." XL (May 1951), 277. (RT) ing: Reading a Humorous Selection." Lists books and sources of material use- XXXIII (Feb. 1944), 77-78. ful to teachers working with handicapped Presentation of purposes of and specific children. ways for teaching humor. Hook, J. N. "Each Is an Island: Individual Click, Donald W. "Humor and Compre-Differences in the English Classes of Little- hension." XLI (June 1952), 321. (RT) vile." XXXVII (Jan. 1948), 8-14. "Humor makes a classroom warmer." For A four point program for conducting some reading lessons, mount jokes on card- nondivided English classes of students of board; with more mature students, analyze. various abilities and interests. Cordon, Edward J."What's Hapened toJewett, Arno. "The Underprivileged in Lan- Humor?" XLVII (Mar. 1958), 127-133. guage Arts." XLII (Mar. 1953), 131-137. An analysis of the humor of the twen- The importance of recognizing and treat- tieth century and its need and weaknesses.ing individual differences in the classroom. Compares Huckleberry Finn and The LateSpecial attention is given to the more effec- George Apley. tive teaching of the bright student.
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INDIVIDUAL DIFFERENCES 124 Mersand, Joseph. "Discovering the Individ- lish came into the schools." Discussessix ual in Large Classes." XLVI (Oct. 1957),principles concerning the kind ofinstruc- 406-409. tion of most worth to more students. Through classroom management thatrec- ognizes individual differences, differentiatedEbbitt, Paul F. "Drama for Slow Learners." book reports, and individual conferences,LII (Nov. 1963), 624-626. (ST) varying abilities and interests can be dis- Reading plays aloud by a class of seniors closed and reached. of low reading ability producedmore en- during values than drillson the mechanics, Myers, John W. "Identifying Students ofspelling lists, or vocabulary. Superior and Low Ability." XLIX (Oct. 1960), 485-487. (ST) Golden, Ruth I. "Slow LearnersInstruc- Criteria for identification of superior andtional Tapes and Insight." LI (Sept.1962), low ability students. 418-420, 442. Outlines a program for teaching "basic" Poo ley, Robert C. "English in the Coming sections or "slow" groups. High School." XXXVII (June 1948), 284- 291. Greene, Laura. "This Worked witha Low- A plea for greater unity in curriculumAbility Group." L (Apr. 1961), 272-273. and increased attention to individual dif- (ST) ferences. Shares an experience in which carefully chosen reading material leadsto discussion Searles, John R. "Bridging Gaps betweenand disciplines writing. Levels." XLIII (Sept. 1954), 304-307. Discusses procedures for meeting the gap Hankins, Gretchen C. "The Case forBasic between high school preparation and col-English." LI (Feb. 1962), 116-119. (ST) lege freshman performance, behveen the Develops the need for programs in Eng- most advanced and the most retarded stu-lish slow learners. There isa need for spe- dents in the classroom. cial materials and teaching techniques for these students. Thurston, Mary Ethel. "Challenging Their Abilities." XXXV (Apr. 1946), 203-207. Hatfield, W. Wilbur (ed.). "XG Program." Case studies in both extremes of readingXL (Dec. 1951), 553-559. ability. Suggests new ways are needed to Small classes, relaxed atmosphere, and "reach" both extremes. flexible curriculumremove emotional blocks from minds of slow learners who then Sec also Curriculum and Reading. prove that they can listen and communi- cate. Individual Differences Katz, Martin R. "A Poetry Unit in Action." Slow and Retarded 124 XXXV (Dec. 1946), 536-540. Suggestions for teaching poetry to the Alexander, Erin. "English Has Been." LII noninterested. (Feb. 1963), 102-104. A program for slow classes basedon stu- Kershner,Geneva."The Slow Learner dent attitudes toward language and lan-Reads and Writes." XXXV (May 1946), guage study. 264-267. Account of using the library andits Beachner, Anna. "Functional English."books to interest slow learners in communi- XXXIII (Sept. 1944), 384-385. (RT) cation skills. Teacher's use of the "functional"ap- proach to interest noncollege-destined soph-Lessem, Sheldon W. "Reading for Slow omore class. Learners." XLV (May 1956), 275-277. (ST) (*.arisen, G. Robert. "English for the Un- Names the obstacles to be hurdled be- gifted." L (May 1961), 329-333, 337. fore progress: regimentation lest students Maintains need for giving more carefulbecome confused, and strong incentives to attention to the "ungifted average" studentbreak down the barriers of frustration. for whom the "very subject matter of Eng-Lobdell, Lawrence 0. "A Classic as Read-
65 INDIVIDUAL DIFFERENCES 124
ing Material for Retarded Readers." XXXIXwith a Slow Class." XAXIV (May 1945), (Nov. 1950), 491-496. 276-278. (RT) Describes experience of Reading Institute Tells of rewards and learning derived of New York University class of nine re-from practice teaching in a slow English tarded students, ranging in reading skills class. from 5thto6th gradelevel,with an abridged version of Tale of Two Cities. Sonke, Dorothy E. "Growth Experience in Theme Writing." XLII (May 1953), 246- Lutz, Una Dell. "Books for Severely Re-250. tarded Junior High School Readers." XXXIX The writing of a series of essays enabled (Oct. 1950), 439-447. the teacher "to sound the emotional depths" Lists of books for students who need an of a particular eleventh grade class, twenty- adolescent contentinbooks of primaryfive of whom had previously failed English. reading level. Thom ley, Wilson R. "Unlocking Resources McCarthy, Agnes. "Teaching Communica-of Retarded Students." XXXIX (June 1950), tion to Slow Learners." XXXVI (Oct. 1947),302-306. 401-407. Report on a three year exneriment with Suggestions for teaching speech, writtenretarded students, from which author con- composition, creative writing, usage, andcludes that retarded students require, not spelling to slow learning students. "prefabricated, controlled, classroom exer- cise," but teaching that takes into considera- Mingoia, Edwin. "Improving the Readingtion "the fundamental day-to-day unique- ofAcademicallyUntalentedStudents."ness of each personality." XLIX (Jan. 1960), 27-34. Concrete suggestions for helping slowWoodman, Jessie F. "Baiting the Balkers: readers, together with various administra-Getting Nonreaders to Read." XXXV (May tive plans for facilitating a good program.1946), 267-269. Desirable reading materials are briefly dis- A number of tips by teacher of remedial cussed. reading on getting nonreaders interested in books. Pi lant, Elizabeth, "American Folklore forSee also Reading (Remedial). Remedial Reading." XL (Apr. 1951), 227- 228. (RT) Finds American folklore good material Individual Differences for remedial reading groups; its humorous, Talented and Honors 125 simple plots are expressed in conversation Belt; George W. "Something for the Swift." and short sentences. XLVII (Dec. 1958), 573-575. (ST) Rickert, Mary 0."Motivation for Slow Out-of-class project by academically Learners." XXXVIII (Jan.1949), 43-44.gifted students, who produced a two-hour (RT) tape recording of American folklore. Account of semester project of makingBennett, Paul L. "Reading and Writing students aware of necessary verbal skills inProgram for the Talented Student." XLIV job applications and equivalent situations.(Sept. 1955), 335-339. Shehan,LawrenceP. "Reaching Slow Motivation of talented students by means Learners." LI (Jan. 1962), 44-46. (ST) of intellectual and spiritual revelation and A discussion of the need of giving in-discovery through books; discovery of per- dividual attention to the slow learnerwith sonal writing abilities by moving from busi- outline of the necessary language level. ness writing, to essay, to narrative, and then to poetry and drama. Simon, Clarence T."Speech Correction." XXXIV (Mar. 1945), 142-147. Bush, Sarah M. "A Humanities Course That English teacher role in the sound educa-Works." XLVIII (Apr. 1959), 208-210. (ST) tional practice to provide special work for A senior honors English course devoted the handicapped in speech. to the study of tragedy in many literatures beginning with the Bible and including Smith, Evelyn Daniels. "Learning to TeachGreek, English and American masterpieces.
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Cravens, Jean M. "Teacher in Wonderland A course in American literature for hon- Or Through the Blackboard." =CHIors students.The course is built around (May 1944), 263-264. (RT) five comprehensive themesor ideas rather An experiment with able English stu-than being developed chronologically. dents. Kelly, Norma K. "A Venture into Extra- Eshelman, Mabel E. "Our Advanced Stu-curricular English." L (Jan. 1961), 46-47. dents." XXXVII (Oct. 1948), 419-421. (RT) (ST) Reasons are presented for the importance Shares an experienceplanned seminars of logic, language, and literature in thewhich stimulate and direct bright students education of superior students. whose interest lies in thearea of human- Estes, Helen J. "College Level English in ities. High School." XLVIII (Sept. 1959), 332- 334. (ST) Lagios, Socrates A. "Challenging the Gifted." Provides honor students with a previewXLVI (Nov. 1957), 501-503. (ST) of college work in language and literature. Excused from monthly book reports and biweekly themes, gifted engaged in accel- Feris, Francis F. "My Pupil Friends and Ierated reading and writing. They read 18 Cheat the Routine." XXXV (Mar. 1946),novels in 18 weeks, and by discussion and 145-149. specific weekly writing topicswere aroused Relates bits of a teacher's happy exper-intellectually to curiosity about themselves ience with informal, random treatment ofand mankind. many subjects. Lieberman, Elias. "Why Don't You Ask the Frederiksen, Mildred. "Honors Enrichment in the Eleventh Grade." L (Dec. 1961), Ocean?" XLV (Oct. 1956), 410-412. (ST) 620-623. A memory portrait of an unusual child. Distinguishes excellent work from good McCollum, Mildred, and Flora, Betty. "Arts work by listing requirements which in-and the Devil." XLIX (Oct. 1960), 464-468. clude such items as mature thinking, dis- A teaching unit for high school juniors ciplining attention, and recognizing change with above average intelligence; tracing the and development. theme of "arts and the devil" in literature, Hach, Clarence W. "The Talented Pupil:drama, art, and ballet. Bibliography. A Special Report." XLVII (Sept. 1958),McGoldrick, James H. "Comparative Read- 368-371, 375. ing Helps." L (Jan. 1961), 49-50. (ST) Gives methods of identifying the talented Explains the benefits of purposeful read- English student, providing an effective class-ing that is individual, comprehensive,mean- room situation, goals for teaching, needs ofingful, and difficult enough to challenge teacher and school as set forth at Washing- the good students. ton, D. C., Invitational Conference on the Talented Pupil. Moriconi, Ralph John."Eleventh Grade Honors Program." L (Mar. 1961), 193-195. Heavey, Regina. "Teaching the Gifted to (ST) Teach Themselves." L (Jan. 1961), 39-43. Describes thematic units with outlined Describes in detail a special course of-procedure for group work. fered to tenth graders (talented) who need systematic instruction in basic research pro-Rag le, John W. "Studying the Novel with cedures. College-Bound Seniors." XLIII (Nov. 1954), 426-431, 435. Hillocks, George, Jr. "A Unit on Satire for A proposaltogive capablestudents Junior High School." L (May 1961), 338-knowledge of classics and periods through 340. survey course of the kind usually found in Analysis with gifted students of books colleges.Outlines in detail its adaptation and poems involving satire. to the high school classroom. Josephs, Lois. "Man's Relationship to Na-Reeves, Ruth. "The Gifted Student in the ture: A Subtheme in American Literature."Literature Class." XLV (Nov. 1956), 462- LI (Mar. 1962), 180-183. 469.
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Summarizes procedures of English teach-Brown, Frances. "Students Consider Their ers of Houston, Texas,for helping ableFutures." XXXIX (Nov. 1950),515-517. students in literature through regular class "Senior Talks" in a unit on vocational in- work, small group work, and individualterests and choices. conferences. Horst, J. M. "English in Human Relation- Rinker, Floyd."Priorities in the Englishships." XXXVII (Dec. 1948), 524-529. Curriculum." LI (May 1962), 309-312. English as basis for training in human Discusses essentials for English program relationshipsforindustrialartsstudents. for college-bound students. The teacher should present English as a Riva, Roxane K."A Philosophy of Life."worth-while and necessary tool." Paper." L (Feb. 1961), 81-86, 97. Describes a type of writing assignment _. "Will They Read? (An Ex- in which superior students must rely onlyperiment)." XLII (May 1953), 260-263. on the cogency of their own thoughts. Ir- Three week experimental unit in selected cludes purpose, preparation for writing, as-readings in short story, biographical essays. signment, and class procedures. and the novel conducted with high school boys enrolled in technical courses. Sauer, Edwin H. "Programs for the Aca- demically Talented in English: What areMuri, John T. "A Poetry Unit on Death." the Gains?" XLIX (Jan. 1960), 10-15. XXXVI (Jan. 1947), 41-42. Five gains seem to be: better student Summary of a teaching unit for eleventh writing, moving from narrow perspectivesand twelfth grade boys in a vocational high inliterature,better articulation between school.The poems used and techniques high school and college. improved teacher employed are explained. preparation, beneficial effect on the course of study. Smith, Everett. "Industry Views the Teach- ing of English." XLV (Mar. 1956), 122- Taylor, Robert T. "English Teachers and128. Science Students." XLVI (Apr. 1957), 209- Supervisor of employment stresses the 210. (ST) necessity of language training for industry Urges ideal of scientific objectivity andby suggestion, example, and survey among the writing of formal, objective reports to associates. prepare prospective engineers, scientists, and e,. ecutiv es. Snouffer, Mary S., and Rinehart, Patricia. Winfrey, Sally. "An Experiment in Sopho-"Poetry for the Reluctant." L (Jan. 1961), more English." XXXIX (Apr. 1950), 216- 44-4e. (ST) 218. (RT) Plan for giving the vocational students Bright sophomores researchedcultural specially designed educational opportuni- histories of different states;activities in-ties similar to those given academic classes. cluded writing to state librarians, research Specific class activities described. reading, and writing a project report. Sparks, Madeleine. "English, a Vital Life- See also CollegeEntrance ExaminationForce." XLII (Apr. 1953), 213. (RT) Board. To "sell" English to a group of industrial arts boys, the students were assigned the task of interviewing men actually engaged Individual Differences in a variety of occupations and trades. Vocational 126 Thornton, Helen."English for Technical Anker, Lieber. "America in the Classroom."Students." XLIV (Sept. 1955), 343-346. XXXIX (Oct. 1950), 447-450. Detailed account of the grouping of pu- Unit for nonacademic tenth grade classpils in a technical high school according to to develop students' conviction that all racesabilities, interests, and needs; of the goals and nationalities mustbetreated with re-of various courses; and of the variety of spect. electives offered.
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Intercultural Education and Motter, Margaret R. "Getting Together." Understanding 127 XXXVI (Sept. 1947), 378-380. A project to lead students to understand Barker, Alma, and Chambers, Helen L.world culture through prescribed "International Correspondence via the Jun- reading. ior Red Cross." XL (May 1951), 278-281.Noyes, E. Louise. "Literatureas a Builder (RT) ofIntergroupUnderstanding."XXXVII Accounts of correspondence-contact with (Mar. 1948), 138-142. boys and girls, respectively, in Finland and Concerned withattitudesand books in Japan. "now springing up everywhere aboutthe Cross, Laura B."Teaching English Aids use of literature in building better inter- Cultural Understanding." XXXVIII (Dec.group relationships." 1949), 583-585. (RT) Oyanagi, Noble."The Best Example of On learning new things about sound andTeamwork I Know." XXXV (June 1946), structure of the native language by teach-298-299. ing it to foreign students. Winning composition,1946 American Davis, Harold E. "Permanent Bases of Inter-Brotherhood Week; relates experience illus- American Education." XXXIV (Apr. 1945),trating international friendship. 208-212. Scott, Paul T. "Filipinos Learn Their Eng- Contributions toward inter-Americanun-lish." XXXVIII (June 3949), 327-329. derstanding by the U.S. Office of Educa- Relates language peculiarities of Filipino- tion, Division of Inter-American Education-English. al Relations. Sullivan, George W., Jr."Indoctrinating Eberhart, Wilfred. "Language and Humanfor the Democratic Way of Life." XXXVI Relations." XXXVI (June 1947), 304-307. (Mar. 1947), 121-125. (ST) The importance of language as communi- Lists helpful classroom activities ina cation and the necessity of a meeting ofproject outline to teach democratic prin- minds if we are to have international order. ciples. Gallant, Joseph. "An Intercultural Curric- ulum." XXXIII (Sept. 1944), 382. (RT) Thompson, Nora B."A Latin American The description of the special efforts ofClub in High School." XXXVI (May 1947), English teachers to serve an underprivileged260-261. (RT) community in New York City. Lists pertinent materials for establishing a Latin American club. Goldberg, Murray A. "Design for Reading: Six Bibliographies for Intercultural Under-Watts, Marjorie S. "Intercultural English:. standing." XXXIV (Nov. 1945), 493-496. An Experiment." XXXIV (Feb. 1945), 81- The bibliographies to achieve this inter- 87. cultural understanding pertain to the Negro, Unit in intercultural education, with ref- the Italian, the Jew, the Chinese, the Rus-erences to folksong, fair play, and interna- sian, and the Latin American. tional and interracial problems.Bibliog- raphy. Hartman, Hamill. "You Don't Teach until You Get under Their Hides." XXXIII (JuneSee also Citizenship, International and In- 1944), 294-296. terracial Relations. A presentation of two approaches in a ;. ninth grade class, one of which stirred the emotions and influenced the attitudes of Interdepartmental students. Cooperation 128 McKenzie, Janet."Barringer to Britain."Bushong, James W. "Plain Language from XXXVI (Apr. 1947), 204. (RT) the Superintendent." XLV (Nov. 1956), 486- Points out special skills necessary in writ-488. (ST) ing compositions for teenagers in other Plea for "working togetherness" among lands. all the departments.
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Fawcett, Harold. "The English Teacher asFrank, Robert. "Hiroshima: Moral or Mil- Teacher of Mathematics." XXXIV (Jan. itary?" XXXVI (Apr. 1947), 183-188. 1945), 38-43. A unit of study on the atom bomb. All teachers are a part of the "language faculty"; reciprocally English teachers canHanlon, Helen J., and Dimond, Stanley. help train students to better understand "What the Schools Can Do in Intercultural mathematics. Education." XXXIV (Jan. 1945), 32-38. Discusses problems, especially racial, that Landreman, Dolores. "Science in the Eng- confront the teacher and suggests projects lish Classroom." LI (May 1962), 327-330, by which teachers meet this responsibility. 345. Argues for acceptance of science and Henry, George H. "Our Best English Unit." scientific approaches in the English class- XXXVI (Sept. 1947), 356-362. room. Helpful suggestions to teachers on work- ing with panel groups.Includes example McBrayer, B. Leone, and Lindsey, Alethia.of a panel discussion of racial prejudices. "Cooperative Reports on Current Topics." XXXIII (Oct. 1944), 421-424. Niswender, Dana W. "Divided We Fall." Outline of several years' cooperation be- XXXVI (June 1947), 307-309. tween English and historydepartments, Lists novels, movies, and magazine lit- particularly in regard to the term paper. erature which use teaching materials that do not avoid racial issues, but rather in- Scrafford,Ralph."United We Stand."duce a feeling of the brotherhood of man. XXXIII (May 1944), 247-252. A detailed account of the correlation of Osborne, Ruth Farnham. "Capitalizing on English and civics in the Academy High a Situation." XXXVI (Oct. 1947), 423-427. School, Erie, Pennsylvania. Presence of two Estonians led to a unit on Estonia. The unit approach is applicable Stegall, Carrie. "Now They Are Real Bud- to other countries. dies." XLVIII (Feb. 1959), 78-81, 112. One school's efforts to improve student Papashvily, Helen. "The Treasures." XXXV communication skills through the coopera-(June 1946), 294-297. tion of the English department with the Recounts childhood experience with "for- other faculties;e.g., composition subjects eigners" in school. supplied by mathematics or geography in-Reich, Morris. "And No One Asked: A structors. Choral." XXXIV (Oct. 1945), 450-453. (RT) A choral on racial prejudice, with refer- International and Interracial ence to Bible verses which condemn prej- Relations 129 udice. Benedict, Ruth."Racism Is Vulnerable."Tunis, John R. "What Can an American XXXV (J 1946), 299-303. Believe?" XL (Feb. 1951), 90-93. A sock t traces the origin of racism Americans can believe in the future by and its maimestations in the last hundredmaking the children of today really think, years; urges teaching truly human values,so that warswhich are made in the minds seeing people as individuals. of menmay no longer plague the world. Domincovich, Harry A. "The Teacher in Van Vliet, Florence L."How Shall the the Perspective of Peace." XXXIII (Nov. Twain Meet?" XLII (Mar. 1953), 150-153. 1944), 480-485. Pamphlets, magazines, newspapers, radio Individual teacher responsibility, and or-and TV reports are used by students to ganizations cooperating toward internation- become better acquainted with India, al rehabilitation. Bibliography. China, Japan, and Russia.Includes titles of suggested reading material and available Eaton, Harold T. "A Unit on Prejudice." films. XXXVI (Feb. 1947), 97-98. (RT) An outline of a unit on prejudice: char-Wagner, Jane S. "English in Argentina." acteristics, kinds, causes, and cure. XXXIX (June 1950), 328-331.
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North American describes experiences Johnson, James Weldon teaching English to an internationalgroup 133 in Buenos Aires school. Miller, Lois. "And Cod Said, 'That's Good'." LII (Nov. 1963), 643-646. (MPC) Wood, William R. "Philippine Schools Need Our Help." XXXVI (Oct. 1947), 428. (FIT) Offers detailed class procedure for study- ing James Weldon Johnson'sThe Crea- Suggests teachers stimulate interestin tion. sending materials to the Philippines to help restore schools destroyed during war. Journalism General Youman, Elizabeth Risinger. "English for and School the Business Career Woman." XXXIII (June 134 1944), 323-324. (RT) Barns, Ruth M."Editors as Teachers." A project in which high school studentsXXXVIII (June 1949), 352. (RT) considered what the business woman should Staff of school paper as committeeto know. serve as critics in the Scholastic regional writing contest. See also Citizenship. Boyle, Regis Louise. "Devisinga Journal- ism Curriculum." XXXVI (Apr. 1947), 188- Interview 130 191. Outlines the content for two semesters of Grover, Louise R. "The Interview Helps journalism. the Student." XXXVII (Feb. 1948), 85-88. The value of the interview as teachingBoyles, Mary L. "They Foundeda City." device and nineteen numbered assignmentsXLII (Jan. 1953), 35-36. (RT) suitable for student interviewing. Interest and vitality injected in journal- ism class via a fictional, class-created Clear Leek, David C. "Why Not Use Interviews?"Creek and its Crier. XLIV (Oct. 1955), 413-414. Student interview as solution to the prob-Carter, Joseph C."Features Make the lem of quick acquaintance at the beginning School Newspaper." XXXVI (Sept. 1947), of the semester. 353-356. Helpful suggestions for conducting the school newspaper with special attention to James, Henry 131 the significance of the feature or inquiry- reporter type article. Wagenknecht, Edward. "Our ContemporaryChristine, Sister Mary Ann, B.V.M. "An Henry James." XXXVII (Dec. 1948), 507-Apology for Journalism." LII (Dec. 1963), 516. 682-692. An examinationof James's novelsas works of art.If James is not "the greatest A detailed, informative account of a six yearsexperimentinrequiringeleventh novelist who ever wrote the English lan-grade college-preparatory students to take guage," he is certainly "the greatest artista journalism course. The division of time, who ever became a novelist." unit, method and objectives are outlines. Charts showing a "pattern of progress"are supplied, and the corresponding improve- Jeffers, Robinson 132 ment in language skills is noted. Jorgensen, Virginia E. "Hearing the Night-Davis, Eleanor A. "No Prerequisites for Herons: A Lesson on Jeffers' Hurt Hawks'."Journalism." XXXVII (Dec.1948), 548. LI (Sept. 1962), 440-442. (MPC) (RT) Proposes that events in the poem be Discusses the values of a journalism related to experience, be discussed for struc- course for students of varying abilities. ture and for philosophical value, and ap- preciated as the "imprint of a major Amer-Golden, Ruth. "Green about Yearbooks?" ican poet." XLII (Nov. 1953), 449-456.
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The problems confronting an inexperi- The AP Press Writing Chairman exam- enced teacher given the responsibility ofines news readability, finding such road- publishing a school yearbook, the mannerblocksasdefectivesentencestructure, in which the problems were resolved, and wordiness, obscurity, and long opening sen- pertinent suggestions to other teachers with tences. a similar icsponsibility. Lane, Mary. "My Summer with the Sunday Gray, Ansel."A Broader Approachto Magazine." XLIV (Oct. 1955), 411-412. Journalism." XLIII (Nov. 1954), 439-441. Humility in teaching composition: result A proposal to weld the critical readingof an interesting summer job. of newspapers into the journalism course as a means of stimulating interest.Lists 10Levinson, David. "Reporting Speeches: A specific objectives of such a program. Writing Unit." XLIX (Oct. 1960), 477-480. A journalism teaching unit on reporting Gregory, Margaret, and McLaughlin, W. J. speeches; includes a study of leads, the first "Teaching the Newspaper in Junior Highassignment, rules for pupils. Schools." XL (Jan. 1951), 23-28. Trip to local newspaper and subsequent McAndless, M. Thelma. "Guiding the Cit- teaching and discussion result in more in-izenship Prograin through Student Publica- telligent reading of the daily news. tions." XXXV (May 1946), 241-247. Suggests areas of responsibility for the Griffin, Philip F. "The Correlation of Eng-postwar school paper, such as voting drives lish and Journalism." XXXVIII (Apr. 1949), and auto safety. 189-194. A journalistlists four danger areas in Mendelson, Herman I."The Case for the teaching students to write for journals. Cor- Class Publication." XLIII (Oct. 1954), 377- rection should come from English teacher379. (RT) who provides discipline to thought and lan- A teaching experience in which the class guage. newspaper becomes an effectivetool of English and at the same time contributes Guild, Florence."The Shortridge Dailyimmeasurably to morale and confidence of Echo Celebrates Its Fiftieth Anniversary."the group. XXXVII (June 1948), 316-318. (RT) The author describes a unique publication Neumeier, Edward J. "Do Yearbooks Be- the daily newspaper of Shortridge Highlong in the Instructional Program?" L (Mar. School, Indianapolis, Indiana. 1961), 199-201. (ST) Suggests that yearbook should be prod- Hainfeld, Harold. "Reporting Events fromuct of four specific areas of curricnIum. Television." XLII (Oct. 1953), 395. (RT) thus establishing it as an integral part of Suggests student reportingfor school the instructional program. journalism such items as U. N. meetings, political conventions and campaigns, andPullman, Hazel K. "Planning and Publish- sporting events. ing the School Paper to Meet Postwar Con- ditions." XXXV (Apr. 1946), 194-198. Hollander, Sophie Smith. "A Project That Suggeststhatschoolpapersaddress Brought Literature to Life." XXXVIII (Oct.themselves to significant issues in students' 1949), 453-456. lives. The study of Beowulf, Chaucer, Shake- speare, and Milton via newspaper headlineRuth, Mary A. "Two Devices Applied to and reporter story. Macbeth." XXXVII (Jan. 1948), 46. (RT) Presents a student's response to the as- Horn, Gunnar. "A School News Bureau."signment of writing the story of Macbeth XXXVII (Mar. 1944), 155-156. (RT) as a modern newspaper might carry it. A plan for providing school news for the daily newspaper. . Schlakman, Solomon. "Examining Journal- istic Ethics." XXXVII (Dec. 1948), 533-536. Keavy, Hubbard. "The Simpler Sentence: Many-pronged effort to make journalism Key toBetter News Writing." XLVIIIstudents more critical, more justly informed, (Nov. 1959), 462-465. and more intelligent readers.
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Smyth, Patricia A. "The High School News- "Junior Book Roundup." LI paper." XXXIV (June 1945), 334-337. (May 1962), 368-373. Suggestions on how torun a high school Suggestions anent teacher acquaintance newspaper efficiently via beat sy.tem, as- with junior bookswith illustrativeform, signment sheet, future book, straightnews, followed by 30 brief reviews: nonfiction editorial, society, and sportspages. and fiction. Tallman, Marion L. "A Newspaper andan "Junior Book Roundup." LI AnnualOn a Budget." XLII (Sept. 1953), (Dec. 1962), 667-672. 321-323. Fiction and nonfiction reviews preceded Discusses experience of resuming theby essay entitled "A Minority Reporton publication of a schoolpaper and an an-Censorship." nual, lists expenses and profits of these pub- lications, and furnishes suggestions for other "Junior Book Roundup." LII teachers faced with similar problems. (May 1963), 398-46 Mrs. Anne Emery interviewed under the Toff, Ira N. "Offset for Your School Pub- caption "Conversation with a Writer";con- lication." XXXIV (June 1945),341-342. tinuation of the series on recent books for (RT) adolescents. Discusses the method of photo-offsetproc- ess, in which the finished work is literally "Junior Book Roundup." LII a photographic copy of the original. (Dec. 1963), 720-723. No prefalory article, but a more extensive Warren, James E., Jr. "The 'Brown Book': list of books for adolescents. An Outlet for Real Writing." XLII (Jan. 1953), 11-15. "Junior Book Roundup." The class magazine as encouragementto LIII (May 1964), 391-397. creative writing. An annotated list of recent books for adolescents. Watts, Marjorie S. "Two Composition Proj- ects." XXXIII (June 1944), 305-312. Examples of student contributionsto a Keyes, Frances Parkinson 136 school newspaper column which evolved Kirkus, Virginia. "Value of the Best Seller: from class interest in social conduct. An Appraisal of Frances Parkinson Keyes." XL (June 1951), 303-307. Junior Book Roundup Brief reviews of Mrs. Keyes' work to the 135 date of the article. Carlsen, G. Robert. "Junior Book Round- up." XLIX (Apr. 1960), 279-284. An annotated list of approximately 100 Keyes, Sidney 137 books selected by student reaction andthe Miller, Lois T. "A Single Goggling Eye: An compiler as being the most exciting addi-Analysis of Sidney Keyes' Greenwich Ob- tions to adolescent literature in 1959. servatory'." LI (Jan. 1962), 62-63. (MPC) An explication which looks carefully at Kegler, Stanley B., and Dunning, Stephen.the imagery of the poem.It also draws "Junior Book Roundup." L (May 1961), comparison with Keats' "Ode on a Grecian 369-374. Urn." Brief explanatory essay entitled "Litera- ture for the Adolescent: 1960," followed by an annotated list of about 30 books King Arthur 138 from the year's stockpile. Friedman,EleanorK."Studying King "Junior Book Roundup." L Arthur in the Eighth Grade." LI (Mar. (Dec. 1961), 645-651. 1962), 200-203. (ST) Introductory essay entitled "A Book Re- Outlines study plans for Arthurian ma- viewer in Action" and about 35 annotatedterialbook assignments and student com- reviews of recent books for adolescents. positions.
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Koestler, Arthur 139 Lawrence, Josephine ,143 Fioranvanti, Joseph A. "Darkness at Noon Guilfoil, Kelsey. "Josephine Lawrence: The for Juniors." L (Sept. 1961), 416-417. (ST) Voice ofthePeople." XXXVIII(Sept. The idolatry of the state and the mass 1949), 365-370. enslavement of the mind for thematic ap- Discusses characteristics of Miss Law- proach with advanced track students, alongrence's novels.Notes that they speak to with extensive and intensive reading. contemporaries,especially young people Redman, Ben Ray. "Arthur Koestler: Rad-newly meeting personal:problems. ical's Progress." XL (Dec. 1951), 541-546. Presents Koestler as a fascinating figure Lay Readers 144 personally, an able reporter, a vigorous pamphleteer, a brilliantly versatile socialBurke, Virginia M. "A Candid Opinion on thinker, and a novelist worthy of serious Lay Readers." L (Apr. 1961), 258-264. attention. Summarizes a sectional study, carried on through interviews and questionnaires, Lagerkvist, Par 140 of lay readers.Includes screening, com- pensation, teacher-reader relationship, and Benson, Adolph B. "Par Lagerkvist: Nobelduties of readers. Laureate." XLI (May 1952), 231-238. Examination of the career and novels ofFord, Paul M. "Lay Readers in the High the Nobel Prize author: "uncommon artist, School Composition Program: Some Statis- humanist, symbolist, searcher, and thinker."tics." L (Nov. 1961), 522-528. Presents evidence favorable to use of lay readers as a provisionary measure until Lardner, Ring 141 teacher loads can be reduced.Discusses Kasten, Margaret Cotton. "The Satire ofteacher response, student-parent response, Ring Lardner." XXXVI (Apr. 1947), 192- and concludes that effectiveness of pro- 195. gram increases with time and sufficient su- Examines the appeal of Ring Lardner to pervision. the casual and the keenly critical, analyt- Kolker, Harriette Buckner. "Some Answers icalreader. Includesananalysisof to Some Questions on the Lay Reader Pro- Lardner's writings. gram." LII (Jan. 1963), 51-54. (ST) Lay reader defends position in answer to Latin America 142 criticism. Leach, Muriel. "Report on the English Lan- Krueger, Paul H. "Some Questions on the guage Teaching Program for the Other Lay Reader Program." L (Nov. 1961), 529- Americas, 1942-43." XXXIII (Feb. 1944), 533. 72-76. Considers thoughtfully the professional Examples of the interest in English as aimplications of delegating an important re- second language in Haiti, Brazil, the Do- sponsibility of English teachers to lay per- minican Republic, and other locations insonnel. Discusses effect of program on pu- Latin America. pils, teachers, administrators, and NCTE. Lists five questions which must be answered Osborne, ReJert E. "May We Come In?"before accepting and adopting the lay XL (June 1951), 341-342. (RT) reader program. Pleads for readers of Spanish authors, some of whom have received the much coveted Nobel Prize. Lee, Harper 145 Pickard, Bernice, and Walls, Rosalind. "All Schuster, Edgar H. "Discovering Theme of Us Are Americans." XXXIII (Apr. 19441, and Structure in the Novel." LII(Oct. 177-179. 1963), 506-511. A six weeks language arts unit based on The class was familiar with the plot of Latin America. Harper Lee's To Kill a Mockingbird, but
74 LETTERS AND LETTER WRITING 146
was led to see its theme and how the plot Suggestions for making the business let- was built. ter unit in senior high school more stimu- lating and relevant. Letters and Letter Writing 146 Kell, Dorothy M. "Seventh Graders Learn Barker, Alma and Chambers, Helen L. "In-about Pronouns." XXXIX (Dec. 1950), 553- ternational Correspondence via the Junior556. Red Cross." XL (May 1951), 278-281. (RT) Heterogeneous class taught "correct"pro- Two unrelated accounts of teachers whonoun forms so as to be understood by cor- successfully used their own experiences toresponcie:tts who had learned "perfectly motivate student.- to correspond with girlscorrect" English in German schools. and boys in Finland and japan. Kellogg. Orrie B. "Please Answer My Let- Bohn, Donald E. "Thank You, Thank You!" ter." XLII (Sept. 1953), 331. (RT) XLIV (Nov. 7955), 476-477. (ST) Unusual unit in letter writing outlined: A unique way of motivating !--idents toevolved from the teacher's giving class write thank-you notes. members a mimeographed one-pageper- sonal letter. and requesting that each stu- Cunningham, Adelaide L. "Correspondingdent reply by writing a return letter. with British Children." XXXI (Dec. 1945), 560-562. (RT) Leach,BettyFrye."AssignmentSocial Theme topics and other developmentsLetters." XLVIII (Sept.1959), 336-337. from a Pen-Friends Club. (ST) Students express themselveson imagi- Davies, Daniel R. "Six Hundred Lettersanary social situations requiring communi- Month!" XXXIII (Jan. 1944), 42-43. cation by letter. A project to keep in touch with alumni in the Armed Services. Lycan, Eva Hanks. "Let's Get Acquainted." XX.XVI ,'Dec. 1947), 535 -536. (RT) Forsyth, Louise B. "We Couespond with List of questions suggested as stimulus the World." XLVI (Dec. 1957), 556-558.for students' letter of introduction" to the Through the International School Cor-English teacher. respondence Program of junior Red Cross, a junior high class makes written composi-Mauk, Grant. "Today We Writea Letter," tion come to life in albums they send toXLIII (Nov. 1954), 452-454. (RT) other countries. Describes a technique which uses letter Goy, Naidene. "Pen Pals in Foreign Lands." writing as a means of teaching applied XXXVII (June 1948), 320-321. (RT) formal as well as functional grammar. Discusses the values for sophomore stu-Mount.Sarah."FailureandSuccess." dents of correspondence with students in XXXVII (May 1948), 258 -259. (RT) foreign countries. A project for writing both business and Greene, Jay E. "'A Slow English Class,' friendlylettersinninthgrads English Investigates Community Living." XL (June classes. 1951), 339-341. (RT) Letter writing and responses after slumNeumayer. Engelbert J."Communication neighborhood tour. with a Purpose." XL (Oct. 1951), 448-450. (RT) Hennings, Alice B. "What Every Teacher Tenth grade students are divided into Knows." XLIII (May 1954), 253-256. teams and are given the responsibility of Letters from former students to showwriting letters worthy of being mailed in that the "true teacher, even in giving tech- connection with class trips. nical instruction, strives not merely to make a workman, but to make a man." Pedigo, Louise. "A Letter Writing Unit in the Seventh Grade." XXXIII (Sept. 1944), Irwin, Claire C. and Irwin, James R. "A 377-330. `New Look' at Letter V'riting." XXXVIII Motivation for writing letters through a (Feb. 1949), 97-99. (RT) hobby of collecting postmarks.
75 LETTERS AND LETTER WRITING 146
Stevens, Elizabeth Cole. "Active Democra- Sinclair Lewis is identified as caricaturist cy." XXXVI (Jan. 1947), 3941. (RT) rather than artist.It is suggested that his Democratic principles taught via letterswork is not well clone and that it did not to public servants. get better as Lewis matured. Storm, Eugene M. "Genuine Eighth GradeBrune, Ruth E."Sinclair Lewis." XLIV Letters: An Idea That Clicked." XXXIV(Nov. 1955), 477-478. (ST) (Oct. 1945), 449-450. (RT) An interesting account of Sinclair Lewis's Letters of appreciation to parents as anvisit to a northern Minnesota town. aspect of motivation in an eighth grade class. Oldham, Janet. "Dr. Zhivago and Babbitt." XLVIII (May 1959), 242-246. Strangward, Ethel P. "Talking by Mail." Comparison of the two novels reveals XLIV (Dec. 1955), 525-527. similar denunciation of social conformity, Variations inletter formalities, severalbut differing views on human beings, na- levels of English usage, and differences inture, respect for home life, and philosophy. understanding and interpreting messages provided by letters to hmous people and their answers. Library and Librarians 148 Sullivan, Sister Bede, O.S.B. "Silas itfarnerBabb, Lloyd W. "Guidance in Recreational Letters." XLII (Nov. 1953), 463-464. (RT)Reading." XLI (Apr. 1952), 201-204. Cites passages from the novel which lend Indicates ways in which the high school themselves readily to the writing of letters,librarian can guide student choices; names and offers several unedited samples of let-35 favorite titles for recreational reading. ters written by students. Baker, Mary, and Tindall, Hiram. "The Treanor, John H. "The Significance of theNeglected Periodical." XLVIII (Apr. 1959), Address in Letter Writing." XXXVIII (May 22.3-224. (ST) 1949), 285-286. (RT) Description of a period spent in fostering Suggests history of postal delivery andacquaintance with the periodicalsina methods of address to add interest in studyschool library. An able librarian and some of the letter. well-prepared worksheets helped. Walsh, Marian M. "Invitation to Letters."Blank, Myrtle. "The English Class and the XT.III (Jan. 1954), 27-30, 40. Library." XXXIX (Nov.1950), 520-522. Description of ways to teach a unit on (RT) letter writing. Describes several techniques for using the school library as enrichment resource Weaver, Dorothy. "Dear Unknown Friend."for English class. XXXVIII (June 1949), 318-322. Writing to postwar German "friends." Bulman, Learned T. "Biographies for Teen- agers." XLVII (Nov. 1958), 487-494. Whitfield, Ruth M. "The Therapeutic Value Practical aid and suggestions by librarian of Letter Writing." XXXIII (Nov. 1944),for busy teachers concerning biographies 489 -491. Letter writing as an outlet for resent- for adolescents. ment and emotional tension in a sophomoreChrist, Henry T. "The School Library in the class of repeaters. Space Age." XLIX (Oct. 1960), 469472. Reviews ALA's Standards for School Wiebler, Father William F. "Cirniae a Gim-Library Programs; urges English teachers mick." XLIX (May 1960), 343-344. (ST) to support proposed programs. Integral section describes interesting in- terchange of letters. Heller, Frieda M. "The Librarian Guides Reading." XLI (M:.!, 1952), 262-264, (RT) Lewis, Sinclair 147 Librar'ns can create reading atmosphere by attraLtive displays, by calling attention Beck, Warren. "How GoodIsSinclair to old and new tithes, and by compiling Lewis?" XXXVII (Jan. 1948), 1-8. lists to whet reader appetite.
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Hybels, Robert J. "Vitalizing a High SchoolBaker, William D. "The Natural Method of Library." XL (Oct. 1951), 440-445. Language Teaching." XLVII (Apr. 1958), Various promotion methods to help reno-212 -217. vate a library for school and teacher need. Invokes plague on houses of both struc- Lee, Harriet E. "Let's Have a Room Li-tural linguist and traditional grammarian. brary." XXXIII (Jan. 1944), 45-46. (RT) Burnham, Josephine M. "The Matrix of The value of the room library in stimu-English." XXXVIII (May 1949), 265-271. lating and increasing library attendance. Gives a series of exercises in etymology Nfauk, Grant. "Let's Do It More Often."to demonstrate the matrix of English in XLIII (Apr. 1954), 199-200. (RT) Anglo-Saxon. Describes project in which high schoolChatman, Seymour. "Reading Literature as students were constructively involved inProblem-Solving." LII (May 1963), 316- the purchase of school library books. 352. Three reading mechanismsgrammatical, Payne, Doris Brush. "Faculty Day in thelexical. and interpretative analysisfor which Library." XXXIII (June1944), 324-325.problem-solving talent is useful and where- (RT by the requisite linguistic skill is attained. 'plan for getting teachers to see new m erial in a school library. Corbin, Richard. "Grammar and Usage: Progress but Not Millennium." XLIX (Nov. 1960), 5-18-555. Lin Yutang 149 A topical heading of the article in Struc- Chan Wing-Tsit. "Lin Yutang, Critic andtural Linguistics. Interpreter." XXXVI (Jan. 1947), 1-7. Dykema, Karl W. "An Example of Pre- A critical presentation of Lin Yutang andscriptive Linguistics Change:`Don't' to his books. Discusses his overemphasis of'Doesn't': XXXVI (Sept. 1947), 370-376. Taoism at times and his stress of the syn- Cites numerous examples to show that thesis of Confucianism and Taoism as histhe status for the construction today is ap- interpretationof the abiding aspects ofproximately the reverse of what it was a Chinese life. century- ago. Frease, Forrest W. "A Note on `New Help Linguistics 150 for an Old Task': XLII (Feb. 1953), 93-94. (RT) Allen, Harold B. "The Linguistic Atlases: An objection to the article in the Sept. Our New Resource." XLV (Apr.1956), 1952 issue where teachers voiced opinions 188-194. on the first volume of The English Language Discusses pronunciation, grammar andArts, with particular discussion on chapter idiom, and revision of statements on usageentitled "A Modem View of Grammar and in the light of the facts becoming accessibleLinguistics." from the projects designated collectivelyas the Linguistic Atlas of the United StatesGeist, Robert J. "Anything Goes." XL (May and Canada. 1951), 283-284. (CEF) As linguists state their objections to ped- Anderson, Wallace L. "Structural Linguis-antry, they should try to avoid overstate- tics: Some Implications and Applications,"ments that invite counterobjections. XLVI (Oct. 1957), 410418. Language isdescribed accurately andHybels, Robert. "Translating American Eng- realistically. Levels of correct usage havelish." XLIII (Apr. 1954), 197-198. (RT) supplementedthesinglecorrectform. A critical review of G. V. Carey's Amer- Teaching structural grammar is displacingican into English, "a handbook for profes- the traditional approach. Intonation pat-sional translators of written American Eng- terns help in teaming punctuation. Pupils lish into British English," and a plea to see relationship between speech and writ-recognize that similarities far outweigh the ing. differences.
77 LINGUISTICS 750
Lamberts, J. J. ''Basic Concepts for Teach-Steele.Sister Mary Christopher, R.S.M. ing from StructuralLinguistics."XLIX"My OwnMy Native Tongue." LII (Feb. (Mar. 1960). 172-176. 1963), 112-114. Concepts discussed are four: language is Dialects, particularly as seen in local an aspect of behavior; it may be objectivelycolor" stories, provide a way of introducing studied; order in the examination of lan-language study. guage is possible; and each language has its own system or structure. Williams, Robert D. "Linguistics and Gram- mar." XLVIII (Oct. 1959), 388-392. Lloyd, Donald J. "The Main Drift of the Pleads the case of lir.iistics as apure English Language." XXXVIII (Oct. 1949),science to be taught by a tolerant teacher 438-444. willing to accept such basic linguistic prin- Concerned with the "broad, frontal ad-ciples as the primacy of the spoken lan- vance of language, which is the aggregate guage. of minute and subtle changes continually" in sound, meaning, and syntax. Zais, Robert S. "The Linguistic Characteris- tics of Punctly.tion Symbols and the Teach- Long, Ralph B. "Words, Meanings, Liter-ing of Punctuation Skills." LII (Dec. 1963), acy, and Grammar." XLVII (Apr. 1958),677-681. 195-199. Tentative answer as to whether "linguis- A defense of "traditionali"t"Ammar andtic characteristics" of punctuation symbols consequently may be consideredas an at-help to teach students to punctuatecor- tack on the "new linguists." English shouldrectly. be built around the word and the sentence, around meaning and the written language. Listening 151 Roberts, Paul. "Linguistics and the Teach- ing of Composition." LII (May 1963), 331-Adams, Harlan M. "Leaning to Be Dis- 335. criminating Listeners." XXXVI (Jan. 1947), The knowledge of the structure of the11-15. (ST) English languagegrammar in progressive Lists four characteristics of good listen- refinementis increasing rapidly and be-ing: purposefulness, accuracy, a criticalat- coming available to teachers as subject: intitude, responsiveness. Presents several help- humanistic study of the language; suchful suggestions for listening lessons and study, however, Is not to be expected" insupports points with reliable research. an era of mass education to "effect anyAnderson, Borghild F. "Arc Good Radio enormous improvement in writing." Listeners Made?" XXXVIII (Sept. 1949), Sledd, James. "Grammar or Gramarye?"391-394. XLIX (May 1960), 293-303. Gives an account of one teacher's efforts States the position of the structural lin-to promote better selection of radio pro- guist on the purpose of the teaching ofgrams. grammar. Bloom, Anna K."Taught, Not Caught." Smith, Henry Lee, Jr. "The Teacher andXLIII (Oct. 1954), 367-370. the World of English." XLVII (Apt 1958), Procedure for developing listening tech- 181-188. niques through the use of radio and tele- A knowledge of :inguistic structure is vision. basis of successful English teaching.Ex- Brown, Don. "Teaching Aural English." plains some basic tenets and methods ofXXXIX (Mar. 1950), 128-136. analysis. Difference in 'spoken and written Secondary school attempt to develop a English. Phonology. course of training for the "auditory lan- Stageberg, Norman C. "Some Structural Am-guage faculty," for teaching the "gross proc- biguities." XLVII (Nov. 1958), 479486. ess of listening to, recognizing, and inter- Practical application of structural pat-preting spoken symbols." terns by identifying twenty situations whichDias, Earl J. "Three Levels of Listening." cause ambiguity in student writing. XXXVI (May 1947), 252-254. (ST)
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A method of developing one type ofHatfield, NV. Wilbur. "Parallels in Teaching listening skill defined in three stages: listen- Students to Listen and to Read." XXXV ing in class to student statements, listening (Dec. 1946), 553-558. to more difficult passagesteacher or stu- Discusses the "partially parallel skills" of dent read, listening to recommended broad-reading and listening at several levels of casts. concentration and indicates various types of listening. Dixon, Dorothy. "Recordings Will Help." XLV (Sept. 1956), 341-344. Hood, Leon C. "Canadian Broadcasting." Includes description of experimental unitXL (June 1951), 329-332. to improveskillsinthe four kinds of Discusses the effort in Canada "to re- "auditing." concile the conflict between the understand- able commercial desires of business and the Duker, Sam. 'Basics in Critical Listening."cultural objectives that the public has a LI (Nov. 196Z), 565-567. right to expect from broadcasting."Brief Identifies the basic techniques in the ef-bibliography. fort to teach effective listening. Kegler, Stanley B. "Techniques in Teach- Elliff, Gertrude. "Direct Approach to theing Listening for Main Ideas." XLV (Jan. Study of Listening." XLVI (Jan. 1957), 20- 1956), 30-32. 27. Suggested are: listening logs. language Concrete suggestions on procedure andsignals, main idea analysis, prediction of evaluation of a high school uniton teach-main idea, preparing outlines of proposed ing listening to a speech and drama class.speeches. Fray; Alexander. "Making the Most ofLeska, Thelma G. "Making the Class an utg and Listening."XLVI (Sept.Audience." XXXVI (May 1947), 263. (RT) 1957), 330-338, 365. Proposes the use of book reports as an Emphasis on listening as part of the whole audience situation. language education process is illustrated byMersand, Joseph, 'Why Teach Listening?" principles covering speciric activities of jun- XL (May 1951), 260-265. ior and senior high school classes. The art of living with dignity has always Freeman, Bernice. "Listening Experiencesbeen identified with the art of gracious list- in the Languag Arts." XXXVIII (Dec.ening; the article i- replete with informa- 1949), 572-576. tion, suggestions. and procedures on its A report of introductory experience intopic. testing and improving listening capacities.Moore, Eva A. "Listening Is a Skill." XLII its problems, and the necessity of experi-(Oct. 1953), 378-381, 390. mentation in the area. Notes the different types of listening. purposes for listening, and skills whereby Gruber, Frederick C. "Out-of-School Radio-purposes may be achieved. listening Habits of High School Students." XXXIX (June 1950), 325,327. Peavey, Blanche E. "English in Terminal Results of survey of radio-listening habitsSecondary Education: Critical Reading and of 349 "cross- sectioned" high school stu-Listening." XLIII (Dec. 1954), 506-$12. dents in the Philadelphia area by the Penn- Several columns devoted to "listening to sylvania University class in "Radio in Edu-broadcasts." cation." Phillips, Frances. "A Unit on Directions." Hadley, Edyth W. "Techniques in Teach-XL (Jan. 1951), 40-41. (RT) ing High School Students to Listen." XL Student teacher thinks lip a variety of (Sept. 1951), 369-372. exercises to improve listening habits of an Develops the idea that teaching the arteighth grade class which was wasting much of listening involves three steps: the periodtime asking the teacher to repeat directions. of preparation, the act of listeningproper,Stratton,011ie."Techniques fer Literate and student response. Listening." XXXVII (Dec. 1948), 542-544.
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Enumeration of techniques for effectiveKirkus, Virginia. "The Value of the Best listening and instances of their applicationSeller: An Appraisal of Frances Parkinson in the classroom. Keyes." XL (June 1951), 303-307. Makes it plain that "best sellers," in the Stromer, Walter F. "Listening-How?" XI..1majority, measure. well above average not (June 1952), 318-319. (RT) only in readability, but also in touching Report of a University of Denver experi-upon universal needs and desires and un- ment with a "remedial listening laboratoryderstandings. The thesis is illustrated by in connection with the basic communicationreviews of Mrs. Keyes's novels. program." Teer, Margarete. "Building Sentence Pat-Smith, Harrison, "Twenty-Five Years of Best Sellers." XXXIII (Oct. 1944), 401-408. terns by Ear." XXXVIII (Apr. 1949), 197- An analysis based upon three hundred 200. novels that have been popular, concluding Argues from experience that proper sen-that America's cultural level and cultural tence structure and clear expression areaspirations have steadily risen. facilitated through listening situations. Willson, C. E., and Frazier, Alexander.Tindall, William York. "The Sociological Best Seller." XXXVI (Nov. 1947), 447-454. "LearningthroughListeningTo Each Critique of current best sellers, as for Other." XXXIX (Sept. 1950), 367-373. instance, Gentleman's Agreement, Kings- Situations to capitalize upon: young per-blood Royal, and Strange Fruit. Concludes sons learn from each other by ear in such areas, for instance, as vocational orienta-that alcoholism and racial prejudice have tion, responsible behavior, moral and ethicalcurrent market value. values. Woodall, Allen E. "The Fable of Great- ness." XXXVI (Oct. 1947), 430-431. (RT) Literary Awards 152 Points out the dangers of accepting opin- ions of others as to what constitutes "great- Ciardi, John. "Poets and Prizes." XXXIXness" in literature. (Dec. 1950), 545-552. Draws distinctions between four national poetry prizes (especially Pulitzer and Bol- Literary Criticism Drama 154 lingen), then launches into critiques of Wal- lace Stevens, William Carlos Williams, PeterClark,BarrettH. "LillianHellman." Viereck and Gwendolyn Brooks as ex-XXXIII (Dec. 1944), 519-525. amples of award "line" from left to right. An analysis of the artistry, philosophy. ai.4 idealism of five plays: The Children's Engle, Paul. "Five Years of Pulitzer Poets."Hour, Days to Come, The Little Foxes, XXXVIII (Feb. 1949), 59-66. Watch on the Rhine, and The Searching An analysis of the then recent PulitzerWind. Prizepoets:discusses the prize-winning book of each author. Green, Paul. "Symphonic Drama." XXXVIII (Apr. 1949), 177-183. Literary Criticism Definition of this new genre and some- thing of the author's experience with it. Best Sellers 153 McAnany, Emile G., S.J. "Theater without Herzberg, Max J. "1946, Year of Doubt."a Stage: An Educational Experiment." L XXXVI (Mar. 1947), 109-115. (Nov. 1961), 551-554. A critique of best selling books of 1946. Critical appreciation of the drama devel- together with a comparison of other years'oped by involving students directly in read- best sellers. ing related plays, and by discussion which Hennings, Alice B."Good Books Neverenabled them to think, judge, and interpret. Die." XXXVI (Apr. 1947), 173-178. A unit comparing current bestsellers Literary Criticism Fiction 155 with recommended literature: Keys of the Kingdom vs. Scarlet Letter. Dunning, A. Stephen. "Toward Maturity in
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Judging Fiction: An Approach to Schaefer's Informative and judicial discussion of Shane." XLIX (Jan. 1960), 22-26. Negro fiction; credits Richard Wright for Report of a slew group's study of Shanebeginning a new kind of racial fiction, and by means of a study sheet dealing withrecognizes among others Frank Yerby and structural aspects, unfamiliar words, infer-Willard Motley as nonracial writers. Refers entialreading,characterization, andin- specifically to novels and authors who have formal discussion. appeared since the late 1930's. Farrell, James T. "Social Themes in Ameri-Kohler, Dayton. "Time in the Modern Nov- can Realism." XX.XV (June 1946), 309-315. el." XXXVII (Sept. 1948), 331-340. Concerned chiefly with literature's veer- A discussion of the techniques which ing from earlier themes to realistic treat-novelists have used to make timesome- ment in such areas as "bottom dog" dignitything other than a simple record of passing and frustration, disillusionments among theevents. Although the novelist cannot ig- monied and leisured, and the introductionnore the passage of time he can create the of the plebeian class_s in terms of positiveillusion of time under control. value. Pease, Howard. "How to Read Fiction." Frederick, John T. "Fiction of the SecondXLI (Apr. 1952), 186-194. World War." XLIV (Nov. 1955), 451-458. Specifics include: find the theme andex- Twenty books which deal primarily withpress it in reader's own words, look for the experience of men and women in theand interpret symbols, select and rate values Armed Services during the war, boat inspiritual or material, make personal ap- boot camp and in battle. plications. Harkness, Bruce. "The Lucky CrowdCon-Stegner, Wallace."The Anxious Genera- temporary British Fiction." XLVII (Oct.tion." XXXVIII (Jan. 1949), 1-6. 1958), 387-397. Attempt to define the thinking and feel- An analysis of the characteristics anding of emergent young authors through such defects of recent British novels and of con-media as 0. Henry collections, university temporary British novelists. Discussespress publications, and such individual nov- Kingsley Amis in particular. els as Tom Heggen's Mister Roberts. Hassam, Ihab. "The Character of Postwar Fiction in America." LI (Jan. 1962), 1-8. Literary Criticism An excellent insight into the nature and Multi- Author 156 character of recent American fiction.It is especially helpful for comments on a largeAlm, Richard. "The Glitter and the Cold." number of authors and types of fiction. XLIV (Sept. IS:55), 315-322; 350. Discussionofwriterssuchas Anne Hicks, Granville. "American Fiction sinceEmery, Betty Cavanna, H. Gregor Felsen, the War." XXXVII (June 1948), 271-277. Maureen Daly, :.,lary Stolz, and others who A comparison of post-World War I lit-write of teenage personal problems in a erature with that followi "g World War IIway that is credible both in character de- to 1948. velopment and in situation. "Our Novelists' Shifting Re- Bluefarb, Sam. "The SeaMirror and Maker putations." XL (Jan. 1951), 1-7. of Character in Fiction and Drama." XLVIII A 1951 look at a 1941 appraisal of(Dec. 1959), 501-510. "AmericanFiction1920-1940" indicates Considers the seastoriesof Conrad. that the social realism of the twenties andO'Neill, Melville, Hemingway, and Wirt thirties was deficient and that man's con-Williams as illustrations of such themes as temporary ordealisdictating new ap-escapism, the sea as antagonist, and the sea proaches to the novelists for studies ofas a nostalgic force. the human condition. Cargill, Oscar."Anatomist of Monsters." Jarrett, Thomas D. "Recent Fiction by Ne-XXXVI (Oct. 1947), 391-398. groes." XLIII (Nov. 1954), 419-425. Discusses the current public interest in
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"disfigured and unfigurable souls of fictivetention of eleventh graders and as spring- monsters." Includes critique of several mod-board to contemporary American literature. ern writers and their works: All the King's Men, John Brown, The Making of a Martyr, Litsey, David M. "Comparative Study of Night Rider, At Heaven's Gate. Novels." XLVIII (Mar.1959),149-151. (ST) "Poetry since the Deluge." Class study of Steinbeck's The Pearl and XLIII (Feb. 1954), 57-64. Elston's The Wyoming Bubble contrasts the Critically reviews poetry of selected con-attention to detail, choice of diction and temporary American poets (Jarrell, Ciardi,realism in a superior work with the lesser Shapiro, Robert Lowell, and others) with qualities of a poor novel. reflections upon development of a "new classicism"toreplace the "New Poetry"Oldham, Janet. "Dr. Zhivago and Babbitt." movement which ended with the outbreakXLVIII (May 1959), 242-246. of World War II. A comparison of the two novels reveals similar denunciation of social conformity Carpenter, Frederic I. "The Adolescent inbut differing views on human beings, na- American Fiction.". XLVI (Sept.1957), ture, respect for home life and philosophy. 313-319. The writer sees both novelists attempting Examines the work of Jessamyn West,"to arouse their beloved countrymen to Carson Mc Cullers, and J. D. Salinger andrealize their potential." finds that the respective protagonists Crest Delahanty, Mick Kelley, and Holden Caul-Rottenberg, Annette T. " 'Obviously Bad' " fieldconfront evil in a common hatred ofLII(Oct. 1963), 496-500. hypocrisy and in a common search fe. in- Recounting of a unique experiment in tegrity. judging a "bad serious novel" by the canons Cowley, Malcolm. "The Generation Thatof Henry James. Tay for Caldwell's Your Wasn't Lost." XXXIII (Feb. 1944), 57-63.Sins and Mine was used to exemplify the A discussion of six qualities in the writ-badly written novel. ings of Hemingway, Dos Passos, Faulkner,Tindall, William York. "Many-Leveled Fie- and Wolfe: use of international background,aon: Virginia Woolf to Ross Lockridge." technicalexpertness,lyricism,rebellious-XXXVII (Nov. 1948), 449-455. ness, disillusionment, and presenting passive Background, development, and complex- characters. ity of the "many-leveled novel" treated by Ificks, Granville. "Fiction and Social Crit-analysis of several books in this category. icism." XLI (Apr. 1952), 173-179. Van Nostrand, Albert D. "After Marquand, Mentions many names in a resume con-the Deluge." XLVIII (Feb. 1959), 55-65. cerned with the condition of post-World This second of two articles on the Amer- War II social protest and revolt: Marquand, ican business novel deals with five widely Cozzens, and among the younger writers:read narratives by Cameron Hawley, How- Mailer, Jones, Shaw. ard Swiggett, Sloan Wilson and George De- Hunt, Kellog W. "Lord Jim and The ReturnMare. "The economic novel signalizes the of the Native: A Contrast." XLIX (Oct.present status and the present achievements 1960), 447-456. of most of our national literature." Contends in the contrast that Lord Jim "Fiction's Flagging Man of is more effective because one subject andCommerce." XLVIII (fan. 1959), 1-11. one theme interpenetratesallaspects of Compares Howells' The Rise ofSilas the novel, while in The Native the "theme Lapham with Marquand s Point of No Re- isover-laid upon the novel,likelooseturn. veneer. Wagenknecht, Edward. "Our Changing Lit- Josephs, Lois. "One Approach to the Puri-erary Temper." XXXII' (May 1945), 235- tans." L (Mar. 1961), 183-187. 242. Describes a unit featuring critical study Discusses a variety of writers of fiction of The Seco let Letter and The Crucible asduring the twenties and afterbasic out- means of captivating imagination and at-look and later changes.
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Willard, Charles B. "Poets of ControversyFrederick, John T."Worthy Westerns." '.-or the High School Student." XL (Nov.XLIII (Sept. 1954), 281-286, 296. 1951), 508-514. Brief history of the development ofwest- Includes helpful critical referencesto T. ern fiction from Cooper to the present; with S. Eliot, Archibald MacLeish, and especial- discussion of specified authors, books, and ly Ezra Pound. topics, the Indian, the white, and thewo- Wilson, John W. "Delta Revival." XXXVIIIman in the better "western." (Mar. 1949), 117-124. Killinger, John. "Existentialism andHuman Report of the literary revival,new flow Freedom." L (May 1961), 303-313. of books from the South. Brief mention of Reviews major tenets of existentialism numerous works and their relation to socialfrom Soren Kierkegaard to Albert Camus. and economic changes. Concludes that one of the hallmarksis its See also other subdivisions of Literary Crit-strict contemporaneity since its "view of life icism and Novels and Novelists. grows out of,reflects, and accuses the mood of the times." Literary Criticism Locke, Alain."The Negro Minorityin American Literature." XXXV (June 1946), New Criticism 157 315-320. Brumbaugh, Robert S. "Broad-and-Narrow Argues for the values of studying this Context Techniques of Literary Criti. 'sm." minority literature and outlines main trends XXXVI (June 1947), 293-299. (ST) and critical criteria. Explains and distinguishes the approaches Ludlow, Francis."Her Infinite Variety." of two extremes of criticism... the "narrowXXXV (Jan. 1946), 1-8. context" and the "broad context." Indicates Women in twentieth century novels; the- their merits and usefulnessas teachingsis: there is no stereotype. techniques of literature. Macrorie, Ken. "The Movies Don't Move." Daiches, David. "The New Criticism:Some XLI (Nov. 1952), 474-479. Qualifications." XXXIX (Feb. 1950), 64-72. Critique of films in such areasas "sig- The work itself, not critical analysis,is nificant movement projected powerfully," "the end-product of literary activity." Artspectator reaction, and "startling andsym- fulfills its purpose and achieves its value pathetic" symbols. by impact on sensitive readers,an impact heightened by the awareness and theen- Miles, Josephine. "Reading Poems, Part HI: joyment criticism exists to provide. Reading the Need."LII(Apr. 1963), 243- 246. O'Connor, Nilliam Van. "A Short View of Discusses "supply and demand" incon- the New Criticism." XXXVIII (Nov. 1949),temporary poetry and predicts a turning 489-497. away from the "private poetry" of the pres- Mentions origins, present characteristics, ent to a needed "public poetry." and role of "New Criticism." Dwellsupon critical problems involved in the art and Schary, Dore. "Literatu re and the Screen." summarizes the tenets of a number ofprom-XLIII(Mar. 1954), 135-141. inent practitioners. A defense of movie makers withem- phasis upon the successful transitionto the Literary Criticism screen of a long list of recognized English and American classics.Discusses the mo- Special Aspects 158 tion picture script and its creation. Creel, Warren. "Landmarks and Goalsin Wertenbaker, Thomas J., Jr. "A Surfeit of Rhythm." XXXIX (June 1950), 295-302. Surveys:Thoughts on Chronology and Demonstrates the construction of rhythmTheme in American Literature."LII(Jan. by charts based on the musicalor time 1963), 9-15. count-system used for scansion, as opposed Chronology and theme gives stricture to to the classical system of counting syllables. a survey course, but the principal job of
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teaching literature is teaching how the lan-than fifteen French authors born between guage works. 1873 and 1913. Hicks,Granville."P-N Fiction." XXXV Literary Criticism (Dec. 1946), 525-530. Specific Areas 159 P-N, Army letters standing for psycho- neurotic. Good proportion of modern nov- Burton, Dwight L."The Novel for theels are concerned with characters whose Adolescent." XL (Sept. 1951), 363-369. behavior is significant to the psychiatrist. Names and briefly characterizes specificThis article gives brief survey of the field. novels that have special relevance for ad- olescent readers: Seventeenth Summer, "The Shape of Postwar Lit- Walk Like a Mortal, Lord Hornblower, anderature." XXXIII (May 1944), 227-232. similar titles. A prediction that novels written after the war will delve into abnormal psychology, Carlsen, G. Robert. "To Sail beyond thesocial relationships, and philosophicalis- Sunset." XLII (Sept. 1953), 297-302, 330. sues. The appeal of many of the earlier ad-Knight, Arthur. "Types, Stereotypes, and venture stories has greatly diminished. To- Acting in Films." XLII (Oct. 1953), 361- day's writers select more modern themes to 366, 390. convey sense of adventure: conflict between Traces the origin and development of the man and nature, outer space, and evalua-movies' "star system." Notes differences be- tions of human beings. tween acting on the stage and in a motion Chiaromonte, Nicola. picture. References are made to particular "Realism and Neo-movies and actors. realismin ContemporaryItalianLitera- ture." XLII (May 1953), 237-245. lklagalaner, Marvin."Pitfallsin Modern Discusses the Italian concept of realismReading." XXXVIII (Jan. 1949), 6-10. asdelineatedin works of earlyItalian Points to the circumstances which render writers.Contemporary Italian realismis contemporary literature difficult for reader then analyzed by examining the literary and creator; then lists three responsibilities works of writers such as Alberto Moravia, of the reader to the finished work of art. Ignazio Si lone, Carlo Levi, and others. Mirrielees, Edith R. "Short Stories, 1950." Derleth, August."Contemporary ScienceXL (May 1951), 247-254. Fiction." XLI (Jan. 1952), 1-8. Resurgence of the short storyfifty more Books classed as science fiction becamecollections published than in any of the popular with Verne and H. C. Wells andprevioustwelveyears.Articleincludes cover a wide variety of subject matter andbrief comment about a number of popular range of literary merit. Among recent au-writers in the genre. thors in the genre, Derleth rates Ray Brad- bury as most literate, Robert Heinlein, mostMunson, Gorham. "High Up and Deep ambitious, and A. E. Van Vogt, most imag-Down: Adventure Writing in Our Time." inative and perhaps most popular. XLIII (Dec. 1954), 481-487. A commentary and evaluation of "recent Fast, Howard, "American Literature andbooks that express the unforced, free, ad- the Democratic Tradition." XXXVI (Feb. venturous spirit of modern man." From 1947), 55-60. many homed samples of the genre, chooses A critical approach to American litera-five for more detailed discussion; of these ture. An effort is made to understand theKon-Tiki is best known. state of affairs today through the native literature. "Who Are Our Favorite Nineteenth Century Authors?" XXXIII Guerard, Albert."The Leading French(Mar. 1f 44), 113-118. Novelists of the Present Moment." XL (Apr. A report of data derived from reprint 1951), 185-192. publishers, chain bookstores, and leading Interesting evaluation of works_ of morepublic libraries in various parts of the coun-
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try combined with speculations concerning'Em, Show 'Em!" XXXVII (June1948), choices of favorite authors. 315-316. (RT) Petitt, Dorothy. "A Search for Self-Defini- The author summarizes ideas presented tion: The Picture of Life in the Novel forby Robert Frost, Dr. Morrison, John Ciardi, the Adolescent." XLIX (Dec. 1960), 616- Bernard de Voto, Fletcher Pratt, Mark Sax- 620, 625-626. ton, and Walter Pritchard Eton at the Bread Examines junior novels rankedas out-Loaf Writers' Conference. standing by critics of the genre; discussesCargill. Oscar. "The Laggard Art of Criti- them in terms of "symbolic search" andcism." XXXIV (Feb. 1945), 59-66. "literary convention." Exults inventiveness of American poets, Smith, Hugh L., Jr. "Jazz in the Americandramatists, and novelists, giving specificex- Novel." XLVII (Nov. 1958), 467-478. amples, but also cites reasons that criticism By comment and quotation, shows jazzis the most laggard of all the literaryarts. treated in the American novelas "atmos-Edwards, Margaret A. "How Do I Love phere," as "symbol to the musician," andasThee?" XLI (Sept. 1952), 335-340. "symbol to the listener." Names and comments on a variety of Stegner, Wallace. "The Anxious Genera- titles serving various levels of maturity of tion." XXXVIII (Jan. 1949), 1-6. girls: Seventeenth Summer to East Wind, Attempt todefine what contemporaryWest Wind. young writers are thinking and feeling. Farrar, John. "The Condition of A ,nerican Thorpe, Clarence D. and Nelson, NormanWriting." XXXVIII (Oct. 1949), 421-428. E. "Criticism in the Twentieth Century: A Many faceted review of American writ- Bird's-Eye View." XXXVI (Apr. 1947),ing after two World Wars from the pub- 165-173. lisher's viewpoint; modem trends involve Survey of the principal schools of crit-such items as loneliness of the writer, with- icism (impressionist, romantic, psycholog- drawal to the classroom, and the separation ical, Croce, et al.) with a view of reconcil-of the writer from the reader. ing their similarities and divergencies withGeismar, Maxwell."Naturalism Yesterday contemporary principles of literary art. and Today." XLIII (Jan. 1954), 1-6. Walters, Raymond, Jr. "Present Trends in Condensed account of origins and devel- Nonfiction." XLII (Dec. 1953), 483-489. opment of naturalism followed by a sim- Points out that nonfiction booksnow out-plified and brief survey of the modern number fiction among the choices of the movement in American fiction. Book-of-the-Month Clubwith possiblerea- Gurko, Leo."American Literature: The sons: increased interest in "contemporaryForces behind Its Growing Up." XXXV plight" of most Americans,mote leisure, (Mar. 1946), 119-122. "spiritual cravings," Communistmenace. Generalizations about the maturing of Warner, John F., Jr. "The Human Side ofAmerican literature in the twentieth cen- Puritan Literature." LII (Nov. 1963), 587-tury; the influsnce of the First World War. 590, 609. As currently taught, Colonial literature Mussoff, Lenore. "Enriching a Literary Sur- presents a distorted image of Puritan tradi-vey of Renaissance England."LI (May tion. The author cites excellent examples 1962), 337-339. (ST) among Puritan writers to demonstrate the Names specific bcoks as "timely approach Puritan as "a humanwith many of theto a study of the English Renaissance," identical passions, humors, and prejudicesand then via Spenser, Marlowe, Jenson and of any citizen of any age." Bacon outlines briefly how an understand- ing of the Renaissance provides the founda- tion for succeeding literary study. Literary Criticism Theory and Comment 160 Routh, H. V. "The Quest for Currents in Contemporary English Literature." XXXVI Butterfield, Frances Westgate. "Don't Tell (June 1947), 277-288.
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Concerned withauthors,books,andEarly, Margaret J. "Stages of Growth in movements in twentieth century literature Literary Appreciation." XLIX (Mar. 1960), asdevelopedintendencies marked by 161467. symbolism, humanism, mysticism, and re- Describes three stages of growth in lit- volt. eraryunderstanding:unconsciousenjoy- ment, self-conscious appreciation, conscious Sheridan, Marion C. "Life without Litera-delight teacher's roleat each level dis- ture." XXXVII (June 1948), 291-297. cussed. Composition, core courses, and practical skills are no substitute for literaturewhich Farmer, Paul."Let Literature Work Its pulsates withlife,wisdom, and genuineMagic." XL (Apr. 1951), 212-218. emotion. Suggests stmtegems by which the power and importance of bcoks is used by the NVagenknecht, Edward. "The Little Prince teacher to make television an asset instead Rides the White Deer: Fantasy and Sym-of a liability toward happy and successful bolism in Recent Literature." XXXV (May living. 1946), 229-235. Fantasy and symbolism abound in con-Hartley, Helene W. "Developing Personal- temporaryliterature.Thisarticlegives ity through Books." XL (Apr. 1951), 198- brief survey of and short exploration for 204. the phenomena. Term's work in language arts based on student questions which committee classi- See also individual authors by name. fied under such topics as independence, courtship and marriage, psychology, school. Literature, Teaching of Hook, J. N. "The Multiple Approach in General 161 Teaching Literature." XXXVII (Apr. 1948), 188-192. Bechtle, Raymond. "Suggested Exercises Historical,socio-psychological, emotive, and Con." XLVIII (Sept. 1959), 334-336.didactic, paraphrastic, and analytic are the (ST) variouswaysliteratureshould be ap- A whimsical request begging editors ofproached. literature texts to omit the pages devoted to "suggested exercises" because the latterIrmscher, William F. "An Apology for Lit- are time-consuming and valueless. erature." LII (Apr. 1963), 252-256, 268. Describes need to redefine the relation- Bens, John H. "Teaching Literature in theship between teaching literature and the World of Mickey Spillane." XLV (Feb.teaching of language and composition. 1956), 79-81. The aim of teaching literature is criticalLewis, Charles Stephen. "The OrientBlind thinking; the aim must 13.' achieved in theSpot in High School Literature." XLV (Jan. world in which the student lives. 1956), 26-29. Eight questions pertinent to the topic Burton, Dwight L."Books to Meet Stu-posed by the author are answered by his dents'PersonalNeeds."XXXVI (Nov.review of relative date in twenty-five recent 1947), 469-473. high school literature texts from leading A project of relating books to personaleducational publishers. and social problems of students; identifies types of conflict and lists books to meetLynch, James J."The English Teacher's these general personal problems. Cteatest Resource." XLV (Oct. 1956), 388- 394. Carlsen, C. Robert. "Behind Reading In- "Literature, the greatest resource of the terests." XLIII (Jan. 1954), 7 -11. English teacher, must not be sold short"; Identifies three major student needs: findidentifies some pitfalls in the nath of the one's self-importance, see one's self as partteacher of English,ingeneral, and the of pattern of all human life, assess one'steacher of literature, in particular. self in terms of future position in society. Lists five ways by which teachers meetMcCall, Roy C. "Taking Literature out of needs to reach maturity. Cold Storage." XLIV (Jan. 1955), 30-33,
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Literary appreciation is achieved if the Responsibility and maturity elicited learner's initial level of appreciation is con- through rotating student chairmen,group sideredinselectionof material,ifthesubmitted questions andanswers, and a teacher becomes an excellent oralinter- class "rating chart." preter as well as a literary analyst, and if the learner has opportunity to read aloudSquire, James R. "Literacy and Literature." to his fellow learners. XLIX (Mar. 1960), 154-160. Makev, Herman 0. "Is Poo-Bah Right?" Survey of "mass literacy" as judged by XL (Feb. 1951), 98-101. evidence available from fivesources per- Discusses obligation to base interpreta-tinent to or concerned with American read- tion on suitable word meanings,on theing: number and level of readers, figures evident intention of the author from publishers, library circulation,types or speaker,of books currently produced, and results and on the relation of the passageto the rest of the work. from measurement. Adds suggestionsto "achieve real literacy in literature." Meade, Richard A. "Organization ofLitera- ture for Juniors and Seniors." XXXVI (Sept. Yung, Harold P. "Plan for Teaching Lit- 1947), 366-370. erature." XLIV (Apr. 1955), 230. (ST) Lists four ways of organizing literature: Enthusiasm for reading and discussion chronology, literary types, famous writers,from questions directed toa panel of stu- and by content themes and experiences.dents by fellow classmates. Discourages organization by chronology. Literature, Teaching of O'Neal, Robert. "World Literature in High Goals School: Lusty Orphan." LII (Feb. 1963), 162 94-96. Achtenhagen, Olga. "The Prick of Interest." Procedure and results of a questionnaireXXXV (Feb. 1946), 94-96. study of world literatureprograms at. g Teaching experience where studentsset four hundred high schools bya subcommit-their own aims for thecourse and selected tee of NCTE's Committee on Comparativetheir own materialswith enthusiasm. Literature. Alm, Richard S. "Goose Flesh andGlimpses Pooley, Robert C. "Using Periodicalsin theof Glory." LII (Apr. 1963), 262-268. English Classroom." XL (May 1951), 266- Supplying books, knowing books, under- 270. standing adolescents, becominginvolved Deplores routine use of a singlemaga- with studentstheseare elements it, pa?- zine; recommends the classroom magazineviding in students the thrill and exaltation as valuable supplement to the regular cur-possible from literature. riculum of the course.Occasional refer-Cady, Edwin H. "The Role ofLiterature ences to Using Periodicals, NCTE, 1950. for Young People Today." XLIV(May Potter, Robert E."Reading Unlimited."1955), 268-273. XLII (Jan. 1953), 28.32. Contributions of litereture to meet the Genesis and evaluation of aprogram in-needs of the student'ser iotional and imag- volving free reading period and freedomininative life, to further hi ; perception of the book selectior.. world, and to open fa: him the doorto "loyalty." Roody, Sarah I. "Searching for the TruthCarlsen, G. Robert. "Deep Down Beneath, in Nonfiction Books." XXXIII (Apr. 1944),Where I Live." XLIII (May 1954), 235- 203-205. 239. Teaching students to realize that there are varying levels of authenticity in non- Stresses the importance of selective lit- fiction books and to learn to discriminateerature as a medium for reaching the pri- between them. vate world and for strengthening the real self to clarify and articulate reactions. Spinks, Pearl. "Life Brought to Literature "English and the Liberal through Group Work." XXXIX (Apr. 1950),Arts Tradition in the High School." XLIV 201-205. (Sept. 1955), 323-329.
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Purposes of English emerging from liber- Hyer, Lorine D. "Life Adjustment through al arts tradition: self-understanding throughLiterature." XL (Jan. 1951), 28-33. literature and language activities; percep- "Terminal" seniors with I.Q.'s from 85 tion of color, patterns, and quality of en-to 135 help plan course and find that lit- vironments; love for ideals of our culture; erature helps solve problems. . the working out of basic human instincts under varying cultural patterns. LaBrant, Lou. "Diversifying the Matter." XL (Mar. 1951), 134-139. Diltz, Bert Case. "EnglishFor Breadth or Enjoins teachers to promote sound think- Depth." XLII (Apr. 1953), 194-196. ing based on thoughtful reading of a great Teaching of great literature should not variety of literature. have to compete with psychology, philos- ophy, history, or socioingy; advocates anLombard, Nellie Mae. "American Litera- emphasis on the world's creative thinkers.ture for Life and Living." XXXIII (Sept. Discusses some "characteristic features of 1944), 383-384. (RT) the literary or artistic method as comple- Details of an approach to the study of mentary to the scientific method." Ameri:-n literature from the individual and Graham, Elizabeth. "What Literature Shallsocial interests of the pupils. We Teach Now?" XXXIV (Apr. 1945), 190- 194. Makey, Herman 0. "Why?" XXXVIII (Dec. Replete with specific book names to show1949), 554-558. that the teaching of high school literature A brief statement of purpose for teach- must expand as literature itself progres-ing literature. Four things to emphasize: sively expands. meanings, alinsions, figures of speech, spe- cial aspects of irony and satire. Hartley, Helene W. "English for These Times: Some Issues andImplications."Norvell, George W. "Watchman, What cf XXXVI (Feb. 1947), 60-65. Literaturein Our Schools?"LII (Sept. A discussion of what can reasonably be 1963), 434-437. achieved for these times through classes in Avers that many selections of literature English education; shows the opportunitynow taught do not meet the needs of stu- provided in the classroom for creating andents; change in content of literature as- awareness of social, political, and economic signed would make for added student in- problems. terest. Heilman, Robert B. "Literature and Crc.v-Phelps, Frances Brownell."Literature, a ing Up." XLV (Sept. 1956), 303-313. Guide to Social Living." V:XIX (June Succinct analysis of the relationship of 1950), 340-341. (RT) literary experience to the achievement of Discusses ways in whicl' a student's vi- maturity in mind and spirit, since the "lit-carious experiences in litet.iture can give eraryimaginationmakesitpossible tohim the social background and imaginative know immediately and correctly ... whatmoral development to realize relationships it is to be a human being." with others. HilkertRobcr.N."Language Compe- tencies Required by Occupational Choice." Roody, Sarah I."Developing Personality XXXIX (Mar. '950), 137-144. through Literature." XXXVI (June 1947), Businessman's contention that increased 299-304. human understanding is facilitated better Specificillustrationsin techniques for by literature than by specialized courseshelping pupils understand behavior and be- (Business English specifically). come adjusted themselves. Hoefler, Lehman A. "Redirection or Return Rowland, Virginia. The Importance of to Direction in the Teaching of English." English." XXXVII (Dec. 1948), 539-542. XXXIV (Sept. 1945), 372-375. Literary values are important and Eng- Recommends functional speaking andlish courses need to be revitalized, espe- writing habits, and a student-need outlookcially in the arca of the personality and in teaching high school literature. the intelligence of the teacher.
FA
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Simpson, Anna."Achievement of Basic those discussed are Jane Eyre, Kenilworth, Aims through Reading Biography." XXXIII Wuthering Heights. (May 1944), 252-254. An account of the use of biography inBratton, Dorothy. "English Literature for the tenth grade to increase the pupils'ap-the Noncollege-Bound." Xl..%7 (Feb. 1956), preciation for their American heritage. 84-91. A year's observation of an English class Squire, James R. "Individualizing the Teach- isset down in journal form; interesting ing of Literature." XLV (Sept. 1956), 314-techniques allow for capitalizationon in- 319. terests of individual students. The perennial challenge to the teacher to maintain a core of unity in the literature "Readingfor Therapy." XLVI (Sept. 1957), 339-346, 361. class while the potentialities of studentsare adjusted to the intellectual and emotional Diary of an alert, creative, understanding adventure of the literary experience. English teacher reviewing highlights ina year of teaching American literatthe and the resultant conviction that good readingpro- Literature, Teaching of duces mental health. Grades 163 Ford, Nick Aaron. "What High School Stu- Durham, Virginia."Literary Supermen."dents Say about Good Books." L (Nov. XLVI (Apr. 1957), 208. (ST) 1961), 539-540, 545. Seventh grade activities with fictitious Discloses student comments fromcompo- giants past and present increased apprecia-sitions entitled "What Is a Good Book?" tion of classics and broadened perceptionsubmitted in competition for NCTE Achieve- of humor and play of imagination. ment Awards. Discusses content, for n, and specific titles in the light of representative Endris, Mardie Weatherby. "Poetry in thestudent response. Junior High School." XXXIX (Nov. 1950), 505-508. Friedrich Gerhard. "The Teaching of Early Describes unit on poetry taught in heter-American Literature." XLIX (Sept. 1960), ogeneous seventh grade class, emphasizing387-394. enjoyment of imagery. Discusses the problems of teaching early American literature in the historical survey Stegall, Carrie. "Who Cares about Litera-course in high school, and advocates call- ture?" XLVII (Jan. 1958), 21-24. ing upon interrelated arts towards greater Develops eighth grade class approachto effectiveness. literature which makes it valuable bothas an art and as an important immediate in-Johns, Kingston, and Smith, Donald E. "A fluence. Drama Course, Planned, Used, Evaluated." XXXIX (Dec. 1950), 571-574. Exchange of letters between the grad- Literature, Teaching of uate student who planned and the teacher High School 164 who taught an elective twelfth grade read- Bennett, Louise, et al. "English in Terminaling and classroom production course in drama. Secondary Education: Experiences withLit- erature." XLIII (Dec. 1954), 501-506. Johnston, S. Timothy. "Drama Study in Presents methods and activities to makeTwelfth Grade." XLIII (Jan. 1954), 35-37. pupils, whether terminalor college-bound, (RT) realize the human values to be obtained Gives specific approach to study of wide from literature. variety of plays, short history of drama, Bing, Ada M. "They Worked and Likedactual production of a play by assigning It." XLII (Mar. 195?), 156-157. (RT) groups to present scenes "on stage" from The second required bookreport of aeach act. senior literature class consisted of present-Loban, Walter. "Teaching Literature: A ing a scene from the book, dramatizedas Multiple Approach." XLV (Feb. 1956), 75- tither a radio script or as a reading. Among78, 91.
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Consolidation and agreement are replac- Literature, Teaching of ing differences of opinion on teaching lit-Interpretation & Appreciation -165 erature in the secondary school; the next surge of effort will be toward balancing theBaloyan, Mary. "Enjoying Literature More best elements from several approaches andthrough Group Dynamics." XLIII (Sept. methods. 1954), 308-312. ofteacher, McKinley, Margaret. "Pulaski Sophomores Discussesobjectives,role Plan for Additional Reading." XLIII (Mar.ideas for creative learning experiences, and juniorEnglish 1954), 153-154. (RT) motivating techniquesin "Plan" for outside reading set up by unit in American literature. members of class accor4ig to individualBurton, Dwight L. "Literature for Social needs, interests,and levels with sampleDevelopment." XLIII (May 1954), 231-234, pattern plans for vocations, freedom, and 243. others. Emphasizes the social functions of litera- Masback, Frederic J. "An Approach to theture to relieve group tensions by stressing Novel in High School English." L (Apr. universal, to develop an awareness of alter- 1961), 278-280. (ST) natives in group life, and to sharpen and Describes a method in which studentsenrich time and space concepts. Caution: read a variety of teacher-chosen novels un-do not lose sight of purely aesthetic func- der careful supervision to develop certain tion. systematic habits of reading and analysis "TeachingLiteratureto enabling them to read airy novel more per- Our Youth Today." XLIV (May 1955), 274- ceptively. 279. Specific suggestions for using literature Montgomery, Margaret. "Life and Literaturetohelptheadolescentunderstand the Global Pattern." XXXIV (1945), 504-506. world and himself and thereby attain ma- (RT) turity. Lists reading selections for information on the life, customs, and philosophy ofCorbin, Richard. "Aesthetic Experience of other nations in a last semester high schoola Poem." XLVI (Dec. 1957), 564-569. course in world literature. The aesthetic experience of a poem is shown to be a fusion of three steps: enjoy- lloody, Sarah I. "From Bridey Murphy toing, understanding, and "experiencing" the Magic Casements." XLVI (Feb. 1957), 100-poeman integrated body, mind, and spirit 103, 123. experience. Twelfth grade unit which "utilizes to- day's rebirth of wonder to interest studentsCross, E. A. "Appreciating Literature as au in imaginative literature through a study ofArt." XXXIII (Nov. 1944), 465-474. man's reaction to the unknown throughout A detailed discussion of seven devices of the ages." the literary stylist which students can learn to recognize. Sloan, Jean. "An English Class Meets a Challenge." XXXIII (Nov. 1944), 504-505.Gainsburg, Joseph C. "Play Reading v. th (RT) Dynamic Meaning.' XLI (Oct. 1952), 403- Description of a unit called "Problems 410. We Face" developed in an eleventh grade Among many v linable suggestions for class in Waterloo, Iowa. interpretative appreciation of the play, em- phasis is placed on procedures that bring Taylor, Robert T. "Allusion and the Litera-the play alive by making its reading an ture Survey." XLIV (Jan. 1955), 26-29, 58.alluring substitute for viewing iton the The values accruing to the superior elev-stage. enth and twelfth grade student who studies literature as a legitimate discipline devel-Hatfield, W. Wilbur. "The Editor Reflects." oping from historical contexts. XXXIV (Nov. 1945), 508-509.
90 LITERATURE, TEACHING OF 166 Teacher should be prepared to make lit- Quick readingmay be gateway to knowl- erature as potent as possible in theminds edge, but most is learned from and hearts of students. the classics by way of studywith applicationto Hamlet. Henry, George H. "TowardVitalizing theRosenblatt, Louise M. "The Acid Teaching of Literature." XLI Test for .(Oct. 1955), Literature Teaching." XLV (Feb.1956), 383-389. 66-74. Literary pieces of varying difficultyin The essence of any literature compre',ension as aids to the high teaching schoolconsists of "transactions betweenreaders student in thinking about themeaning of his own life, in viewing the and books": practices meetingthis acid range of hu-test include initiating a process of growth, man motive from revenge to martyrdom, avoiding substitutes for literature,analysis and in noting under what conditionsman of the literary "transaction." elects one or the other. Hoffman, Edna N. "Project "Literature: The Reader's in Apprecia-Role." XLIX (May 1960), 304-310,315. tion." XLIII (Mar. 1954), 149-150.(RT) States that the quality of literary A project in which two boys who exper- didn'tience depends on what the authoroffers liketo "write up notebooks" produceplus the relevance of the sketches depictingscenes and characters past experience and present interests of the reader.Warns from selections. Literary appreciationstim-that ulated written expression. developmental curriculum planning must include both elements andmust not Kite, Ila Maude. "I Choseto Stoop." XXXIV overemphasize either at theexpense of the (Mar. 1945), 157-158. (RT) other. This teacher organized her Englishlit-Sheridan, Marion C. "Literature: erature course into life-units: "Ideal Life," Freighter, Fighter, and Star Steerer." XXXIII(Oct. "Preparation for Life," "Lifeas It Is," and 1944), 414-420. "Enrichments and Antidotes for Life." A wealth of suggestionsfor teaching LaForse, Martin. "Teachinga Story withliterature so that a student will readvolun- Musical Interpretations." XLVI(Jan. 1957),tarily, deliberately, without self-conscious- 41-42. ness, and respond intellectually andemo- Mood and structure ofa piece of litera- tionally. ture supplemented with music andart;Shoemaker, Francis. names specific applications. "Communication through Symbols in Literature."XXXVII Minton, Arthur. "Literature and theStream (Apr. 1948), 235-240. of History." XXXIII (May1944), 259-261. The basic theme of theessay is that Description of a method of establishingcommunication isa two-way process in literary matter in the wholestream of his-which the individual respondsto his en- tory to deepen the appreciation of literary vironment.This concept isnecessary in works and to crystallize the historicalsense. teaching the response to literature. Mosing, Malcolm."Appreciation throughSimmons, John S. "And Children Iearn to Units." XLIV (Feb. 1955),80-86. Walk on Frozen Toes." LII (Nov.1963), Units on drama and motionpictures as 591-595. a means for extending interest, broadening The unit, "New England in Literature," knowledge, and deepeningexperience. with "careful analysis" of E. A. Robinson's poem, "New England," as well as of other Neville, Mark. "Some Means ofEnjoying poets and authors. Literature." XXXIII (Oct. 1944),424-428. Specificsuggestionsforteachers whoSee also Poetry (Interpretation andAppre- want literary reading to bea source of ci:gion). real pleasure for students. Literature, Teaching of Page, M. Myriam. "ReexaminingCertain Methods in the Teaching ofLiterature." Junior High School 166 XXXIV (June 1945), 326-329. Frogner, Ellen. "Inexpensive Books forthe 91 ITERATURE, TEACHING OF 166
Junior High School." XXXIX (Sept. 1950),deliberate omissions, reader difficulties, and 385-387. unfamiliar reference. List of books, for $1.25 or less, suitable for individual recreational reading, com- " 'Depth' Reading III: Con- posed mainly of original texts published astrast,Misleader of the Unwary." XLIV a series, e.g., Cadmus Books, Teenage Book(Dec. 1955), 507-512. Club. Interpretation must recognize that sharp contrast often tells lies on the "surface," but Meighan, Marilea."Teaching with Illus-it is completely truthful in "depth." Cites trated Fables." XXXIX (June 1950), 338- numerous examples drawn from literature: 339. (RT) "Richard Cory" to Wuthering Heights. Describes introductory lesson for junior high school unit on conversation, in whichJensen, Lisbeth S."Fostering Interest in teacher reads fable about a wise king'sReading." XLII (Oct. 1953), 367-370. search for a pictographic representation of Presents detailed account of procedure the perfect conversation. used with a twelfth grade literature class: the reading of books by authors of many Rose, Elizabeth. "Literature in the Juniornationalities and races. Also furnishes sug- High." XLIV (Mar. 1955), 141-147. gested titlesfor reports on biographies. Use of teenage books to act as a bridgetypes of novels, best sellers, and types o!: between juvenile story and adult novel withbooks of interest to students. specific suggestions for leading junior highJosephs, Lois. "One Approach to the Puri- students to read. tans." L (Mar. 1961), 183-187. Treanor, John H."Literature in Mechanic Describes a unit featuring critical stu.ly Arts Classes." X,XXVI (Nov. 1947), 488-of The Scarlet Letter and The Crucible as 490. (RT) means of captivating imagination and at- Suggests titlesfor a balanced core oftention of eleventh graders and as spring- good reading formechanic arts classes in board to contemporary American literature. the junior high school. Ryan, Margaret."Achieving Unity with Diversity." XL (Dec. 1951), 547-552. See also Junior Book Roundup. Finds the best results where cultural background and reading ability vary to lie Literature, Teaching of in a plan where every student, working at Poetry 167 his own rate, is able to make vital contri- bution to the program as a whole. See Poetry. Squire, James R., and Beckerman, Merritt. "The Release of Expression." XXXIX (Mar. Literature, Teaching of 1950), 145-149. Procedure, Method 168 Finger painting as a graphic art tech- nique for releasing student response to Gill, Naomi B. "'Depth' Reading." XLIIspecific poems, to a novel, and to four (Sept. 1953), 311-315, 323. plays. For better comprehension of plots, stu- dents are alerted to connotations, dramaticStocking, Fred H. "The Two Jobs of Eng- situation, key lines of the action, and to lishTeachers." L (Mar. 1961), 159-167, such authorial techniques as satire, frag- 178. ments of characterization, and nonchrono- The teaching of writing is utilitarian and logical order. the job of all subject teachers; the teaching of literature is nonutilitarian but more im- "'Depth' Reading II: Theportant because. it introduces intelligent un- Figures." XLIII (Sept. 1954), 297-303, 323.derstanding and enjoyment of an art. Records successful procedures in deLling with figurativelanguage;discussesfourTovatt, Anthony L. "Two Basic Convic- bases for difficulty and gives many ex-tions about Teaching Literature." XLIX amples in each category: contrived types, (Nov. 1960), 528-535.
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The convictions are: "existing literaturemerit, form, or content may be isolated programs are not inviolate"class need for emphasis; includes many specific titlesand must determine choices; and"literature suggestions. must be meaningful to the student in the present if itis to be meaningful for him Daunoy, Mary Estelle. "Tennyson'sTeen- in the future." age Idyll." XLII (Apr. 1953), 211-213. (RT) Despite the decrease in popularity of Willey, Wilbur. "A Thematic Approachto Tenn ..s'sworks, advances the Teaching of English." LI (Dec. 1962), reasons the 643-645. (ST) teachi..s of "Gareth and Lynette"from Idylls of the Kingcan be challenging, re- Outlines ti ,:matic approach to literature,warding, and timely. suggesting several possible themes;one de- signated "Tower over Mediocrity" given inEckerson, Olive. "Give Them WhatThey detail. Want." XXXVI (Dec. 1947), 523-527. A discussion of simplified classicsand their successful use in the classroom:Oliver Literature, Teaching of Twist, lane Eyre, Why Dick, Ivanhoe, Selections 169 David Copperfield. Arnold, Ruth K. "Shakespeare in theGar-Cordon, Edward J. "Reading by Themes." den." XI. (June 1951), 325-329. XLII (Apr. 1953), 187-190. College so:Thom oreseditscenes from Discusses three reading units conducted Shakespeare and present them out-of-doors.with a senior class. Emphasizesselecting books which meet the "objectives" ofthe Assuma, Daniel J. "A List of Simplifiedstudent. Walden, read by all, offeredstu- Classics." XLII (Feb. 1953), 94-96. (RT) dents opportunity to question modern stand- Provides a list of adapted classics with ards of success. the grade difficulty noted, basedon replies of 100 book publishers. Hach, Clarence W. "Planninga Year's Pro- gram in Literature." XLVII (Sept. 1958), Blumberg, Philip S. "A Change Nowand 334-338. Then." XLII (Feb. 1953), 96-97. (RT) Choose balanced fare content and lkx- As a change of pace from prescribedibility of approach to help pupils under- selections, students given theopportunitystand themselves as "part of theuniverse to become acquainted with the literary ef-of man." forts of Pao] Lawrence Dunbar, HelenKel- ler, and Irwin Edman. Hennings, Alice B."Teaching an 'Idea' Story." XLII (May 1953), 256-259. Brown, Blanche R. "Correlation of Litera- Author recounts success experienced in ture with the Fine Arts." XXX1X (Oct.teaching an "idea" story, Hawthorne's "The 1950), 435-439. Minister's Black Veil," and givesa detailed Describes methods and gives examplesaccount of procedure followed. by which intellectual andartistic works from the same historicalage can be shownHunt, Kellogg vir "Getting into the Novel." to be related, instead of being taughtsep-L (Dec. 1961), 601-606. arately. Revitalizes the stock questionsput to students in discussion of novels. Suggests Brown, Elizabeth L. "Odysseus and thefive canons for making out questionson Ninth Graders." XLII (Jan. 1953),7-11. any individual novel. Urges that teachers How Homer's stories and universal%ap- choose a novel for the students; thatstu- peal were brought toa class in student::dents talk about the novel with each other; owned paperbacks. that teachers read criticisms before teach- Carlsen, G. Robert "The Dimensions ofing any novel. Literature." XLI (Apr. 1952), 179-186. Lucas, Harriet. "The Type Approach to the All aspects of literature must be keptin Study of World Literature." XXXVI (Dec. mind, evenif,temporarily, one literary 1947), 533-535. (RT)
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Presentation of world literature directed Bertram, Jean De Sales. "Books to Promote by teacher's purpose: by country, as art, as Insights into Family Life Problems." XLV type. (Nov. 1956), 477-482. Summarizes approaches to problems of Mann, Isabel Roome."What Literature family living in a variety of novels, of which Should We Read?" XLI (Nov. 1952), 484-Captains Courageous and Seventeenth Sum- 487. mer are two examples. The answer is "well written literature of the past and present ... literature that willBoss, Suzanne K. "From Art to English to broaden the horizons of students ... in aArt." XXXIV (Sept. 1945), 392-393. (RT) world that they must try to understand" Example of a project in art class which some titles mentioned. developedto includealmost theentire schooland specifically its involvement with O'Gordon, Hannah jean. "As It Appears to Me." XXXIII (Mar. 1944), 157-158. (ET) English. An analysis of W. B. Yeats' "The LakeBoutelle, Margaret. "Talking about Books." Isle of Innisfree." XL (Dec. 1951), 574-575. Rutan, Edward J. "Meaning in Literature Teacher motivation and informality and Study." XXXIII (Nov. 1944), 505-507. (RT) variety in reporting induce some students Comparison of several different passagesto read many books within a year. that deal with a similar idea as a device Brickell, Henry M. "Let Them See the Pro- for stimulating penetrating analysis in read- fessionals." XXXIX (Jan. 1950), 36-38. (RT) ing. Describes drama club's trips to such per- Shaffer, Virginia. "They Can Take It." XLI formances in Chicago as Brigadoon, Olivier's (Dec. 1952), 526-530. Hamlet, and Katherine Cornell productions Responsibility to the slow learner need stimulating but expensive. not be at the expense of the classicswith numerous references. Campbell, Jean L. "The Use of Quotations in Language Arts Classes." XLIX (Dec. Wagner, Martha. "College Students Evalu-1960), 638-639. (ST) ate High School Reading."XLI (May Discusses the values of daily quotations 1952), 251-253. from famous statesmen, philosophers, scien- Five hundred students list familiar titlestists and educatorsboard written or note- among books they dislikedbecause theybook kept. did not understand them; extensive reading and knowledge of student ability by the Carlsen, G. Robert. "Creating a World Out- teacher will obviate such criticism. look through Literature."XXXIII (Dec. 1944), 526-5'32. A desei iption of four units designe:i to Literature, Teaching of give seniors a feeling that Americafights Special Projects 170 for values that are deeply imbedded in the human spirit and that are a part of the Alm, Richard S."Buzz Sessionsaboutstream of history. Books." XL (Jan. 1951), 12-16. Uses "Buzz Sessions" to get maximumFagan, Edward R. "To Literature via the participation from students and to secure College." XL (Dec. 1951), 562-566. evident growth in communication skills An account of the art-college approach illustrated by unit on family life. to literature that gives the teacherinsight into student problems and brings outtheir Bartine, Nora Geeslin. "Literary Programs."creative ;abilities. XLI (Oct. 1952), 420-423. Experiment with dramatic presentationHumphreys, Aletha."Literary Charades." of literature through literary readings andXLVI (Apr. 1957), 210-211. programswith suggestions for programs at Teams "with guessing, like a game" dra- Christmas and for dates commemorative ofmatize scenes from literature as semester Lincoln and World War II. review.
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Krumbiegel, Walter 0. "Advertising Litera- A project which brought life and fun to ture." XXXIV (May 1945), 273-274. (RT) otherwise dull textbook selections and pro- Literature "advertised" to students by vided opportunity for correlation of the lit- bulletin board displays created from adver- erature and language program with other tising copy in newspapers and magazines. departments. McKean, Robert C. "A Word-AssociationTanner, H. Jeanne. "Interpretation through Literature Reaction Test."XLIII(Apr. Pictures." XLV (May 1956), 277. (ST) 1954), 193-195. Magazine clipped pictures as interpreta- Description of a classroom experimenttion of quoted line or summarizing state- using psychologists' technique to probe into ment of story or poem in class of American the process of reaction to literature with literature. the intent of discovering how much readers' attitudes are changed by a literary selection. Longfellow, Henry Wadsworth-171 Miles, Isadora W. "Seniors Plan a Basic Library for High School Graduates."Hurst, Elizabeth."What about Longfel- XXXIII (May 1944), 254-259. low?" XLV (Mar. 1956), 148-150. (ST) Description of a class project to deter- In praise of Longfellow and a plea for a mine the books that would comprise the more important place in the curriculum for basic library of a young couple, both high-him and his poetry. school graduates, who were just establish- ing their new home. McCullers, Carson 172 Miller, Helen Rand. "The Paths of Glory."Carpenter, Frederic I. "The Adolescent in )(XXVII (Feb. 1948), 92-94. (RT) American Fiction." XLVI (Sept. 1957), 313- Madame Tussaud's wax figures of famous 319. English poets prcvide a unique setting for Carson McCullers' Mick Kelley and the reflections upon the teaching of literatureadolescents of Jessamyn West and J. D. and upon the inspiration which English Salinger share a common hatred for hypoc- poets have offend to Americans. risy and a common search for integrity. Rinker, Maxine. "\_y Friend _the." XLIII Evans, Oliver. "The Achievement of Carson (Oct. 1954), 379-380. (RT) McCullers." LI (May 1962), 301-308. Shares a teaching experience (and sev- Discusses McCullers' concern with the eral delightfully revealing character anal- soul of man, human love and loveliness, yses of Abe Lincoln) which required stu- and the search for self. dents to understand and interpret historical figures. Kohler, Dayton. "Carson McCullers: Varia- tions on a Theme." XL (Oct. 1951), 415- Shapiro, Alan. "Introduction to a Mythol- 422. ogy Unit." XLIII (Nov. 1954), 454. (RT) Comprehensive reviews of The Heart Is Rhymed riddles as an entertaining pro- a Lonely Hunter, Member of the Wedding, cedure to stimulate interest in the study of The Ballad of the Sad Cafe, and Reflections mythology. in a Golden Eye to show that, at best, Mrs. McCullers has drawn clearly realized hu- Snyder, Carol. "Period Furniture and Eng- man characters as symbols of the human lish Literature." XXXIX (Dec. 1950), 578-predicament, especially initsaspects of 579. (RT) loneliness and longing. Suggests study of furniture design and interior decoration as a means of "clarifying Magazine 173 the conception of the way of life" of an "earlier period and in relating that periodBennett, Elizabeth C. "How to Teach a to modern living." Magazine That Transcends Mass .ppeal." XXXVIII (Feb. 1949), 82-86. Sophie, Sister Mary Madeleine, S.S.N.D. Practical suggestionsfor teaching the "Anglo-Saxons for a Night." XLIII (Feb. quality magazine, illustrated by specific in 1954), 81-83, 86. stances from the Atlantic.
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Brown, Carl A. "Meeting Reality in theagainst TV." XLIII (Dec. 1954), 521-522. Classroom." XLIX (Jan. 1960), 41-43. (RT) Account of a unit on current magazines. Presents a plan which makes desirable Several practical ideas provide creativepar- magazines available for sale in school stores, ticipation on the part of students. thereby establishing good adultreading Campaigne, William M. "Present Day Pe-and buying habits. riodical Publications." XXXVI (Mar. 1947), Shepherd, Edith E. "How to Interest Stu- 146-148. dents in a Variety of Better Magazines." A list of principal magazines and theirXXXVIII (Oct. 1949), 444-447. 1947 cost. General outline of one teacher's approach Diesman, Florence M. "Why Not a Maga-to teaching the magazine tofifteen year zine-Annual?" XLVII (Oct. 1959), 407-408. olds with an average I.Q. of about 130. (ST) Wagner, Helen R. "Making Use of Your Plea to make the "memory book" annual Magazines." XXXV (Feb. 1946), 104-105. more signi&ant by making it the stimulus (RT) to the writing needed in every English Suggestions for promoting wider use of classroom. the magazines in the school library. Doonan, Caroline M. "Magazines for Devel-Willis, Veronica. "Magazine Production Can oping Literary Taste." XXXVII (Apr. 1948), Be Simplified." LI (Feb. 1962), 120-122. 245-248. (ST) A discussion of the use of magazines in A creative writing magazine can be pro- the English classroom. Reading magazinesduced easily by using the skills of several forms valuable habits for further reading. departments such as business, art, and Eng- Finch, Hardy 11."How to Teach Stu- lish. dents to Read Mass Magazines Critically." XXXVIII (Sept. 1949), 388-391. Mailer, Norman 174 Considers such items as budget, magazine as reading assignment, examination of con- Goldstone, Herbert. "The Novels of Norman tent, and critical approach in daily reading. Mailer." XLV (Mar. 1956), 113-121. The Naked and the Dead, Barbary Shore, Hughson, Ruth. "Stimulating Interestand The Deer Park are successively and through Magazine Reading." XLII (Nov.critically examined, and Mailer's work as a 1953), 462-463. (RT) whole is then appraised for power, range, Articles selected by members of a tenth and weakness. grade English class from Reader's Digest, Coronet, Pageant, and other small maga- zines used to study punctuation, to practice Mandeville, Bernard 175 reading, writing, speaking, and listening. Preu, James A. "Private VicesPublic Ben- Kiley, Frederick S. (ed.). "The Magazine in efits."LII(Dec.1963),653-658,692. the Classroom." LI (Mar. 1962), 214-215. Describes the satire of Bernard Mande- (PA) ville.He defended "luxury," denounced Comments on Time, Reader's Digest,the "charity schools," c;gued that "even Ladies' Home Journal, Atlantic and Harper's,criminals promote thegeneralwelfare," Life and Look; the "important feature" isbelieved that "in his natural savage state, criticism of content and evaluation in termsman was completelyselfish,"and con- of mature human values. tended that the "origin of morality" was political, not religious. Piper, Francis K. "Condensing Magazine Articles for Tape Recording." XL (Apr. 1951), 222-224. (RT) Mann, Thomas 176 Venture in tape recording that involved considerable pupil participation. Frederick, John T. "Thomas Mann and `Joseph the Provider'." XXXIII (Sept. 1944), Rugg, Martin."A Reading Beachhead 343-348. 96 MASS MEDIA 179
An analysis of a significant author whoa project around the theme of brotherhood. has retold for today the story thousands ofBy the use of mass media materials and years old of the search for God awl for class discussion, a lively program developed. manand the finding. Hazard, Patrick D. "Behind the Tinsel Cur- Mann, Thomas. "A Message from Thomastain." XLV (Mar. 1956), 134-137, 144. Mann." XXXV (June 1946), 287-288. Mediocrity in mass media should stimu- Brief note on value of literature. late constructive criticism in the classroom. Jacobson, Frank B. "Two-Ring Circus in Mass Media." XLIV (May 1955), 280-283. Marquand, J. P. 177 Two senior-level courses in mass media: Cordon, Edward J. "What's Happened toone with emphasis upon critical use of mass Humor?" XLVII (Mar. 1958), 127-133. mee.ia for information and entertainment Contains references to The Late George in adult living, the other with emphasis up- Apley. on mass media as sources of experience and ideas for writing and as aids to future learn- Van Nostrand, Albert D. "After Marqttand, ing. the Deluge." XLVIII (Feb. 1959), 55-65. Deals with five widely read novels, forLaBrant, Lou. "How Can We Make the the study of which Point of No ReturnNewer Resources Available?" XLII (Feb. offers the point of departure. 1953), 79-84. A discussion of some of the then newer "Fiction's Flagging Man of resources in TV, motion pictures, etc., avail- Commerce." XLVIII (Jan. 1959), 1-11. able to teachers. Compares Marquand's Point of No Return with Howells' The Rise of Silas Lapham. Maloney, Henry B."Stepsisters of Print: The Public Arts in the High School English Class." XLIX (Nov. 1960), 570-579. Mass Media General 178 Traces attitudes toward mass media as reflected in the English Journal, 1914-1960, Allen, Harold B. "Mass Pressure on Radioand recommends greater use of mass com- and Journalism." XXXVIII (Oct.1949), 447-453. munication materials in the high school English program. Stresses need for making students recog- nize pressure group propaganda in com-Nevi, Charles N. and Hoffine, Lloyd. "We munications media. Can't Ignore the Mass Media." LI (Nov. 1962), 560-564. Boutwell, William D "Education for the Suggests inclusion of study of the mass Age of Communication."XLVII (Mar. 1958), 138-143. media in high school program. Today's youth must bP intight how toRoody, Sarah I. "The Effect of Radio, Tele- cope with the problem of communicationvision, and Motion Pictures on the Devel- by mass media; suggests case study in com- opment of Maturity." XLI (May 1952), parative communication. 245-250. Urges English teachers to request pro- "What Can We Do aboutgrams that will help students solve prob- Movies, Radio,Television?"XLI (Mar.lems, portray minority groups favorably, 1952), 131-136. and encourage adult behavior and broad- Believing present communications revo- lution to be as important as industrial rev-ened interests. olution, the author appeals to teachers and students to send their views to sponsors of Mass Media programs. Motion Pictures 179 Cox, Mary Hodge. "Brotherhood: Pattern Boutwell, William D. "Motion Picture Eval- for World Peace." XXXVII (Sept. 1948),uation." XLII (Sept. 1953), 336. (RT) 358-361. Question outline for use in evaluating English and social studies teachers builtmotion pictures.
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Braddock, Richard."Films for Teachingduction of motion pictures; includesnames Mass Communication." XLIV (Mar. 1955),of directors and of their pictures. 156-158, 167. Nineteen films described andrecom- Nfacrorie, Ken. "The Movies Don't Move." mended for their usefulness. XLI (Nov. 1952), 474-479. Critique of films in suchareas as "sig- Callenbach, Ernest. "Towardsa Seriousnificant movement projected powerfully," Tradition of Film Criticism." XLVIII (Mar. spectator reaction, and "startling andsym- 1959), 161-162. (PA) pathetic" symbols. A description of the objectives and aspi- rations of the magazine, Film Quarterly, by Nfa llery, David. "The Movies and theEng- its editor. lish Program." XXXVII (Mar. 1948),148- 150. (RT) Cox, Olivia M. "A Projecton 'Democracy The author deplores the barrier between in Motion Pictures'." XL (Mar. 1951), 169-the secondary school study of literature and 170. (RT) the "entertainment" motion picture and Sophomores with reading ability from citesimportant purposesfor schooltime seventh to twelfth grade and I.Q.'s 77tostudy of motion pictures. 129 discuss movies and magazine articles and get responses to their letters from EricSchary, Dore. 'Literature and the Screen." Johnston and Norman Cousins. XLIII (Mar. 1954), 135-141. A defense of movie makers, withem- Frazier, Alexander. "Film and Book: Whatphasis upon the successful translationto Is Their Common Ground?" XXXVII (Apr. the screen of a long list of recognized Eng- 1948), 175-182. lish and American classics. Suggests five approaches (with rich film- name illustrations) to the problem of uti-Schreiber, Robert E. "Literary Works for lizing fully the films then available fortheEducational Screen."XXXVI (Jan. joining book and film. 1947), 29-34. A list of 16 mm. films produced in Holly- Herzberg, Max. "Cinema Syndrome." XXXVwood that were then available for school (Feb. 1946), 83-86. use as rentals. Outlines five numbered causes of mis- understanding which preventa full realiza-Yetman, C. Duncan. "Motion Picture Ap- tion of cinema values in the educationalpreciation and School Composition." XLI process. (Nov. 1952), 488-491. Refers to use of the productions of Teach- Kenny, Rita J., and Schofield, Edward T.ing Film Custodians, Inc. "Motion Pictures and Filmstrins for Eng- lish." XXXIX (Feb. 1950), 90-96. Annotated list under the following head- Mass Media Radio 180 ings: English Literature, American Litera- Boutwell, William D. "Radio 'Industry'or ture, Literature of Other Lands and Times,'Art?" XXXVIII (Nov. 1949), 525-526. (RT) Books and Libraries, Biography, and Direc- Attempts to define the role of radio via tory of Producers. definitions of "art" and "industry." Knight, Arthur. "Types, Stereotvnes, andDunn, Anita."Experimental Teaching in Acting in Films." XLII (Oct. 1953), 361-Radio Listening." XXXVIII (Apr. 1949), 366, 390. 194-197. Traces origin and development of the An experiment in radio listening which "star system." Notes differences betweenthe objects of the experiment called "The acting on the stage and in a motion picture.Sophomores Size Up the Soap Opera." References to particular movies and actors. Grey, Lennox. "RadioA Means, Notan Macgowan, Kenneth. "The Film Director'sEnd." XL (Mar. 1951), 144-149. Contribution to the Screen." XL (Mar. Discusses ways to balance radio among 1951), 127-134. other current English materials; suggestions The director's significant role in the pro-of effective use at various 1,'els.
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Gruber, Frederick C. "Out-of-School Radio as spur to find ways and means of making Listening Habits of High School Students." units on the classics compete favorably with XXXIX (June 1950), 325-327. video's attraction. Results of survey of radio listening habitsBesco, Galen S. "Television and Its Ef- of 349 "cross-sectioned" high school stu-fects on Other Related Interests of High dents in the Philadelphia area by the Penn-School Pu,> !.s." XII (Mar. 1952), 151-132. sylvania University class in "Radio in Edu- (RT) cation." Majority of 223 tenth,eleventh. and Horn, Gunnar. "Radio Journalism." XXXIV twelfth grade stud "nts report on question- (May 1945), 257-260. naire that average 16.8 hours viewing each High school journalism can no longerweek has no effect on their reading inter- neglect mass media ncwswriting. ests. Larrabcc, Carlton H. "Radio, a Public Serv-Brunstcin, James J."Ten Uses for Com- ant." \XXVIII (Feb. 1949), 92-94. mercial Television inthe English Class- Suggests ethical and social responsibilities room." XLVII (Dec. 1958), 566-569. of radio and the role of the school in mak- Areas in which TV can effectively be ing listeners critical. used as a learning dev:ee in English. in- cluding grammar. writing, drama, (-hire. Novotny, Lillian."NCTE Radio Awards and technique. Project." XXXV (Mar. 1946), 149-152. Proposalsforrecognizing outstandingForsdale, Louis (cd.)."Adapting Literary programswith "suggested outlines for class MaterialstoTelevision,Part1." XLIV discussion" and "criteria for evaluation." (Dee. 1935), 513-520. A report of a symposium of four mem- Rachford, Helen Fox. "Developing Dis- bersof thetelevisionindustry andsix criminationin Radio Listening." XXXIIImembers of the NCTE Committee on the (June 1944), 315-317. Study of Television, Radio and Film: spe- Suggestions for helping students to eval- cific examples. uate programs and to demand better ones. "Adapting Literary Mate- Raymond, John C., and Frazier, Alexander. rialsto Television, PartII." XLV (Jan. "Daytime Serials as Laboratory Material." 1956), 18-25. XXXVIII (Dec. 1949), 563-567. Continuation of the dialogue version of Description of use of soapbox drama in a symposium on this subject conciccted at teaching appreciation of literature. IncludesTeachers College, Columbia University. results, opinions of students, and bibliog- raphy. Forsdale, Louis, and Sterner,Alice."A Television Award." XLIII (Dec. 1954), 520- Saunders, Katharine M."Among Our-521. (RT) selves." XXXVIII (Jan. 1949), 33-37. Explains the plan by which an award cor Suggests school use of modern commu-television drama in 1955 was to be r:le. nications media (specifically radio) to pre- sera ideas and idealswith short list ofGoldstein, Miriam."Humanities through available scripts. Television." XLIX (Apr. 1960), 250-255. A report on the use of a TV pilot course, Tyler, Tracy F. "English and Radio Today.""An Introduction to the Humanities." XXXV (May 1946). 272. (RT) Teacher and students were favorably im- Appeal to schools to improve radio pro-pressed with this series produced under a graminga useful education instrument. grant from the Fund for the Advancement of Education. Mass Media Television 181 Hainfeld, Harold. "Reporting Events from Television." XLII (Oct. 1953), 395. (RT) Anker, Lieber. "Television, Here I Come." Suggests possible TV programs suitable XL (Apr. 1951), 218-220. for English and journalism classes: U.N. Results of tenth grade English teacher'smeetings, political conventions and cam- questionnaire on television watching usedpaigns, sporting events, etc.
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Holman, Alfred P. "Two for the Money: Suggests a unit on television dramas to The Current British Television Scene." Ldevelop critical abilities and understanding (Dec. 1961), 635-637. (PA) of mass media. Discusses programs offered by BBC-TV and Independent-TV. Gives fresh insightStengel, Stuart. "What Is the High School into a system different from that in theTeacher of English Doing about Televi- U.S.; suggests that Americansmay havesion?" XLIII (Mar. 1954), 120-124. praised recklessly all British televisionon Persuasive argument for using television the basis of a few programs selected fromto provoke active response and reaction the very best. which one must bring to everything 1 he Kaplan, Milton A. (ed.). "Television Drama: is to grow and develop. A Discussion." XLVII (Dec. 1958), 549-Whittaker, Charlotte C. "Television and a 561. Steaor Literature Program." XLIII (Apr. NCTE committee discussion between 1954), 183-186. representatives from the television industry Describes the use of current popular and teachers of English held at Columbiasources, specifically selective televiewing, University.Television is to be consideredas a bridge from the world of the teenager a distinct literary form with its own rulesto great literature of the past and to the and characteristics and with opportunitiesworthwhile of the modern. for actor and writer and for the growth of an active and informed audience. Willens, Anita J. "TVLick It or Join It?" Kiley, Frederick S. (ed.)."Light from theXLIX (Dec. 1960), 639-640. (ST) Darker Hours." L (Sept. 1961), 438-439. Procedure for improving the level of TV (PA) listening. Television supplements and extends class- room activities into the home, thus sustain-See also Audiovisual and Public Arts. ing close relationship between classroom and life outside. Materials "Teaching Guide for Twelfth Free and Inexpensive 182 Night." XLVI (Dec. 1957), 582-585. Suggestions for heightening critical in-Searles, John R. "Sources of Free and In- sight of students preceding the NBC-TVexpensive Material for Teachers of Eng- production of Twelfth Night. With or with-lish." XLIV (Oct. 1955), 404-410. out the film, the "Topics for discussion" are Valuable references grouped under these of valne, as is much of the article itself. headings: Source References; Books and Magazines; and Pictures, Maps, and Films. Marder, Louis. "An Age of Kings." L (Nov. 1961), 566-568. (PA) "More Sources of Free and Suggests importance of thetelevisionInexpensive Material." XLV (Sept. 1956), Shakespeare series; should create great im-345-349. pact upon the minds of students fortunate First supplement to the list published in enough to see it.Represents television atthe Oct. 1955 English Journal. its best and teachers should exert influence to bring it to their areas. Synopses of plays "More Sources of Free and and paperback TV text available. Inexpensive Materials." (Sept. 1957), 347- 352. Marshall, Mariann. "Child and the Chan- The series is continued under this title nel." XLVI (Dec. 1957), 551-555, 569. annually, along with the information that Conclusions from a three year study ofreprints of the annual list are available 12 and 13 year old viewers of television.from NCTE. The location of the remain- Lists good and bad results concerning fa-ing numbers of the series, accordingly, are vorites, dislikes, and relation to family life.printed without annotation. Steinberg, Erwin R."Television and the "More Sources of Freeand Teaching of English." XLIX (Oct. 1960), Inexpensive Materials." XLVII (Sept. 1958), 484-485. (ST) 354-360.
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"More Sources of Free andfiction for psychological attitudes which il- Inexpensive Materials." XLVIII (Sept.luminate experience for twentieth century 1959), 326-331. readers, and the uncertainties with which they have emphathy. "More Sources of Free and Inexpensive Materials." XLIX (Sept. 1960), 418-424. Michener, James 185 "More Sources of Free andHavighurst, Walter. "Michener of the South Inexpensive Materials." L (Sept. 1961), 420-Pacific." XLI (Oct. 1952), 397-402. 427. The article is a critique of Michener the latest of a distinguished linebasedon "More Sources of Free andTales of the South Pacific, The Fires of Indxpensive Material."LI (Sept.1962), SpringPennsylvania locale, Return to Par- 421-431. adise, and The Voice of Asia. "More Sources of Free and Inexpensive Material." LII (Sept. 1963), Milton, John 186 454-461. Crawford, Marie S. "The War and J. Mil- ton." XX.XV (Apr. 1946), 214-215. (RT) Maugham, W. Somerset 182 Relates encouraging experience in teach- ing Milton. Ross, Woodburn 0. "W. Somerset Mau- gham: Theme and Variations." XXXVIHenry, George H. "Dialogue on Teaching (May 1947), 219-228. Milton." XXXIV (Dec. 1345), 536-540. Describes the basic ideas of W. Somerset To teach Milton effectively, the teacher Maugham and their development,then must have a real feeling for what Milton is comments critically on their value. saying.
Melville, Herman 184 Monsarrat, Nicholas 187 Bluefarb, Sam. "The SeaMirror and MakerJarrett, Thomas D. "The Talent of Nicholas of Character in Fiction and Drama." XLVIIIMonsarrat." XLV (Apr. 1956), 173-180. (Dec. 1959), 501-510. A discussionofNicholasMonsarrat's Melville's Moby Dick serves among otherworks as a whole, and then specifically sea masterpieces to illustrate the theme ofThe Cruel Sea, The Story of Esther Cos- the article. tello, and Castle Garac. Carpenter, Frederic I. "Herman Wouk and the Wisdom of Disillusion." XLV (Jan. Motion Pictures 188 1956), 1-6, 32. See Mass Media and Audiovisual. Treatment of basic human problems in Wouk's novels compared with Melville's treatment in "Billy Budd." Motley, Willard 189 Ryan, Lawrence V. "The Literature CourseJarrett, Thomas D. "Sociology and Imagery for Secondary School Teachers of the Com-in a Great American Novel." XXXVIII mission on English." LI (May 1962), 313-(Nov. 1949), 518-520. 319, 326. The author examines the imagery of A significant part of the article is con- Knock on Any Door in relation to the social cerned with college student interpretation determinism it expresses. of a passage from Melvillewith inferences for secondary level teaching. National Council of Teachers Wagenknecht, Edward. "Our Contempo- of English General 190 rary, Herman Melville."XXXIX (Mar. (With selected recent Counciletters) 1950), 121-128. Adams, Harlen M. "Proposals for 1953." Examines Melville's narrative works ofXLII (Mar. 1953), 137-141.
101 NCTE 190 A series of four proposals for the NCTE __"The President Reports." in the coming year.Mention given toXLV (May 1956), 223-226. growth, increased membership, public rela- Report of the NCTE official representa- tions, and executive management. tion at the UNESCO and White House Conferences of 1955. Allen, Harold B. "The. Golden Anniversary Year." L (Dec. 1961), 572-575. Dawson, George. "Highlights of 'A Charter A separately titled Counciletter which for English'." XXXIX (June 1950), 332-333. chronicles the achievements "in a good year (RT) by the Council." Excerpts from "a statement on the nature of language and literature as a basis for "The Winds of Change."modem teaching of English"by the chair- LII (May 1963), 380-381. man of the Unmet Needs Committee. The merging in one NCTE member's active career of two themes: "professionalFrease, Forrest W. "A Note on 'New Help unity through cooperative orgauization" andfor an Old Task'." XLII (Feb. 1953), 93-94. considering "language as content." (R I') An objection to the article in the Sept. Broening, Angela M. "The English Lan- 1952 issue where teachers voiced opinions guageArts in the Secondary School:An on the first volume of The English Language Overview." XLV (Oct. 1956), 406-409. Arts, with particular discussion on chapter Discusses the content resulting from theentitled "A Modern View of Grammar and ten year cooperative study by a specialLinguistics." commission to produce this third volume of the NCTE Curriculum Series. Hatfield, W. Wilbur. "A Quick Look Back." XLIX (Nov. 1960), 517-519. Carlsen, G. Robert. "Counciletter." L (Mar. Points out changes in English teaching: 1961), 212-214. 1911-1960Golden Jubilee of NCTE. Im- Communication of general interest onproved texts, subject matter, activities, and imminent NCTE problems: defining thespirit of instniction have improved from subject English, training and accreditationsharing insights and pedagogic results. of teachers, inequality of educational op- portunity, censorship, and changing pat- "Farewell!" XLIV (May terns of communication. 1955), 288-289. Thoughts on relinquishing the editorship "English in the Trenches."of the English Journal. LII (Apr. 1963), 305-307. Over "a hundred observations of instruc- "Our Duty Now." XXXIX tion from grade two through grade twelve" (Nov. 1950), 518-519. as caution and as stimulant to "look real- Editorial consideration for teachers at a isticallytothe actualsituation" in thetime the advocates of dictatorship seemed schools.Separately titled Counciletter. to be winning the battle for the minds and hearts of the majority of the world's Center, Stella S. "The Council's Awareness population. of Reading." XXXVI (Mar. 1947), 141-142. Report of 1946 NCTE convention im-Hook, J. N. "The National Council Looks pressions: stresses Council awareness forAhead." XLIV (Jan. 1955), 1-9. improving basic reading skills. Threeareasinwhich theCouncil's strength grows markedly: research, provid- Cook, Luella B. "The Case of the Loaded ing more helps for individual teachers, and Questionnaire." XLIX (May 1960),317- improving professional spirit. 320. Report of NCTE Committee on Evalua-Neville, Mark. "Some Observations of the tion of Pupil Performance in reply to aAnnual Meeting." XXXVI (Mar.1947), May 1959 invitation "to participate in a 142-143. nationwide poll of teacher opinion related Report of various aspects of the 1946 to the moot question of standards." convention meeting.
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Norton, CarrieBelle Parks."Two Ab- National Council of Teachers stracts." XXXVI (Mar. 1947), 145-146. Impressions at 1946 convention con- of English Presidential cerned with contemporary world condi- Addresses 1 9 I tions. Adams, Harlen M. "Transition and Renas- Rosenblatt, Louise M. "Foreword." XXXVcence." XLIII (Feb. 1954), 65-70, 74. (June 1946), 285-287. President's address at Los Angeles re- Guesteditor'sintroductiontodistin- views progress of NCTE and program for guished contributors to a special issue. 1953 with proposals for broader and more specificcoordinatedactivities within the Russell, David H. "Research in English organization:discriminatingbalance be- Dynamic or Deluding?" LI (Mar. 1962), tween content and method; renewed inter- 216-218. est in spiritual values. Tomorrow's Illiterates, What Ivan Knows That Johnny Doesn't, and more homely ex- Allen, Harold B. "With New Endeavor." amples to show need of "the incorporationLI (Feb. 1962), 71-78. of more of the research point of view into The presidentialaddressdeliveredin our individual reading, speaking, and think-Philadelphia on November 23, 1961, dis- ing." A separately titled Counciletter. cussing the fact that implications of the new findings in linguistics should become Shockley, Martin Staples."After Forty." more strongly felt in English programs. XLIII (Nov. 1954), 445-450. An appraisal of NCTE and its functions Carlsen, G. Robert. "The Way of the Spirit as a professional organization in its fortiethand the Way of the Mind." LII (Feb. year. 1963), 75-80. Presidential address delivered at the Squire, James R. "Counciletter." L (Sept.Miami annual meeting. The study of Eng- 1961), 434-437. lish hangs between two poles: mind and Foresees NCTE action in the 1960's to spirit.Greece once achieved a balance. lie in the areas of "a redefinition of theThe investigative and the scholarly are ways essential content of English," in a concernof the mind; momentary flashes of insight for "better articulation in English," for "theinto human life or into self partakes of the teaching of English as a second language,"spirit. Not oscillation between the two, but and in "efforts to improve teaching condi-balance, must be the English teache's aim. tions and professional standards in Eng- lish." Cook, Luella B. "Man's Reach Should Ex- ceed His Grasp." XLVI (Feb. 1957), 73-78. Strickland, Ruth G. "Counciletter." L (Apr. Presidential address, 1956 NCTE con- 1961), 287-288. vention at St. Louis, stressing the "inner Comment on three publications "to stimu- balance" required of teachers "to believe in late and challenge the thinking of English the goal, the ideal, yet still to be compas- teachers": Report on the President's Com-sionate" toward 'struggle, growth -- even mission on National Goals, the Life sym-failure." posium on The National Purpose and The Process of Education by*Dr. J. S. Bruner. Farmer, Paul. "And This Our Life." XLI (Feb. 1952), 57-64. "Counciletter."LI (May NCTE convention address at Cincinnati: 1962), 351-352. the author exhorts teachers of English to An evaluation of the work of the Coun- take a critical look at themselves in relation cilinitsanniversary yearconclusion isto their times in the hope of acquiring "the that the Council has much to offer, present- Godlike magic of seeing 1000 years as a ly and in the future. day and a day as 1000 years." Withers, Samuel."Teaching English forGerber, John C."The Greater Struggle What?" XXXVI (Mar. 1947), 144-145. Necessary." XLV (Feb. 1956), 59-65, 102. Report of speakers who discussed liter- Presidential address at New York con- ature at the 1946 convention. vention.Justification of teaching only by
103 NCTE 191 practicality, inappropriate use of scientific Sheridan,MarionC."BeyondFancy's methodology, and sentimental individual-Dream." XXXIV (Feb. 1950), 57-64. ized training call for "the greater struggle" Presidential address in 1949 at Buffalo to keep English the last bastion for "en- convention.Rephrases hopes of English couragement of independence in thoughtteachers for developing "creative side" of and judgment." many whose dignity can be respected and Grey, Lennox. "Perspectives in 1952." XLIIwho can grow emotionally as well as intel- (Feb. 1953), 63-71. lectually, despite tendency of present age President's address at the Forty-secondto degrade man and submerge the indi- Annual Meeting of NCTE in Boston. A vidual. listing of some of the recent accomplish-Strickland, Ruth G. "What Thou Lovest ments and of goals to be achieved. Well Remains." L (Feb. 1961), 71-80. Harris, Brice. "Act Well Your Part." XLVIII Golden anniversary presidential address (Mar. 1959), 115-122. in Chicago which expresses 1961 concern Presidential call aiPittsburgh conven-for an articulated program of English from tion to the membership and to teachers ofkindergarten through college with particular English everywhere to "decaricature" theemphasis on some of the early stages of public conception of the language arts in-such a program. structor and unite forces on all levels of the school system to create the leadership the Newspaper 192 profession needs. Andrews, Katherine. "A 3B Class Studies Mackintosh, Helen K. "The World of thethe Newspaper." XXXV (Nov. 1946), 497- English Teacher." XLVII (Mar. 1958), 111- 500. 117. Outlines a high school unit in newspaper Presidential address at the Minneapolis teaching with study questions. convention of NCTE in 1957. In a worldHolman, Alfred P."The Newspaper as of change, the teacher of English is one ofTextbook." LI (Feb. 1962), 146-147. (PA) the best fitted to build relationships with On integrating newspapers into the fresh- the young for the widening world of theman (college) program to encourage a close individual. examination of accounts and opinions of Mersand, Joseph. "English Meets the Chal-world happenings when they occur. lenge." XLIX (Feb. 1960), 61-74, 107. Mary, Sister Anthony, I.H.M. "Detroit Girls Presidential address at Denver whereinStudy the Newspaper." XXXVI (May 1947), eight numbered challenges are discussed,254-256. including the importance of the subject, in- Discusses experience in writing based on dividual differences, and accomplishment in reading and analysis of newspapers. reading and writing. Neville, Mark."For Mortal Stakes." XLSobotka, Mildred. "Oh, No! Not Another (Feb. 1951), 72-79. Theme!" XXXVII (May 1948), 253. (RT) Presidential address at Milwaukee in A teacher describes the use of newspaper which English is declared the foundationheadlines and advertisements to motivate of the whole design of education; ade-writing. quately prepared teachers must impart theTurgeson, Anna J."Learning to Read knowledge of the mother tongue and theNewspapers with Discrimination." XXXVIII knowledge of the native language as the(Nov. 1949), 522-523. (RT) means to understand freedom, duty, and Outlines course for reading newspapers responsibility for bringing about the peace-with sense of their purposes and values able brotherhood of man. with relevant questions for testing. Pollock, Thomas Clark. "English for Ma-Varner, Marian G."Students Discover turity." XXXVIII (Feb. 1949), 66-72. Newspapers." XXXIX (Sept.1950), 391- Presidential address at Chicago on role392. (RT) of language and literature in light of the Describes activities of a unit entitled aims and needs of education. "How to Read a Newspaper."
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Novels and Novelists 193 Patterson, Emma L. "The Junior Novels and How They Grew." XLV (Oct. 1956), Bode,Carl."The Buxom Biographies."381-387, 405. XLIV (Feb. 1955), 65-69. Author of novels for teenagers traces The development of the biographical nov- the development of the junior novel,names el as a genre, with particular reference toauthors and poses a challenge to future Harriett Kane and Irving Stone. achievement in the genre. Crabbe, John K. "On the Playing Fields ofPeat, Dorothy. "The Junior Novel in the Devon." LII (Feb. 1963), 109-111. Classroom." LII (Oct. 1963), 512-520. A review of John Knowles' 1959 novel A Discussion of the way classroom study Separate Peace: its similarity to otherof selected junior novelscan bridge the novels, and problems involved in its teach-gap between reading for enjoyment and ing. the serious study of the classic novel. Some novels which would appeal to the junior Frederick, John T. "Costain and Company:high school student and be useful for study The Historical Novel Today." XLIII (Apr.are listed. 1954), 169-174, 182. Manifestationsof the historical novelPierstorff, Marion B. "Promoting Critical and some reasons for its recurring popu-Thought in the Study of Character Conduct larity and wide acceptance; defines twoin Literature." XLVII (Oct. 1958), 422-424. types: drama and spectacle. Puts emphasis on character study innov- els to promote depth. Presentsa series of Herron, Ima Honaker. "Changing Imagescritical questions that can be used by the of the American Small Town: Fair Vernateacher who wants to make his students to Peyton Place." XLVII (Dec. 1958), 537-think critically. 548. Marked by "convention and revolt,"Preu, James A. "The Tale of Terror." XLVII small town life in American literature is(May 1958), 243-247. reviewed by author and book: colonial vil- In discussing the antecedents of thecur- lage, the frontier, the more recent. rent terror story, the author points briefly to Castle of Otranto, Mysteries of Udolpho, Little, Gail B. "Three Novels for Compara- Ambrosio the Monk,Frankenstein,and tive Study in the Twelfth Grade." LII (Oct.other Gothic novels. 1963), 501-505. Discussion of the possibilities of compar-Schuster, Edgar H. "Discovering Theme ative study in the twelfth grade of threeand Structure in the Novel."LII (Oct. 1963), 506-511. important Americannovels,Huckleberry Finn, The Catcher in the Rye, and Intruder Harper Lee's To Kill a Mocking Bird in the Dust. used to lead a class to the discovery of the theme and structure of the novel. The Marcus, Fred H. "Cry, the Beloved Coun-class was familiar with the plot butwere try and Strange Fruit: Exploring Man's In-led to see the theme and how the plotwas humanity to Man."LI(Dec. 1962), 609-built. 616. Sheridan, Marion C. "Teaching a Novel." Consideration of the sociological novelXLI (Jan. 1952), 8-14. through discussion and comparison of two Recommends common reading experi- well-known novels concerning race relation-ence as basis for study and discussion; ships. technique illustrated by The Return of the Morris, Harry."The Pearl, Realism andNative. Allegory." LII (Oct. 1963), 487-495, 505.Smith, Hugh L., Jr. "Jazz in the American A discussion of the allegorical subtly en-Novel." XLVII (Nov. 1958), 467-478. twined with the realistic in this novel. By comment and quotation, shows jazz Morris shows the way Steinbeck uses alle-treated in the American novel as "atmos- gory to develop the story and to identifyphere," as "symbol to the musician," and the characters with their environment. as "symbol to the listener."
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Uzzell, Thomas H. "Modern Innovations."all students are to use oral language effec- )(XXIV (Oct. 1945), 411-417. tively and confidently. Scientific discoveries in recent years have given rise to the novel of physical realism, McWeeney, Anne M. "The Bugaboo of psychological realism, and biological real-Oral Themes." XXXVII (May 1948), 254- 256. (RT) ism. A teacher describes in detail a procedure "The Novel That Saysfor motivating oral reports, a procedure de- Something." XLVII (May 1958), 255-258.signed to increase class participation, to A plea that novelists "grapple with socialgive speakers confidence, and to help pu- reality" in novels "to help us possess ourpils appreciate the abilities and talents of souls," and, by citing names, a dim view oftheir fellow students. today's best sellers. Parry,Jessie."Student Broadcasts." See also Literary Criticism and individualXXXVIII (Dec. 1949), 585-586. (RT) authors by name. Scheduled broadcasts on the school pub- lic address system dramatized the need and O'Connor, Flannery 194 incentive to communicate clearly. Friedman, Melvin J. "Flannery O'Connor:Powell, Eugene. "Oral English with a Pur- Another Legend in Southern Fiction." LIpose." XLV (Oct. 1956), 416-417. (ST) (Apr. 1962), 233-243. Croup motivated discussion of The Tale Appraisal and analysis of Flanneryof Two Cities. O'Connor's "Southern gothic" fictionwithZollinger, Marian, and Dawson, Mildred short treatment of specific works in theA. "Evaluation of Oral Communication." novel and the short story. XLVII (Nov. 1958), 500-504. Presents two specific methods for eval- 0. Henry 195 uating oral communication in the classroom. See Porter, William Sidney. Orwell, George 197 Oral English 196 Harkness, Bruce. "The Lucky CrowdCon- temporary British Fiction." XLVII (Oct. Brigham, R.I."The Cooperative Oral 1958), 387-397. Theme." XXXVI (Dec. 1947), 527-530. The writing of Orwell mentioned in an Discusses technique of cooperative oralanalysis of contemporary British fiction. theme production, and points out advan- tages of self-correction and self-teaching. Outlining 198 Ebbitt, Paul F. "Drama for Slow Learners." LII (Nov. 1963), 624-626. (ST) Chase, Naomi C. "OutliningAn Aid to Reading plays aloud by a class of seniors Logical Expression." XXXVIII (Apr. 1949), of low reading ability produced more en- 201-203. during values than drills on the mechanics, Traces outlining skills from most obvious spelling lists, or vocabulary drills. to the more subtle; stresses orderly ex- pression as the goal. Force, William M. "Plays Should Be Heard in the Classroom." LII (Mar. 1963), 206-Stephenson, 0. W. "Two Unique Teaching 208. (ST) Methods." XXXIII (Apr. 1944), 200-202. Contends that if "a play is worth read- The value of using lists of key words and ing, it is worth reading aloud." expressions and incompleteoutlinesin teaching high school students. Haugh, Oscar M. "The English Teacher as Teacher of Speech." XLIV (Apr.1955), Panel Discussions 199 205-210. Responsibility of the English class forCascioli, Arthur."Panel Discussions and instruction in oral communications and forVerbal Emancipation." L (Dec. 1961), 629, providing numerous speaking experiences if641. (ST)
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Describes a successful experiment basedstudent activities, cultural and administra- on a weekly panel discussion program to tive. encourage the growth of oral skills. Harriet, Sister M., O.S.F. "Let's Use the See also Speech Arts (Discussion, Class andPaperbacks." XLVI (Apr. 1957), 202-204. Group), Clubs and Committees. Lists classics available in 35 or 50 cent paperbacks for senior English. Tells meth- Paperbacks 200 ods of class use and cites significant results. Warner, John F., Jr. "Anthologies in the Alm, Richard S. "'Revised and Edited'High School Classroom?Never!" XLVIII A Closer Look." XLV (Mar. 1956), 147- (Oct. 1959), 382-387. 148. (ST) Offers the paperback as a solution to the Plea for more careful examination ofnov- problem of inadequate anthologies, which els which have been "revised and edited" lack worthwhile literature and contain irrel- after reading both original andemascu- lated versions of Irving Shulman's Cry evant illustrations. Tough! Zamchick, David. "Paperback Buying Pat- terns." XLIX (May 1960), 336-340, 371. Bruell, Edwin. "The Paperback Comes to One year study of the buying pattern of Bremen High." LI (Tan. 1962), 33-38. four English classes; concludes that popular Describes a carefully plannedprogrambuying patterns do not reflect the taste of for using paperback books in a high schoolindividuals accurately. English program. _."Problems in Paperback Frederick, John T. "The Quarter Books."Publishing." XLVII (Dec. 1958), 562-565. XXXVII (Apr. 1948), 215-221. Panel discussion on the paperback mar- Early recognition of the value of theket: distribution, reprints, nonacademic lit- paperbackwith the suggestion that the erature, bindings, paper, policy on cover. low priced volumes might be usedas class- room tool. Parents 201 Maher, Katherine U."Try Pocket-SizedCar tpbell, Emma Mellou. "A Written Ex- Books to Stimulate Reading." XXXVII (Oct. cuse from Home." XXXIX (May 1950), 1948), 421-422. (RT) 275-276. (RT) The author describes a successful experi- Suggests thesignatureof parentsto ence with using pocket-sized books to en-pupil-written excuses as guarantee of hon- courage reading. est,/ and candor. Mirrielees,Edith R."The PocketbooksDivine, Roscoe H. "Why Not Share Poetry Move Forward." XLIII (May 1954), 223-with Parents?" XXXIII (Sept. 1944), 381- 230. 382. (RT) Thoughtful, interesting evaluation of the Response from pupils and parents to a "pocket magaziue" as opportunity for keep-scheme for familiarizing parents with the ing abreast of contemporary essay and fic- aims and content of poetry. tion. Nagelberg, N. M. "Improving English In- structionthrough ParentAid."XXXIV Rugg, Martin. "Youth Pockets the Pocket(Feb. 1945), 94-95. (RT) Edition." XXXVII (May 1948), 257-258. An outlinefor parentcooperationin (RT) English and speech, with some guiding A detailed plan is presented for stimu-helps. lating reading through the use ofpaper- backs. Van Vliet, Florence L. "Assignments for Parents." XXXVIII (Mar. 1949), 158-159. Shostak, Robert. "Meet Me at the Fair."(RT) XLVIII (Feb. 1959), 83-84. Short account of parent-participation in American English Club Book Fair; sold students' academic work. Includes examples 1000 paperbacks and promoted a host ofof communication with parents.
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Participle 202 Phelps, Frances Brownell. "Mrs. Wiggs in the High School Patch." XXXIX (Mar. Roody, Sarah I. "Participles at Work." XLI 1950), 161-163. (RT) (Feb. 1952), 94-95. (RT) Describes dramatization of Mrs. Wiggs Participles are useful in condensing sen-and the Cabbage Patch, for which script tences and for subordinating ideas; theywas written as an assignment in a high identify the person(s) to whom the action school composition class. occurs. Pollock, John C. "English and Social Studies Pasternak, Boris 203 with Oomph." XLI (Sept. 1952), 371-372. Eleventh grade gives picture of itself to Oldham, Janet. "Dr. Zhivago and Babbitt."township community through class-written XLVIII (May 1959), 242-246. drama. Comparison of the two novels reveals similar denunciation of social conformity,Pomeranz, Regina Esther. "Creative Drama but differing views on human beings, na-Club." XLI (June 1952), 303-306. ture, respect for homelife, and philosophy. Procedure for eliciting the dramatic sense in junior high school pupils, which resulted in an adolescent problem play before a Paton, Alan 204 student-parent audience. Marcus, Fred H. "Cry, the Beloved Country Samples, M. David. "First Problems in Play and Strange Fruit:Exploring Man's In-Directing." =NH (Nov. 1948), 455-462. humanity to Man." LI (Dec. 1962), 609- Choice of play, casting, publicity, scen- 616. ery, rehearsal schedule, and other potential Paton's novel on race relationship in con-problems. sideration of the sociological novel. "Production Problems in Play Production and Writing 205 Play Directing." XXXVIII (Feb. 1949), 86- 91. Arnold, Elizabeth McDaniels. "No More Advice concerning dress rehearsals and Hurly-Burly." XLI (Jan. 1952), 37-38. (RT)public performance of school plays. Student adeptness at selecting personality types for the various roles in plays theyStokesberry, Ruth. "Selecting Plays for Pro- wrote and staged. duction." XL (Nov. 1951), 505-508. Recommends the selection of good plays Burnett, Beatrice. "Traveling Salesman ofespeciallyforinexperiencedactors and English: Dramatic Activities in the Class-teacher producers; lists about forty titles. room." XLVI (Feb. 1957), 79-83. ModelteacherininserviceprogramTrenbath, Mary Lou. "Dramatics in the guides dramatic activitiesin ninth andJunior High School." XLVIII (Mar. 1959), eighth grade productions. 151-153. (ST) Problems in play presentation in a junior Donahue, Rosemary S. "Adventure in Sen-high school successfully solved with the sibility." XLI (Jan. 1952), 31-33. help of students, parents, and interested Ninth graders with high reading scorescommunity leaders. wrote and presented an original drama- tization for pupils in grades four to eight.Turner, Minnie P. "Living through Early American Literature." XLV (Feb.1956), Funk, Heniy, and Early, C.L.S. "Hints for92-95. the Beginning Director of Plays." XXXVI Class dramatization of scenes from the (Dec. 1947), 539-540. (RT) American past for assembly program. Helpful suggestions for the production of school plays. Williams, Mary Louise. "Casting the Fall Play." XXXIV (Sept. 1945), 391-392. (AT) Hedden, Caryl C. "The Devil Take It." Value of educating parents when choos- XXXVI (Feb. 1947), 94-95. (RT) ing pupils of ability but no confidence over Practical idea for inserting a characterthe equally able but more self-confident into a play to add zest and charm. when distributing roles for the school play.
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Poe, Edgar Allan-- 206 Corbin, Richard. "Evaluating the Reading and Study of Poetry." XLVI (Mar. 1957), Pugh, Griffith T. "Poe: An Induction." XLV 154-157. (Dec. 1956), 509-516, 552. Testing of poetry study must be flexible Comprehensive treatment of the career,and imaginative and in the knowledge that accomplishment, and high school teachabil-esthetic pleasure is valid; the final measure ity of Poe, the author who "is probably more of perception is voluntary reading ofun- frequently represented in school anthologiesassigned poems. uran any other American literary artist." Divine, Roscoe H. "Why Not Share Poetry Poetry General 207 with Parents?" XXXII' (Sept. 1944), 381- 382. (RT) Adams, Harlen M."Poetry Should Be Response from pupils and parents to a Heard." XLVIII (Apr. 1959), 206-207. (ST)scheme for familiarizing parents with the Advocates appreciation of poetry throughaims and content of poetry. oral rendition by pupil and teachercon- centrating on meaning and techniques ofFegan, George R."Haiku in the Class- interpretation. room." L (Feb. 1961), 106-107. (ST) Explains haiku poetry and its use to Aimar, Caroline."Flowers to the Bees."stimulate understanding, reading, and writ- XXXV (Feb. 1946), 103-104. (11T) ing poetry. Poetry made to appeal to the ears of eleventh grade slow learners. Hallet, Mamie Lee. "Poetry Can Be Fun." Anker, Lieber. "By Boys for Boys." XXXIVXXXVIII (Dec. 1949), 580. (RT) (May 1945), 276. (RT) Brief account of a high school poetry A class of boys compiles a volume of festival. verse entitled "Poems for Regular Fellows."Karp, Mark. "Is Poetry for the Gifted On- Ballard, Charles. "Humanizing the Poets."ly?" XXXV (May 1946), 256-259. Suggestions for making poems significant XXXIV (Apr. 1945), 217-218. (RT) to experience and emotions of young stu- Introducing poets to classes by writinga poem on the poet's life. dents generally. Kearns, Jack. Bens, John H. "'Miss Brownstone and the "Cuckoo, Jug -Jug, Pu-We, Good Gray Coach'A Short Story." XLIVTo-Witta-Wool" XXXVII (Jan. 1948), 44- (Sept. 1955), 340-346. 45. (RT) The field was won with The author uses humor and some ex- allusions toamples of terrible, satiric, "far out" imita- classical English titles and lines of poetry!tions of "Willie" Wordsworth, "Bill" Shake- Briggs, F. Allen. "When Do We Beginspeare, and other classical English authors. Teaching Beatnik Poetry?" XLIX (May 1960), 311-315. Kiley, Frederick S."Served on a Black Platter." XLV (Nov. 1956), 483-485. Contends that teachers cannot hope to "Jukebox-to-seventeenth century ap- comprehend or influence the minds of theirproach" to combat student apathy to pc.- charges if they refuse to use the languageetry. by which those minds think and communi- cate; by their ingenuity they can negateLamson, Mary V."Finding the Right the nihilism of Beatism. Poem." XLVI (Mar. 1957), 148-153. Brooks, Cleanth. "Irony and 'Ironic' Poetry." Suggestions for presenting poetry to the XXXVII (Feb. 1948), 57-63. retarded, the average, and the exceptional A discussion of the Brooks' concept ofstudent; bibliography for each group and irony in poetry. The critic is willing toways the librarian may help. sacrifice the term "irony" to the conceptNfahon, Michael. "Teaching the Essentials that a poem is an "organism," for it istheof Poetry." XLVIII (Nov. 1959), 479-482. general concept of organic structure which (ST) has been revolutionary in our recent criti- Maintains that the exact word and image cism." are the focal points of poetry instruction.
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Pleads for nonsentimentality as opposed tothinking and enjoyment on an individual the gush of J. Whitcomb Riley. basis; establishes relationship between spe- cific poems and musical masterpieces. Morrow, Ann Ess. "Challenge of Poetry." XLVI (Jan. 1957), 44-46. Smith, James Steel. "Some Poetry Is Pop- Deals with attitudes and reasoning ofularBut Why?" XLVI (Mar. 1957), 129- high school sophomores toward poetry. 139. Analysis of the appeal of poetry not Mosher, Howard H. "Attitudes toward Po-taught in high school and college literature etry." XLII (Jan. 1953), 33-34. (RT) A study of changes in attitude by a courses. group of students before and after theStallman, R. W. "Position of Poetry To- teaching of a unit in poetry. day." XLVI (Miy. 1957), 241-251. Evaluates briefly a number of contem- Neville, Mark A. "Who Killed Poetry?"porary poets, concluding that the trend is XLVII (Mar. 1958), 133-138. more towards Dryden than Donne, Frost, Responsibffity in teaching poetry lies inor Ransom. helping students recognize the omnipotent aspects of the conception rather than toTreanor, John H. "The First Five Minutes." emphasize the mechanics of the composi-XXXIV (Mar. 1945), 158-160. (RT) tion. Advocates having students write verse the first five minutes of English class. Ogden, Herbert V. "Fridays for Pcetry." XXXIV (Feb. 1945), 76-81. Williams, Anna C. "Pictures for Poetry." Series of exciting experiments in writingXLIII (May 1954), 261-262. (RT) and oval communication in the wake of Poetry brought to life with the use of student presentation of poems before thepictures; especially meaningful as students class. begin to write and illustrate their own poems. Po ley, Irvin C. "We Like What We Know: The Value of a Masefield Poetry Reading Contestfor American Schools." XXXIX Poetry Interpretation and (Feb. 1950), 97-99. (RT) Appreciation 208 Advocates the use of oral reading poetry contests after the patterns of the verse-Ahern, Eckoe M. "There May Be Many speaking contests that Masefield and his Answers." LI (Dec. 1962), 656-658. (MPC) wife used to conduct in Oxford to stimulate Explication of W. H. Auden's "0 What the taste and understanding of poetry thatIs That Sound?" is "not unreasonably difficult." Bogan, Louise."Reading Contemporary Quinn, Sister M. Berretta, O.S.F. "Modern Poetry." XLII (Feb. 1953), 57-62. Poetry and the Classroom." L (Dec. 1961), Suggestions for the more correct reading 590-595, 611. of modern poetry. Special attention to "The Illustrates the thesis that modern poetrySteeple-Jack" of Marianne Moore as ex- is not too obscure for high school studentsample. by reference to many specific poems ofColeman, Alice C."Amid the Golden major modern poets that hold special de-Fields." LII (Apr. 1963), 299-302. (MPC) light for young people. Sentence by sentence analysis and in- Ribo, Elvira M. "Communication and the terpretation of "The Groundhog" by Rich- Star." XLVI (Mar. 1957), 141-144, 147. ard Eberhart. A poetic prose, classical dialogue type of "Corridors of Light." L discussion of the figurative in communica-(Sept. 1961), 441-442. (MPC) tion. Analyzesindetail Stephen Spender's Simonson, Harold P."Music as an Ap-poem "I Think Continually of Those." proach to Poetry." XLIII (Jan. 1954), 19-Danker, Frederick E. "An Approach to 23, 56. Poetry: Folk Songs and Ballads." L (Apr. Use of music to stimulate imaginative 1961), 274-275. (ST)
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Introduction to poetry based on the unit Procedure to stimulate an enduring in- theme (Revolutionary Period) with proce-terest in poetry: introduction based upon dures. dialect poems and humorous verse; serious poetry then approached with approbation Denise, Sister Mary, R.S.M. "Miss White Is and effectiveness. Right!" XXXVII (Nov.1948),491-492. (RT) McGoldrick, James H. "The Back Door to A teacher shares her satisfactions in help-Poetry." XLIII (May 1954), 257-259. (RT) ing students understand her personal de- Toppling preconceptions about poetry light in good poetry. hightrow, effeminate, sentimentalused as Emig, Janet. "The Articulate Breath." LII springboard to the serious business of poet- (Oct. 1963), 540-541. (PC) ic analysis. Procedures for teaching "The Animals" of Edwin Muir. Miller, Lois. "I Weat to the Animal Fair: An Analysis of Marianne Moore's 'The Mon- "The Poem as Puzzle." LIIkeys'." LII (Jan. 1963), 65-67. (MPC) (Mar. 1963), 221-224. (MPC) Content apparent from the title. Various considerations for handling Eliz- abethBishop's "Jeronimo's House" withMott, Bertram, Jr. "Interpreting Poetic In- junior high students as "puzzle." versions: An Experiment." LII (Apr. 1963), 257-261. "Teaching a Modern Son- Grammar as an aid in the reading and net." LI (Mar. 1962), 220-221. (MPC) teaching of poetry. Suggestions for appreciating George Barker's "Sonnet to My Mother." Myers, John A., Jr. "Death in the Suburbs." LII (May 1963), 376-379. (MPC) Farrell, Edmund. "Owen's 'Disabled': A Analysis of "To an American Poet just Remembrance of Things Present." LI (Oct. Dead" by Richard Wilburaimed at senior 1962), 495-497. (MPC) high school students. Suggestions and questions for teaching the Owen poem to adolescents. "Intimations of Mortalit": An Analysis of Hopkins' Spring and Fall'." Hyndman, Roger. "A Kind of Solution."LI (Nov. 1962), 584-587. (MPC) LII (Feb. 1963), 143-1..6, 154. (MPC) An analysis emphasizing the contrast be- Answer to the problem of how to teachtween spring and fall by drawing attention the poem, "Waiting for the Barbarians," to ninth and tenth grade students. to details of structure. "Point of Balance: A Les-O'Cordon, Hannah Jean. "As It Appears to son in 'Naming of Parts'." L (Nov. 1961),Me." XXXIII (Mar. 1944). 157-158. (RT) 570-571, 577. (MPC) An analysis of W. B. Yeats' "The Lake Detailed analysis of Henry Reed's "Nam-Isle of Innisfree." ing of Parts." Considers his use of two verbal approachestoexperience:directPerrino, Laurence. "The Nature of Proof in language of practical discourse, and sen-the Interpretation of Poetry." LI (Sept. suous diction of emotional response. 1962), 393-398. Investigates the possibilities of finding Jorgensen, Virginia E. "Hearing the Night-correct interpretations of poetry. Herons: A Lesson on Jeffers' Hurt Hawks'." LI (Sept. 1962), 439-442. (MPC) Petitt, Dorothy. "'Domination of Black': A Proposes that events in the poem beStudy of Involvement." LI (May 1962), relatedtoexperience, be discussedfor 346-348. (MPC) structure and for philosophical value, and Wallace Stevens' poem, "Domination of appreciated as the "imprint of a majorBlack," is used to illustrate how readers are American poet." justified in "speculating" about the ques- tions evoked by this poem; but value and Lodge, Evan. "Poetry: A Springboard Ap-appreciation are lost if students "attempt to proach." XLIII (Oct. 1954), 357-362. give final answers" to the questions.
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Sutherland, Bruce. "Waltzin' Matilda."Dunning, Stephen, and Francis, Robert. XXXIII (Jan. 1944), 20-22. "Poetry as (Disciplined) Play." LII (Nov. A discussion of the popular Australian 1963), 601-609. ballad and its author, Andrew Barton Pater- Suggests novel approach in teaching po- son. etry drawing an analogy between poetry Warren, James E., Jr. Two Creative Ap- and sports. Points of similarity (rules, pat- proaches to Lyric Poetry." XXXVII (Oct.cm, structure, form, etc.) are noted. 1948), 415-417. Farrell, Edmund. "Owen's 'Disabled': A "Creative analysis" enabled class to un-Remembrance of Things Present." LI (Oct. derstand lyric by Andrew Lang; "creative 1962), 494-497. (MPC) imitation"group's attempt to imitate Whit- Although the author does not consider man in original poemslead to its greater "Disabled" to be the best of Wilfred Owen's appreciation. poems, he believes it to have "numerous White, Avice. "English Poetry in a Con- virtues" for classroom study. text." XXXVII (Jan. 1948), 21-25. Firari, Harvey. "Out of ChaosLearning." An effort to make poetry vital to highXLVIII (May 1959), 262-265, 278. school students, especially boys.It seems Teaching poetry by provoking criticism that understanding begets appreciation. of second- and third-ratewriters while noting the effective techniques and tone See also individual pcets by name. of first-raters. Poetry Teaching of 209 Franza, August. "Poetry for Ninth Craders." XLVII (Dec. 1958), 575-576. (ST) Braymer, Marjorie. "The Sound of the Seas." A first-year teacher's experiences in get- XL (Apr. 1951), 192-197. ting students to like poetry. Obligation of the teacher who enjoys poetry to counter the hostility toward itFredriksen, Mildred. "Introduction to Po- by teenagers through a deliberate recon-etry through Haiku." LII (Sept.1963), ditioning; includes specific suggestions. 438-444. (ST) "Who Inhabits the Ivory Haiku used to show class how to read Tower?" XL (Oct. 1951), 450-451. (RT) poetry, then how to write haiku; both lead Negative and cavalier attitudes towardto understanding modern poetry. poetryespecialy modern poetrycallfor Friedrich, Gerhard. "A Teaching Approach adjustment if found among teachers. to Poetry." XLIX (Feb. 1960), 75-82. Decker, Richard G. "Introducing Poems." Some of the unsatisfactory aspects of XLVI (Mar. 1957), 145-147. teaching poetry and specific suggestions for Select poems that fit age and experiencetheir avoidance: "Dover Beach" as illustra- of students; be aware of literary and back- tion. ground information; plan the method ofGordon, Edward J. "Teaching Students to presentation and student participation. Read Verse." XXXIX (Mar. 1950), 149-154. Dole, Frederick H. "One Way to Teach Connotation, imagery, and metaphor as Modern Poetry." XXXV (Sept. 1946), 402. aids to understanding the poem, and its (RT) oral interpretation in terms of tempo, tone Classroom assignment leading to thor-color, and inflection. ough familiarity with some among the best-Hackett, Anne E. "Let's Quote 'The Raven' known modem poets. Evermore." XLI (May1952),264-266. Dresden, Katherine. "Overcoming the (RT) Phobia of Poetry." XXXIX (June 1950), One more case of the spellbound teacncr 336-338. (RT) spellbinding her students. Describes poetry course in which major Harmon, John L. "Devices in Teaching Po- activity is oral reading of poems selectedetry." XXXVI (Oct. 1947), 428-429. (RT) by students, with incidental writing and Lists two devices used to create interest biographical and critical research. in modern poetry.
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Han ison, Janet E. "Notes on the TeachingKring, Hilda A. "Another Approach to of Poetry." LI (Apr. 1962), 253-255, 288.Poetry." L (Jan. 1961), 48-49. (ST) Observations by an Oxford, England, Challenges reluctant student by discuss- teacher on the techniques for impartinging poetry in everyday speech, ads, cards, understanding, appreciation, and real en-followed by student participation in read- joyment of poetry. ing and studying various subjects in poetry. Hibbs, Eleanore C. "Dear Mr. Ciardi." LIIMiles, Josephine. "Reading Poems." LII (Nov. 1963), 610-612. (Mar. 1963), 157-164. Takes exception to the "programed ap- A brief comment on the literal, figurative proach to poetry" which emphasizes "theand metrical characteristics of poetry which rigid mechanical" features advocated in ashould be considered in a careful reading; recent paperback (Ciardi et al.) intendedreplete with familiar name poem illustra- to "help high school students develop their tions. own approach to poetry." Oxley, Mrs. Chester Jay. "Lyrics to the Holmes, Ann Martin. "Poetry Superlatives."Teenagers." XXXVI (Apr. 1947), 197-199. XLI (Jan. 1952), 38-40. (RT) (RT) Review in American literature by the An approach for teaching poetry by the process of "electing" the most beautiful use of musical recordings. poem, the most amusing, the most digni- fied. Pooley, Robert C. "Poetry Is for People." LII (Mar. 1963), 165-171. Horn, David M. "Taking Advantage of the Poetry as "awakened sensitivity to kinds Boys." XXXVI (June 1947), 324-325. (RT)of experience"awareness of which should Appreciation of poetry taught via stu-be made personal to students. dent recordings. Rohr,Virginia."On Teaching Poetry." Hyndman, Roger; Bedell, William M.; Zorn,XXXVI (May 1947), 257-258. (RT) John W.; Corbin, Richard. "Poems in the Reminds the teacher of poetry to lead Classroc,t: A Symposium." XLVI (Mar.students from the known to the unknown, 1957), 158-164. not by chronological sequence. Gives classroom procedures with individ- ual and group work, using "Richard Cory"Roody, Sarah I. "A Bridge for the Poets." (Robinson), "Pretty Words" (Wylie), andXL (Nov. 1951), 492-498. "Recuerdo" (NH Ilay) for girls and "Boots" Experience teaching seniors poetry of a (Kipling) for boys. high literary quality, especially twentieth century poems within interest range of the Johnson, Eric W. "Teaching Poetry to anstudents. Unpoetical AgeA Junior High SchoolRose, Elizabeth. "Teaching Poetry in the Unit." L (Nov. 1961), 546-550, 554. Junior High School." XLVI (Dec. 1957), Imaginative and specific unit designed540-550. to interest pupils to find joy in poetry both Along with many titles and examples, in reading and in original expressionwiththe author deals specifically with selecting class activities and assignments. poems of wide experience appeal and read- Kasl, Louise P. "Is Poetry Your Bete Noire?"ing stimulation. XLIX (May 1960), 341-343. (ST) Stieglitz, Sarah T. "Poetry without Tears." Step-by-step procedure for teaching axxxix (Jan. 1950), 7-10. unit in poetry. Describes successful poetry unit in heter- ogeneous high school class; students dra- Kiley. Frederick S., ed. "The Hit Record'smatized poems selected individually. Third Side." L (Oct. 1961), 484-485. (PA) Suggests examination and understandingThomas Cleveland A. "They Will Read of adolescent culture in order to interestPoetry." XLI (Dec. 1952), 530-532. him in poetry.Cites specific comparisons Seniors ofb.- tter than average ability of lyrics of popular songs with serious versesread widely and bring problems to teacher that have identical themes. for clarification and discussion.
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Tudor, Christine S. "Rhyme and Rhythm."Ferber, Edna. "Remedies for Hate." XXXV XXXVII (Feb. 1948), 96. (RT) (June 1946), 320-322. A teacher recounts her successful experi- Recommends getting acquainted with all ence with a club of ninth graders whoneighbors as remedy for prejudice. wrote poetry. Kris, Ernest. "Notes on the Psychology of Weston, John H. "Poetry and the Hood-Prejudice." XXXV (June 1946), 304-308. lums." L (Oct. 1961), 475-477. Analysis of group and individual psy- Tackles the formidable problem of teach-chology involved in prejudicesuggestions ing poetryand writing itto the "hoods" for teachers. the "reluctant" students. See also Citizenship, International and In- Wheeler, Paul Mowbray. "Comparing Po-terracial Relations. ems on Like Topics." XL (Mar.1951), 154-161. Lists twenty-five or thirty sets ofpoems Professional Reading 212 on similar topics and explains many ap-Farrell, Edmund J. (ed.). "Professional Pub- proaches for presenting them to students. lications." LI (May 1962), 358-367. Willard, Charles B. "The Poets of Contro- The title and its contents are announced versy for the High School Student." XL as"a new department intheEnglish (Nov. 1951), 508-514. Journal." A brief comment on department Recommends these ways to get at chal-purposes, policy, and reviewer choices is lenging poetry of our daygrouping byfollowed by nine extensive and signedre- theme, home reading, feeling the mood,views of 1961 and 1962 volumes of pro- and looking for meaning. fessional interest to English teachers. Wykoff, George S. "Twenty-Four Sugges- . "Professional Publications." tions for How to Read and Understand aLI (Nov. 1962), 591-601. Poem." LII (Mar. 1963), 210-212. (ST) Seven signed reviews of books for pro- Numbered suggestions concerning such fessionalreading and study,of which items as learning the circumstances that ledCurrent American Usage by Margaret M. to the composition and the mood of theBryant is the first named. poetry the particular author writes. "Professional Publications." See also Composition (Creative Writing). LII (May 1963), 387-397. Ten signed reviews, ranging alphabetic- ally by title from Adolescent Attitudes To- Porter, William Sidney 210 ward Academic Brilliance by Tannenbaum Poo ley, Robert C. "Lesson Flans in Read-to Understanding Shakespeare by Ludowyk. ing: Teaching aDidactic Short Story." XXXIII (May 1944), 246-247. A lesson plan for teaching 0. Henry's Programed Learning 213 "The Gift of the Magi." Kliger, Samuel. "The Workbook and the Miller, Carolyn."In Defense of Caesar."Programed Text." LII (Dec. 1963), 674- XXXIII (Jan. 1944), 44. (RT) 676, 708. A defense of Uncle Caesar, the hero of An advocate of the programed text, the 0. Henry's "A Municipal Report." author defends its use in light of objec- tions.He alsodiscusses the "fallacy of workbooks," and suggests that programed Prejudice 211 instruction may help to "distinguish be- Berg land, Vivian E. "A Study of Prejudicetween reading and responding." for High School English Classes." XXXIVReed, Jerry E. "AID for the Teacher of (Oct. 1945), 444-447. English." L (Feb. 1961), 93-97. Literature,attitudetests,and critical AID abbreviates Automated Instruction- reading of newspapers as ways to detectal Devices. The article describes an experi- prejudicegeneral and personal. ment which shows that programed text- PUBLIC ARTS 117
books can be a valuable help to the teachersome pointers to aid in the learning of of English. mechanics, specifically pronouns. Reid, James M. "An Adventure inPro- See also Grammar. graming Literature." LII (Dec. 1963), 659- 673. Proofreading 216 Discusses development of program in-- struction applied to poetry, with Frost'sHanna, Geneva. "Proofreading, a Panacea: "Stopping by Woods on a Snowy Evening"Attention Junior High English Teachers." as specific example.Suggests how other LI (Oct. 1962), 482-483. (ST) types may be programed and answers Suggests method of emphasizing proof- questions pertinent to the suggested meth-reading to improve mechanics. ods. Public Arts 217 Project English 214 Callenbach, Ernest."Towards aSerious Brett, Sue M. "Project English Notes." LIITradition of Film Criticism." XLVIII (Mar. (Apr. 1963), 292-294. 1959), 161-162. (PA) Review of eight studies sponsored by A description of the objectives and as- Project English during its first year. pirations of the magazine, Film Quarterly, by its editor. "Project English Notes." LII (Nov. 1963), 635-638. Hazard,Patrick D. "Americain3-D." Lists the credentials of Dr. Erwin R.XLVII (Mar. 1958), 170-172. (PA) Steinberg, coordinator, and outlines a variety Textbooks must be revised to meet the of projects currently under development. challenge of mass media in teaching cul- ture. The connections between the arts and "Project English." LI (Feb. 1962), 149-literature are obvious, but still unexploited. 152. An announcement from theOffice of "British Popular Culture: Education of the Department of Health, I." XLVII (May 1958), 303-305. (PA) Education, and Welfare explaining the pro- Discusses four books that give a new gram, its activities, and administration. perspective on mass culture in America. They also create opportunities for relating the culture of the United Kingdom with Pronoun 215 moral and esthetic choices facing a student Cain,Donald."Sentence-ExerciseTech- in modern America. nique." XLIII (Sept. 1954), 313-315, 319. "Drama's Electronic Ren- Describes a kind of drill which is naturalaissance: I." XLVI (Apr. 1957), 227-229. and interesting to be used when current "Broadcast" and "Film" that now pro- student writing shows the need; uses ref-vide sources for democratizing great drama erence of pronouns to explain this tech-for the popular audience. nique. "Drama's Electronic Ren- Depew, 011ie, and Bork, Edith. "Gram-aissance: II." XLVI (Oct 1957), 433-436. marians' Gobbledygook." XXXIX (Sept. Books, LP's, and other mass media re- 1950), 393-394. (RT) sources for democratizing dramaand other Contends with the "mountain of chaffgenres. devised by teachers and kept alive by text- ."Drama's Electronic Ren- book writers"with particular reference toaissance: III." XLVII (Jan. 1958), 41-43, pronouns. 46. (PA) Tress ler,J. C. "Mastering Pronouns with Discusses use of TV, movies, LP record- English in Action." XLIII (Dec. 1954), 516-ings, and paperback texts in studying dra- 519. ma. Explains the job of textbook writers as "Do Words Work Good, assistants to thousands of teachers who will Like Instruments Should?" LII (Feb. 1963), select what their students need. Suggests 147-148. (PA)
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A discussion of words and their use inMike Wallace's interviews of Frank Lloyd answer to some problems raised by JohnWright, and "The Shape of Things" on Ciardi. "World Wide 60" as costly "pretentious "How Educational Canfailures." On the other hand, he describes Television Get?: Part I." LI (Oct. 1962),the far less expensive presentation of this 498-499. (PA) creative form by "Camera Three" as one The author presents a brief discussion ofof its "handsomest cameos." three books dealing with television: TV: The "Some Words for Our Ears." Big Picture, Television in the Lives of Our LII (Apr. 1963), 303-304. (PA) Children, and The Impact of Educational Review of various LP phonograph and Television.In connection with New YorkFM radio items to provide linguistic en- City's educational channel, the author noteslightenment. that "massive doses of High Culture can "Two Tasks; Two Tracks: easily become an upper middlebrow formA Point of View about 'English'." LII (Mar. of escape." 1963), 225-227. (PA) "How Educational Can Considerations on the two primary re- Television Get? Part II." LI (Nov. 1962),sponsibilities of English: language and cul- 588. (PA) ture. Discusses the opportunities of education- "What Linguists Can Learn al television. from the Movies." LII (Oct. 1963), 536- "The Irony of America's538. (PA) Search for a Unique Culture." XLVII (Apr. Discussion of five half-hour films set out 1958), 228-231. (PA) to establish the principles for teaching a Need of a balanced program in human-foreign language, and distributed by Teach- ities to remedy cultural myopia, especiallying Film Custodians. at classroom level. Gives sources in books, records, TV, and other items where uniqueHazard, Mary and Patrick D. "Art Link- artisticexpression has been achieved inletter Says the Damndest Things." XLIX minor ways. (Mar. 1960), 197-203. (PA) An editorial critique of Art Linkletter's "A Middle Road betweentelevision World of Children; reviews his Sterility and Stupefaction." XLVII (Feb.book and program sharply and adversely. 1958), 99-101. (PA) Suggests ways of making traditional lit- "Brinkley Meets the (Teen- erature courses imaginative enough to in-age) Press." XLVIII (May 1959), 279-280, clude new forms of popular culture. 291. (PA) An account of NBC's First Annual News "The New Orthodoxy: Broadcast Conference for 800 student jour- Notes toward a Dissent." LII (Jan. 1963),nalists in the metropolitan N.Y.C. area. 68-69. (PA) A plea for curricula in English to develop "Everybody's for Culture, and to understand how man uses languageBut How, and Why?" XLVIII (Apr. 1959), and how style gives form to culture. 223-224, 230. (PA) Reviews of two magazines;Horizon, "The Next Step in Media(Vol. 1, No. 1) regarded as a high toned, Criticism." LII (Sept. 1963), 468-470. (PA) upper middle-brow Reader's Digest and The emphasis is "shifting from defend-Art in America, (Vol. 46, No. 3) appraised ing the new media and presenting audio-as an "Oasis in a desert of vacuity and visualistic lesson plans for teachers just be-ugliness." ginning to use new media to a more phil- osophical and farsighted perspective." "The Graphic Media." L (Mar. 1961), 210-211. (PA) "The Shape of Things." LI Discusses comics as a means of reaching (Dec. 1962), 659-661. (PA) the reader but suggests that this poten- Using architecture as a "good test," the tiallyinstructive media can be greatly author considers the efforts of "Wisdom,"improved.
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"The Graphic Media: II." "Botha on the Film." XLVII L (Apr. 1961), 289-290. (PA) (Nov. 1958), 519-520. (PA) Suggests two things English teachers can Review of a book of film criticism by do to accelerate acceptance of photographyPaul Rotha.Tells what to look for and on an artistic level: make classroom a clear-how to approach the author. ing house for intelligent comment on the medium, and encourage use of the medium "Selectivity in Mass Com- by student himself. munication." XLIX (Dec. 1960), 646-648. (PA) "Juil hard, Jazz and the The widely popular media complicate Golden Gate Bridge." XLVIII (Sept. 1959),the teacher's task, but intelligent exploita- 347-349. (PA) tion of the best in all their forms can be An account of the first of a series of TVmade to subserve the traditional goals of programs on the humanities arranged byEnglish teaching;linguistic mastery and the U.S. Office of Education.As host,esthetic sensibility. Clifton Fadiman is judged as having achieved a rare level of wisdom in his "The Skilled Eye in a half hour. Skimmer's World." XLVIII (Jan. 1959), 43- 45. (PA) "Man in the Grumbleseat: Review of two books, A Primer for Play- The TV Critic's Eighty Hour Week." XLVIIIgoers by Edward A. Wright, found to be a (Dec. 1959), 548-549. (PA) "naive catechism," and Learning to Look Some comments on the duties and re-by Joshua C. Taylor, viewed as equipping sponsibilitiesofa TV newspapercriticthe student with dicriminating powers of based on the activities of Harry Harris of judgment. the Philadelphia Inquirer. "Some Criticism Stranger "The Meaning of MadisonThan Fiction." XLVII (Dec. 1958), 583- Avenue." XLVII (Oct.1958), 437-439. (PA) 585. (PA) Discusses two new books offering com- Gives main ideas in three books of crit- plimentary research on advertising. Theyicism by Edmund Fuller, Maxwell Geismar, are The Story of Advertising by Jamesand Charles Shapiro. Together they sug- Playsted Wood and Madison Avenue by gest many ways of reading (and rereading) Martin Mayer. They agree that the con-American fictionmaking it possible to put sumer is a sucker. many university scholars and literary critics at the disposal of the bright student. "The Media System in America." XLIX (Oct. 1960), 503-505. (PA) "Teaching Englishina Urges teachers to learn more about massMass Society: II. A New Climate of Be- media and to continue to use the medialief." XLIX (Sept. 1960), 431-434. (PA) creatively. Concerned with transforming the "base ore of a complacent mass society into a "Multi-Media Literacy." Lmetal more enduring and more attractive (Feb. 1961), 132-133. (PA) to sensibility and mind." Describes a specific unit approach which enables teacher to make use of media, in "Teaching Englishina addition to print, and contributes to growthMass Society: A Series of Reflections on Ex- in the totality of students' intellectual her-cellence in Mass Communications." XLIX itage and esthetic culture. (May 1960), 354-358. (PA) Raises the problem of pursuing tradi- "The Print Media." L (Jan.tional goals of English teaching under the 1961), 56-58. (PA) changed conditions of a mass society. Essay which points to the fallacy of the superiority of the print media with an "What's TV Doing to Eng- analysis of the way Scholastic Book Serv-lish?" XLVIII (Oct. 1959), 414-416. (PA) ices uses the thematic approach to achieve Explains how to use the evident values multi-media literacy. of television to help combat some of the
117 PUBLIC ARTS 217 parochial authority figures (Dick Clark and Suggestions for heightening critical in- Elvis Presley) created by the TV medium. sight of students preceding the NBC-TV "What's TV Doing to Eng-production of Twelfth Night. With or with- lish?Part II." XLVIII (Nov. 1959), 491-out the film, the topics for discussion are 493. (PA) of value, as is much of the article itself. Continuation of the discussion of Oct. Maloney, Henry B. "Half a Hamlet Better 1959, pp. 414-416.Until TV becomes aThan None?" XLVIII (Feb. 1959), 94-96. patron of new art rather than a robber who (PA) strip-mines the past for cultural curios," Hints on the effective use of a CBS TV teachers can give it only half their heart.performance of Hamlet presented by the Holman, Alfred P. "The Public Arts." LIOld Vic Company in one and one half (Feb. 1962), 146-147. (PA) hours instead of the usual three. On the use of the newspaper as textbook. Ward, Herman M., Jr. "Thanne Longen Kiley, Frederick S. "The Magazine in theFolk to Goon on Pilgrimages." LI (Apr. Classroom." LI (Mar. 1962), 214-215. (PA) 1962), 287-288. (PA) Exhorts teachers to assist students in rec- Festivals such as the Yeats International ognizing the inferior quality of some of theSummer School, held at Sligo, Ireland, give articles in such magazines as Time, Reader'sa new dimension to the idea of public arts. Digest, and Ladies' Home Journal.Like- The festival involved a large segment of wise, suggests using the better presentationsthe townspeople, attracted many visitors, in the Atlantic, Harper's, and possibly theand provided everyone the opportunity to New Yorker to enable students to evaluatebecome better acquainted with the literary American periodical literature. efforts of W. B. Yeats. "Notes toward a Larger Classroom." LI (Jan. 1962), 59-60. (PA) Public Relations 2 18 Instances of how, with film as a point of departure, student experience and poemChristian, Dorothy K. "May I Have Your can be brought together. Autograph?" XLIX (Feb. 1960), 117-118, "Notes toward aLarger 137. (ST) ClassroomII." LI (May 1962), 349-350. A library club secures autographs of (PA) famous people as the club's hobby. The diversity and scope of current eventsHatfield, W. Wilbur. "Let's Take the Of- tend to make the student find differencesfensive!" XXXVII (Sept. 1948), 367-369. between himself and "time past," rather English departments should develop a than "the basic connection that unites allprogram to attract public attentionatten- mankind." To the space age student, thetion both in the school and in the com- teacher proves that people have not changed munity. intrinsically. Horn, Gunnar. "The English Teacher and "Fate's Midnight: A Teach-Public helations." XXXIX (May 1950), 243- ing Guide for Macbeth." XLIX (Nov. 1960), 249. 589-592. (PA) Suggests that English teachers occupy a A teaching guide for the Hallmark pro-"special place in the upper strata of public duction of Macbethwhose exposition andrelations," particularly as they are better questions still have pertinence. prepared for such work in the community "Teaching Guide for Theby greater speaking and writing fluency. Tempest." XLIX (Feb.1960),131-133. (PA) Lowers, Virginia Belle. "What's Right with Detailed account of television production the Teaching ofEnglish?"XLII(Apr. with helpful teaching suggestions for crea- 1953), 197-199. tive activities. To refute the frequent and often con- tradictorycriticismsof English teachers "Teaching Guide for Twelfth and their teaching methods, some of the Night." XLVI (Dec. 1957), 582-585. (PA)experimental and effective projects under-
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taken in the teaching of reading, grammar,Gray, J. C. "Punctuating the Compound and literature are discussed. Sentence." LI (Nov. 1962), 573-574. (ST) Suggests a mathematical analogyfor Mount, Sarah. "Our TB Case-Finding Clin-teaching punctuation. ic." XXXVI (Dec. 1947), 537-539. (RT) An English class project on the "Preven-Grindstaff, Gordon. "A Littles L'arnings." tion of Tuberculosis." L (Apr. 1961), 277-278. (ST) Pooley, Robert C. "Clear for Action." XLII Amusing anecdote which points up the (Mar. 1953), 125-130. misuse of the apostrophe. A statement of the value of the NCTE.Helmkamp, Eunice. "Semicolons in Action." Particular attentionis given to the firstXLII (Oct. 1953), 391-392. (RT) volume of the curriculum series as a begin- Describes a teacher-student projectin ning on the road to success for the NCTE.studying uses of the semicolon by examin- "The Professional Status ofing journalistic sentenccs and then by the the Teacher of English." XLVIII (Sept.preparation of a "finished style sheet." 1959), 309-314. Contends that the teacher of English isHorn,Gunnar."Amen!" XXXVI (Nov. often a hired hand to the administration, 1947), 493. (RT) a respected colleague to his faculty, and an Comments on an earlier suggestion that unheeded milksop to the public. Describesapostrophe be omitted. an ideal status for him. May, Marjorie. "Punctuation with Punch." "Publicizing Our Aims."XL (Dec. 1951), 572-573. (RT) XLI (Mar. 1952), 121-126. Correction of high school punctuation Teachers must agree upon and makemistakes via stenciled copies of student clear their vision of values the public can errors. "understand, endorse, and cooperate with." Miller, Helen Rand. "Away with Apostro- See Teacher (Profession) and Human Re- phes!" XXXVI (Sept. 1947), 381. lations. Advocates using only the punctuation tlat is necessary to make the meaning clear. Pun 219 Overton, Gertrude H. "Discovering Who See Humor. Makes the Rules." XL (June 1951), 337- 338. Seniors base discussions of punctuation Punctuation 220 and syntax upon samples they collect from books and magazines. Burnham, Josephine M."A Problem in Punctuation." XXXVI (Dec.1947), 536-Sparks, Madeleine. "A Practical Approach 537. (RT) to Punctuation." XLII (Mar. 1953), 158- Discussion of modern and classical use159. (RT) of comma with "such" and "so" clauses. Seniors enrolled in business courses stud- Finch, Hardy R."Use Newspapec. andiedactualbusinessletters,presented a Magazines to Teach Punctuation and Spell-radio skit to help others identify punctua- ing." XXXVIII (Jan. 1949), 44. (RT) tion marks, and prepared and administered Brief description of author's method ofsome simple tests on punctuation. teaching mechanics. Zais, Robert S. "The Linguistic Character- Gerstmyer, Anna May. "Teaching the Punc-isticsof Punctuation Symbols andthe tuation of the Appositive." XXXIX (Dec.Teaching of Punctuation Skills." LII (Dec. 1950), 557-560. 1963), 677-681. Various devices to show that the commas Tentative answer as to whether "linguis- are the "hooks" by which an appositive cantic characteristics" of punctuation symbols be lifted out of, or separated from, thehelp to teach students to punctuate cor- remainder of the sentence. rectly.
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Radio 22 I Jennings, Frank G. "Literature for Adoles- centsPap or Protein?" XLV (Dec. 1956), See Mass Media (Radio). 526-531. Negative reaction to the important place Rawlings, Marjorie Kinnan 222 that junior books occupy in high school Gebauer, Emanuel L. "Rawlings' Glossary." libraries. XXXIV (Nov. 1945), 507. (RT) Kay, Sylvia C. "Critical Reading: Its Im- Definitions of words not in the dictionaryportance and Development." XXXV (Sept. that were used in Marjorie Kinnan Raw- 1946), 380-385. lings' The Yearling. Argues the necessity of critical reading for intelligent adult citizenship. Reading Goals 223 Noyes, Edward S. "Reading and the Study Alm, Richard S. "Utmost Need." XLVIof English." XXXIX (Apr. 1950), 191-195. (Nov. 1957), 470-474. The mechanical media of communica- Cites examples of parents and teacherstion will not supplant reading if the in- who are not helping children "weave booksdividual pupil's outside reading tastes and into the fabric of life." Quotation from Ainterests are given close attention. Tree Grows in Brooklyn shows what read- ing means to a sensitive child (Francie Reading Lists Nolan). 224 Bley, Edgar S. "Identification: A Key toAnderson, Florence. "Catching Their In- Literature." XXXIV (Jan. 1945), 26-32. terest." XXXVI (Apr. 1947), 205. (RT) Recommends identification as the way by Suggests specific books for catching the which the student may learn which fictioninterest of nonreaders. ideals arc desirable and attainable. Babb, Lloyd W. "Guidance in Recreational Collins, Mabel W. "Another Sample Lesson Reading." XLI (Apr. 1952), 201-204. in Reading." XXXV (Apr. 1946), 211-213. Indicates ways in which the high school (RT) librarian can guide studcnt choices; names Reading is "awareness of the implication 35 favorite titles. ofthe printed wordawareness ofthe Edwards, Margaret A."Let the Lower motive behind the word." Lights Be Burning." XLVI (Nov.1957), Gordon, Edward J. "The Need for Inter- 461-469, 474. pretation." XXXIV (Sept. 1945), 386-388. Discusses the function of novels for ado- The true meaning of the written wordlescents and names and reviews specific goes far beyond paraphrasing; it demandscurrent books which will allure the apa- analysis of context and author intention.thetic, satisfy emotional and psychological needs, explore community relationship, and Henry, George H. "Toward the Teachinglead to adult reading. of Ideals." XXXIII (Feb. 1944), 63-72. A plea for English to provide preparatory Heise], Dorelle Markley. "Let's Remove the experiences for pupils to bring to readingPerennial Hardy?! XLV (Jan. 1956), 37-38. as well as appropriate outlets for the ideals (ST) which reading can foster. Names Ivanhoe and Silas Marner as spe- cifics in plea to remove books outdated and Herzberg, Max J. "The Teacher of Englishfossilized by tradition from high school in the Modern World." XL (Feb. 1951),reading lists. 86-90. The teacher's great mission is to teachKinzer, John R., and Cohan, Natalie R. literature and expression intelligently, en-"How Hard Are the Simplified Classics?" thusiastically, and effectively in a world ofXL (Apr. 1951), 210-211. new and enlarged media and in which read- Analyzes thirty-eight editions of adapted ing isstill of vital importance.Includesclassics to determine the level of their read- "ten infallible rules" for improving reading. ing difficulty.
120 "7
READING 226
La Brant, Lou. "A Little List." XXXVIIIGrissom, Loren V. "Characteristics of Suc- (Jan. 1949), 37-40. cessful Reading Improvemnnt Programs." L Discussion of the merits of reading lists. (Oct. 1961), 461-464, 474. Expresses fear that some lists may be too Study based on statewide survey of read- restrictive and adds questions by which toing improvement programs in Illinois high judge approved or recommended lists. schools, 1959-1960. Neville, Mark. "The Function of Book ListsMather, Charles C. "Permanent Improve- in a Literature Program." XXXVII (Mar.ment in Reading." XXXIII (May 1944), 1948), 142-147. 265-266. (RT) Suggests pupil horizons can be widened A report of Culver Military Academy's by wide reading which should bea part ofreading center and its work in the general intensive reading programs. Lists of books improvement of reading techniques and the from a wide range of topicsare necessary.correction of the faulty techniques ofre- tarded readers. "Summer Reading for Jun- ior and Senior High School Pupils."Putnam, Pauline."Stumbling Blocksin XXXVIII (June, 1949), 341-348. Reading." XXXIII (Nov. 1944), 495-501. An annotatedlist from "the hundreds A student analysis of problems suchas that are being considered" for Books forvocabulary, inverted word order, and mod- You and Your Reading. ification in a Chicago high school. Schmidt, Mildred C. "Revolutions in the Shatter, Aubrey."A Survey of Student Modern Novel." XXXIV (Oct. 1945), 435- Reading." XL (May 1951), 271-273. 439. Effort to ascertain students' reading level Report on a class that chose to readand interests so as to makemore meaning- literature on "Revolutions in the Modernful assignments. Include the "Reading Sur- World."Adds selected listof historicalvey" form. volumes which deal with seven revolutions,Sheldon, William D. "Characteristics of the American to Chinese. Reading Habits of a Group of Twelfth See also Junior Book Roundup. Grade Students." XLI (Mar. 1952), 154- 155. (RT) Investigation of reading habits of stu- Reading dents ineight school systems; suggests variety of materials and approaches. Measuring and Testing 225 Traxler, Arthur E. "Measurement in the Bauscher, Dorothy. "Homogeneous Group-Field of Reading." XXXVIII (Mar. 1949). ing Fosters Progress in Reading." XXXIX 143-149. (Jan. 1950), 34-36. (RT) A survey of reading tests of several kinds Describes test-evaluated program withnow in usewith criticism and suggestions seventh grade readers to find that "classfor further necessary testing developments. homogeneity, with special work planned for particular class levels, was a good plan to follow when special remedial reading Reading was not available." Method and Procedure 226 Friedman, Albert B. "The Literary Experi-Andrews, Joe W. "An Approach to Speed ence of High School Seniors and CollegeReading." XLI (Sept. 1952), 352-356. Freshmen." XLIV (Dec. 1955), 521-524. Describes an experiment which increased Reading range of 198 excellent highrate and improved efficiencyin reading school students and 132 college freshmenwithout use of expensive and elaborate as revealed by an Advanced Standing Ex-equipment. amination question requiring an essayBlum, Martin."'Personal' Reading and either on the importance of unity ina Writing." XLIV (Jan. 1955), 36-37. (ST) successful work of literature or on theuse Five specific techniques for encouraging of parallelism as a literary device. a student's personal reading; same number
121 I READING 226 for encouraging a student's personal writ- An account of a successful attempt to ing. teach a variety of reading skills in a town- ship high school. Booth, Miriam B. "A Literature Program Designed for High Schools." XXXVII (Sept. Kerchner, Nelle F. "Reading in the Sec- 1948), 347-352. ondary School." XXXIV (June 1945), 329- A series of suggestions for readings and 333. purposes for reading among high school Lists seven aspects of reading guidance students. as part of description of the revision of the high school English course in the Chicago Burton, Dwight L. "There's Always a Bookpublic schools. for You." XXXVIII (Sept. 1949), 371-375. Suggests that reading programs be tai-McGoldrick, James H. "Comparative Read- lored for the student: the right book foring Helps." L (Jan. 1961), 49-50. (ST) the individual student at his own stage of Explains the benefits of purposeful read- intellectual and emotional growth. ing that is individual, comprehensive, mean- ingful, and difficult enough to challenge Downs, S. John. "An Attack on Readingthe good student. Problems." LI (Dec. 1962), 645-647. (ST)Morland, Anita Borum. "Outside Reading Describes and evaluates a developmental inJunior High School." XXXIII (Dec. reading program. 1944), 555-557. (RT) Gardner, Dorothy. "Reading Improvements A successful plan devised inCentral for Seniors." XLVI (Apr. 1957), 205-207. Junior High School, Valparaiso, Indiana. Corrective and remedial program sup-Mount, Sarah. "Nothing to Do but Read." plemented by voluntary, intensive prepara-XXXVI (Oct. 1947), 431. (RT) tion for facing timed college entrance tests. Free "reading day" in the English class. Gill, Naomi B."'Depth' Reading." XLIIOetjen, Mary Elizabeth. "Stepchild of the (Sept. 1953), 311-315, 323. English Course." XXXVIII (Jan. 1949), 41- For better comprchension of plots, stu-43. (RT) dents are alerted to connotation, dramatic Suggestsways ofintegrating situation, key lines of the action, and to outside such authorial techniques as satire, frag-reading with the regular class work. ments of characterization, and nonchrono-Pedigo, Louise. "Junior High School Chil- logical order. dren Learn to Read." XXXIII (Apr. 1944), 187-190. Glendenning, Marion. "An Improved Read- Description of a successful program for ing PrograminRochester Junior Highslow readers in the Illinois Soldiers and School." XXXVI (Dec. 1947), 513-518. Sailors Children's Schools. A reading program planned around in- dividual needs and interests. Potter,Robert E. 'Reading Unlimited." XLII (Jan. 1953), 28-32. Hand lan,Bertha. "The Fallacy of Free Genesis and evaluation of a program Reading as an Approach to Appreciation."involving free reading period and freedom XXXV (Apr. 1946), 182-188. Argues against the unguided readingin book selection. program because students reading poor lit-Preston, Ralph C. "How English Teachers erature do not develop good taste. Can HelpRetardedReaders."XXXVI (Mar. 1947), 137-140. Holland,Henrietta. "Educationagainst A program for slow readers in a high Hate." XXXIV (Nov. 1945), 487-490. school English class. Techniques, diagnoses, and procedures used in a remedial English prOgram forRaymond, Ruth. "Free Reading in World "education against hate"hate for reading.Literature." XLIV (Mar. 1955), 160-162. (ST) Huelsman, Charles B., Jr. "A High School Experience inbringing "cursory intro- Reading Program." XXXIII (Jan.1944), duction" to 25-30 books by area-informed 35-40. or foreign authors into class discussion.
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Reeves, Rtith E. "An Experiment in Im- Reading skills developed by specific sug- proving Reading in the Junior High School." gestions on the use of films. XLVII (Jan. 1958), 15-20. Realistic experimental program in Hous-Wilds, Mary Edmunds. "Experiments with ton, Texas, which involves work in science an Outside Reading Program." XXXVIII and social studies as well as in English to(Jan. 1949), 29-33. achieve good reading habits. Relates experience and gives plan for stimulating desire to read in eighth grade Roberts,Clyde."Two Classesin High students. School Reading." XXXIV (May 1945), 253- 256. Project in English class to correlate read- Reading Program 227 ing and intelligence quotient test scores. Alm, Richard S. "Teaching Reading Is Our Roberts, Holland. "Lesson Plan in Reading: Business." XLVI (Jan. 1957), 11-19. The Preamble to the Constitution." Mill Concrete suggestions and specific helps (Jan. 1944), 6-7. in developing will andskillingeneral Discusses purposes andfivestepsto reading at the secondary levelnames texts teach a particular reading selection. and tests. Ruddy, Isabelle. "A Reading Program for Blayne, Thornton C. "'Telescopic Briefs' in Junior High School." XXXIII (June 1944), Reading Comprehension." XXXIV (Mar. 325-327. (RT) 1945), 154-157. (RT) Details of a reading program in Chilli- Key words and"telescopicsentence cothe, Missouri. briefs"inan11-12 grade,eight-week course in building speed and comprehen- Saine, Lynette. "Shifting Philosophies of sion. Reading." XXXIX (Dec. 1950), 568-571. Outlines five concepts of reading and the Burrower, John H. "Outside Reading." XLI philosophy on which each is founded; then(Apr. 1952), 205-206. (RT) considers how these concepts have influ- Confidence and motivationestablished enced methods, practices, and appraisals in for reluctant readers through individual in- the field of reading.Brief reference list. terviews. Sheridan,Marion C."Out of Chat."Donahue, Rosemary S."A Problem in XXXVII (Mar. 1948), 126-133. Developmental Reading." XLII (Mar. Order must come out of the reading 1 953 ), 142-147. programs of students. There is a need for A specificprogramindevelopmental order, pattern and meaning in the readingreading to be taught to the high school situation. student of average ability.Specific recom- mendationsforthecarefulanalysisof Slocomb, Her lin."Books and Behavior."poetry. XXXVII (Nov. 1948), 463-467. Detailed reading unit offered to demon-Duffy, Marie E. "A Unit in Reading and strate the Seattle schools' "middle-of-the-Thinking." XXXV (Jan. 1946), 43-45. (RT) road" position; includes the classics, "free Panel discussion as aid in the teaching reading," and magazines. of intelligent reading. Troxell, Naoma S."Teaching the Non-Feeley, Roscine. "Newport Harbor Teaches readers to Read." XXXIII (Apr.1944), the Habit of Reading." XXXV (May 1946), 195-198. 271-272. (RT) A program for stimulating interestin The habit of reading achieved through reading among students of varied racial"a program of directed free reading." and cultural backgrounds. Hatfield, W. Wilbur. 'A Versatile Proce- Weeks, Ruth Mary. "Use Films, Yes, Butdure." XXXIII (Oct. 1944), 428-432. Keep It English." XL (Mar. 1951), 139- A discussion of the values of small-group 143. procedure and of ways of its management.
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Heise!, Dore lle M. "Let's Remove the Per-programs usually lack qualified leadership ennial Hardy." XLV (Jan.1956), 37-38. and adequately trained personnel. (ST) The deepest insights in novels writtenSlocomb, Her lin. "The Forgotten Science." for mature readers are not suitablefor XXXIII (June 1944), 301-305. seventeen-year-olds. A discussion of the formula for scien- tific thinking as the basis of all good Eng- Herzberg, Max J., and Paine, Merrill P.lish teaching. "Lesson Plans in Reading: The Search for Tone and Intention." XXXIII (Mar. 1944),Strang, Ruth. "Lesson Plans in Reading: 132-134. Reading a Scit .,ce Article." XXXIII (Apr. Three paragraphs concerning inflation 1944), 205-207. contrasted to show differences in tone and An approach to reading a technical sci- intention. ence article. Johnson, Eric W. "Stimulating Reading inWatts, Doris Ryder. "What's Happening to the Junior High School." XLVIII (Feb. Reading." XLIII (Mar. 1954), 125-129. 1959), 74-77, 100. Presents facts about trends in reading Upgrading the quantity and quality of since television and offers valuable activities pupils' individual reading through a special to stimulate reading. reading period, a reading notebook, indi- Williams,PaulA."CreativeReading." vidual reading lists and discreet book rec- XXXVI (Nov. 1947), 454-459. ommendations. Several teaching methods of reading are Leichty, V. E. "How Slowly Do Theysuggested to stimulate student's thinking Read?" XLV (May 1956), 257-260. into more mature and creative channels of The recent stress on speed in readingthought. causes the author to reassert the necessity of careful and leisurely reading for mean- Reading Remedial 228 ing of text and for appreciation of literary values. English, Grace I. "Material for Remedial Reading." XL (Oct. 1951), 446-447. (RT) Parquette, William S. "Intensive Reading." Recommends boyhoodbiographiesof XLI (Feb. 1952), 78-82. famous men and sport stories with adult Explains "close examination" method ofillustrations for remedial reading groups. reading, specifically applied to teaching the short story. Robinson, Esther Agnew. "Reclaiming the Slow-Learning Boys and Girls." XXXVI Quinn, Viola Bowker. "Patience with Our (Mar. 1947), 134-137. Patients: A Case History of a Reading Suggestionsaregivenfororganizing Problem." XLII (Nov. 1953), 443-445. reading instruction for slow learners and Describes a challenging problem to con-remedial pupils. Helpful materials are also vince a student who was an avid reader listed. only of sports books to read another typeSchubert, Delwyn C. "Rapport More Vital of book. Than Method." XLIII (Apr. 1954), 198. Ranous, Charles A. "A Sample Lesson in (RT) Reading." XXXIV (Oct. 1945), 428-434. Remedial readinga medium for therapy Concerned with extracting meaning quick-of personality maladjustment. ly and accurately from the page throughSnyder, Alan."The Fiashreader inthe discussion of "emotive reading' and "refer-Reading Laboratory." XLI (May 1952), ential reading." 269. (RT) Explains use of flashreaderwith four Simmons, John S. "Who Is Responsible?reasons for its use. The Need forQualifiedSupervisionof Reading Programs." LII (Feb. 1963), 86-Turner, Carla S. "Improving Selection of 88, 93. Pupils for Remedial Reading: A Report on Five-state study concludes that readingResearch." L (Jan. 1961), 23-26, 31-33, 60.
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Copes with the problem of identifying A professor of education summarizes the correctly and channeling into the remedialresults of research on problems of vocabu- program those pupils who will be helpedlary, comprehension, speed, andapprecia- most. tion in the teaching of reading. A bibliog- "Remedial Reading Paysraphy of 119 titles concludes the article. Dividends inthe Junior High School."Norvell, George W. "Some Results ofa XLVIII (Mar. 1959), 136-140, 153. Twelve-Year Study of Children's Reading Reviews gains made by a class of 20Interests." XXXV (Dec. 1946), 531-536. volunteer young teenagers programed for Suggestions for making reading genuine- a daily period of individualized reading. ly attractive to students; basedon data of 1700 students, measured by age,sex, and See also Individual Differences (Slow and intelligence. Retarded). Pellettieri, A. J. "Is High School Reading Static?" XLIII (May 1954), 262. (RT) Reading Research 229 Evidence to support the assertion that De Boer, John J."What Does Researchperformance and reading rate can be im- Reveal about Reading and the High School proved in high schoola time when higher Student?" XLVII (May 1958), 271-281. level of reading efficiency is required but Summarizes generalizations froma wideno longer formally taught. variety of research, grouping researchun-Russell, David H. "Some Researchon the der the developmental concern of highImpact of Reading." XLVII (Oct. 1958). school youth, individual differences, read- 398-413. ing interests, -Ind interrelated factors. Ex- Names four variables in the impact of tensive bibliography. reading on different people: the form of Early, Margaret J. "What Does Researchthe materials, their content of ideas, the RevealaboutSuccessfulReadingPro-reader himself, and the setting and matrix grams?" XLVI (Oct. 1957), 395-405. in which overt responses are made. Bib- Summary of recommendations for read-liography. ing programs by reading specialists,fol- Strang, Ruth. "Reading Interests, 1946." lowed by review of current practices inXXXV (Nov. 1946), 477-482. secondary reading programs. A brief bib- Results of survey to find the reading in- liography. terests of students from grade seven through Gunn, M. Agnella. "What Does Researchtwelve. in Reading Tell the Teacher of English in Strom,Ingrid M."Does Knowledge of the Secondary School ?" XLVI (Oct. 1957). Grammar Improve Reading?" XLV (Mar. 391-394. 1956), 129-133. An introduction to a "Secondary Reading Report on measuring, testing, findings, Series" intended to focus the results andand implications for teaching inan effort implications of research data in the direc-to clarify the claim that a knowledge of tion of the classroom teacher. grammar functions in reading. Hanlon, Helen. "What Does Research Re-Turner, Carla S. "Improving Selection of veal about Materials for Teaching Read-Pupils for Remedial Reading: A Report of ing?" XLVII (May 1958), 282-288. Research." L (Jan. 1961), 23-26, 31-33. 60. Research calls for providing a wide vari- Copes with the problem of identifying ety of interesting reading materials, at allcorrectly and channeling into thecourse grade levels, in order to give pupils thepupils who will receive the most help. satisfactory experiences in which skills in reading aredeveloped, maintained, andVan Cleve, Charles Fowler. "Oral Reading improved. Bibliography: Student Materials.of the Printed Page." XXXIII (Nov. 1944), 502-504. (RT) McCullough, Constance M. "What Does A Diagnostic Profile of Oral Reading Research Reveal about Practices in Teach-Proficency developed at Ball State Uni- ing Reading?" XLVI (Nov. 1957), 475-490. versity, Muncie, Indiana.
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Reading volved in the reading of plays with suc- Special Aspects and Projects 230 cessively greater independence from the teacher. Andrews, Joe W. "Audiovisual ReadingJerome, Sister Marie, S.S.N.. "Literature, Guidance." XL (Jan. 1951), 33-36. Leisure, and the Land of Promise."LII Detailed account of a five-step audio-(Sept. 1963), 444-448. (ST) visual experiment with sophomores of wide Project designed to encourage sophomore range reading abilities and interests. studentsin a summer reading program. Carmichael, Leonard. "Does Reading TireSample order blank included. You?" XXXVI (Nov. 1947), 487-488. (RT)Jones, Nellie F. "A 'Motorized' Reading Comments on a study of the changes in Project." XL (June 1951), 313-319. the motor pattern of eye movements during Teacher gives machine most of the credit long-continued reading. forsuccessfulproject withsophomores Certner, Simon. "Modern Life and Lit-whose reading levels ranged from 6.1 to erature in the Vocational Curriculums." 10.6. XXXIII (Mar. 1944), 135-143. Letson, Charles T. "Young Reading or A discussion of the importance of em-Twenty Years Later." XXXV (Nov. 1946), phasizing modern Amer:an literaturein 493-497. the reading program; :A having books at Contrasts the reading interests of con- hand; of providing books with simplicity oftemporary (1946) high school students with style and seriousness of subject matter; ofthe reading of author's student days. using the problem approach to literature. Ramsey, Wallace Z. "Experiment in Teach- Clark, Roger W. "Reading Maps for Junioring Reading in High School English High." XLVII (Dec. 1959), 576-577. (ST)Classes." XLVI (Nov. 1957), 495-500. Use of colored map to motivate reading; An experiment to improve vocabulary, specifically, the amount read would con-speed, comprehension, and word attack, tribute to the escape of a supposedly im-integrating reading with literature. prisoned newspaper man from Red China. Riedinger, Mabel M. Improving Heading Dehl, Kermit."Establishing the Librarythrough Interest in Jobs." XXXVII (Nov. Habit." XXXIV (May 1945), 265-269. 1948), 479485. "Library Day"once a week for "out- Summer and/or part-time employment side" reading; "Weekly Reading Record"and vocational interests used to motivate for cumulation and teacher conference. better oral and written reports.Reading Elledge, Scott. "What Literature Do Col- list. lege-Bound Students Read." XLVII (Mar.Smith, Mary L., and Eno, Isabel V. "What 1958), 147-150. Do They Really Want to Read?" L (May Suggestions to secondary teachers based 1961), 343-345. (ST) on an "unscientific" survey of the pre- Questionnaire to reveal preferences in college readings of a freshman college class. types of stories, characters, settings, and Farmer, Paul. "On the Basis for Literaryplots among junior high school boys and Appreciation." XXXIV (May 1945), 280- girls.Significantinrevealing individual 282. (RT) differences and range of choices. Applies to student reading the principleTabackman, Sadie P. "Can We Make Non- of Ernest Dimnet that "whatever we love,readers Like to Read?" XXXVII (Dec. sincerely and honestly love, teaches us to 1948), 517-524. love something higher in the artistic scale." Nonreaders are encouraged to read by becoming acquainted with books which Gainsburg, Joseph C. "Play Reading withinterested them. They went from the very Dynamic Meaning." XLI (Oct. 1952), 403-simple to the complex. 410. Discussion of problemson the level of Thomas,EllenLamar."Reading Rain- action, interpretation, and enjoymentin- bows." L (Nov. 1961), 558-560 (ST)
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Unique way of stimulating diversifiedthe subject, high school levelsubheadings: reading by assigning a color to each typeFactors Affecting Taste, Materials Affect- and displaying individual book pockets.ing Taste, Methods Affecting Taste, Tests Includes a suggested spectrum for the read- of Taste, Implications of Research, and ing rainbow. Needed Research. Bibliography. Wolfson, Martin. "Liberal Ideas and Read-Steinberg, Erwin R. "Needed Research in ing Skill." XXXIV (Nov. 1945), 507. (RT)the Teaching of Secondary School English." There is a definite correlation betweenLI (Dec. 1962), 617-620. reading ability and progressive thinking in Discussion on needed research in teach- youth. ing literature, language, and writing. Worthington, Ethel. "A Ninth Grade Ex- Strom, Ingrid M. "Summary of Investiga- ploratory Reading Project." XL (Nov. 1951), tions Relating to the English Language 515-519. Arts in Secondary Education-1958-1959." Pupils met inlibrary and read booksXLIX (Feb. 1960), 119-130. about one of ten subjects; then they wrote Review of seventy-three research studies paragraphs suggesting who might enjoy of pertinent interest to all English teachers reading the same books. from elementary through college. Remedial Work 23 I See also Reading (Research) and Curric- ulum (Evaluation). Can.Jen, Blanche. "For Joe and Others, Companions of a Kind." XXXVI (Nov. 1947), 477-480. Research Paper 234 Experimental program in which retarded Benardete, Doris. "An Experiment in Pri- students were taught under three situa-mary Research." LI (Oct. 1962), 487-489. tions: special help period for extreme cases, Assigned Hamlet as only source for pri- small group of the retarded, and the librarymary research; cites table of contents for on individual reading days. best papers. Salerno, Crayce Foley. "An English Lab-Boggs, W. Arthur. "Dear Principal." XLVII oratory in Action." LII (Jan. 1963), 37-41.(Feb. 1958), 86-87. (ST) Remedial program in reading, writing, College composition teacher's plea that and speaking for high schools. The lab-high school students be taught the basic oratory situation attempts to aid studentsprinciples of writing short papers instead as individuals. of preparing research papers which they See also Reading (Remedial), Individualare not qualified to do. Differences (Slow and Retarded). Burton, Katherine. "Some Further Thoughts on Research Papers." XLVII (May 1958), Report Card 232 291-292. (ST) Recommends that high school students Jensen, Lisbeth S. "Can You Answer thewrite "library papers" instead of "research Jackpot Question?" XXXIX (Nov. 1950), papers." 526.527. (RT) Illustrates and explains "score card" to-Cummings, Annette. "An Open Letter to ward a "workable, realistic" evaluation ofTeachers of English." XXXIX (Jan. 1950), students in English. 38-39. (RT) See also Composition (Evaluation). Attacks the assignment of researchpa- pers to precollege students, for they have neither the motivation nor the scholastic Research 233 background to profit by this highly special- Broening, Angela M."Development ofized method of scholarship. TasteinLiterature in the Senior HighDickie, 011ie R. "Turning the First Stone School." LII (Apr. 1963), 273-287. of Research." XLVIII (Jatt. 1959), 36-37. Impressive review of the literature on (ST)
127 RESEARCH PAPER 234
Steps taken by seniors in research work on recent English authors; browsing, eval- Retarded Learners 235 uating, studying, and writing in preparation See Individual Differences. for college research papers. Jumper, Will C. "Dear Instructor of Col- Rhetoric 236 lege Composition." XLVII (May 1958), Wallace, Karl R. "Towards a Rationale for 289-291. (ST) Teachersof Writing and Speaking." L Reply to the "Dear Principal" article of(Sept. 1961), 384-391. February 1958, citing evidence to explain Examines relationship of writing and why some skills of writing researchpapers speaking, using rhetoricthe art ofprac- should he taught at the high school level.tical and popular discourseto illustrate Lccnard, J. Paul. "Using Borrowed Ideas." that the subject matter of rhetoric is based )(XXIV (June 1945), 321-326. upon materials which student and citizen Discusses how to teach youth to selectmeet every day. and arrange the borrowed ideas they will need to organize and preparea report Richter, Conrad 237 based upon divergent points of view. Kohler, Dayton. "Conrad Richter: Early Pollin, Burton R. "Integrating the Phases Americana." XXXV (Sept. 1946), 363-369. of English through the Research Report." Discussion of Richter as regional writer XLVIII (Nov. 1959), 477-479. (ST) who "has reclaimed two segments of the An illustrative unit on Cry, the BelovedAmerican past."Individual works briefly Country utilizing the four major activities analyzed. in language arts, with committees working at home to prepare selected individual re- ports on Africa. Roberts, Kenneth 238 Thomas, Cleveland A. "Teaching Students Rast, Carlisle L. "The Beginning Research to Judge Realistically."XXXVIII (Oct. Paper." L (Oct. 1961), 469-471. 1949), 462-463. (RT) Lists basic cunditions for research paper Sophomores introduced to complexities in high school and discusses a specific unit of moral problems in reading and discuss- based on Sherwood's Abe Lincoln in Illinois. ing Rabble in Arms. Stamper, James M. "Personal Interviews." XLVIII (Feb. 1959), 84-85. (ST) Salinger, J. D. 239 Experiences of seniors preparing research papers via interviews with authorities inCarpenter, Frederic I. "The Adolescent in American Fiction." XLVI (Sept. 1957), 313- various fields of student interest. 319. Wells, Maly."A Musical Term Paper." Examines the work of J. D. Salinger, XXXVIII (Nov. 1949), 526. (RT) Carson McCullers, and Jessamyn West,con- Short account of one student's presenta- cluding that "... at his best the modern tion of "Music in Shakespeare's Time." American novelist of adolescence describes the problems of his protagonistsso that Wiebler, Father William F. "Gimme a Gim- they become also the problems ofour mick." XLIX (May 1960), 343-344. (ST) adolescent civilization ..." Records two devices used to motivateLittle, Gail B."Three Novels for Com- research papers and letter writing. parative Study in the Twelfth Grade." LII Wolfe, Don M. "Fruitful Long Paper: The(Oct. 1963), 501-505. Autobiography." XLV (Jan. 1956), 7-12, Discussion of the possibilities ofcom- 38. parative study in the twelfth grade of three Indicates five steps in planning the pa-American novels, of which one is The per: narrowing the topic, organizing theCatcher in the Rye. paper, upper-year autobiographies, relatedMarcus, Fred H. "The Catcher in the Rye: reading and assigning the biography. A Live Circuit." LII (Jan. 1963), 1-8.
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An insight into the literary qualities in Hill, Alma. "Why Do It after School?" The Catcher in the Rye and into the humanXXXVII (Sept. 1948), 364-366. qualities of its leading character, Holden The answer to doing a weekly school Caulfield. paper in a small rural school. Maloney, Henry B."School Newspapers Sandburg, Carl 240 and the Criticismof Popular Culture." XLVII (Sept. 1958), 373-375. Cargill, Oscar. "Carl Sandburg: Crusader Contends that the school paper can aug- and Mystic." XXXIX (Apr. 1950), 177-184.ment the processes of both education and Traces the proletarian and socialist themesjournalism by critically eyeing the audio- in Sandburg's early poetry, the shift of his visual world of TV, movies, and theater. political allegiance in Cornhuskers, and the development of superior artistic expressionOlson, James W. "Directing the School in The People, Yes and Abraham Lincoln:Paper." XLVII (Sept. 1958), 344-348. The War Years. Concrete suggestions for teachers with- out journalism training who find themselves Yatron, Michael. "Carl Sandburg: The Poet directing student newspapers. Bibliography. as Nonconformist." XLVIII (Dec. 1959), 524-527, 539. Waldrep, Reef. "Does Your School Paper Recapitulates some of the causes es-Educate?" XXXVIII (May 1949), 283-284. poused by Sandburg, the democrat, and (RT) expressed in poetry so often resembling Suggests possible lessons for paper staff "talk" that it serves as a good introductionthrough meeting responsibilities, deadlines. for the antipoetic student. and social pressure. Watermolen, Arthur. "High School Paper into Community Paper." XLI (Nov. 1952), Saroyan, William 241 552-553. (RT) Fisher, William J. "What Ever Happened Story of a four-page high school paper to Saroyan?" XLIV (Mar. 1955), 129-134.with a circulation of only high school stu- Analysis of the change in Saroyan's pop-dents which grew into a school-community ularity and the decline in the quality ofnewspaper which influenced local business his work. and promoted progressive civic projects. Way, Florence E. "The Magazine: An In- centivefor Composition." XXXIX (Feb. School Paper 242 1950), 87-90. Berry, Thomas Elliott. "The School Paper The school magazine as a means of giv- An Aunraisal." XXXV (Sept. 1946), 400- ingpraise and recognitionforstudent 401. (RT) writing. Self-examination, qualified adviser, and properly trained student staff remedy See also )ournalism. for the weaknesses in the school publication program. Science 243 Hardy, Nina. "Correlation of the Work on the School Paper and Grammar." XLI (Oct.See Interdepartmental Cooperation and 1952), 429-431. (RT) Curriculum (Organization). Finds the schoolpaper one of the best motivations for good English usage. Science Fiction 244 Hartman, William. Wanta Write a Column'." XXXVII (Feb. 1948), 88-91. Lamb, Peter A. "Race to the Moon." XLVI Discussion of the attitudes of a high(Nov. 1957), 503-505. school student about the pmblems of be- A four-week project of writing science coming a columnist. There is an outlinefiction. Group work. Study of techniques, of the problems of writing a column. characterization, vocabulary.
129 SCOTT,SIR WALTER 245
Scott, Sir Walter 245 referents to understand language. Discus- sion is related to everyday experience. Boyer, Ellen F. "A Musical Approach to The Lady of the Lake." XXXV (Dec. 1946), LaBrant, Lou."Analysis of Clichés and 560-561. (RT) Abstractions." XXXVIII (May 1949), 275- Uses of The Lady of the Lake as ap- 278. proach for teaching poetry through musical Stresses knowledge, honesty, and respon- selections. sible word usage as ways to combat the cliché and abstraction in student thinking. Goldstone, Herbert."Question of Scott." XLVI (Apr. 1957), 187-195. Rutan, Edward J., and Neumayer, Engel- Analyzes Scott's method generallyplots,bert J."Composition with Meaning." setting,subjectmatter, characterization X.XXIII (Dec. 1944), 547-551. andappraiseshis two most commonly A discussion of the importance of teach- taught worksIvanhoe and The Lady ofing grammar and composition from the the Lake. point of view of meaning. Peters, Marion W. "A Different ApproachThomas, Cleveland A. "Semantic Concepts to Ivanhoe." XXXVIII (Apr. 1949), 226- for Secondary School English." XLIX (Mar. 228. (RT) 1960), 186-191. Account of class using hypothetical radio Reports semantic concepts judged most programs to present the novel in its own important in alist of 55 principles by a day and setting.Includes bibliography ofgroup of secondary school principals. Con- background materials. cepts are grouped in five areas: language and symbolism, context, metaphor, abstrac- Semantics 246 tion, and uses of language. Corbin, Richard. "Will Semantics Help?" XLIII (Mar. 1954), 130-134, 146. Sentence Structure 247 Emphasizes need to know how words work; admonishes teachers to prepare them- See Composition (Sentence) and Linguistics. selvesandtoincorporatesemanticsin lessons in order to prepare young people with the linguistic insights needed to handle Shakespeare, William 248 problems common to existing media and those yet to come. Ayer, Coburn H. "Shakespeare Festival." XLIII (May 1954), 259-260. (RT) Dusel, William J. "Some Semantic Implica- Cooperative venture involving neighbor- tions of Theme Correction." XLIV (Oct.ing schools and a well-known actor took 1955), 390-397. Shakespeare out of the classroom and put Comprehensive discussion of the state-"the show on the road." wide study of the teaching of writing in the secondary schools of California. Bailey, Margery. "Shakespeare in Action." XLIII (Mar. 1954), 111-118, 141. Glicksberg, Charles I."Semantics in the Plea to rescue Shakespeare fromaca- Classroom." XXXIII (Oct. 1944), 408-414. demic preoccupations,neoclassicalgran- A discussion of the values of semantic deur, and star performers followed bya methods for English teachers as they guidereinterpretation of The Merchant of Venice students in clarifying their thoughts; facil-and Hamlet. Use of the Tudor stagere- itating their thinking; and making their dis- stores vital action and original interpreta- course more smooth, precise, and expres- tion. sive. Bartling, Charles E. "On Teaching Macbeth Green, Roberta. "Teaching How Language and Shakespeare." XLIX (Jan. 1960), 38- Works." XLVII (Jan. 1958), 25-28. 39. (ST) An examination of what use may be made Account of teaching a unit on Macbeth of semantics in high school to help students by use of committee method and a record- cope with the relationship of symbols and ing.
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Benardete, Doris. "An Experiment in Pri- Value of modern criticism for showing mary Research." LI (Oct. 1962), 487-489."high school students how to grow up to Hamlet as source for papers in primary the classics." Bibliography. research; cites subjects of best papers. Dias, Earl J. "Shakespeare or Hemingway Bliss, Lawrence E. "A Protest." XXXVIIOr Both?" XXXIV (May 1945), 278-280, (Jan. 1948), 39-40. (RT) (RT) Disagreeing with an earlier article en- Shakespeare as symbolic of the "clas- titled"ShakespeareIsfor Adults,"thesical" approach to literature. author citesexamples from Shakespeare and others which demonstrate the contribu- Edgerly, Lydia. "Shakespeare in 1951." XL tion which literature can make to the de-(Dec. 1951), 573-574. (RT) velopment of mature, critical thinking on Films and records used with texts to lead the part of adolescents. students to a greater appreciation of Shake- speare. Calitri, Charles. "Macbeth and the Reluc-Fidone, William. "An Above Average Class tant Reader." XLVIII (May 1959), 254-261. Studies Hamlet." XLV (Nov. 1956), 470- Suggests that Macbeth as a classic can be 476. the teacher's approach to move "the whole Delineates critical preparation, reading of stuff of education nearer to the stark andthe play, and post-reading activities in the often sordid realities of life." teaching of Hamlet "in its full frame of reference." Carlin, Jerome. "The Case against The Mer- chant of Venice." XLII (Oct. 1953), 388-Foster, Guy L. "Teaching Julius Caesar to 390. Slow Learners." XLIX (Dec. 1960), 632- Using statements made by Shy lock him- 634. (ST) self and opinions expressed about him by Class procedure and class response in- other characters, the author endeavors tovolved in the treatment of plot, characters. prove that "Shy lock is not a noble figure,"and other features of the play. and that the play cannot be used to dispel any feelings of anti-Semitism. Gallman, Mary N. "Macbeth Lives Again." XLI (Sept. 1952), 370-371. (RT) Christ, Henry I. "Macbeth and the Faust Student discussion of changes inthe Legend." XLVI (Apr. 1957), 212-213. character of Macbeth from the point of Parallels and contrasts in the two plot view of Macbeth, Lady Macbeth, Macduff, protagonists. Banquo, Duncan, the doctor, nurse, and witches. Danker, Frederick E. "Composition Themes from Hamlet." LI (Nov. 1962), 571-573.Goldberg, Sam. "Romeo and Juliet and (ST) `Vocational' Boys." XXXIX (Mar.1950), Suggests topics for student compositions 159-160. (RT) related to Hamlet: paraphrase soliloquies, Teaching Romeo and Juliet by assign- characterize Polonius (orothers), and a ment to class rows, by before-class acting. critical essay based on a Walter Kerr article. by panel discussion, and by constituting the class as newspaper critics. Dean, Leonard F. "Julius Caesar and Mod-Gray, Cecelia E. "Listening to Julius Cae- em Criticism." L (Oct. 1961), 451-456. sar." XXXVI (Mar. 1947), 152-153. (RT) Twent;rth century interpretation reflects Helpful suggestions for teachers when cultural changes, and the play is now readplaying recordings of Julius Caesar for lit- "as a problem play marked by political, erature classes. ethical,and psychologicalironiesofa decidedly modem and painfully humanHarrison, G. B. "The Teaching of Shake- kind." In this light discusses Brutus, Caesar,speare." LII (Sept. 1963), 411-419. ironic satire, and structure. Shakespeare introduced to high school students by Julius Caesar; emphasis on plot. "Macbeth and Modem Crit-diction, characterization withan analysis of icism." XLVII (Feb. 1958), 57-67. the speeches of Brutus and Antony.
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Heaves', Regina. "Goodbye, William Shake- Imaginative account of Jewish girl's ex- speare." XXXVIII (Nov. 1949), 512-515. perience in a class studying Shakespeare. Regrets deletion of Shakespeare from the program because to do so is to bid fare-Loveall, James. "Shakespeare Is for Adults." well to "the exaltation of mind and spiritXXXVI (Sept. 1947), 363-366. so essential to great literature." A teacher questions the maturity of high school students to understand and appre- Henry, George H. "The Growth of a Unit."ciate Shakespeare. XXXVII (Sept. 1948), 341-347. The author, critical of traditional teach-Makes', Herman 0."In the Literature ing of Macbeth, records approaches to itsClass." XXXIX (Sept. 1950), 360-366. meaning in ways to meet contemporary per- Describes teaching techniques for anal- sonal student interest and requirement. ysis of Macbeth, as a specific example of helping students overcome problemsin Hodgins, Audrey and Frank."Teachingreading literature. Guide for Richard III." XLV (Mar. 1956), 138-140, 144. Marder, Louis. "An Age of Kings." L (Nov. Prepared by request for teachers who 1961), 566-568. wanted to use it in conjunction with NBC Helpful discussion and hints for teacher television production of Richard IIIin- aids for the fifteen programs of the famous cludes questions for discussion. Shakespearean series. Holmes, E. M. "Shakespeare without Pain."Martin, Martha Wing."Shakespearein XLII (May 1953), 270-271. (RT) Today's Classroom." XLIV (Apr.1955), The negative approach by teacher in228-229. "daring"studentstoreadShakespeare. Julius Caesar, Macbeth, The Merchant of Class accepted the challenge, and MacbethVenice, and Hamlet, the Shakespearean was selected. An account is given of theplays most frequently taught according to method employed in its study. a survey of one hundred and three schools in California. Kiley, Frederick S."Fate's Midnight: A Teaching Guide for Macbeth." XLIX (Nov.Miller, Helen Rand. "Othello in a Com- 1960), 589-592. (PA) munity College." XXXIX (Apr. 1950), 221- A teaching guide for the Hallmark pro-223. (RT) duction of Macbeth whcse exposition and Thinking aboutlife with Shakespeare through a composite of student papers put questions still have pertinence. together under the title "OthelloCan a "Teaching Guide for TheSoldier Be a Good Husband?" Tempest." XLIX (Feb. 1960), 131-133. (PA) Detailed account of television produc- Mooney, Alfred Leland."Students Write tion with helpful teaching suggestions fora New Ending." XLIII (Dec. 1954), 522. creative activities. (RT) Teaching experience in study of Hamlet; "Teaching Guide for Twelfth included much discussion and finally stu- Night." XLVI (Dec. 1957), 582-585. (PA)dent compositions- of a variant ending to Suggestions for heightening critical in-the play. sight of students preceding the NBC-TV production of Twelfth Night. With or with-Page, M. Myriam. "Reexamining Certain out the film, the "Topics for Discussion" isMethods in the Teaching of Literature." of value, as is much of the article itself. XXXIV (June 1945), 326-329. Includes reference to the study of Hamlet. Ladd, William. "MacbethAs a Reading Production." XXXIII (Sept. 1944), 374-377. Palmer, Dora E."A Good Deed ina Description of an experimentinoral Naughty World." XXXV (Sept. 1946), 370- interpretation. 375. Urges the teaching of Merchant of Venice "Leah,MissCrenshaw,and Shy lock."for its value in seeing into social problems XXXVIII (Dec. 1949), 580-583. (RT) and into religious and racial hatred.
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"The Play's the Thing."Shapiro, Alan."Should The Merchant of XXXVIII (Dec. 1949), 568-571. Venice Offend Jewish Students?"XLI (Oct. Attempts to explain why and how to 1952), 432-433. teach a number of the Shakespeare plays Considers play probably "themost elo- customarily assigned to high school. Listsquent plea for a persecutedgroup that has preparation materials for panels on Shake-ever been written";it provides excellent spearean plays. material for discussion of prejudicesafter Perrin, Porter C. "The Merchant of Venice,teacher or pupils do pertinenthistorical Etc." XL (Oct. 1951), 446. (RT) research. The view that The Tempest and The Taming of the Shrew are much more suit-Taylor, Cary J. "Romeo andJuliet and West Side Ron.]: An ExperimentalUnit." able plays for high school than The Mer-LI (Oct. 1962), 484-485. chant of Venice, quite apart from the-race The lovers issue. transferredintotwentieth century New York, where Montaguesbe- Reynolds, William J. "When Thou Doestcame Jets and Capulets became Sharks; Macbeth, Do It Quickly!" XLVII (Feb.Romeo became Tony and Julietthe beau- -1,958), 90-91. (ST) tiful Maria. 'Stiggests the reading of specific essays to make the play move faster and be moreThomas, Cleveland A. "A Focusfor Teach- entertaining to students. ing Hamlet." XLVII (Jan. 1958),8-14, 40. Outlines difficulties in Hamlet forhigh Royster,Salibelle."Shakespeare for theschool students and establishes the Superior." XXXVI (Jan. 1947), 34-37. need to teach the play as theater; then withthe Description of a semester's unit on Shake-weakness in the c'-racter ofHamlet as speare for an intellectually superior class. focus, details plan,Jr leading, analyzing, Includes plays seldom read: Cymbeline, A aria writing essay interpretations.Refer- Comedy of Errors, Two Gentlemen ofence also to visual aids. Verona. Ruth, Mary A. "Two Devices Applied toTurner, David A. "Shakespeare andthe Macbeth." XXXVII (Jan. 1948), 46. (RT) Status Seekers." XLIX (Dec. 1960),634- Presents a student's response to the as-636. (ST) signment of writing the story of Macbeth Concerned with the contrast between as a modem newspaper might carry it. "really studying a subject for itsintrinsic merit," and becoming acquaintedwith a Ryerson, Edward."Julius Caesar Oncesubject only vaguely because knowingcer- Again." XLVII (Jan. 1958), 1-7. tain key names gives status. An analysis of Julius Caesar developing "teachable characteristics" in ideas, back-Watson, Mary Hughes. "Macbeth Outgrows ground, and interests for a ninth gradethe Classroom." XXXIX (Jan.1950), 33-34. English class. (RT) Describes how Macbeth grew to bethe Saalbach, Raymond C. "Macbeth in Re- senior play as a result of a series of Macbeth view." XXXIX (Dec. 1950), 574-577. projects in senior English. Review and appreciation study of Mac- beth in an eleventh grade class of a privateWells, Mary."A Musical Term Paper." preparatory school for boys who had readXXXVIII (Nov. 1949), 526. (RT) the play five months previously. Short account of eleventh grade research paperentitled"Music inShakespeare's Scott, Richard E. "Shakespeare for Begin-Time." ners." XLII (Dec. 1953), 504-506. Based on the belief that As You Like ItZink, Priscilla M. "HamletCaviareto the is a suitable play to introduce Shakespeare Generals." XLIV (Tan. 1955), 37-38. (ST) to eighth graders, reports on preparatory Interest and excitement in the plot of work and teaching procedure used with thisHamlet for senior students of lesseraca- play. demic ability.
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Shapiro, Karl 249 which make up the plot given as steps to induce story creation and appreciation. Kohler, Dayton. "Karl Shapiro:Poet in Uniform." XXXV (Feb. 1946), 63-69. Burton, Dwight L."An Experiment in Describes qualities of Shapiro's poetryTeaching Appreciation of Fiction." XLII that qualify him as spokesman of the War(Jan. 1953), 16-20. generation. Discusses carefully controlled and scien- tifically evaluated experiment in teaching Southworth, James G. "The Poetry of Karlthe short story to approximately 200 twelfth Shapiro." LI (Mar. 1962), 159-166. grade students in Minnesota. Discusses the ideas and prosody of the relatively popular contemporary poet un- Freeman, Bernice. "Teaching Short Stories." der various subheadings: The Long Works,XLIV (May 1955), 284-287; 307. Shapiro's View of Life, Shapiro and "Jew- Importance of the teacher's introduction ishness," The Satiric Poems, Shapiro's Pros- of a new story if stimulating discussions ody, and The Major Defect. are toresult from reading assignments; specific examples.
Shaw, Irwin 250 Goldberg, Murray A. "Constructing a Short Story Index." XXXIII (Dec. 1944), 558- Evans, Bergen. "Irwin Shaw." XL (Nov.560. (RT) 1951), 485-491. A two weeks, 2500 card project which Rates Irwin Shaw a true artist whose ma- enabled students to locate any short story terials and characterizations are freshifin the school library. sometimes superficial; includes accounts of novels and typical short stories. Halperin, Irving. "Panel Discussion in the Short Story Class." XLI (Feb. 1952), 97-98. (RT) Sherwood, Robert 251 Better understanding of short story char- acterization, technique, and idea achieved Rast, Carlisle L. "The Beginning Researchvia panel and cross-examination techniques. Paper." L (Oct. 1961), 469-471. Illustrates the place for the "research"Joselyn, O.S.B.,Sister M."A Plan for paper in high school by a unit based onStudy of the Short Story." XXXIV (Feb. Robert Sherwood's play Abe Lincoln in 1945), 95-97. (RT) Illinois. Broad and technical aims for teaching the story to better-than-average tenth graders.
252 Mirrieless, Edith R. "Short Stories, 1950." Short Story XL (May 1951), 247-254. Ballot',Barbara."Exercises Building to- Resurgence of the short story; more col- ward the Short Story." XLIX (May 1960),lections published in the form than in pre- 345-346. (ST) vious years; comments about a number of Describes series of exercises designed topopular writers in the genre. develop skills and techniques needed for writing short stories in a junior high crea-Reynard, C.Cassil. "A Classificationof tive writing course. Stories Based on Character." XXXVII (Dec. 1948), 545-547. (RT) Bens, John H. "Miss Brownstone, an Un- In a good story the outcome depends on controlled Variable." XLV (Dec.1956), the character (personality, moral traits, etc.) 547-552. of the main person or persons in it. "A sort of short story." Schmidt, Joseph. "The Short Story: A Unit Breault,C. W. "Three StepstoShort in Creative Writing." XLI (Dec. 1952), Stories." XLV (Mar. 1956), 141-144. 536-539. Assignments based on the theme of a Story unit to extract real drama from per- specified novel, its character development, sonalexperience;taughtinfivesteps: and a final paper in which the student sentfinding material and utilizing experience, the principal character through the eventsexploring the experience, fictionalizing the
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experience, rewriting, and judging the story Relates experience in drawing the reti- product. cent into class discussion. West, Ray B., Jr. "Modem Short Story andConger, Mrs. Edwin; Pipes, Mrs. Henry; the Highest Forms of Art." XLVI (Dec.McLendon, Mrs. Gerald; Causey, J.D. 1957), 531-539. "The High School Forum: Training for To- Development of types is the outgrowthmorrow's Citizens." XXXVI (Apr. 1947), of man's view of life: heroic tales of early 196-197. (RT) Greece and Middle Ages; novel as man's Pertinent suggestions and a list of eleven interest in relation to nature and to society;goals as guide lines for teachers intheir the focusing upon a single event in thepreparation for the student forum. short story: James, Joyce, Poe, Faulkner, Hemingway. DeBoer, John. "Implications of Group Dy- namics for English." XLI (May 1952), 239- 244. Shulman, Irving 253 Undertakes "to summosize some of the Alm, Richard S. "Revised and EditedA concepts suggested by the group dynamics Closer Look." XLV (Mar. 1956), 147-148.movement, particularly as they apply to (ST) the problems of group discussion"with Irving Shulman's Cry Tough in the orig-pertinent pedagogical implications to the inal and paperback edition. field of spoken English. Decker, Richard G. "Studying Conversation Slang 254 via Pupil Problems." XLIV (Oct. 1955), 398-400. Millhauser,Milton."The Caseagainst Development of skill in the purposeful Slang." XLI (June 1952), 306-309. use of language in small, informal discus- "Slang ... belittles whatitconveys ...sion groups by offering real problem situa- lacks precision and variety... is ina(1, .{sate tions,participating inroleplaying, and to critical thinking and imposes a c;ical recording discussions for critical analysis. or flippant tone on ... serious ideas." Dilley, Lois Anne."Discussion: A New Technique forthe Classroom."XXXVI Slow Learners 255 (Oct. 1947), 412-419. See Individual Differences (Slow and Re- Group discussion as the technique "for tarded). all democratic groups, including classes." The technique demands mature skills; their development takes careful planning and Smith, Lillian 256 organization on the part of teacher. Marcus, Fred H. "Cry, the Beloved Country and Strange Fruit: Exploring Man's Inhu-Larson, P. Merville. "DiscussionA Basic manity to Man." LI (Dec. 1962), 609-616.Procedure in Teaching English." XL (Sept. The Lillian Smith work considered with 1951), 379-382. Students in groups of five to seven ask that of Paton in a study of the sociologicalthe questions and seek answers to prob- novel. lems of current interest and improve their ability to listen and communicate. Speech Arts Lazarus, Arnold Leslie."Guards for Our Discussion, Class, and Group 257Future Security." XLIV (Sept. 1955), 347- Britton, Jane. "Let Them TalkThe Com- 350. munity Will Listen!" XLIV (Mar. 1955), ParliamentaryorganizationinEnglish 159-160. classes, a microcosm of a free society to Specific topics and suggestions for proce-foster citizen growth. dures for teenage panel discussions. Oliver, Robert T. "Group Discussion in the Cauley, Thomas."Getting Them All toEnglish Class." XLVII (Feb. 1958), 87-89. Talk." XXXV (Mar. 1946), 157. (RT) (ST)
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Discusses goals to achieve in group dis-ing in the English Class." XXXVI (Nov. cussion and how to set "standards of judg- 1947), 474-477. ment" to reach them. Includes other speech Helpful suggestions for developing "the activities. prepared but unmemorized deliveryso ad- Sobotka, Mildred."Everyone Talks." XLmirably suited to the aims and practices of (May 1951), 277-278. (RT) the English class." Tells how one teacher gets greater par-Potter, Robert E."Sound Offs." XLIV ticipation by dividing her class into groups. (Dec. 1955), 532-534. (ST) Interestingplanforbrief impromptu Speech Arts speeches in the English class. Drama and Theater 258 Wendelin, Sister M., O.S.B. "Extempora- Joyce, John F. "S.A.O.: Toward the Ren-neous Speaking as Part of the English aissance of the Theatre in the Secondary Course." XXXV (Oct. 1946), 454-455. (RT) School." XXXVI (Nov. 1947), 481-486. Relates experience (with suggestions) of Outlines a three point program for bet- using composition class to teach oral com- tering the secondary school theater: Selec-munications. tion, Adaptation, and Organization. Pettit, Paul Bruce. "Arena Theater Is the Speech Arts General 260 Answer." XLII (Apr. 1953), 199-204. Notes problems confronting the EnglishAdams, Harlen M. "Speech Activitiesin teacher who also supervises the dramatics the Secondary School." XXXV (Mar. 1946), 129-133. program.Solutionofferedinvolvesthe "arena theater, a theater with a central Suggestions for planning a speech pro- acting area, on all sides of which the audi-gram: lists aims and areas of stress. ence is seated." Altstetter, M. L. "The First Function of Poley, Irvin C. "More Chances for Growth: English." XXXIII (June 1944), 297-301. The Value of a Malvern Festival." XL (Oct. A plea that self-expression, by individ- 1951), 433-436. uals and by groups, be considered the first Speech class presentation of significant function of language and the means to bits from well-known plays to school as-motivation for the study of English. sembly and other audiences in MalvernBrink, Lauren L."The Inseparability of pattern. English and Speech." XXXIV (May 1945), Tellier, John E. "A Plan for In-School Dra- 269-271. matics." XXXIX (Jan. 1950), 16-20. Three ways of bringing English and Plan to use the students' free time in aspeech closer. daily drama workshop to prepare educa-Davis, EdwinB. "AmericanNasality." tionally sound and theatrically worthwhileXXXVI' (Sept. 1944), 387. (RT) one-act plays, scenes from plays, and adap- Specific suggestions of ways to become tations of standard plays for presentationaware of and to correct nasality. and for making "dramatics a field of rich experience.* Kincheloe, Isabel. "On Refining the Speech Scales." XXXIV (Apr. 1945), 204-207. Veidemanis, Gladys. "Drama in the English Better definitionof goals, more exact Classroom." LI (Nov. 1962), 544-551. methods of appraisal, and oral report sample Discussion of objectives, sequence, andfor making training in speech more mean- teaching procedures in drama. Regrets thatingful. drama is the neglected genre in high school. Kletzing, Evelyn. "Communicative Speech See also Drama. through the Interpretation of Literature." XXXIII (Jan. 1944), 40-41. Speech Arts Extempore 259 A description of a course in the inter- pretation of literature and the fundamen- Brink, Lauren L. "Extemporaneous Speak-tals of speech.
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Lurnsden, Florence M. "The School News-Robb, Margaret. "Improving Declamation cast as a Project in Language Arts." XL Contests." XXXVIII (Sept. 1949), 397-398. (Sept. 1951), 395 -396. (RT) (RT) Involves speech class listening to news, Possible alternatives for the conventional evaluating what is heard, and rewriting indeclamation contest. student language for broadcasting on the school public address system. McLaughlin, William J."Public Address Speech Arts Teaching of 261 System Improves English Instruction." XLI (Dec. 1952), 550-551. Adler, Catherine E. "Developing Oral Com- Records enrichment, development, and munication Skills." XLI (Jan. 1952), 24-30. enjoyment derived by ninth grade pupils. Cooperative planning, critical thinking, and efficient committee work led to un- Marckwardt, Albert H. "An Experiment inusually effective communication during a Aural Perception."XXXIII (Apr.1944), semester with special emphasis on speech 212-214. (RT) training. Discussion of special problems of the Latin American teachers of English related Ballet, Arthur H. "Oral Interpretation in to differences in sounds between Spanishthe English Class." XXXIX (Dec. 1950), and English. 560-567. Only full intellectual and emotional un- Mauk, Grant. "Speak Up." XLIV (May derstanding of a work can make alive again 1955), 290-291. (ST) for auditors the experience through which Specificillustrations of the importantit was created by its author. place of speech in the English class. Brochiek, Anna. "Improving Oral Reports." Mosso, Asenath M. "The Relation of OralXLII (May 1953), 262-264. Communication to Other Aspects of the Offers teacher-pupil plan to counter ob- English Program." XXXIV (Oct.1945), jections raised by ninth graders when re- 440-444. quired to give oral reports. Among sug- Discusses importance of speech in com- gested proposals: posters, charts, graphs, or munication and the relationship betweenmaps as illustrative devices to explain a the written and the spoken word. subject.Also notes goals to be achieved Painter, Margaret. "The Dilemma of theby a good talk. Four-Leaf Clover." XXXVIII (May 1943), Cauley, Thomas. "How Would You Say It?" 254-259. XXXIX (June 1950), 322-325. Explores the needs and benefits involved Poses examples of face-io-face communi- in skill in oral communication. cation and of letters, of moving picture Perry, Harold J. "The Living Newspaper."dialogue, and of analysis of conversation in XXXIX (Jan. 1950), 11-15. stories as help to students involved in every- day communication situations. Describesapplicationofthe "Living Newspaper" technique of the Federal the- Chamberlain,RobertJ.,andPanhorst, ater of the 1930's to English and social Alberta."Speech for Seventh Graders." studies classes in order to develop oral andXLVII (Nov. 1958), 510-511. (ST) written expression. Describesalanguageartscourseto Poo ley, Robert C. "The English Teacher'shelp trainstudentsin theartoforal Preparation in Speech." XLV (Apr. 1956), English. 181-187, 200. Copalowitz, Dorothy. "Speech in English Pleads for sound knowledge of the Eng-Class." XXXIX (May 1950), 272-274. (RT) lish language in its spoken forms, develop- Ideasusedfor weekly classprojects ment of an awareness of the potentialitiesaimed at increasing effectiveness of oral of spoken English as a, part of the teaching expression. of English, and that some work in the speech arts be an essential part of theDilley, Lois Anne. "The Tail or the Dog." training of every teacher of English. XL (May 1951), 254-260.
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Reports a successful multi-approach Oral classroom reading of poems com- course in oral communication for sopho-monly found in high school anthologies. mores based on results of inventory of pupil, parent, teacher ideas. Lumsden, Florence M. "The School News- Feeley, Mary F. cast as a Project in Language Arts." XL "Let Them TalkThen(Sept. 1951), 395-396. (RT) Write." XLIV (Oct. 1955), 414. (ST) Motivation of written expression by al- Members of speech class listen at noon lowing students to talk about theraselvesto radio news report and prepare a suitable and their specialties. version to broadcast throughout school. Freidman, Irving R. "Speaking of ChoralMurphy, Eloise Cronin."Make Them Speaking." XXXVI (Feb.1947),95-96.Speak." XXXVI (June 1947), 316-319. (RT) Lists procedures for giving the student Pertinent suggestions for use of choralopportunity to improve his vocal language speaking in the instructional program. in and outside the classroom. French, Ruth E. "Planning Speech Train-Olson, Helen F. "Speech for All." XL (Apr. ing for AU Youth." XLV (Sept. 1956), 328- 1951), 204-209. 333, 340. Sophomores learn to listen and have their Draws on the successful experience ofvision sharpened as the Statue of Liberty. the author to stress the importance of soundChrist of the Andes, and the Palace of and cumulative speech training; specifies a Peace are brought into this communica- three-phase program. tions course. "The Potential of Speech in the English Program." XLIX (Nov. 1960),Painter,Margaret."BasicPrinciplesin 556-562. Teaching Oral Communication." XL (Sept. 1951), 393-394. (RT) Ways of incorporating speech in units of the regular English program. Chairman of NCTE committee gives out- line of topics which will appear inher Fry, Dorothea. "What Is English?" XLI1 report. (Sept. 1953), 336-337. Acting on a sudden inspiration of the "Courses in Methods Of- teacher, an interesting project, involvingfered in Teacher Training Institutions." both students and their parents, resulted XXXIX (May 1950), 254-256. from this question: "Can you think of one Results of a questionnaire mailed to 250 word that means 'English' to you?" teacher training institutionsI82 replies. Goldberg, Irving J. "Let the Record Speak." "Improving Methods of XLI (Mar. 1952), 147-150. Teaching Speech." XXXVII (Mar. 1948), 133-138. Experiment with inexpensive tapere- eo'der to improve speech. The essay looks to the necessity of train- ing English teachers to teach speech. The Golden, Ruth. "English Language Labora-teaching of speech is professional obliga- tory." XLVI (Tan. 1957), 28-31. tion, and a few approaches to the prob- Directions for listening papers, activity lems involved are suggested. list,discussion guide questions, and im- promptu speech topics for freshman year "Oral Emphasis in the Eng- to establish good speech habits. lish Class." XXXVI (Sept. 1947), 348-352. A disf-ission of oral work inEnglish Hussey, Edith L. "The Class Club." XLIclasses on secondary level. A list of specific (Sept. 1952), 357-362. activities is included. Goals, procedures, and results for speaker participation from the class club in fourSchachter, Norman. "Baby Blunders." XLI eighth grade English classes. (June 1952), 320. (RT) Class made lists of errors in :peech made Kletzing, Evelyn. "Choral Reading in theby students and teachers; took more inter- English Classroom." XXXV (Feb. 1946), estin correct speech and in vocabulary 100-101. (RT) especially synonyms and antonyms.
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Wolf, Elsa. "A Rumor at Work." XXXV Lists "crucial core" words compiled from (Sept. 1946), 401-402. (RT) earlier lists as the worst "spelling demons" Results of retelling of story to studentstoday. unfamiliar with its class reading. Geyer,EllenM. "How Many Spelling Spelling 262 Demons Are There?" XXXIII (Oct. 1944), 433-436. Broehl, Frances. "Spelling in Senior High A review of several pieces of research Schools." XXXVII (Apr.1948), 200-202. inspelling with suggestions for a total (RT) school attack on spelling problems. Seventeen specific suggestions are listed, with emphasis upon spelling consciousnessHeuer, Helen."Assembly? An Answer." and the power to attack new words ratherXXXV (Dec. 1946), 559-560. (RT) than upon learning lists of words. Successful grade school experience with a "spelling-bee assembly." Brown, Corinne B. "Teaching Spelling with a Tachistoscope." XL (Feb. 1951),104.Johnson, Falk S. "New Rules forIE-El 105. (RT) Spelling." XLIX (May 1960), 347. (ST) Gives full credit to the tachistoscope for Rules "believed to give the most ac- the improved spelling of thirty-three sev-curatepictureofie-eispellingsofar enth graders. achieved." Bush, Jarvis E. "Motivation for LearningLonsberry, George L."A C.I. Spelling to Spell." XLIII (Jan. 1954), 34-35. (RT)Test." XXXIV (Apr. 1945), 216-217. (RT) Concrete approach: use of letters from Short article on an experiment in G.I. prominent businessmen and professional spelling. leaders stating why correct spelling is de- manded by them to promote schoolwideMcKowen, Clark. "Proofreading for Spell- spelling contests. ing Errors." LII (Oct. 1963), 530. (ST) A device whereby the burden of proof- Conklin, William."Kickoff in the Class-reading for spelling errors is placed on the zoom." XL (Nov. 1951), 519-521. students themselves. To teach spelling by the methodrecom- mended in this article, teacher must knowMallis, Jackie. "Who Needs It?" L (Dec. something about football. 1961), 624-626. (ST) Finch, Hardy R. "Ideas on Teaching Spell- Look at modem research to see what is ing." XLI (June 1952), 298-302. recommended in teaching spelling.Offers Summarizes the views of ten experts and specific techniques used in remedial classes. appeals to every teacher to use every pos-Suggests SRA Spelling Laboratory can re- sible device to overcome student spellingplace remedial instruction. weaknesses. Nolde, Ellenjarden."Classroom Spelling: "Some Spelling Problems Experimental Notes." XXXVIII (May 1949), and Procedures." XLII (Apr. 1953), 190- 279-281. 192. Suggestions for teaching students to spell Examines post-high school problems con-the "demons." fronting poor spellers and suggests a num- ber of corrective methods and procedures.Ogden, Herbert V."Spelling Makes Friends." XLI (Nov. 1952), 468-473. "Use Newspapers and Mag- Suggestions and procedures for "a way azines to Teach Punctuation and Spelling."which keeps one eye on public relations XXXVIII (Jan. 1949), 44. (RT) and the other on the balanced needs of Brief description of author's method ofstudents." teaching mechanics. Parkiason, Ethel M. "Another ASPMis- Furness, Edna L., and Boyd, Gertrude A.spelling." XXXIII (Apr. 1944), 190-395. "231 Real Spelling Demons for High School Some specific suggestions for teaching Students,." XLVII (May 1958), 267-270. spelling.
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Pavliny, Bessie A. "One Practical Solution Analysis of Steinbeck's short story (title tothe High School Spelling Problem."in quotes) to define methods of exploring XLII (Mar. 1953), 157-158. (RT) fiction.Concludes that relevant material Sophomores divided into "A" and "13"outside a literary piece is important, nar- groups to work for a portion of each dayrative's point of view is essential and kind on two different lists of spelling words. of people concerned must be ascertained. Peavey, Mary, and Stillwagon, Nell. "Don't Litsey, David M. "Comparative Study of Say Unkle." XXXVIII (Mar. 1949), 150-Novels." XLVIII (Mar. 1959), 149-151. 152. The Pearl of Steinbeck studied as ex- A method for teaching difficult spellings.ample of "superior work." Po ley, Irvin C. "Some Convictions aboutMorris, Harry. "The Pearl, Realism and Al- Spelling and Grammar." XXXV (Jan. 1946).legory." LII (O t. 1963), 487-495, 505. 9-14. Shows 1-:av Steinbeck subtly entwines Suggestionsforteaching spelling andallegory and realism to develop the story grammar in the composition course.List and to identify the characters with their of spelling rules. environment. Robson, Mary S. "A Plan for RemedialSteinbeck, John. "My Short Novels." XLIII Spelling." XXXVII (Jan. 1948), 35-38. (Mar. 1954), 147. Individual spelling lists kept by students A glance into the mind of a contempo- and each drills on own list.Students alsorary writer who observes that "what hap- use the words in sentences. pens to a book is very like what happens to a man." Thurston, Marjorie H. "The Long and the Short of It." XXXIX (Nov. 1950), 522-524. (RT) Stevens, Wallace 265 Describes dictation testwith tabulated resultsto identify lack of acquaintance Doggett, Frank. "Wallace Stevens and the with the long and short sounds of letters"World We Know." XLVIII (Oct.1959), and indicates method of teaching students 365-373. to relate sounds to letters. The meaning of some of Stevens' poetry is interpret in the light of the poet's Walker, Helen Mc Hardy. "He Can Learn iundamental :clea of the duality of mind toSpell." XLII (Dec.1953), 512-513.and world. (RT) Convinced that poor spelling is often theOlson, Elder. "Poetry of Wallace Stevens." result of one bad habit, lack of observa- XLIV (Apr. 1955), 191-198. tion," the author relates one successful Stevens' power to create images that are method she used to counteract this defect.emotionally potent and that lead to insight. Petitt, Dorothy."'Domination of Black': Spillane, Mickey 263 A Study in Involvement." LI (May 1962), 347-348. (MPC) Bens, John H. "Teaching Literature in the An examination of meaning and relation- NVorld of Mickey Spillane." XLV (Feb.ship in the Wallace Stevens poem. 1956), 79-81. We live in the world of Mickey Spillane, and high school is perhaps the last place Student-Centered Teaching where that world can be combatted." General 266 Brown, Marice C. "A Reexamination of Steinbeck, John 264 the Middle Ground." L (Mar. 1961), 188- 192. Grommon, Alfred H. "Who Is "The LeaderSt emits eight assumptions as proof that of the People'?: Helping Students Examinethe middle ground offers the solid body of Fiction." XLVIII (Nov.1959), 449-456, knowledg, which the individual needs and 461, 476. which is commensurate with his abilities.
140 STUDENT-CENTERED TEACHING 267
Burton, Dwight L."Trailing Clouds of Student concern with personal Hall of Boredom Do They Come." LI (Apr. 1962),Fame selections leads to a formula for dy- 259-265. namic living. Significance of the role of the English teacher in motivating today's adolescents. Sonke, Dorothy E. "English Workshop." XLIII(Oct. 1954), 363-366. Carman, H. J. "Training in English and Describes an experiment now an estab- the World of Tomorrow." XXXIV (Oct.lished practice, which provides for individ- 1945), 417-422. ual differences and offers opportunities for Lists nine characteristics of tomorrow'sdeveloping leadership abilityamong supe- world and lists six obligations of teachersrior students. to fit students for life in an "age of social man." De Boer, John J. "Literature and Human Student-Centered Teaching Behavior." XXXIX (Feb. 1950), 76-82. Getting to Know Them 267 Through the study of relevant literary works, the teacher creates the "insights, at-Andrews, Joe W.; Boutelle, Margaret \V.; titudes, and predispositions necessary forGulick, James; Horst, J. M.; Roody, Sarah mental health and a civilized society." I.; Teuscher, RuthH.;and Yetman, Dun- Farmer, Paul. "Our Greatest Asset." XLcan C. "Meeting a New Class: A Seven (Feb. 1951), 102. Teacher Symposium." XL (Sept.1953), Implications of the Midcentury 'White 316-320. House Conference. As titlesuggests, each author outlines method used in becoming acquainted with Guild, Florence. "Maintaining a Creativenew classes, ascertaining the needs of in- Atmosphere." XXXIX (Mar. 1950), 154-158. dividual students, and agreeingupon ob- Pupil confidence, the "comment ofjectives they hoped to achieve. praise," explanatory personal notes,dis- criminatingly written experiences and re-Buehler, Grace Stone."The Students flections in a "weekly journal" and similarSpeak." XXXVII (Nov. 1948), 471-475. devices further individual and "creative" Survey revealing that many of the better growth to maturity. students disliked English primarily because of the way it was taught. Henry, George H. "Only Spirit Can Meas- ure Spirit." XLIII (Apr. 1954), 177-182. Carruthers,Robert."What Are Those A plea to rid the English program ofClasses Really Like?" LI (Sept. 1962), 412- formalism and tosubstitute humanistic 417. teaching by devising situations which create Student needs and interests determined sensitivity to think straight and to com-by such "get-acquainted" devicesas Stu- municate clearly. dent Inventory (4 numbered samples) auto- biographicalvriting and objective record Lupin, Pearl S. "Laying the Groundworkfiles. for Group Work." XL (Nov. 1951), 523- 525. (RT) Clark, Helen McDonald. "Teacher, Meet Cites classroom performances in the in-Your Pupils." XL (Feb. 1951), 103-104. terpretation and appreciation of Shake-(RT) speare made possible by "groundwork laid Teacher learns a great deal about stu- in group work." dents from "letters of introduction" they write at the beginning of the term. McKean, Robert C. "Let's Sell English." XLIII (Feb. 1954), 89-90. (RT) Eaton, HaroldT."Getting Acquainted Definition of the place of English in stu-Quickly." XXXV (Oct. 1946), 457. (RT) dents' lives helps to form realistic purpose Sample questionnaire for getting to know for study of English and significantly helpsstudents. in attitude and motivation. Greenberg, Lillie H. "The Humanities and Russell, Edna F. "Atomic English." XXXVIthe English Teacher."XXXVIII(May (Apr. 1947), 201-202. (RT) 1949), 282 -283. (RT)
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Urges teachers to keep student interests Identifies and discusses 17 basicassump- (not his own) in the center of class discus-tions underlying "traditional" and "modern" sions and classroom goals. teaching of English. Henry, George H. "Youth and I: OneCoakley, Letha. "Not English but Ameri- World." XXXVI (Mar. 1947), 149-150. (RT)can." XLI (Jan. 1952), 40-41 (RT) Suggestions are made to teachers on how Satisfactory results in traditional English to make friends with students and how towork attained by studying "American" in- know them better. stead of "English." "My 'Best' English Pupil."Cook, Luella B. "Writing in Terms of the XXXVII (Apr. 1948), 197-198. (RT) Individual." XXXIV (Apr. 1945), 195-199. A teacher tells a heart-warming story of Consideration on increasing the student's his suggestions to a student who was seek-conscious control over his mind so that his ing self-confidence in discussing books withwriting, based on cultivated reflection, re- her friends during the summer. sults in communication and personal de- Mallery, David. "Introductory Statement tovelopment. an Eleventh Grade." XLIII (Jan. 1954),Farmer, Paul. "A Time for Fundamentals, 31-33. an Editorial." XL (Sept. 1951), 373. An appeal to students to approach Eng- NCTE president appeals to teachers of lish as the study of "man in the world,"English to use the power of language to and to realize that their thoughts and writ-quicken "the beauty and mystery of mak- ing, as well as those of outstanding authors, ing ideas and ideals immortal." will provide the basic materials for study. Glicksberg, Charles I. "Practical Logic in Rounds, Robert W. "Respect for Personal-the Classroom." XXXV (Jan. 1946), 14-21. ity." XXXVI (Mar. 1947), 126-129. (ST) Gives evidence of uncritical mental work- Respect is achieved by knowing and uning in high school students and suggests clerstanding the pupil, respecting the pupil's topics and exercises to stimulate critical ac- individuality, and aiding students to achieve tivities. that same respect. Gordon, Elizabeth; Greene, Jay E.; Leon- See also Autobiography. hard, Emma Mae; Miller, Helen Rand; and Oliver, Eugene. "Efficient Classroom De- mocracy." XLI (Feb. 1952), 86-90. Student-Centered Teaching Editorial request to five classroom Methods and Procedures 268 teachers to make specific suggestions to achieve "efficient classroom democracy." Babcock, Vera M. "Individualizing English Greene, Jay E. "Efficient Classroom De- Instruction." XL (Nov.1951),526-527. (RT) mocracy II." XLI (Feb. 1952), 87-88. Describes lessons based on file of card: One of a series of five papers by class- room teachers who approach the ideal of of individual errors in ninth grade classes.the title. Brown, Don; Corbin, Richard; Dilley, Lois;Hussey, Edith L. "Eighth Grade Teaching Harris, Hortense L.; Shapiro, Alan; Thorn-Devices." XXXIX (May 1950), 267-270. ton, Helen; and Willard, C. B. "The First Devices to channel energy and need for Assignment: A Symposium." XLIII (Sept.recognition and praise into profitable class- 1954), 287-296. room work. Careful planning of the first assignment sets the tone for the entire semester. Mem- "Independence Day in Eng- bers of the symposium offer individual tech- lish 10." XLIII (Nov. 1954), 442-444. niques for a good beginning. Describes plan which gives Friday to studentsfor independent,self-motivated Carlsen, G. Robert. "Conflicting Assump-undertakings to bridge the gap between tions in the Teaching of English." XLIXschool and out-of-school life, to place re- (Sept. 1960), 377-386, 424. sponsibility squarely on students, and to
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allow time for individual teacher-pupil con Walsh, Irene R.'Tis Better to Be Safe." ference. XXXIV (Oct. 1945), 453-454. (RT) "We Plan Together." XL Responsibility of English teachers to in- (Jan. 1951), 16-22. struct students in safetywith example of Describes incorporating student sugges-method. tions in covering English I and II; plea forSee also Composition, Punctuation, Read- involving student planning and responsibil-ing, and Spelling. ity in the learning process. Irwin, Merle Emorette. "Field Work for Student-Centered Teaching English." XXXVIII (June 1949), 350-352. (Retarded /Slow, Talented/Honors, Plea for broadening experiences to pro- duce happy and well-adjusted students. Vocational) 269 Lawler, Marcella R. "Developing Personal-See Individual Differences. ity through Communication." XXXVI (Feb. 1947), 82-87. Helpful suggestions for meeting personal- Styron, William 270 ity needs of pupils through classroom ac-Friedman, Melvin J. "William Styron: An tivities. Interim Appraisal." L (Mar. 1961), 149-158, Lazarus, Arnold Leslie. "And Make Good192. Cheer." XLI (Oct. 1952), 424-427. Analyzes major literary contribution of Some hints and titles to relieve tensionsan important American novelist who offers and create good atmosphere. "new hope for the novel form." Morland, Anita Borum. "Building Character in Junior High School." XXXVIII (Nov. Summer Conferences 271 1949), 521-522. (RT) Hanford, Ellen. "Authors First-Hand." XLV Describes the assigning and keeping of(May 1956), 265-268. note books to teach the values of neatness Argument for spending the summer va- and order. cation in stimulating companj as at the Newland, Fay H. "English Laboratory."Bread Loaf Writers' Conference. XXXIV (Sept. 1945), 379-383. The classroom is the laboratory, and the activities, discussions, and weekly theme are Swift, Jonathan 272 the experiments. Preu, James A. "The Case of the Myste- Tovatt, Anthony L., and Jewett, Arno.rious Manuscript." LII (Nov. 1963), 579- This World of English."XLIX (Nov.586. 1960), 580-584. Presents a fresh approach in unraveling Reviews fifty years of pronouncementsthe "mystery" of Gulliver's Travels,the on English in major educational journalsmeaning and significance of which con- and significant articles from the Englishtinue to provoke scholarly controversy." Journal's first dozen years. Tressler, J. C. "The Why and How of Teacher Beginning 273 Practice." XXXIV (May 1945), 247-252. Christopher, Georgia. "Literature and the Ways for motivating drill and practiceBeginning Teacher." XLVIII (Sept. 1959), important aspects of learning; suggests proj-321-325. ects, "game:," and tests. How the experiences and tastes of her adolescents molded a new teacher's con- Viedemanis, Gladys. "A Curriculum Viewcept of her role in the classroom. of Classroom Discussion." LI (Jan. 1962), 21-25. Greene, Jay E."Preparation of English Suggestions for making better use ofTeachers." XLV (Mar.1956),145-147. discussion in the classroom. (ST)
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Strengths and weaknesses in theprepa-Willard,Charles."The Wheel That ration of applicants for license to teachSqueaks." XLIV (Feb. 1955), 100. (ST) English in New York City. Teaching aids are sometimes missing be- Iverson, W. F. "Using Current Materials."cause not asked for. XL (Mar. 1951), 166-168. (RT) Some "first directions" for student teacher Teacher Inservice 274 use of current materials in the four areas of language arts. Gustafson, Myrtle. "Traveling Salesmen of English: How the Project Began." XLVI McAdow, Beryl. "Nourishment of Our(Feb. 1957), 79-80. Youth." XXXIV (Nov. 1945), 472-476. Oakland, California, teachers withspe- Points out weaknesses of beginningcialties of drama, group work, usage drills, teachers and what is needed to make themand creative writing released for inservice good English teachers: love of the intel-demonstration injunior and senior high lectual world presented in books anda realschools.Cooperating teacher reports in- interest in the young. dexed by subject as pertinent. McKinney, Brian C. "What Went Wrong?"Maertins, Grace Daly. "Traveling Salesmen L (Oct. 1961), 472-474. of English: Grouping and Multiple Mate- Enumerates errors of a first-year teacherrials." XLVI (Feb. 1957), 83-85. "in the hope that other beginners might Rewarding experiences by teacherre- profit from... mistakes." leased for inservice training in Oakland Macau ley, Ines. "A Substitute Views thehigh schools. High School." XXXV (Jan. 1946), 45-46. (RT) Teacher Profession 275 Some random observations about con- temporary high school students. Burton, Dwight L. "Riposte." XLIX (Oct. 1960), 502. Maertins, Grace Daly."Organizing the Complains that both programs in English Class to Care for Individual Needs." XLVIIand Education leading to a master's degree (Oct. 1958), 414-421. are inadequate preparation for classroom Detailed organization plan for beginningteachers of English. English teacher; concerned with student participation,student-teacher conferences,Davidson, Levette J. "Teachers of English individual folders, grouping, and studentPostwar Models." XXXIV (Apr.1945), needs and growth. 199-204. On current and anticipated needs, and Royster, Salibelle. "Student Teachers in thesome suggestions to meet the challenges via English Classroom." XLII(Dec.1953),newer approaches in technique and human- 507-509. istic values. Relates experiences with and impression of student teachers. Recounts instancesFarmer, Paul. "Making Physical Conditions of actual procedure used by these futureRight for Teaching." XXXIV (Mar. 1945), teachers. 148-152. Along with the qualifications of the per- Schreurs, Esther J."Senior English Cookson and the processes of teaching, considers Book." XLV (Jan. 1956), 13-17. salary, federal aid, and responsibility of A book of "educational recipes" for theprincipals. beginning teacher; deals with unit, mechan- ics, and evaluation. Foff, Arthur."Scholars and Scapegoats." XLVII (Mar. 1958), 118-126. White, Elizabeth S. "Tips for the Begin- An analysis of sixty-two novels in which ning English Teacher." XLVII (Sept. 1958),teachers appear, with the dim conclusion 349-353. . that as "citizen or as an individual aside Practicalsuggestionsonorganization,from school, the teacher enjoys little es- awareness and avoidance of pitfalls, andteem." The article is concerned also with self-evaluation. shattering the stereotype.
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Gregor, Arthur Stephen. "Recollections ofPoo ley, Robert C. "Contributions of Re- a Great Teacher." XXXIII (Apr.1944), search to the Teaching of English." XXXVII 208-209. (RT) (Apr. 1948), 170-175. A warm tribute to a Harvard professor. Essay survey of research toward "qual- itative measure of composition ability," Grey, Lennox. "Preparing for Our Jobs."toward "quantitative and qualitative stand- XLI (Feb. 1952), 70-78. ards in English usage," and toward deter- To prepare for ever increasing range ofmining "current status in English instruc- duty, teachers need "perspective,polity, tion." practice" and several dimensional mapping to achieve a defined and less isolated pro- "The Professional Status of fession. the Teacher of English." XLVIII (Sept. 1959), 309-314. Henry, George H. "English, the Life of Contends that the teacher of English is English, and Life." LII (Feb. 1963), 81-85.often a hired hand to the administration, The preparation of high school Englisha respected colleague to his faculty, and teachers should include sociology of Eng-an unheeded milksop to the public. De- lish.English departments' participation inscribes an ideal status for him. teacher training has been unrealistic andRoss, Frank. "Message for a Missile Age." inadequate. LI (Feb. 1962), 119-120. (ST) A call for teachers to adopt new teaching Hoth, William E. "Moon Men, Metropo-techniques and devices:team teaching, lises, and Professional Selection of Tomo- television, etc. rrow's Teacher." LI (Apr. 1962), 265-267. Suggests principles for selecting English Spectorsky, A. C. "The Future for Books teachers to meet contemporary needs. in America." XXXIV (Mar. 1945), 115-122. Duty of teachers to know the practical McArthur, AnnaP. "Buy Hyacinths."world of books and the directions in which XXXIII (June 1944), 318-322. publishers are headed, to read and to en- A lively description of a Denver teacher's courage their students to read widely and sabbatical in New York City. intelligently. Maul, Ray C. "Are English Teachers inSquire, James R. "Er glish at the Cross- Short Supply?" XLIII (Feb. 1954), 75-77,roads: The National mterest Report Plus 80. Eighteen." LI (Sept. 1962), 381-392. Figures on student population increase, Survey and appraisal of needs and con- statistical tabulation of graduates prepar-ditions of the English teaching profession; ing to teach, and the importance of educa-with subheadings: Redefining the Content, Improving thePreparationof Teachers, tion to national welfare involved in theAchieving Better and More Basic Research, current high school teacher supply-demandEfforts to Improve Teaching Conditions, situation. Efforts to Strengthen Professional Associa- Neville, Mark. "Let Us Be Sensible." XLI tion. (Mar. 1952), 137-141. Stocking, Fred H. "The Two jobs of Eng- Teacher preparation for the gigantic tasklish Teachers." L (Mar. 1961), 159-167, of adequate instruction in Englishwith 178. reference to Education for All American The teaching of writing as utilitarian Youth. and the job of all subject teachers; the teaching of literature as nonutilitarian but Perrin, Porter G. "A Realistic Philosophymore important because it introduces an for Teachers of English." XXXVII (Feb. intelligent understanding and enjoyment of 1948), 64-72. an art. English teachers should embrace a more naturalistic philosophy. They should avoid Wilt, May G. "An Appreciation: Democ- extremes, but be more liberal than theyracy in Action." XL (Sept. 1951), 394-395. seem to be. (RT)
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Tribute by student teachers to a sincereknow how to read," and that "answers to and considerate teacher for denionstrationsquestions are important." of help to handicapped and of classroom effectiveness through pupil leadership. Miller, Helen Rand. "The World in the Schoolroom." XXXV (Dec. 1946), 540-544. See also Professional Reading. Summary of teacher and pupil accom- plishment during the yearas narrated by the teacher. Teacher Techniques 276 Poley, Irvin C. "Teaching Obliquely and Berger, Max. "A Check List for Self-Eval-Testing Directly." XXXIV (Dec. 1945), uation of Certain Techniques in Teaching 540-545. English." XLII (Apr. 1953), 207-209. Cites areas and use of illustrative mate- A series of questions listed under generalrials whereby direct teaching is helped by headings of Literary Appreciation, Spelling, the oblique. Sample test. Reading, Written Expression, and Oral Ex- pression. Royster, Salibelle. "Making Faculties Eng- lish-Conscious." XXXIV (Dec. 1945), 563. Bishop, Merrill. "Consideration." XLII (Oct. (RT) 1953), 396. (RT) Method and response in the Evansville In his "farewell message," Mr. BishopCommittee project to improve English in- stressed the quality of considerationtostruction. enrich a curriculum, the contents ofabook, daily language, and in the larger senseSauer, Edwin "Ways and Means and world peace. Substance: TI4et'Vhole Teacher." LI (Apr. 1962), 267-272. Brink, Lauren L. "Training in Speech for Discusses relationship of "knowing the English Teachers." XL (Mar. 1951), 168-subject" and "knowing how to teach it." 169. (RT) Survey shows increasing awareness ofWhitted, Dorothy. "Double, Double, Less need of training in speech for EnglishToil and Trouble." XLVII (May 1958), teachers. 293-294, 315. (ST) Concerns double-section, two-teacher Fatout, Paul."Sit Down and Write."plan of teaching high school English. XXXVII (Dec. 1948), 536-539. A teacher of writing should be givenWitty, Paul A. "Teaching the Three R's in time to teach writing and grade the papersthe Army." XXXIV (Mar. 1945), 132-136. thoroughly. Discusses possible relations between Kwit, Audrey B. "English Teachers Canclassroom teachiag and the Army method Write, Too." XLIV (Oct. 1955), 401-403.of training large numbers in brief time. The answer to why, how, and what the English teacher should write as hecon- siders preparing articles for publication. Teacher Miscellaneous Aspects 277 Lane, Mary. "Dear Bill ..." XXXIX (Jan. 1950), 30-32. (RT) Anderson, Lorena A., and Benson, Eunice Recommends capitalizing on the recep-P. "Organization of an English Depart- tivity of students to personal "notes"forment." XLVIII (Mar. 1959), 145-147. (ST) discipline, for items from posture to English Sketches an arrangement of teacher co- forms and usage, and even for teacher- ordinators to assume responsibility forvar- evaluation. ious tasks in an English department on the principle that "a good organization hasa Makey, Herman 0. "Unjustifiable Assump-defined job for everyone." tions." XXXVIII (June 1949), 313-318. Widely held assumptionsexposedto Arnold, Felix. "Teacher's Teacher." XXXVIII doubt: that "all recognition of grammatical(Apr. 1949), 228-229. (RT) relations is conscious," that "pupils instinc- Relates experience in the literature class tively know how to compose," that "pupilsof an artful teacher.
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Eareckson, Irma. "If the Shoe Fits." XXX1VTeaching Film Custodians, Inc.-278 (Nov. 1945), 503-504. (RT) Tells how the author profited from over- Hazard, Patrick D. "What Linguists Can hearing a conversation between college boysLearn from the Movies." LII (Oct. 1963), about her shortcomings. 536-538. (PA) Hazard, Patrick D. "Behind the Tinsel Cur- Discussion of five half-hour films d.strih- tain." XLV (Mar. 1956), 134-137, 144. uted by Teaching Film Custodians. The teacher "must personally inhabit the Smay, D. Paul. "Tailoring Films to Eng- world of elite values and great books," butlish Needs." =CM (May 1950), 274-275. in an era of mass media he "must learn to (RT) translate these into the language of popular Sequences of a Teaching Film Custo- culture." dians movie shownto achievespecific Ka llen, Horace M. "Of the American Spir-teaching )bjectives. it." XXXV (June 1946), 289-294. Yetman, C. Duncan. "Motion Picture Ap- Defines the "democratic" spirit and callspreciation and School Ccmposition." XLI on English teachers to be true to it. (Nov. 1952), 488-491. La Brant, Lou. "The Rights and Responsi- Interest in composition generated through bilities of the Teacher of English." L (Sept.viewing productions of Teaching Film Cus- 1961), 379-383, 391. todians, Inc. Emphasizes that freedom of choice rather than following set curricula makes for ef- Teaching Machines 279 fective teachers and induces even weak ones to make decisions.Stresses prepara-Hoth, William E. "From Skinner to Crowder tion for exercising rights earned. to Chance: A Primer on Teaching Ma- chines." L (Sept. 1961), 398-401. Poo ley, Robert C. "Automatons or English Discusses pros and cons of teaching ma- Teachers?" L (Mar. 1961), 168-173, 209. chines, urges teachers to play a professional Offers a profound, if fanciful, warning in part in the development of these devices this look into the future which describesso that good teachers can contribute "what a completely automated school. Concludesis distinctly human." with the idea that integration of machines with humanistic qualities of inspired teach-Lumsden, Robert. "Dictation Machines as ers should be our goal. Teacher Aids." L (Nov. 1961), 555-556. (ST) Redford, Grant H. "Of Teachers, Students, Account of experiment to determine if and 'Creative Writing'." XLII (Dec. 1953),dictation machines could speed up the 490-496, 509. process of correcting and evaluating stu- Account of professor-teacher assignmentdent papers. in course entitled "Directing the Writing of Young People."Stresses respect for the "creative springs" in the student and for Team Teaching 280 sharing experience through "valid attempt Conner, Berenice G. "Let Your Enthusiasm at communication."Includes samples ofShow." L (Dec. 1961), 626-628. (ST) student papers discussed and evaluated. Describesprocedures,activities,and Tuttle, Mabel A. "C. R. Rounds." XXXVII"finale," in team teaching experiment. (Sept. 1948), 370. (RT) Fisher, Mildred Ogg. "Team Teaching in Tribute in memory of a New Jersey Eng-Houston." LI (Dec. 1962), 628-631. lish teacher. Describes a successfully working plan for Webb, Esther. "To Whom Tribute Is Due."modified team teaching. XLII (Apr. 1953), 214. (RT) Ford, Paul M. "A Different Day for the Notes favorable comments made by stu-English Teacher." L (May 1961), 334-337. dents as a tribute to teachers who aroused Describes school schedule organized en- the interest of students in the study oftirely for team teaching. Exposes students English. weekly to large-group lectures, medium-
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TEAM TEACHING 280 group classes, and small-group classes.In- Caffrey, John. "The Test: Object versus cludes sample teacher schedule. Subject." XXXIX (Feb. 1950), 99-100. (RT) Smith, Vernon H. "Team Teaching Has Suggests questions be kept objective to Advantages." XLIX (Apr. 1960), 242-249. permit students to present reactions to lit- Account of a cooperative study of teamerature truthfully, instead of guessing what teaching that was sponsored by Ford Foun-responses teacher wanted. dation and theNationalAssociationof Carruthers, Robert B. "The Unit Test: A Secondary-School Principals. AdvantagesTest for Teachers." XLVII (Sept. 1958), include: specialization, flexible grouping,339-343. fewer clerical duties. Concerned with the problem of con- structing unittests, making them valid, reliable, and easily administered. Samples. Television 281 See Mass Media and Public Arts. Corbin, Richard. "Evaluating the Reading and Study of Poetry." XLVI (Mar. 1957), 154-157. Tennyson, Alfred Lord-- 282 Testing of poetry study must be flexible and imaginative; final measure of percep- Ballard, Charles. "Simplifying the Idylls." tionisvoluntary reading of unassigned XXXIV (Dec. 1945), 562-563. (RT) poems. The simplification was achieved by "poor- ly executed diagram" and blackboard draw- Diederich, Paul B."Making and Using ings-samples included. Tests." XLIV (Mar. 1955), 135-140, 151. Various comments on testing, with illus- Beck, Warren. "Clouds upon Camelot." trationof a reading exercise,a writing XLV (Nov. 1956), 447-454, 503. exercise, and an essay assignment based on Reappraisal of the Idylls leads author toa problem posed by two passages from question whether they should remain aScripture. "curricularly canonized item"; recommends instead study of Tennyson's shorter poems.French, John W. "What English Teachers Think of Essay Testing." XLVI (Apr. 1957), Daunoy, Mary Estelle. "Tennyson's Teen-196-201. age Idyll." XLII (Apr. 19531, 211-213. Tabulation of teacher response in public Despite the decrease in popularity ofand private schools conce-ning college- Tennyson's works, advances reasons whybound and noncollege-bound pupils rela- the teaching of "Gareth and Lynette" from tive to senior high school writing and essay Idylls of the King can be challenging, re-test measurement. warding, and timely. Gahagan, Frances Hale. "An English Class Ryan, Calvin T."Making The PrincessPlays 'Take It or Leave It'." XXXIV (Sept. Live." XXXV (Mar. 1946), 161-162. 1945), 393-394. (RT) Suggestions for gaining students' interest Describes a game, "Take It or Leave It," in what can be made an "interesting ro-used in an English class as a means of mantic adventure story." testing. Geyer, Ellen M. "Measuring Achievement Term Paper 283 in Modern Education." XXXIV (June 1945), See Research Paper. 337-340. Uncertainty in the measurement of de- sired growth demands more testing and Testing 284 better information about available tests. Baker, William D. "Big Ten English Place-Gordon, Edward J."Levels of Teaching ment Procedures." XLIV (Sept. 1955), 351-and Testing." XLIV (Sept. 1955), 330-334, 352. 342. A survey of the types of tests adminis- Cites as levels: the ability to remember tered; several conclusions. a fact, to prove another's generalization, to
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make one's own generalization, and toap-Po ley, Irvin C. "Teaching Obliquely and ply the book to life and to one's personalTesting Directly." XXXIV (Dec. 1945), behavior. Illustrates with specific examples.540-545. Henry, George H. "An Attempt to Measure Spelling,punctuation, and vocabulary Ideals." XXXV (Nov. 1946), 487-493. taught indirectly and casually and followed Account of teacher's efforts to ascertain by "teacher-made test on miscellanies,many the "real" of the "pupil's total humanity"of which have come up incidentally." via a "measuring instrument" of twentyRoody, Sarah I."Plot-Completion Test." statements. XXXIV (May 1945), 260-265. Litsey, David M. "Trends in College Place- Details and interpretation of answers to ment Tests in Freshman English." XLV "Plot-CompletionTest" withalternative (May 1956), 250-256. endings. Nine examples. Data and their analysis again demonstrateSterling, Edna L. "Evaluating Growth in that colleges are concerned, not withgram- Language." XXXVII (Apr. 1948), 240-244. matical terminology and punctuation rules, Examines thedifficultiesin measuring but with proof that freshman entrantscan language growth. The essay does not find actually use language to good effect. the answer, but it does ask questions which Loban, Walter. "Evaluating Growth in the should be answered. Study of Literature." XXXVII (June 1948),Steward, Joyce S. "New Dress for Tests." 277-283. XLIV (Jan. 1955), 34-36. A detailed and objective method ofes- Unusual "theme" ideas, such asa radio timating growth in and appreciation forscript, a newspaper, and a class meeting literature. for twelfth grade semester examinations. Mc Key, Eleanor F. "Do Standardized TestsTrapnell, Edythe M. "Testing for Honey- Do What They Claim to Do?" L (Dec.dew." LII (Oct. 1963), 528-529. (ST) 1961), 607-611. A report on the success of a test on Discusses achievement tests in vocabu- Romantic Poetry. lary, speed and level of readingcompre- hension, English usage, capitalization andVordenberg, Wesley. "How Valid Are Ob- punctuation, and linguistic aptitude testsjective English Tests?" XLI (Oct. 1952), with reference to what testmakers claimare428-429. (RT) the values.Suggests some cautions and Comparison of errors made by 200 fresh- principles in interpreting scores. men at Indiana University in 600 themes "The Standardized Testwith the errors these freshmen madeon Are Improvements Needed?" XLIX (Jan.the Cooperative English Test, Form PM; 1960), 35-37. (ST) suggests that local study of errors would Discusses disputable items of colloquialimprove validity. English in The Cooperative English Test, Fcrm OM; presents arguments for the elim- White, Verna, and Enochs, J. B. 'Testing ination of such items. the Reading and Interpretation of Litera- ture." XXXIII (Apr. 1944), 171-177. Muri, John T. "A Different Examination." Concerns a testfor the placement of XXXIX (May 1950), 276. (RT) members of the Armed Forces upon their Suggests measuring pupil appreciation of return to educational institutions. earlier American writers by assigning dia- logues between pairs of writers, e.g., Hamil- ton and Jefferson talking about men and Textbooks 285 government. Cook, Luella B. "High School Textbooks Pi lant, Elizabeth. "The Test Is Making Outand the Changing Curriculum: Introductory the Questions." XXXIX (Jan.1950), 39. Remarks." XXXVIII (Apr. 1949), 204. (RT) Assigns reasons for the discussion itself, Stimulation and interest through studentand gives reasons against and for theuse formulation of examination questions. of the textbook.
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Deighton, Lee. "A Plea for Cooperative An argument for teaching Walden in Effort in the Study in Language." XXXVIIIhigh school. The difficulties of the piece (Apr. 1949), 218-225. are circumvented by showing how itis Poses some major questions concerningrelated to the interests of adolescents. Con- adoption and teaching of the "new gram-tains references for making a teaching plan. mar" in the schools.Selection of textis a primary concern with discussion. Twain, Mark 288 Holman, Alfred P."The Newspaper asSee Clemens, Samuel Langhorne. Textbook." LI (Feb. 1962), 146-147. (PA) On integrating newspapers into the fresh- 289 man (college) program to encourage a close Units examination of accounts and opinions ofAllison, Luther."A Functional Unit on world happenings when they occur. Occupations." XLVIII (Feb. 1959), 86-87. Hoyt, Norris H. "Adapting Textbooks to (ST) Curriculum Changes." XXXVIII (Apr. 1949), Twenty language arts activities related 213-217. to a unit on occupations effectively organ- ized and successfully executed. Discusses textbook changes and the role of publishers in further progress. Alm, Richard S. "What Is a Good Unit in Johnston, Harry. "The Function of Text-English?" XLIX (Sept. 1960), 395-399. Identifies and discusses seven numbered books in Implementing the New Curricu- criteria lum." XXXVIII (Apr. 1949), 205-213. for evaluating teaching units in Discusses role of publishers in textbook English. production. Outlines hypothetical publica-Alwin, Virginia. "Developing a Unit." tion of a new textbook. XLVIII (Sept. 1959), 315-320. Malmstrom, jean. "A Progress Report on a Specific steps in developing a unit on Textbook Analysis." LI (Jan. 1962), 39-43. the topic, "Disaster." Numerous suggestions A method of evaluating a textbook in for reading, writing, and listening activities language and composition for high schools. connected with each step of planning, in- Contains interesting and valuable norms totroducing, guiding and evaluating the unit. be used in making a textbook selection. "Planning a Year of Units." XLV (Sept. 1956), 334-340. Shattuck, Marquis E., and Cau ley, Thomas. Traces the steps through which a begin- "Using a Modern Textbook in Composi-ning teacher went in planning a series of tion." XLIV (Apr. 1955), 215-217. thematic units for tenth grade English: Illustrates use of language textbook as ideas, materials, organization, activities. source for skills and information needed to communicate well. Anderson, Vivenne. "A Poet's Visit Shapes Curriculum." XXXIV (Dec. 1945), 549-552. Thomas, Dylan 286 Unit dedicated to the study of visiting Langston Hughes, outstanding American Daiches, David."The Poetry of DylanNegro poet; included four short dramatiza- Thomas." XLIII (Oct. 1954), 349-356. tions, a mural, and poetry. Description and evaluation of a poet "for whom meaning was bound up in patternAnker, Lieber. "English V: Rocket to Crit- and order" and who saw "life as a con-ical Thinking." L (Jan. 1961), 34-38, 43. tinuous process," but one who died at the Unusual elective units designed to devel- height of his career of promise. Analyzes op discrimination in contemporary literature specific poems illustrating this poet's crafts-and the public arts, manship. Bibliography added by editor. "Metuchen and the Ameri- can Way." XLII (Nov. 1953), 457-458, 474. Thoreau, Henry David 287 Study guide (a portion of which is in- cluded in the article) used to teach the im- Bressler, Leo A. "Walden, Neglected Amer-portance of Americanism while utilizing ican Classic." LI (Jan. 1962), 14-20. the mechanics of English.
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Ball, Wanita. "Hands around the Globe." Cauley, Thomas. "Learning to Understand XLVIII (Apr. 1959), 210-211. (ST) the 'Other Fellow' Better." XLIII (May A unit on letter writing for information, 1954), 249-252. started by seventh graders in junior high Emphasis on vicarious experienceas de- school, leads to research activitiesconcern-picted in a number of specified storiesas ing the countries to which the letters hadmeans of stimulating emotion and intellect. been sent. Corbin, Richard. 'Teaching' the Bill of Bender, Louis."English Master UnitsARights." XLII (May 1953), 269-270. (RT) Design for Small Schools." LII (Mar. 1963), High school unit on the Bill of Rights 208-210. (ST) resulted in fulfilling a state regent's require- Exposure of eighth grade students toment, teaching a "lesson indirectly in ele- teachers "uniquely qualified bya specialmentary semantics," making the document talent, training, or interest," ina ten periodmore meaningful to pupils, and giving a per week program. "substantial boost" to the public relations programwith text of unit test. Bennett, Robert A. "Unit Ideas for the New School Year." XLIX (Sept. 1960), 400-408,Dowling, Kathleen B."Science Visits an 430. English Classroom." XLVIII (Mar. 1959), Specifies by name and discusses units 147-149. (ST) that have been taught successfully ina How a teacher encouraged her students progressiveseries from grade sevento to study scientific subjects in the English grade twelve. classroom. Edwards, Anne. "Teenage Career Girls." Brumback, Doris A.; Spell, Dianne A.;andXLII (Nov. 1953), 437-442. Taggart, Martha C."A Unit on Tom Many phases of English work employed Sawyer." LI (Jan. 1962), 51-52. (ST) in class project to assist group of partially Combines careful reading of the text with"underprivileged" girls in learning howto outside reading of interest to the studentfind employment after graduation. Teach- with some reference to audiovisual aids. ing procedure is explained in detail, anda bibliography on career information isin- Burton, Dwight L. "Literature in the Top-cluded. ical UnitUsing. Itor Teaching It?" XLII (Dec. 1953), 497-500, 530. Fidone, William G."The Theme's the Admits that the "topical unitopens fas-Thing." XLVIII (Dec. 1959), 518-523, 553. cinating possibilities for revitalized teach- Discusses twelve themes to helpgroup ing of literature," but cautions that theresupplementary reading units, among them: is a need "to be wary of its pitfalls andtoMan and Nature, The Jazz Age, and The exploit its potentialities to the fullest." Sug-Empire Builders. For each unit illustrative gestions are offered how certain booksmayliterary masterpieces are named. be used in developing the topicalunit. Finder, Morris. "Units Aplenty." XLII (Sept. Carlsen, G. Robert."Understanding the 1953), 324-329. American Heritage: A ClassroomExperi- Presents a number of categories which ence." XXXVI (Mar. 1947), 116-120. might be adapted into units, a brief de- A course on American culture for eleventh scription of each, and a reference for addi- graders organized jointly by the Englishtional information. teacher and the history teacher.Presents a condensed version of the teaching units "Using the Printed Version for the course. with Another." XLIII (Mar. 1954), 150- 151. Carriar, Shirley M. "Christmas Story Proj- Plan of aunit which uses a literary ectA Junior High Unit." XLIV (Nov.selection in print and a tape recording to 1955), 469-472. provide comprehension. Reading, writing, speaking, and listeningFletcher, Paul F. "A Uniton Gilbert and combined in a unit of Christmas stories.Sullivan." LI (Mar. 1962), 203-205.
151 UNITS 289
Suggestions for unit on Gilbert and Sul- preciationforLincoln,ranging from a livan to teach general communication skills.contest of book displays about the Emanci- Gemme, Frank. "A Civil War Unit." Lpator to a sociodrama expanding Abe's rev- (Sept. 1961), 415-416. (ST) erence for books. Unit appealing to high school juniorsJohnson, Eric W. "Teaching Poetry to an which gives an objective impression ofUnpoetical AgeA JuniorHighSchool several aspects of the Civil War.Refer-Unit." L (Nov. 1961), 546-550, 554. ences to John Brown's Body, Red Badge of Imaginative unit designed to interest pu- Courage, and Incident at Harper's Ferry. pils and to enable them to find joy in poetry Gillespie, Clare M., and Zlotnick, Haroldboth in reading and in original expression. A."What Makes Me Tick? A Unit onJohnson, William H. "Literature Units in Attitudes." XL (Sept. 1951), 374-378. the Chicago Curriculum." XXXIII(June Teachers come to know the students, and 1944), 288-293. students analyze themselves through begin- A detailedpresentationof arevised ning term autobiographies. Reworked and course of study, delineating purposes, meth- anonymous the material was used in termsods, and activities. of personality and attitudes desirable for industrial employment or college admission. Karwand, Elwood C. "Teaching Literature of the Orient." XLIX (Apr. 1960), 261-261. Greene, Jay E. "A 'Slow English Class' (ST) Investigates Community Living." XL (June Problems in preparing a comprehensive 1951), 339-341. unit on Oriental literature: obtaining of Teaching unit to promote discussion ofmaterials for reading and films for viewing. conditions similar to those in community; then after touring neighborhood, studentsKegler, Stanley B., and Simmons, John S. were ready for letter writing project. "Images of the HeroTwo Teaching Units." XLIX (Sept. 1960), 409-417. Hackl, Lloyd. "Honor and Fame: A Tenth Detailed explanation with related units: a Grade Unit." LII (Nov. 1963), 628-629.junior high school topicis "What Is a (ST) Hero?" and for seniors "The Literary Hero." Particular poems studied which permittedIncludes a list of biographies. students to realize the various connotations of "honor" and "fame." To evaluate the Klemans, Patricia, and Beidler, Elizabeth. impact of this unit, a "culminating paper""A Question of Values: A Unit in Written was submitted by students. Article includes, Composition." LI (Sept. 1962), 421-423. a detailed "Unit Requirements." Specific unit in composition that intrigued students and brought satisfying results. Heuer, Helen. "A Book's a BookSo What?" XXXVI (Oct. 1947), 398-401. Leps, Fannie B. "Our American Heritage: Helpful suggestions for a unit on booksA Reading-Centered Language Arts Unit." for junior high students: printing, bindings, XLIII (Apr. 1954), 187-190, 192. alphabets, illustrations. A project in which a real love of reading developed when elementary students were Hillocks, George, Jr. "A Unit on Satire forshown what reading would do for them in Junior High School." L (May 1961), 338- classroom and leisure hours. Includes "free- 340. (ST) reading" list. Proposes that gifted students should be given special workmaterial which departsMcKean, Robert C. "Students Like The- from the ordinary, which challenges in matic Units." XLV (Feb. 1956), 82-83. quality rather than quantity.Analyzes a The appeal for student and teacher of unit on satire giving student reactions tothe idea-centered unit. prove value of such an approach. Mallis, Jackie. "Changing the Friday Blues." Jewett, Arno. "Creative Activities for Ob-XLVI (Apr. 1957), 214-216. (ST) serving the Lincoln Sesquicentennial." Accomplished by creative writing, speech XLVIII (Jan. 1959), 26-30. exercises,or "free"readinginsix-week Lists 35 practical projects to develop ap-units according to individual preference.
152 UNffS 289
Marie, Sister Anna, P.B.V.M. "John Guten-"Reading Pictures:ReportofaUnit." berg and the Bible: A Sophomore EnglishXXXVII (Oct. 1948), 394-399. Project." XLII (Sept. 1953), 333-334. (RT) Student group study of pictures to dem- Describes an interesting topical unit inonstrate that pictures as a language have which students wrote pageant based on lifemuch to say to reviewers. Bibliography. of Gutenberg and the printing of his first book. Unit permitted students "to improve Rider, Virginia. "Modern Drama Educates inoral and written English, to developfor Tolerance." XXXVI (Jan. 1947), 16-22. initiative, and to judge and appraise others' Unit built on reading and discussion of work." plays that depict class discrimination and economic inequalities. Mauk, M. Grant. "I'm Worried about Me."Schmidt, Mildred. "An Appreciation of Pat- XLII (Oct. 1953), 393-395. (RT) terns of Living." XXXVI (May 1947), 235- After a period of trial-and-error methods243. of teaching literature, author chose a meth- A unit in English paralleling the topic od referred to as "Human Relations, "evolvedin history classes "America's Role in the primarily to make literature fulfill the ex-World Today." Helpful teaching sugges- pressed need of studentsto make "a lot oftions are provided. friends." Senyard, Marie C. "Teenagers Make the Mosing, Malcolm."Appreciation through News." XLIII (Feb. 1954), 88-89. (RT) Units." XLIV (Feb. 1955), 80-86. Natural indignation caused by anews- Units on drama and motion pictures aspaper item about teenagers provided the a means for extending interest, broadeningsubject for a unit which resulted in research knowledge, and deepening experience. and writing in journalistic style, and "pub- Ojala, William T. "Thematic Categories aslication" of The Teen-Age News. an Approach to Sequence."LII (Mar. Slominsky, David Tuviah. "America, Amer- 1963), 178-185. ica, Cod Shed His Grace ..." XXXVI (Oct. Sequence in secondary school English 1947), 419-423. projected via "a thematic categories curric- A unit on democracy which included the ulum featuring thematic units based onintegration of history with English. Helpful literature"with illustration, grades sevenbibliographical references to materials. through twelve. Smiley, Jerome. "Children's Interests and O'Neal, Robert. "Organizing a Unit on thea Free Reading Program." XLI (Nov. 1952), Picaresque Hero." LII (Sept. 1963), 451-479-484. 452. (ST) Multiple evidences that an individual Unit began with a modern example ofreading program for each student is the the picaresque, "What Makes Sammy Run,"logical way to reading interest. and proceeds from there to the more clas-Sparer, Joyce L. "Problems of Youth: A sical examples of the picaresque. Many-Sided Unit." XLII (Mar. 1953), 147- 149. Partridge, Ruth. "Students Discover Uni- Outlines an experimentin cooperative versal Themes in Poetry." XXXVI (Apr. teacher-student planning based upon needs 1947), 199-200. (RT) and interests of student. Students search for themes common to American, and Russian, French, German,Steele, Edith L. "Charting Our Course." Chinese and Japanese poetry. XXXVIII (Apr. 1949), 184-189. Outline of "American Culture" course Petitt, Dorothy. "Peoples of the Moderninto four units.Includes suggested read- World: A Unit in Literature."XXXVII ings and projects springing therefrom. (Oct. 1948), 404-408. Discusses a teaching procedure employ- Strain, Jane. "A Senior Study." XLII (Sept. ing the literature of a modern nation as 1953), 331-333. (RT) introduction to unit in world literature. Class unit on the Bill of Rightswith guest history teacher and pertinent class- Raymond, John C., and Frazier, Alexander.room assignments.
153 UNITS 289
Straub, Elizabeth. An Approach to Auto- Teacher gives four point program in vo- biographies." XXXVIII (Dec. 1949), 559- cabulary development. 563. Practical suggestions for a unit in ninth Baxter, Frederic B. "Vocabulary Develop- grade student autobiographies. ment through the Reading of the Daily Newspaper." XL (Dec.1951), 570-571. Thaler, Wilma F. The Land of the Free." (RT) XXXIII (Sept. 1944), 365-371. Use of comics, news stories, columns, Detailed description of unit which com-and a trip to newspaper plant are features binesthesociologicalandliteraryap- of this unit. proaches and seeks to help students to enjoy and understand American literatureBeckoff, Samuel. "A Word to the Wise: which reflects life in environments different Vocabulary Units in the Unorthodox Man- from their own. Bibliography. ner." XXXIII (Jan. 1944), 23-29. A presentation of four vocabulary units Walton, Elizabeth Cheatham. "Americans usedsuccessfullyina vocationalhigh All." XXXVI (Nov. 1947), 490-492. (RT) school: What's in a Name?; Global Words; A unit containing helpful teaching sug-Pidgin in the Class, Alas! and One Word gestions on different races and nationalitiesLed to Another. learning to live together peacefully. Beggs, Berenice B. "Speak the Word Trip- Willard, Charles B. "Our American Folkpingly." XL (Jan. 1951,, 39 40. (RT) Tradition: A Unit in American Literature." Experiment to improve vocabulary of XLII (Feb, 1953), 84-88. sophomores by use of pictures. UnitinAmericanliteratureplanned around the folk heroes of regional America.Deighton, Lee C. "Developing Vocabulary: A detailed account of the activities andAnother Look at the Problem." XLIX (Feb. evaluation of the unit is given. 1960), 82-88. The importance of developing instu- Zollinger, Marian. "Five Units and Howdents interest in words for their own in- They Grew." XXXIX (Oct. 1950), 423-429. trinsic value.Teachers must nurture this Suggests ways in which units of study interest continually and provide the oppor- developed around acentral theme can tunities for study in depth. make all phases of language arts study more meaningful. Frizzell, Isabel R. "Historical Approach to Word Study." LII (Dec. 1963), 697-699. Sec also Composition (Procedure, Method),(ST) Literature (Teaching of), and Poetry (Teach- Through a study of the history of the ing of). language, an eighth grade reading class be- came motivated to increase their vocabulary Usage-290 and to compile their own word list. See Current English,English LanguageGarrett, Mary Posey. "An Adventure with (Usage), and Grammar. Words." XLII (Sept. 1953), 308-310. Lists ten principles to guide the teacher Veterans-291 in a vocabulary unit. The actual procedure followed is then discussed: administering See English and World War II. standardized vocabulary test at beginning and close of the work, searching for new Visual Aids 292 words by students from various sources, showing students how English words were See Audiovisual. formed from Latin.
Vocabulary 293 Greene, Jay E. "Modernizing the Teaching of Vocabulary." XXXIV (June 1945), 343- Allen, Andrew E. "An Individual Vocabu-344. (RT) lary Building Device." LI (Mar. 1962), 205- Method of how to teach vocabulary on 207. (ST) an individual basis, rather than en masse.
154 VOCATIONAL GUIDANCE 294
Hook,J. N. "Footnote to 'A World of Panels and skits used to practice new Words'." XLII (Sept. 1953), 334-336. (RT) vocabulary words. The efforts were humor- Describes the author's river-analogy with ous and the result gratifying. the "chief developments in the English vo- cabulary": the "headwaters are the Ger-Pence, Martha. "Specifics to Replace 'Said'." manic languages"; merged into the "streamXLIII (Feb. 1954), 90-91. (RT) of Germanic and Celtic" comes Latin II; Classroom experience which provoked the tributaries are labeled as Danish, Norman,compilation of a list of words to replace Arabic. "said."Project extended to encompass a consciousness of other connotative words. Ingerson, Gordon H. "An Experiment in Vocabulary." XLII (May 1953), 265-267.Rag le, John W. "Something Old, Some- (RT) thing New, Something BorrowedA Vo- Headlines fromthedailynewspapercabulary Program." XLV (Apr. 1956), 208- used to discuss and develop the meaning211, 221. of a word unknown to students. Various devices and suggestions for over- La Brant, Lou. "The Words They Know."coming the student objection to "book- words," words they think are neverencoun- XXXIII (Nov. 1944), 475-480. tered outside of the classroom. A depth analysis of the complexities of vocabulary growth of students with specificSanders, John H. "Big Words Used Daily suggestions of ways in which the schoolin the Press." XLIX (Oct. 1960), 483-484. car. stimulate vocabulary expansion. (ST) Lindner, Mabel."Vitalizing Vocabulary Reports a means of motivating students Study." XL (Apr. 1951), 225-226. (RT) to increase their vocabulary by clipping Details of a short, concentrated projectwords from newspapers and magazines. of word study by grouping and association. Smith, Esther G."The Vivid Phrase." Makey, Herman 0. "Compound Words."XXXVII (May 1944), 262. (RT) XL (Dec. 1951), 567-569. Project to make students aware that the Helpful information about casual andoriginal, vivid phrase resulting from keen permanent compound words and their dic-observation vitalizes communication. tionary integration. Strang, Ruth M. "How Students Attack Un- Mirfield, Josephine. "Vocabulary." XXXVIIfamiliar Words." XXXII! !Feb. 1944), 88- (Nov. 1944), 485-488. 93. Aplan for vocabulary improvement by A study of five methods of attackingun- copying the sentence in which itwas usedfamiliar words used by certain high school, and similar devices. college, and graduate students. Morris, Charles R. "Clearing the ChannelSwatts, F. Isabelle. "Seniors Will Play of Communication to the Classics." MOWWith Words." XLII (Sept. 1954), 322-323. (Apr. 1946), 207-210. (RT) Explains method of emphasizing vocabu- Vocabulary game which makes students lary and spelling. see, think, pronounce, and use new words. Olson, Helen F. "Affixes and Twelfth Grade Vocabulary Building." XLIII (Jan. 1954),White, William T. "Building a Vocabulary: 38-40. (RT) A Suggestion." XXXVII (Mar. 1948). 153. A few techniques which demonstrate the(RT) benefit of affixes in the lifelongprocess of Describes teacher's use of the doily news- vocabulary building.Specific reference ispaper for vocabulary in the Engi;sh class. made to this phase of language emphasisSee also Word Study. with regard to unit teaching. O'Quinn, Gloria."Vocabulary Panels for Vocational Guidance the Talented." LII (Feb. 1963), 114-115. 294 (ST) See Guidance.
155 WELTY, EUDORA 295
Welty, Eudora 295 veloped inlater full-lengthdramas, fol- lowed by an analysis and evaluation of Hicks, Granville."Eudora Welty."XLI some of the Williams' better known plays. (Nov. 1952), 461-468. The article analyzes Miss Welty's novels and,briefly, most of the stories in her Word Study 301 various collections. Fascinated by the mys- Britain, James C."Magic Words." XLI tery of personality and distressed by the(Nov. 1952), 491-494. failure of human beings to understand each A word-a-week as device for learning other, she lives amid the Southern life she definitions and writing compositions. writes about, penetrating her stories with the literary tradition of Western civilization. McCullough, Constance. "Word Analysis in the High School Program." XLI Gan. 1952), 15-23. West, Jessamyn 296 Suggestions for involving all students in Carpenter, Frederic I. "The Adolescent inshort, frequent lessons growing out of read- American Fiction." XLVI (Sept. 1957), 313-ing augmented by individual searchin 319. books and magazines for new, interesting Miss West's Cress Delahantyalong with words. the adolescents of Carson Mc Cullers andMakey, Herman 0. "Not the Sauce." XLI J. D. Sa lingerconfronts evil and hypocrisy (May 1952), 254-257. and searches for integrity. Four questions for teachers to answer as they ponder their part in helping students White, E. B. 297 develop vocabulary. Beck, Warren. "E. B. White." XXXV (Apr. Minton,Arthur."Hard 'Easy'Words." 1945), 175-181. XXXV (Nov. 1946), 500-502. White's "writings, however personal, Unit to explain importance of acquiring abound inthat wide-ranging awarenessthe habit of discovering current word con- and response esser''al to an achievementnotationswith illustrative instances. of literature's fullest dimensions." Reyno1,1s, William J. "Simple, Compound, ComplexWords, Words, Words." XLVI Whitman, Walt 298 (Apr. 1957), 213-214. Cline,Jay. "Homemade Documentaries." Learning new words through their use XLVIII (Jan. 1959), 34-36. (ST) in the various types of sentence structure. Documentary on Walt Whitman pro-See also Vocabulary. duced by junior class with opaque projector and tape recorder. World Literature 302 Wilder, Thornton 299 Cottrell, Beckman NV., and Josephs, Lois S. "Love inthe Tenth Grade." LII (Sept. Ballet, Arthur H. "In Our Living and in 1963), 430-433. Our Dying." XLV (May 19561, 243-249. Love as the focal point for a unit in "An exploration of the significance andworld literature, a tenth grade study of appeal of Thornton Wilder's Our Townsuch works as Cradle Song, Carmen, and leads the author to nominate the play as Cyrano de Bergerac. 'the great American drama'." Raymond, Ruth. "Free Reading in World Williams, Tennessee 300 Literature." XLIV (Mar. 1955), 160-162. (ST) Cassner, John. "Tennessee Williams: Dram-Further understanding of themselves and atist of Frustration." XXXVII (Oct. 1948),of others: goals sought by pupils who read 387-393. books by foreign writers or by authors who Severalcharactersin William'searlierhave firsthand knowledge of foreign coun- one-act plays are prototypes of others de-tries.
156 YEATS, WIWAM BUTLER 306 Shank lin, Agnes k. "Adventuring in Eng- Yea. uook 305 lishI: A Cultural Odyssey." LII(Jan. 1963), 54-57. Outline of a unit analyzing literature inHanson, Glenn. "Reflecting the Community through the Yearbook." XXXV (Feb. 1946), historical context, beginning with the Od-90-94. yssey Suggests using local interestsor peculi- arities to lend vitality or theme to the Wouk, Herman 303 school annual. Carpenter, Frederic I. "Herman Wouk and the Wisdom of Disillusion." XLV (Jan. 1956), 1-6, 32. Yeats, William Butler 306 Wouk's work and techniqueare examined as he treated basic human problems in con-Otordon, Hannah Jean. "As It Appears to temporary involvements; less known titles Me." XXXII! (Mar. 1944), 157-158. d.ang with Aurora Dawn, The Caine Mu- An analysis of "The Lake Isle of In- tiny, and Marjorie Morningstar. nisfree" by William Butler Yeats.
Wright, Richard 304 Ward, Herman M., Jr. "Thanne Longen Folk to Coon on Pilgrimages." LI (Apr. Jarrett, Thomas D. "Recent Fiction by Ne-1962), 287-288. (PA) groes." XLIII (Nov. 1954), 419-425. Opportunity to become acquainted with Richard Wright in Native Son beganathe works of the author wasa feature of new kind of fiction by Negroes and of thethe Yeats International Summer Schoolat various authors discussed is the mostpop-Sligo, Irelandthe scene of the "pilgrim- ular. age."
157 AUTHOR INDEX
The following author index is designed to direct readers toan annotated entry in the main text of the Annotated Index to the English journal, 1944-63. The numbers citedare not page numbers, but NUMBERS OF TOPIC HEADINGS under which the annotations ofarticles are listed.Articles included under a topic appear in alphabetical order according to author;topic headings are numbered and listed alphabetically. For the page number marking the beginningof a topic, see the final index in this volume, an index of topics listing topic numbers andpage numbers.
A Baloyan, Mary, 165 Barclay, Jean Hatfield, 23, 87 Barker, Alma, 127, 146 Achtenhagen, Olga, 162 Barnes, Walter, 88 Adams, Haden M., 151, 190, 191, 207, 260 Barns, Ruth M., 55, 134 Adler, Catherine E., 261 Bartine, Nora Geeslin, 170 Adler, John C., 55 Bartlett, Adeline Courtney, 66 Ahern, Eckoe M., 208 Bartling, Charles E., 248 Aimar, Caroline, 36, 207 Albright, Daniel, 68 Bateman, Donald R., 55 Bathgate, James E., 88 . Alexander, Erin, 124 Bauscher, Dorothy C., 225 Allen, Andrew E., 293 Baxley, Joe C., 121 Allen, Garland E., 80 Baxter, Frederick B., 293 Allen, Harold B., 66, 150, 178, 190, 191 Beachner, Anna M., 111, 124 Allison, Luther, 289 Beagan, Catherine M., 23 Alm, Richard S., 91, 156, 162, 170, 200, 223, Bechtle, Raymond, 161 227, 253, 289 Beck, Warren, 51, 147, 282, 297 Altrocchi, Julia Cooley, 96 Altstetter, M. L., 260 Becker, Zehna, 76 Beckerman, Merritt. Joint author,see Squire, Alva, Charles, 105 James R. (168). Alwin, Virginia, 70, 289 Beckoff, Samuel, 293 Anderson, Borghild F., 151 Bedell, William M., 69 Anderson, Edward L., 21 Bedell, William M. Joint author,see Hyndman, Anderson, Florence, 224 Roger (209). Anderson, Harold A., 38, 67 Beggs, Berenice, 53, 293 Anderson, Lorena A., 55, 277 Beidler, Elizabeth. Joint author,see Klemans, Anderson, Richard D., 55 Patricia (289). Anderson, Vivenne, 119, 289 Bell, Lynne, 53 Anderson, Wallace L., 150 Beltz, George W., 16, 96, 125 Andrews, Joe W., 13, 14, 59, 226, 230, 267 Benardete, Doris, 234, 248 Andrews, Katherine, 192 Bender, Louis, 28a Anker, Lieber, 123, 126, 181, 207, 289 Benedict, Ruth, 129 Anna, Sister, S. H., S.N.D. de Namur, 115 Benner, Helen F., 80 Appel, Joseph M. 51 Bennett, Elizabeth C., 173 Arbuckle, Dugald S., Ill Bennett, Elizabeth Hart, 91 Armstrong, Agnes C., 5' Bennett, Louise, at al., 68, 164 Armstrong, David T., 4. "8 Bennett, Louise.Joint author, see Thornton, Arnold, Elizabeth McDaniels, 205 Helen (68). Arnold, Felix, 277 Bennett, Paul L., 125 Arnold, Ruth K., 169 Bennett, Robert A., 289 Assuma, Daniel J., 42, 169 Bens, John IL, 50, 161, 207, 252, 263 Ayer, Coburn H., 248 Benson, Adolph B., 140 Benson, Eunice P. Joint author,see Anderson, Lorena A. ( 277). B Bentley, Phyllis, 97 Bentley, Ruth S., 88 Berger, Max, 276 Babb, Lloyd W., 148, 224 Bergland, Vivian E., 211 Babcock, Vera M., 268 Bergman, Floyd L., 55 Bailey, Margery, 248 Bernstein, Julius C., 16, 66 Bain, Sherwood C., 106 Berry, Thomas Elliott, 242 Baker, Mary, 148 Bertfing, Lois Saunier, 105 Baker, Virginia M., 55 Bertram, Jean De Sales, 170 Baker, William D., 53, 104, 150, 284 Bertsch, Ruth E., 57 Ball, Wanita, 289 Besco, Galen S., 17, 181 Ballard, Charles, 207, 282 Bigelow, Cordon E., 94 Ballet, Arthur H., 261, 299 Bing, Ada M., 164 Ballou, Barbara, 252 Bishop, Merrill, 276
159 AUTHOR INDEX
Bishop, Selma L., 50 Brune, Ruth E., 147 Bishop, Sibyl, 87 Brunstein, James J., 181 Bissex, Henry S., 57 Bryant, Margaret M., 66, 88 Blair, Walter, 122 Buehler, Grace Stone, 267 Blake, Grace A., 16 Bullock, Marie, 40 Blank, Myrtle, 148 Bulman, Learned T., 148 Blayne, Thornton C., 227 Burgum, Edwin Berry, 87 Bley, Edgar S., 221 Burke, Virginia M., 144 Bliss, Lawrence E., 248 Burnam, Tom, 50, 89 Bloom, Anna K., 13, 50, 151 Burnett, Beatrice, 205 Bluefarb, Sam, 58, 115, 156, 184 Burnham, Josephine M., 150, 220 Blum, Martin, 54, 226 Burress, Lee A., Jr., 66 Blumberg, Philip S., 42, 169 Burrowes, John H., 227 Blumenthal, Joseph C., 55 Burton, Dwight L., 50, 58, 69, 159, 161, 165, Bode, Carl, 193 226, 252, 266, 275, 289 Bogan, Louise, 208 Burton, Katherine, 234 Boggs, W. Arthur, 234 Bush, Jarvis E., 262 Bohn, Donald E., 146 Bush, Sarah M., 12.5 Boicourt, Gerald, 43 Bushong, James W., 128 Boner, Agnes V., 56 Butterfield, Frances Westgate, 160 Booth, Miriam B, 69, 106, 226 Byron, Dora, 51 Bork, Edith. Joint author, see Depew, 011ie (215). Boss, Suzanne K., 170 Bossone, Richard M., 25, 89 C Bottrell, Helen Knollenberg, 48 Boutelle, Margaret, 170 Cady, Edwin IL, 162 Boutelle, Margaret W. Joint author,see An- Caffrey, John, 284 drews, Joe W. (267 ). Cain, Donald, 106, 215 Boutwell, William D., 12, 49, 178, 179, 180 Calitri, Charles, 248 Bowyer, Frances, 19, 84 Callenbach, Ernest, 179, 217 Boyd, Gertrude A. Joint author, see Furness, Camden, Blanche, 231 Edna L. (262). Camp, Barbara L., 55 Boyer, Ellen F. 245 Campaigne, William M., 173 Boyle, Frederick H., 13 Campbell, Emma Mellou, 1, 201 Boyle, Regis Louise, 71, 134 Campbell, Jean L., 170 Boyles, Mary L., 134 Canfield, Sally Martin, 52 Braddock, Richard, 12, 179 Cargill, Oscar, 10, 29, 156, 160, 240 Bradford, Helen, 50 Carlin, Jerome, 24, 50, 68, 248 Branch, Marie E., 51 Carlin, Jerome.Joint author, see Thornton, Brantley, Hilda, 30, 45 Helen ( 68 ). Bratton, Dorothy, 164 Carlsen, G. Robert, 9, 50, 70, 111, 124, 135, Braybrooke, Neville, 108 159, 161, 162, 169, 170, 190, 191, 268, 289 Braymer, Marjorie, 209 Carman, H. J., 266 Breault, C. W., 252 Carmichael, Leonard, 230 Breen, Genevieve R., 8 Carpenter, Frederic I., 39, 115, 156, 172, 184, Bressler, Leo A., 287 239, 296, 303 Brett, Sue M., 214 Carpenter, Richard C., 27 Brickell, Henry M., 45, 50, 120, 170 Carpenter, Robert H., 51 Briggs, F. Allen, 207 Carriar, Shirley M., 120, 289 Brigham, R. I., 196 Carroll, Jane Z., 123 Brink, Lauren L., 89, 259, 260, 276 Carruthers, Robert, 267, 284 Britain, James C., 301 Carter, Everett S., 118 Britton, Jane, 257 Carter, Joseph C., 134 Brochick, Anna, 25, 261 Cascioli, Arthur, 199 Broehl, Frances, 262 Casey, Joseph R., 80 Broening, Angela M., 122, 233 Cauley, Thomas, 12, 55, 257, 261, 289 Brooks, Cleanth, 207 Cauley, Thomas. Joint author,see Shattuck, Brown, Blanche R., 169 Marquis E. (285). Brown, Carl A., 173 Causey, J. P.Joint author, see Conger, Mrs. Brown, Corinne B., 262 Edwin (257 ). Brown, Don, 89. 151, 268 Center, Stella S., 190 Brown, Elizabeth L., 169 Certner, Simon, 71, 2.30 Brown, Frances, 50, 111, 126 Chamberlain, Robert J., 261 Brown, Marice C., 266 Chambers, Helen L. Joint author,see Barker, Brown, Ruth Logan, 38 Alma (127, 146). Bruell, Edwin, 200 Chancellor, Paul G., 19 Brumback, Doris A., 13, 44, 289 Chan, Wing-Tsit, 149 Brumbaugh, Robert S., 157 Chapin, Elsa, 53
160 -.-----...._,-,--
AUTHOR INDEX
Chapin, G. Esther, 51 Cross, E. A., 165 Chase, Naomi C., 198 Cross, Laura B., 127 Chasman, Daniel, 71 Crouse, Ruth, 18 Chatman, Seymour, 150 Cuddington, Ruth Abee, 11 Chiarmonte, Nicola, 159 Cullimore, Catherine M., 45 Christ, Henry I., 148, 248 Cummwgs, Annette, 234 Christensen, Francis, 66 Cummings, Charles K., Jr., 38 Christian, Dorothy K., 218 Cummings, Sherwood, 44 Christine, Sister Mary Ann, B.V.M., 134 Cunningham, Adelaide L., 68, 146 Christison, Jean L. B., 69 Christopher, Georgia, 273 Chute, Marchette, 36 Ciardi, John, 152 D Clark, Barrett H., 154 Clark, Bobbie Godlove, 57 Daiches, David, 26, 85, 157, 286 Clark, Harriet L, 87 Dale, Julian. Joint author, see Potter, Ralph (51). Clark, Helen McDonald, 50, 267 Danker, Frederick E., 208, 248 Clark, Roger W., 230 Daunoy, Mary Estelle, 169, 282 Clark, William A., 121 Davidson, Levette J., 275 Clay, Martha Elliott, 104 Davies, Daniel R., 146 Click, Donald W., 122 Davis, Edwin B., 260 Clifton, Georgia E., 50 Davis, Eleanor A., 134 Cline, Jay, 14, 16, 298 Davis, Frederick B., 91 Coakley, Letha, 268 Davis, Sylvia, 52 Cober, Mary E., 96 Davis, Harold E., 127 Coffin, Gregory C., 24 Davison, Ethel B., 57 Cohan, Natalie R.Joint author, see Kinzer, Dawson, George, 190 John R. (42, 224). Dawson, Mary Wood, 106 Cohen, Nachman, 16, 59 Dawson, Mildred A. Joint author, see Zollinger, Cohler, Jenny, 55 Marian (91, 196). Coleman, Alice C., 208 Dean, Dennis R., 90 Collins, Catherine, 120 Dean, Leonard F., 248 Collins, Mabel W., 223 DeBoer, John J., 120, 229, 257, 266, 269 Collins, Mary Alberta Choate, 90 Decker, Richard G., 209, 257 Committee on Current English Usage, 66 Dehl, Kermit, 230 Conger, Mrs. Edwin, 257 Deighton, Lee, 285, 293 Conklin, William, 262 Dell, William C., 68 Conk ling, Fred R., 104 Denise, Sister Mary, R.S.M., 208 Conlin, David A., 105, 106 Denniston, Rosemary, 49 Conner, Berenice G., 280 Depew, 011ie, 215 Conner, John W.Joint author, see Carlsen, Derleth, August, 159 G. Robert (70). Derrick, Clarence, 91 Connor, M. Helen, 86 Devine, Thomas G., 123 Conroy, Estelle E., 25 Dias, Earl J., 48, 69, 87, 116, 151, 248 Cook, Luella B., 49, 50, 51, 68, 89, 90, 91, 104, Dickie, 011ie R., 234 105, 190, 191, 268, 285 Diederich, Paul B., 41, 284 Cook, Reginald L., 99 Diesman, Florence M., 173 Copalowitz, Dorothy, 261 Dilley, David R., 50 Corbin, Richard, 90, 105, 150, 165, 207, 246, Dilley, Lois Anne, 257, 261 284, 289 Dilley, Lois Anne. Joint author, see Bedell, Corbin, Richard. Joint author, see Brown, Don William M. ( 69). ( 268). Dilley, Lois. Joint author, see Brown, Don (268). Corbin, Richard. Joint author, see Hyndman, Diltz, Bert Case, 162 Roger (209). Dimond, Stanley.Joint author, see Hanlon, Cotter, Janet M., 116 Helen J. (129 ). Cotter, John G., 59 Dittmer, Jane E., 48 Cottrell, Beekman W., 302 Ditton, Eileen B 111 Cowley, Malcolm, 156 Divine, Roscoe H., 201, 207 Cowsar, Margaret I., 105 Dixon, Dorothy, 13, 16, 68, 151 Cox, Mary Hodge, 178 Doggett, Frank, 265 Cox, Olivia M., 179 Dole, Frederick H., 59, 209 Cozzo, Joyce R., 54 Domincovich, Harry A., 129 Crabbe, John K., 193 Donahue, Rosemary S., 205, 227 Cravens, Jean M., 125 Donchian, Peter, 69 Crawford, Marie S., 186 Donohoe, Thomas A., 68 Crawford, Meda Bonne, 84 Doonan, Caroline M., 173 Crawford, Vernelia A., 111 Dowling, Kathleen B., 120, 289 Creed, Howard, 46 Downes, Mildred G., 123 Creel, Warren, 158 Downs, S. John, 228
161 AUTHOR INDEX
Drachman, Julian M., 113 Fawcett, Harold, 128 Draheim, Melvene M., 90 Feeley, Mary F., 54, 261 Dresden, Katherine W., 209 Feeley, Roscine, 227 Duffy, Marie E., 227 Fegan, George R., 207 Duino, Russell, 36 Felice, Sister Mary, F.S.P.A., 77 Duker, Sam, 151 Fendell, Stanton J. D., 89, 105 Dunn, Anita, 180 Ferber, Edna, 211 Dunn, Frank, 50 Feris, Francis F., 125 Dunning, A. Stephen, 24, 155, 209 Fidone, William, 248, 289 Dunning, A. Stephen. Joint author, see Kegler, Finch, Hardy R., 12, 173, 220, 262 Stanley B. (135 ). Finder, Morris, 16, 68, 289 Durham, Virginia, 163 Finley, Mabel S., 120 Dusel, William J., 52, 53, 54, 55, 59, 91, 246 Fioravanti, Joseph A., 139 Dykema, Karl W., 88, 150 Firari, Harvey, 209 Fisher, Mary C., 32, 87 Fisher, Mildred Ogg, 280 E Fisher, William J., 241 Flaumenhaft, A. S., 111 Eareckson, Irma, 277 Flenniken, Clarissa, 12 Early, C. L. S. Joint author, see Funk, Henry Flesch, Rudolph, 51 ( 205). Fletcher, Paul F., 101, 289 Early, Margaret J., 69, 161, 229 Flora, Betty. Joint author, see McCollum. Mil- Eaton, Dorrence, 50 dred (125). Eaton, Harold T., 129, 267 Foff, Arthur, 275 Ebbitt, Paul F., 124, 196 Foley, Grayce A., 11 Eberhart, Wilfred, 127 Force, William M., 80, 196 Eckerson, Olive, 42, 169 Ford, Bernice A., 107 Eckhauser, Irwin A., 14 Ford, Isabel Oldham. 77 Edgerly, Lydia, 248 Ford, Nick Aaron, 164 Edman, Marion, 38 Ford, Paul M., 144, 280 Edwards, Anne, 289 Forsdale, Louis, 12, 181 Edwards, Don C., 30 Forsyth, Louise B., 146 Edwards, Margaret A., 160, 224 Foster, Guy L., 248 Elkins, Deborah, 111 Foster, Ruth, 45 Elledge, Scott, 9, 230 Francis, Robert.Joint author, see Dunning, Elliff, Gertrude, 151 A. Stephen. ( 209). Ellinger, Clifton, 48 Francis, W. Nelson, 104 Emig, Janet, 111, 208 Frank, Robert, 54, 129 Endres, Mardie Weatherby, 163 Franza, August, 209 Engle, Paul, 151 Frazier, Alexander, 12, 151, 179 English, Grace I., 228 Frazier, Alexander. Joint author, see Raymond, Eno, Isabel V., 111, 123 John C. (180, 289). Eno, Isabel V. Joint author, see Smith, Mary L. Frazier, Alexander. Joint author, see Willson, (230). C. E. (151). Enochs, J. B. Joint author, see White, Verna Frease, Forrest W., 106, 150, 190 (284). Frederick, John T., 60, 79, 155, 158, 176, 193, Erickson, Frances, 67 200 Eshelman, Mabel E., 125 Fredericksen, Mildred, 125, 209 Estes, Helen J., 71, 125 Freeman, Bernice, 151, 252 Evans, Bergen, 250 Freidman, Irving R., 261 Evans, Bertrand, 53 Freier, Robert, 51 Evans, Oliver, 172 French, John W., 284 Evans, William H., 120 French, Ruth E., 261 Friedman, Albert B., 225 Friedman, Eleanor K., 138 F Friedman, Melvin J., 194, 270 Friedrich, Gerhard, 164, 209 Fagan, Edward R., 170 Fritzemeir, Hulda, 30 Farley, Anne F., 51 Frizzell, Isabel R., 293 Farmer, Paul, 47, 161, 191, 230, 266, 268, 275 Frogner, Ellen, 166 Farmer, Paul. Joint author, see Christison, Jean Fry, Dorothea, 261 L. B. (69). Funk, Henry, 205 Farrar, John, 160 Furness, Edna L., 262 Farrell, Edmund, 208, 209, 212 Farrell, James T., 92, 155 Fast, Howard, 93, 159 G Fatout, Paul, 276 Cahagan, Frances Hale, 284 Faust, George P., 66 Cainshurg, Joseph C., 6,185, 230
162 AUTHOR INDEX
Gallant, Joseph, 127 Grommon, Alfred H., 9, 71, 264 Gallant, Joseph. Joint author, see Bedell, Wil- Grose, Lois M., 53 liam M. (69). Grover, Louise R., 130 Galleys, Beverly H., 51 Gruber, Frederick C., 151, 180 Ga lhnan, Mary N., 248 Gucker, Philip Clark, 89 Gardner, Dorothy, 226 Guerard, Albert, 159 Garrett, Lawrence, 51 Guild, Florence, 134, 266 Garrett, Mary Posey, 293 Guilfoil, Kelsey, 117, 143 Gassner, John, 300 Gulick, James, 24, 120 Gebauer, Emanuel L., 78, 222 Gulick, James. Joint author, see Andrews,Joe Geismar, Maxwell, 3, 160 W. (267). Geist, Robert J., 66, 150 Gunn, M. Agnella, 229 Gelshenen, Rosemary, 54, 59 Gurko, Leo, 116, 160 Gemme, Frank, 289 Gustafson, Myrtle, 274 Gerber, John C., 191 Gerstmyer, Anna May, 220 Geyer, Ellen M., 262, 284 H Gibson, Christine. Joint author, see Richards, L A. (20). Giddings, Arthur F., 111 Haase, Gladys D., 66 Gill, Naomi B., 88, 168, 226 Hach, Clarence W., 68, 125, 169 Gillespie, Clare M., 289 Hackett, Anne E., 209 Giltinan, Betty, 41 Hacld, Lloyd, 289 Girr, Francis X., Jr., 59 Hadley, Barbara, 51 Girton, Janice, 24 Hadley, Edyth W., 151 Gleckner, Robert F., 22 Haglin, Donna, 84 Glendenning, Marion, 226 Hainfeld, Harold, 134, 181 Glicksberg, Charles L, 70, 87, 109, 246, 268 Hallett, Mamie Lee, 38, 207 Goldberg, Irving J., 16, 261 Halperin, Irving, 51, 252 Goldberg, Murray A., 109, 127, 252 Hand, Harry E., 111 . Goldberg, Sam, 248 Handlan, Bertha, 226 Golden, Ruth I., 124, 134, 261 Hanford, Ellen, 271 Golding, Mary, 15 Hankey, Clyde, 66 Goldstein, Miriam, 181 Hankins, Gretchen C., 124 Goldstein, Ruth M., 12 Hanlon, Helen J., 129, 229 Goldstone, Herbert, 28, 174, 245 Fianna, Geneva, 216 Gombar, William, 120 Hanson, Glenn, 305 Gordon, Edward J., 44, 122, 169, 177, 209, 223, Hardy, Nina, 242 284 Harkness, Bruce, 5, 26, 155, 197 Gordon, Edward J. Joint author, see Christison, Harmon, John L., 209 Jean L. B. (69). Harriet, Sister M., O.S.F., 200 Gordon, Elizabeth, 45, 268 Harris, Brice, 191 Gordon, S. Stewart, 70 Harris, Hortense L., 69 Coy, Naidene, 146 Harris, Hortense L. Joint author, see Brown, Graham, Elizabeth, 162 Don (268). Graves, J. E., 9 Harrison, G. B., 248 Gray, Ansel, 134 Harrison, Janet E., 209 Gray, Cecelia E., 248 Harrison, Warm, 70 Gray, Donald J., 9 Hartley, Helene W., 67, 161, 162 Gray, J. C., 220 Hartman, Hamill, 127 Grebstein, Sheldon. Joint author, see Bentley, Hartman, Marjorie, 55 Ruth S. (88). Hartman, William, 242 Green, Paul, 154 Hartung, Charles V., 90 Green, Roberta, 246 Hassan, lhab, 155 Greenberg, Lillie H., 267 Hastie, Wilma, 111 Greene, Jay E., 70, 146, 268, 273, 289, 293 Hatfield, W. Wilbur, 66, 68, 70, 71, 104, 105, Greene, Jay E. Joint author, see Gordon, Eliz- 124, 151, 165, 190, 218, 227 abeth (268). Haugh, Oscar M., 196 Greene, Laura, 124 Haugh, Oscar M. Joint author, see Shellenber- Gregor, Arthur Stephen, 275 ger, Elfrieda (68). Gregory, Emily Betts, 53 Havfghurst, Walter, 185 Gregory, Margaret, 134 Hayakawa, S. I., 51 Grey, Lennox, 49, 69, 180. 191, 275 Hayden, Pat, 71 Griffin, Philip F., 134 Haymaker, Hilda, 56 Hayward, Bertrand W, 68 Grimsley, Juliet, 24 Hazard, Mary. Joint author, see Hazard, Pat- Grindstaff, Cordon, 220 rick D. (48, 217). Grissom, Loren V., 59, 225 Hazard, Patrick D., 37, 48, 106, 178, 217, 277. Groff, Patrick J., 105 278
163 AUTHOR INDEX
Healy, Winifred M., 89 Hybels, Robert J., 15, 16, 148, 150 Heaton, Margaret M., 38 Hyer, Lorine, 162 Heavey, Regina, 71, 125, 248 Hyndman, Roger, 208, 209 Hedden, Caryl G., 12, 30, 205 Hedges, Joint author, see Rausch, Mar- garet (120 ) Heilman, Robert B., 84, 162 1 Helsel, Dore lle Markley, 224, 227 Heller, Frieda M., 148 Ingerson, Cordon H., 293 Helmkainp, Eunice, 220 Inhelder, Lucille, 24 Hennings, Alice B., 115, 146, 153, 169 Irmscher, William F., 161 Henry, George H., 53, 55, 129, 165, 186, 223, Irwin, Claire C., 146 248, 266, 267, 275, 284 Irwin, James R. Joint author, see Irwin, Claire Herron, Ina Honaker, 193 C. (146). Herzberg, Max J., 23, 53, 68, 69, 153, 179, 223, Irwin, Merle Emorette, 38, 268 227 Irwin, R. L., 66 Hester, Sister Mary, S.S.N.D., 53 Iverson, W. F., 273 Heuer, Helen, 11, 262, 289 Ives, Sumner, 105 Heys, Frank, Jr., 52 Hibbs, Eleanore C., 37, 209 Hicks, Granville, 61, 75, 93,155, 156, 159, 295 J Higgins, V. Louise, 90. Hilkert, Robert N., 53, 162 Hill, A. A., 66 Jacobson, Frank B., 178 Hill, Alma, 242 Jarrett, Thomas D., 155, 187, 189, 304 Hillocks, George, Jr., 125, 289 Jensen, Lisbeth S., 168, 232 Hinkle, Thetis, 25 Jennings, Frank C., 223 Hodges, John C., 9 Jerome, Sister Marie, S.S.N.D., 230 Hodgins, Audrey, 248 Jewett, Arno, 68, 123, 289 IIodgins, Frank.Joint author, see Hodgins, Jewett, Arno. Joint author, see Tovatt, Anthony Audrey ( 248) . L. (268). Hoefler, Lehman A., 162 Jewett, Ida A., 68 Hoffine, Lloyd. Joint author, see Nevi, Charles Johns, Kingston, 68, 164 N. (178). Johnson, Eric W., 51, 59, 209, 227, 289 Hoffman, Edna N., 165 Johnson, Falk S., 262 Holland, Henrietta, 226 Johnson, Frances, 70 Hollander, Sophie Smith, 42, 134 Johnson, William 11., 289 Holman, Alfred P., 181, 192, 217, 285 Johnston, Harry, 285 Holmes, Ann Martin, 209 Johnston, S. Timothy, 164 Holmes, E. M., 248 Jones, Nellie F., 230 Holmes, Marjorie, 89 Jorgensen, Virginia E.132, 208 Hood, Leon C., 151 Joselyn, Sister M., O.S.B., 252 Hook, J. N., 54, 71, 91, 123, 161, 190, 293 Josephs, Lois, 51, 115, 125, 156, 168 Hopkins, Bess Cooper, 99 Josephs, Lois S.Joint author, see Cottrell, Horn, David M., 16, 209 Beekman W. (302). Horn, Gunnar, 134, 180, 218, 220 Joyce, John F., 258 Horst, J. M., 68, 126 Jumper, Will C., 234 Horst, J. M. joint author, see Andrews, Joe W. ( 267). Horst, J. M. Joint author, see Rausch, Margaret K (120). Horton, Stephen H., 55 Hoth, William E., 275, 279 Kallen, Horace M., 277 Hoving, Howard, 66 Kaminsky, Merle, 111 Howe, M. L., 105 Kanehi, Joy J., 84 Hoyt, Norris H., 285 Kaplan, Marion W., 15 Huelsman, Charles B., Jr., 226 Kaplan, Milton A., 18, 51, 80, 181 Hugh, Sister Mary, R.S.M., 14, 59 Karp, Mark, 207 Hughson, Ruth, 173 Karwand, Elwood C., 289 Hume, David D., 38 Kasl, Louise P., 209 Humphreys, Aletha, 170 Kasten, Margaret Cotton, 141 Hunt, Jean, 24 Katz, Martin R., 124 Hunt, Kellogg W., 57, 58, 114, 156, 169 Kay, Sylvia C., 223 Hunting, Robert S., 9 Kearns, jack, 207 Keavy, Hubbard, IN Hurst, Elizabeth, 171 Keene, Katharine, 59 Hussey, Edith L., 45, 261, 268 Kegler, Stanley B., 42, 135, 151, 289 Hutton, Harry K., 77, 105 Kell, Dorothy M., 146
164 AUTHOR INDEX
Kell, Dorothy. joint author, see Bloom, Anna Leach, Betty Frye, 146 K. (50). Leach, Muriel, 142 Keller, Joseph, 106 Lee. Harriet E., 148 Kellogg, Orrie B., 146 Leek, David C., 1, 45, 57, 130 Kelly, Chenault, 105 Lees, Robert B., 105 Kelly, Norma K., 125 Leiclity, V. E., 227 Kemp, Lorena E., 66 Leonard, J. Paul, 234 Kendrick, Dolores T., 51 Leonhard, Emma Mae, 111 Kenny, Rita J., 12, 179 Leonhard, Emma Mae. Joint author, see Cor- Kenyon, John S., 66, 90 don, Elizabeth ( 268 ). Kerchner, Nelle F., 71, 226 Leps, Fannie B., 289 Keishner, Geneva, 124 Leska, Thelma C., 19, 151 Kiley, Frederick S., 173, 181, 207, 209, 217, 248 Lessein, Sheldon W., 106, 124 Killinger, John, 158 Letson, Charles T., 230 Kincheloe, Isabel, 260 Lewin, Robert N., 49 Kinder, Robert Farrar, 67 Lewis, Charles Stephen, 161 King, Carlyle, 58 Lewis, Ruby R., 51 Kinnick, B. Jo, 51 Levinson, David, 134 Kinzer, John R., 42, 224 Liebennan, Elias, 125 Kirk, Marguerite, 32 Lincoln, Hope. Joint author, see Rausch, Mar- Kirkus, Virginia, 136, 153 garet (120). Kissling, Donna Mack, 24 Lindner, Mabel, 293 Kitchen, Aileen Traver, 89 Lindsey, Alethia.Joint author, see McBrayer, Kite, Ila Maude, 165 B. Leone (128). Kitzhaber, Albert R., 190 Litskey, David M., 156, 264, 284 Kletzing, Evelyn, 260, 261 Little, Cail B., 44, 94, 193, 239 Klemans, Patricia, 289 Lloyd, Donald J., 150 Kliger, Samuel, 213 Loban, Walter, 88, 164, 284 Knight, Arthur, 159, 179 Lobdell, Lawrence 0., 77, 124 Koclanes, T. A., 52 Locke, Alain, 158 Kohler, Dayton, 34, 73, 94, 112, 155, 172, 237, Lockerbie, D. Bruce, 55 249 Lodge, Evan, 208 Kolker, Harriette Buckner, 144 Logan, Edgar, 45, 54, 59, 82, 107 Kolker, Harriette B. Joint author, see Canfield, Logan, J. E., 51, 120, 121 Sally Martin (52 ). Lombard, Nellie Mae, 162 Konick, Marcus, 80 Long, Ralph B., 106, 150 Kraus, Silvy, 55, 57 Lonsberry, George J., 262 Kring, Hilda A., 209 Lorberg, Aileen a, 122 Kris, Ernest, 211 Loveall, James, 248 Krueger, Paul H., 144 Lovrien, Marian, 51, 67, 68 Krumbiegal, Walter 0., 170 Lovrien, Marian.Joint author, see Thornton, Kwit, Aubrey B., 276 Helen ( 68). Lowe, Lee Frank, 52 Lowers, Virginia Belle, 218 L LowLorraine, 53 Lucas, Harriet, 169 Ludlow, Francis, 81, 158 LaBrant, Lou, 13, 38, 53, 54, 68, 69, 162, 178, Lunisden, Florence M., 260, 261 224, 246, 277, 293 Lumsden, Robert, 279 Lacey, Mabel, 90 Lundberg, IIilda M., 57 Ladd, William, 248 Lupin, Pearl S., 266 Lado, Robert, 120 Lutz, Una Dell, 124 La Forse, Martin, 165 Lycan, Eva Hanks, 56, 146 Lagios, Socrates A., 125 Lyman, Bess. Joint author, sce Roody, Sarah I Lamb, Peter A., 244 (59). Lambert, Robert, 18 Lynch, James J., 161 Lamberts, J. J., 150 Lynch, William S., 67 Lamson, Mary V., 207 Lander, Richard, 9 Lynde, Samuel Adams, 87 Landreman, Dolores, 88, 128 Lane, Mary, 98, 134, 276 Larrabee, Carlton H., 90, 180 Mc Larson, P. Merville, 257 Latham, Al, 54 McAdow, Beryl, 273 Lauterbach, Anne, 53 McAnany, Emile C., S.J., 154 Lawler, Marcella R., 268 McAndless, M. Thelma, 134 Lawson, Ray H., 55 McAnulty, Gertha G., 54 Lawson, Strang, 41 McArthur, Anna P., 275 Lazarus, Arnold Leslie, 51, 68, 257, 268 McBrayer, B. Leone, 128
165 AUTHOR INDEX
McCafferty, John, 59 Marshall, Mariann, 51, 181 McCall, Roy C., 161 Marshburn, Joseph H., 9 McCarthy, Agnes, 124 Martin, Harold C., 47 McCarthy, Joseph, 9 Martin, Martha Wing, 248 McClelland, Samuel D., 74 Mary, Sister Anthony, I.H.M., 192 McClure, E. Isabella, 69 Masback, Frederic J., 164 McCollum, Mildred, 125 Mather, Charles C., 225 McColly, William, 62 Mathews, Stanley G., 72 McCown, Marietta, 116 Mathewson, Angell, 68 McCullough, Constance M., 229, 301 Matthews, Eleanor, 68 Mc David, Raven I., Jr., 66 Mauk, Grant, 146, 148, 260, 289 McDonald, Catherine B. J., 51, 54 Maul, Ray C., 275 McElroy, M. D., 106 MaWhinney, Lucille, 38 McEuen, Kathryn, 57 May, Marjorie, 59, 220 McGiffert, John, 99 Mead, Robert G., Jr., 88 McGoldrick, James H., 125, 208, 226 Meade, Richard A., 68, 69, 104, 161 McGuire, Edna, 52 Meers, Geneva, 59 McKean, Robert C., 170, 266, 289 Meighan, Marilea, 166 McKenzie, Janet, 127 Meisel, Peggy R., 68 McKenzie, Lucy Ann, 84 Melcher, Harold P., Jr., 42 McKey, Eleanor F., 284 Melz, Christian F., 103 McKinley, Margaret, 164 Mendelson, Herman I., 134 McKinney, Brian C., 273 Mendenhall, Halcyon, 70 McKowen, Clark, 69, 104, 262 Merriam, H. G., 51 McLaughlin, Brian K., 55 Mersand, Joseph, 51, 110, 111, 121, 123, 151, McLaughlin, William J., 260 191 McLaughlin, W. J. Joint ruthor, see Gregory, Mescal!, Gertrude, 13 Margaret (134 ). Miles, Isadora W., 170 McLendon, Mrs. Gerald. Joint author, see Con- Miles, Josephine, 158, 209 ger, Mrs. Edwin (257). Miles, Lucy W., 25 McMahon, Johanne E. Joint author, see Mat- Miller, Carolyn, 210 thews, Eleanor ( 68). Miller, Francis, 105 McMillan, James B., 66 Miller, Genevieve, 53 McWeeney, Anne M., 196 Miller, Helen Rand, 66, 67, 106, 170, 220, 248, 276 Miller, Helen Rand. Joint author, see Cordon, M Elizabeth ( 268). Miller, Lois, 133, 137, 208 Miller, Vernon E., 24 Macauley, Ines, 273 Miller, Ward S., 78 Macgowan, Kenneth, 179 Millhauser, Milton, 88, 254 Mack, Dorothy.Joint author, see Lambert, Mills. Ralph J., Jr., 65 Robert (18 ). Mingoia, Edwin, 124 Mackintosh, Helen K., 191 Minton, Arthur, 53, 69, 105, 165, 301 Macrorie, Ken, 53, 158, 179 Mirfield, Josephine, 293 Madden, Edgar, 107 Mirrielees, Edith R., 159, 200, 252 Maertins, Grace Daly, 40, 273, 274 Mitchner, Robert W. Joint author, see Christi- Magalaner, Marvin, 159 son, Jean L. B. (69). Maher, Katherine U., 200 Moberg, Edith H., 54 Mahon, Michael, 207 Mohle, Eula Phares. Joint author, see Bedell, Mains, Edith E., 106 William M. ( 69). Mains, Frances, 71 Moline, Robert L.Joint author, see Rausch, Makey, Herman 0., 48, 53, 76, 106, 161, 162, Margaret (120). 248, 276, 293, 301 Moir, William, 88, 106 Mallery David, 51, 120, 179, 267 Montgomery, Margaret, 164 Jackie,ackie, 105, 262, 289 Mooney, Alfred Leland, 248 Mahnstrom, Jean, 66, 90, 285 Moore, Eva A., 151 Malone, Kemp, 66 Moriconi, Ralph John, 125 Maloney, Henry B., 178, 217, 242 Morland, Anita Borum, 106, 226, 268 Mann, Isabel Roome, 169 Morris, Charles R., 293 Mann, Thomas, 176 Morris, Harry, 193, 264 Manning, Lena M., 90 Morrow, Ann Ess, 207 Manning, Marjorie, 45 Morse, Grant D., 53 Marckwardt, Albert H., 66, 78, 260 Mortimer, Hazel M., 54 Marcus, Fred H., 115, 116, 193, 204, 239, 256 Mosher, Howard H., 207 Marder, Louis, 181, 248 Mosing, Malcolm, 165, 289 Marie, Sister Anna, P.B.V.M., 289 Mosley, Lorraine A., 106 Markis, John, 89 Mosso, Asenath M., 260 Marks, Barry A., 44 Mott, Bertram, Jr., 104, 208
166 AUTHOR INDEX
Motter, Margaret R., 127 O'Quinn, Gloria, 293 Mount, Sarah, 146, 2.18, 226 Orton, Wanda, 111 Munson, Gorham, 159 Osborne, Robert E., 142 Muntz Herbert E., 51 Osborne, Ruth Farnham, 129 Johnohn T., 13, 16, 126, 284 Ostrach, Herbert F., 120 Murphy, Charles P., 56 Overton, Gertrude H., 48, 220 Murphy, Eloise Cronin, 281 Overton, Harvey, 70 Murphy, Nellie A., 120 Owen, Elvina Jane, 87 Murray, Alice I., 51 Oxley, Beatrice, 113 Mussoff Lenore, 36, 160 Oxley, Mrs. Chester jay, 209 Myers, lohn A., jr., 208 Oyanagi, Noble, 127 Myers, ohn W., 91, 123
P N Page, M. Myriam, 42, 165, 248 Paine, Merrill P.joint author, see Herzberg, Nagelberg, N. M., 201 Max J. ( 227). Nelson, Norman E. joint author, see Thorpe, Painter, Margaret, 260, 261 Clarence D. (159 ). Palmer, Anne, 66 Neprude, Verna, 87 Palmer, Dora E., 51, 248 Neumayer, Engelbert J., 89, 146 Palmer, Orville, 47, 52 Neumayer, Engelbert J. joint author, see Bu- Palmer, William, 13 ten, Edward J., ( 246). Panhorst, Alberta. joint author, see Chamber- Neumeier, Edward J., 134 lain, Robert j. ( 261). Nevi, Charles N., 178 Papashvily, Helen, 129 Neville, Mark, 38, 68, 70, 165, 190, 191, 207, Parkins, William L., Jr., 12 224, 230, 275 Parkinson, Ethel M., 262 Newland, Fay H., 268 Parquette, William S., 227 Newsome, Verna L., 66 Parry, Jessie T., 15, 198 Newton, Ellis.joint author, see Bloom, Anna Parsteck, Bennett, J., 24 K. (50). Partridge, Ruth, 289 Newton, H. C. Joint author, see Bedell, Wil- Patterson, Emma L., 90, 193 liam M. (69). Paul, Bernice Ingall, 59 Niblett, Lawrence, 71 Pavliny, Bessie A., 282 Niswender, Dana W., 129 Payne, Doris Brush, 148 Noble, Donald, 17, 51 Pease, Howard, 155 Nolde, Ellenjarden, 262 Peavey, Blanche E., 68, 151 Northcott, Walter R., 16 Peavey, Blanche E. joint author, see Thornton, Norton, Carrie Belle Parks, 190 Helen ( 68). Norton, Monte S. 41 Peavey, Mary, 262 Norvelf, George W., 162, 229 Pedigo, Louise, 146, 226 Novotny, Lillian, 180 Peel, Lee S., 111 Noyes, Edward S., 223 Pellettieri, A. J., 229 Noyes, E. Louise: 70, 105, 127 Pence, Martha, 293 Noyes, E. Louise. joint author, see Bedell, Wil- Pence, R. W., 53 liam M. (69). Pendleton, Charles S., 88 Nurnberg, Maxwell, 51 Penick, H. M., 87 Perrin, Porter G., 248, 275 Perrine, Laurence, 208 0 Perry, Harold J., 260 Person, Tom, 51 Peters, Marian W., 245 O'Connor, Gertrude, 23 Peterson, R. Stanley, 51 O'Connor, William Van, 114, 157 Petitt, Dorothy,' 90, 159, 193, 208, 285, 289 O'Dea, Paul W. 24 Pettit, Paul Bruce, 258 Oetjen, Mary Elizabeth, 226 Phelps, Frances Brownell, 182, 205 OgdenHerbert V., 207, 262 Phillips, A. L., 108 O Gordond, Hannah Jean, 169, 208, 306 Phillips, Frances, 151 Ojala, William T., 289 Pickard, Bernice, 142 Oldham, Janet, 147, 156, 203 Pierce, Hazel I.Joint author, see Cober, Mary Oliver, Eugene. joint author, see Gordon, Eliz- E. (96). abeth ( 268). Pierson, Howard.joint author, see Rausch, Oliver, Robert T. 257 Margaret (120). Olson, Elder, 265 Pierstorff Marion B., 193 Olson, Helen F., 40, 51, 89, 261, 293 Pilant, Elizabeth, 96, 124, 284 Olson, James W., 242 Piper, Francis K., 16, 173 O'Malley, William J., S.J., 49, 54 Pipes, Mrs. Henry. joint author, see Conger, O'Neal, Robert, 161, 289 Mrs. Edwin (257).
167 AUTHOR INDEX
Po ley, Irvin C., 53, 80, 207, 258, 262, 276, 284 Robinson, Esther Agnew, 228 Po llin, Burton R., 234 Robinson, Marjorie C., 54 Pollock, John C., 205 Robinson, Mary Margaret, 14 Pollock, Thomas Clark, 88, 191 Robson, Mary S., 262 Pomeranz, Regina Esther, 11, 205 Rohr, Virginia, 209 Poo ley, Robert C., 49, 66, 68, 87, 90, 91, 105, Roody, Sarah I.,13, 59, 111, 161, 162, 164, 106, 123, 161, 209, 210, 218, 260, 275, 277 178, 202, 209, 284 Porter, Norma, 51 Roody, Sarah I. Joint author, see Andrews, Joe Postman, Neil, 106 W. (267 ). Potter, Dorothy C., 68 Rose, Elizabeth, 51, 166, 209 Potter, Ralph, 51, 68 Rosenblatt, Louise M., 165, 190 Potter, Robert E., 161, 226, 259 Rosenson, Julius S., 57 Powell, Eugene, 77, 196 Ross, Frank, 275 Powell, Pansye H., 96 Ross, Woodburn 0., 183 Preston, Ralph C., 226 Rottenberg, Annette, 156 Preu, James A., 175, 193, 272 Round, Simeon, Joint author, see Bloom, Anna Pudlowski, Victor, 55 K. (50). Pug,h, Griffith T., 206 Rounds, C. R., 104 Pullman, Hazel K., 134 Rounds, Robert W., 267 Putnam, Pauline, 225 Rouse, H. Blair, 93 Routh, H. V., 160 Rowe, C. M., 9 Rowland, Helen C., 111 0 Rowland, Howard S., 24, 55 Rowland, Virginia, 162 Quinn, Sister M. Bernetta, O.S.F., 207 Royster, Salibelle, 42, 53, 248, 273, 276 Quinn, Viola Bowker, 227 Ruddy, Isabelle, 226 Rugg, Martin, 173, 200 Rusk, Ralph L., 86 R Russell, David H., 190, 229 Russell, Edna F., 266 Russell, I. Willis, 78 Rabinovitch, Ralph D., 89 Rutan, Edward J., 169, 246 Rachford, Helen Fox, 180 Ruth, Mary A., 134, 248 Rag le, John W., 125, 293 Ryan, Calvin T., 282 Ramsey, Lucille, 51 Ryan, Lawrence V., 47, 184 Ramsey, Wallace Z., 230 Ryan, Margaret, 168 Ranous, Charles A., 227 Ryerson, Edward, 248 Rast, Carlisle L., 234, 251 Rausch, Margaret, 120 Raymond, John C., 180, 289 Raymond, Ruth, 226, 302 S Reehtien, John, S.M., 51 Redford, Grant H., 277 Saalbach, Robert P., 55. 248 Redman, Ben Ray, 100, 139 Saine, Lynette, 226 Reed, James M., 213 St. Peter, Mary, 104 Reed, Jerry E., 213 Salerno, Grayce Foley, 231 Reeve, Adrienne W., 88 Salisbury, Rachel, 104 Reeves, Ruth E., 51, 68, 88, 125, 226 Samples, M. David, 205 Reich, Morris, 129 Sanders, John H., 54, 293 Renwick, Ralph, Jr., 55 Sandt, Eleanor E., 24 Reynard, C. Cassil, 252 Sauer, Edwin H., 125, 276 Reynolds, William John, 74, 248, 301 Saunders, Katharine M., 180 Ribo, Elvira M., 207 Scarangello, Anthony, 89 Richards, Bertrand. Joint author, see Kelly, Schacter, Norman, 261 Chenault (105 ). Schary, Dore, 158, 179 Richards, I. A., 20 Schlalman, Solomon, 134 Rickert, Mary 0., 124 Schmidt, Joseph, 252 Rider, Virginia, 80, 120, 289 Schmidt, Mildred C., 49, 87, 224, 289 Riedinger, Mabel M., 230 Schofield, Edward T. Joint author, see Kenny, Rinehart, Patricia.Joint author, see Snouffer, Rita J. (12 ). Mary S. (126 ). Schreiber, Robert E., 12, 179 Rinker, Floyd, 68, 125 Schreurs, Esther J., 273 Rinker, Maxine, 170 Schubert, Dehvyn C., 228 Riva, Roxanne K., 125 Schukart, Janice.Joint author, see Matthews, Robb, Margaret, 260 Eleanor ( 68). Roberts, Clyde, 226 Schuster, Edgar H., 105, 145, 193 Roberts, IIolland D., 68, 226 Scott, Paul T., 127 Roberts, Paul, 53, 105, 150 Scott, Richard E., 248
188 AUTHOR INDEX
Scrafford, Ralph, 128 Sparer, Joyce L., 289 Searles, John R., 105, 123, 182 Sparks, Madeleine, 126, 220 Selby, Stuart, 13 Sparks, Nancy, 24 Senatore, John J., 106 Spaulding, Alice Howard, 38, 120 Sensahaugh, Ccorge F., 69 Spectorsky, A. C., 275 Senyard, Marie C., 111, 289 Spell, Dianne A. Joint author, see Bnnnback, Shaffer, Virginia, 169 Doris A. (13, 44, 289). Shaffer, Virginia. Joint author, see Bloom, Anna Spence, Leslie, 13 K. (50). Spinks, Pearl, 161 Shank lin, Agnes K., 55, 302 Spriggs, Virginia Pauline, 51 Shapiro, Alan, 170, 248 Squire, James R., 161, 162, 168, 190, 275 Shapiro, Alan.Joint author, see Brown, Don Staats, Mabel M., 55 (268). Stageberg, Norman C., 57, 66, 150 Shatter, Aubrey, 225 Stallbaumer, Virgil R., 89 Shattuck, Marquis E., 285 Stallman, R. W., 207 Shchan, Lawrence P., 124 Stamper, James M., 234 Sheldon, William D., 225 Stange, C. Robert, 77 Shellenberger, Elfrieda, 68 Starbuck, Arward, 66 Shel !hammer, Lois B., 111 Steele, Edith L., 289 Shepherd, Edith E., 89, 173 Steele, Sister Mary Christopher, R.S.M., 150 Sheridan, Elizabeth, 56 Stegall, Carrie Coffey, 44, 53, 128, 163 Sheridan, Marion C., 51, 54, 111, 114, 160, 165, Stegner, Wallace, 155, 159 191, 193, 226 Steinbeck, John, 264 Shockley, Martin Staples, 190 Steinberg, Erwin R., 181, 233 Shoemaker, C. C., 109 Stengel, Stuart, 181 Shoemaker, Francis, 49, 165 Stephenson, Claude E., 55 Shostak, Robe: 200 Stephenson, 0. \V., 198 Shuman, R. B.Ard, 48 Sterling, Edna L., 284 Simon, Clare:ice T., 124 Sterner, Alice P., 17 Simmons, Join S., 165, 227 Sterner, Alice. Joint author, see Forsdale, Louis Simmons, John S. Joint author, see Kegler, (181). Stanley B. (289). Stevens, Elizabeth Cole, 38, 146 Simonson, Harold P., 207 Steward, Joyce S. 284 Simpkins, Edward, 56, 70 Stieglitz, Sarah Thorwald, 84, 209 Shnpson, Anna, 162 Stillwagon, Nell.Jointauthor, see Peavey, Simpson, Harold, 66 Mary (262). Slatkin, Charles E., 67 Stocking, Fred H., 168, 275 Sledd, James, 105, 150 Stockwell, LaTourette, 83 Sloan, Jean, 164 Stokesbury, Ruth, 205 Slocomb, Herlin, 226, 227 Stones, Charles.Joint author, see Matthews, Slominsky, David Tuviah, 289 Eleanor (68). Smay, D. Paul, 12, 278 Storm, Eugene M., 146 Smiley, Jerome, 289 Strain, Jane, 289 Marjorie B., 38, 49 Strang, Ruth, 227, 229, 293 Smith, Donald E. Joint author, see Johns, Strangwanl, Ethel P., 146 Kingston (164 ). Stratton, 011ie, 151 Smith, Dora V., 49, 67, 68, 69 Straub, Elizabeth A., 11, 289 Smith, Esther C., 293 Strickland, Ruth C., 190, 191 Smith, Evelyn Daniels, 124 Strom, Ingrid M., 69, 106, 229, 233 Smith, Everett, 126 Stromer, Walter F., 151 Smith, Grover, Jr., 85 Strucbing, Helen Sturniek, 54 Smith, J. Harold, 106 Suggs, Lena Reddick, 105, 106 Smith, Harrison, 153 Sullivan, Sister Bede, O.S.B., 84, 146 Smith, Henry Lee, Jr., 150 Sullivan, George W., Jr., 127 Smith, Hugh L., Jr., 159, 193 Sullivan, Loretta H., 11 Smith, James Steel, 207 Sunda], Lorraine D., 90, 104 Smith, Josie C., 51 Sutherland, Bruce, 208 Smith, Lawrence W., 80 Swallow, Lucy, 111 Smith, Lujean C., 54 Swatts, F. Isabelle, 89, 293 Smith, Mary L., 230 Smith, Vernon H., 280 Smythe, Patricia A., 134 T Snouffer, Mary S., 126 Snyder, Alan, 228 Snyder, Carol, 170 Tabackman, Sadie, 56, 230 Sobotka, Mildred, 54, 192, 257 Taggart, Martha C. Joint author, see Brumbaek, Sonke, Dorothy E., 124, 266 Doris A. (13, 44, 289). Sophie, Sister Mary Madeleine, S.S.N.D., 170 Tallman, Marion L., 15, 134 Southworth, James G., 37, 249 Tanner, H. Jeanne, 91, 170
169 AUTHOR INDEX
Taylor, Robert T., 125, 164 Van Vliet, Florence L., 129, 201 Taylor, Gary J., 248 Varner, Marian G., 192 Teer, Margarete, 151 Veidemanis, Gladys, 53, 258, 268 Teer, Margarete.Joint author, see Cowsar, Vogel, Albert W., 71 Margaret I. (105). Vogel, Albert W. Joint author, see Rausch, Teffier, John E., 258 Margaret (120). Tenenbaum, Morton A., 25 Vordenberg, Wesley, 284 Teuscher, Ruth H. Joint author, see Andrew., Joe W. (267). Thaler, Wilma F., 289 Theodora, Sister Mary, C.S.A., 56 w Thomas, Cleveland A., 13, 51, 88, 89, 209, 238, 246, 248 Wagenknecht, Edward, 131, 156, 160, 184 Thomas, Ellen Lamar, 230 Wagner, Helen R., 173 Thomas, Owen,104,105 Wagner, Jane S., 129 Thomas, Russell, 66 Wagner, Martha, 169 Thompson, Nora B., 45,127 Walcott, Fred C., 90 Thornley, Wilson R., 51, 124 Waldrep, Reef, 40, 70, 106, 242 Thornton, Helen, 13, 68, 69, 126 Wai., A. J., 89, 104 Thornton, Helen. Joint author, see Brown, Don Walk.: -, Helen McHardy, 262 (268). Wallace, Karl R., 236 Thorpe, Clarence D., 159 Wallace, Robert, 56 Thurston, Marjorie H., 262 Wallerstein, Ruth M., 69 Thurston, Mary Ethel, 123 Walls, Rosalind. Joint author, see Pickard, Ber- Tichenor, Helen, 57 nice (142). Tilley, Winthrop, 88 Walsh, Avis C., 8 Tindall, Hiram. Joint author, see Baker, Mary Walsh, Irene R., 268 (148). Walsh, Marian M., 31, 146 Tindall, William York, 102, 153, 156 Walters, Raymond, Jr., 159 Toff, Ira N. 134 Wa!thew, Margaret, 11 Tovatt, Anthony L., 76, 168, 268 Walton, Elizabeth Cheatham, 289 Trabue, M. R., 55 Ward, Herman M., Jr., 38, 217, 306 Trainor, Francis X. Joint author, see McLaugh- Warfel, Harry R., 66 lin, Brian K. (55). Warner, ohn F., Jr., 8, 159, 200 Trapnell, Edythe M., 284 Jamesames E., Jr., 51, 134, 208 Traxler, Arthur E., 91, 225 Warren, Naomi Hope, 111 Treanor, John H., 146, 166, 207 Warriner, John E., 55 Trenbatb, Mary Lou, 205 Watermolen, Arthur, 242 Tressler, J. C., 215, 268 Watson, Cresap S., 9 Trezevant, Blanch", 9 Watson, Mary Hughes, 248 Trout, John M., Jr., 74 Wattenberg, William W., 120 Troxell, Norma S., 226 Watts, Bertha M., 66 Trunk, Vincent Paul, 89 Watts, Doris Ryder, 227 Tudor, Christine S., 209 Watts, Marjorie S., 49, 53, 111, 127, 134 Tunis, John R., 129 Way, Florence E., 242 Turgasen, Anna J., 192 Weaver, Dorothy. 146 Turner, Carla S., 228, 229 Webb, Esther, 277 Turner, David A., 248 Weeks, Ruth Mary, 12, 38, 226 Turner, Minnie P., 11, 51, 205 Weinles, Leonard, 16 Tuttle, Carolyn K., 78 Weinstock, Esther M.. 57 Tuttle, Mabel A., 277 Wells, Mary, 234, 248 Tyler, Tracy F., 180 Wendelin, Sister M., O.S.B., 259 Wenner, Blanche H., 111 Wertenbaker, Thomas J., Jr., 158 West, B. June, 33 West, Ray B., Jr., 252 West, William W., 59 Uzzel, Thomas H., 193 Weston, John H., 51, 209 Wheeler, Paul Mowbray, 209 Wheeler, Robert W., 14, 55 V White, Avice, 208 White, Elizabeth S., 273 White, Verna, 284 Valley, John R., 2 White, William T., 293 Van Cleve, Charles Fowler, 229 Whitesell, J. Edwin, 66 Vander Werf, Lester S., 49, 69, 89 Whitfield, Ruth M., 146 Vanek, Alma M., 24 Whittaker, Charlotte C., 56, 181 Van Nostrand, Albert D., 118, 156, 177 Whiffed, Dorothy, 276 Van Schaik, Sally, 59 Wiebler, Father William F., 146, 234
170 AUTHOR INDEX
Wiggins, Harry N., 8 Woodman, Jessie F., 124 Wigington, Ralph. Joint author, see Anderson, Worthington, Ethel, 230 Richard D. (55). Wrigg, William, 77 Wilds, Mary Edmunds, 226 Wright, Alice C., 69 Willard, Charles B., 13, 156, 208, 273, 289 Wykoff, George S., 53, 209 Willard, C. B. Joint author, see Brown, Don (268). Willens, Anita J., 181 Willey, Wilbur, 168 Y Williams, Anna C. 207 Williams, Elizabeth, 95 Yatron, Michael, 240 Williams, Mary Louise, 205 Yetman, C. Duncan, 12, 179, 278 Williams, Paul A., 227 Yetman, C. Duncan. Joint author, see Andrews, Williams, Robert D., 90, 150 Joe W. ( 267). Willis, Veronica, 173 Youman, Elizabeth Risinger, 129 Willson, C. E., 151 Yung, Harold P., 161 Wilson, John W., 156 Wilt, May G., 275 Winfrey, Sally, 57, 125 Withers, Samuel, 190 Z Witty, Paul A., 276 Wolf, Elsa, 261 Zachar, Irwin J., 11, 45 Wolfe, Barbara Alice, 15 Zahner, Louis, 89 Wolfe, Don M., 51, 55, 106, 120, 234 Zais, Robert 5.,150, 220 Wolfington, A. H., 53 Zamchick, David, 48, 200 Wolfson, Martin, 230 Zink, Priscilla M, 248 Womack, Thurston, 90 Zlotnic.k, Harold A. Joint author, see Gillespie, Wonnberger, Carl G., 47, 55, 91 Clare M.. (289). Wood, William Ransom, 71, 120, 128 Zollinger, Marian, 53, 68, 91, 196, 289 Woodall, Allen E., 153 Zorn, John W. Joint author, see Hyndman, Woodburn, 0. Ross, 183 Roger (209).
171 TOPIC INDEX
The following topic index directs readers to the page on which annotations for articles relevant to that topic begin. The number immediately following the topic is the number of that category and is the number referred to in the preceding author index. Items under each topic in the index of annotations appear in alphabetical order according to author.
A Page Absence from School-1 . 1 Advanced Standing and Credit-2 1 Algren, Nelson-3 1 Allusions -4 ...... _...... _. 1 Amis, Kingsley-5 1 Anderson, Maxwell-6 - 1 Annual-7 1 SaeMaga.1e. Anthologies-8 1 Articulation-High School and College-9 2 Asch, Sholem-10 _ ...... _.._..._...._....- ...... __-_--....--._....--______3 Assembly and Activity Period-11.- ...... _....-....- ...... _ ..... -.__.... Audiovisual Films and Motion Pictures-12 .- 3 4 Audiovisual-General and Miscellaneous-13 5 Audiovisual-Opaque Projector-14 6 Audiovisual-Radio-15 6 Audiovisual-Recording (Discs and Tapes)-16 7 Audiovisual-Television-17 7 See also Mass Media. Autobiography-18 8 See also Student-Centered Teaching (Getting to Know Them)
13 Ballad-19 8 Basic English-20 8 Benet, Stephen Vincent-21 8 Blake, William-22 8 Book-General-23 8 Sec also Reading (Coals), Reading Lists, and Reading Program Book-Review and Report-24 9 Book Week and book Fair-25 9 Bowen, Elizabeth-26 10 Boyle, Kay-27 10 Brontë, Emily-28 10 Brooks, Van Wyck-09 10 Bulletin Board-30 10 Bunyan, John-31 11 Burns, Robert-32 11 Byron, George Gordon Lord-33 11 C Cather, Willa-34 Il Character Formation-35 11 See Citizenship, Guidance, Intercultural Education and Understanding, International and Interracial Relations. Chaucer, Geoffrey-36 11 Ciardi, John-37 11 Citizenship-38 1' See also Intercultural Education and Understanding, International and Interracial Relations, and Prejudice. Clark, Walter VanTilburg-39 13 Class Organization-40 13 Chss Size-41 13 Classics-42 13 See also Reading, World Literature, and individual authors by name.
173 TOPIC INDEX
Page Classroom-43 14 Clemens, Samuel Langhorne-44 14
Coleridge, Samuel T.-46 15 College Entrance Examination Board (CEEB)-47 15 Comic Books and Funny Paper-48 15 Communication-49 16 See also English Language, Mass Media. Composition- Content -50 17 Composition-Creative Writing-51 18 See also Play Production and Writing. Composition-Evaluation-52 22 See also Correction of Papers and Themes. Composition-Ceneral-53 22 Composition-Motivation-54 24 Composition-Procedure, Method-55 25 Composition-Projects-56 27 Composition-Sentence-57______28 Sec also English Language (Usage) and Grammar. Conrad, Joseph-58 29 Correction of Papers and Themes-59 29 See also Composition (Evaluation) and Lay Readers. Costain, Thomas B.-60 30 Ccazens, James Gould-61 31 Crane, Stephen-62 31 Creative Writing-63 31 See Composition (Creative Writing). Criticism-64 31 See Literary Criticism. Cumminp, E. E.-65 31 Current English-66 31 CurricuLun-Aims and Coals -67 36 Curriculum-Content-68 37 Curriculum-Evaluation-69 40 Curriculum-Organization-70 4- Curriculum-Special Aspects-71 43
D
Dana, Richard Henry, Jr.-72 44 Davis, H. L-73 44 Debate and Debating-74 44 De Voto, Bernard-75 44 Diagraming-76 44 DicLns, Charles-77 44 Dictionaries-78 45 Douglas, Lloyd-79 45 Drama-80 45 Sec also Play Production and Writing. Dreiser, Theodore-81 46 Dropout-82 46 Du Maurier, Daphne- 33 46
E
Eliot, Ceorge-84 46 Eliot, T. S.-85 47 Emerson, Ralph Waldo -88 47 English and World War 11-87 47 English Language-Miscellaneous-88 English Language-Teaching of-89 48 English Language-Usage-90 49 See also Current English. 50 Evaluation-General-91 52 174 TOPIC INDEX
F Page Farrell, James T.-92 53 Fast, Howard-93 53 Faulkner, William-94 53 Fiction 95 53 See also Composition (Creative Writing), Literature (General and Selections), and Literary Criticism. Folklore-96 5,3 Forster, E. M.-97 54 Frank, Anne-98 54 Frost, Robert-99 54 Fry, Christopher-100 54
G Gilbert and Sullivan-101 54 Godden, Rumer-102 54 Goethe, Johann Wolfgang von-103 54 C unmarMiscellaneous-104 54 ammarNew Approaches-105 55 ramznarTraditional-106 57 See also Composition, English Language (Usage), and Linguistics. Great Books-107 58 See also Book (General). Greene, Graham-108 59 Group Discussion-109 59 See also Speech Arts (Discussion, Class, and Croup) and Oral English, Grouping-110 59 See also Individual Differences. Guidance-111 59 See also Citizenship. Guthrie, A. B., Jr 11') 61
H
Hale, Edward Everett-113 61 Hardy, Thomas-114 61 Hawthorne, Nathaniel-115 ______...... _._ ...... _ ..... ______61 Hemingway, Ernest-116 61 Hersey, John-117 62 Howells, William Dean-118 62 Hughes, Langston-119 62 Human Relations-120 62 See also Intercultural Education and Understanding, Parents Humanities-121 64 See also Individual Differences (Talented and Honors). Humor-122 64
Individual DifferencesGeneral-123 64 See also Curriculum and Reading. Individual DifferencesSlow and Retarded-124 65 See also Reading (Remedial). Individual DifferencesTalented and Honors-125 66 See also College Entrance Examination Board. Individual DifferencesVocational--126 68 Intercultural Education and Understanding-127 69 See also Citizenship, International and Interracial Relations. Interdepartmental Cooperation-128 69 International and Interracial Relations-129 70 See also Citizenship. Interview-130 71
175 TOPIC INDEX J Page James, Henry- 131 - 71 Jeffers, Robinson-132 71 Johnson, James Weldon-133 71 Journalism - General and School -134 71 Junior Book Roundup-135 73
K Keyes, Frances Parkinson-136 73 Keyes, Sidney-137 -----___ 73 King Arthur-138 73 Koestler, Arthur-I39 74
L Lagerk-ifist, Par-140 74 Lardner, Ring- :41 74 Latin America-142 - 74 Lawrence, Josephine-143 74 Lay Readers-144 74 Lee, Harper-145 74 Letters and Letter Wrii.:::,-,-.146 75 Lewis, Sinclair-147 76 Library and Librarians- 148 76 Lin Yutang-149 77 Linguistics-150 _ _ 77 Listening-151 78 Literary Awards-152 - 80 Literary Criticism-Best Sellers-153 80 Literary Criticism-Drama-154 80 Literary Criticism-Fiction-155 80 Literary Criticism-Multi-Author-156...-- ...... ______-...._ ...... _ ...... ---....---- 81 See also other subdivisions of Literary Criticism and Novels and Novelists. Literary Criticism-New Criticism -157 83 Literary Criticism-Special Aspects-158 83 Literary Criticism-Specific Areas-159 84 Literary Criticism-Theory and Comment-160 See also individual authors by name. 85 Literature, Teaching of-Ceneral-161 86 Literature, Teaching of-Coals-162 87 Literature, Teaching of-Crades-163 89 Literature, Teaching of-High School-164 89 Literature, Teaching of-Interpretation and Appreciation-165 90 See also Poetry (Interpretation and Appreciation). Literature, Teaching of-Junior High School-166 See also Junior Book Roundup. 91 Literature, Teaching of-Poetry-167 92 See Poetry. Literature., Teaching of-Procedure, Method-168 92 Literature, Teaching of-Selections-169 93 Literature, Teaching of-Special Projects-170 94 Longfellow, Henry Wadsworth-171 -. 95
M Mc Cullers, Carson-172 95 Magazine-173 95 Mailer, Norman-174 96 Mandeville, Bernard-175 96 Mann, Thomas-176 96 Marquand, J. P.-177 97 Mass Media-Ceneral178 97 Mass Media-Motion Picture-179 97 Mass Media-Radio-180 98 176 TOPIC INDEX
Page Mass MediaTelevision-181 99 See also Audiovisual and Public Arts. MaterialsFree and Inexpensive-182 100 Maugham, W. Somerset-183 101 Melville, Herman-184 101 Michener, James-185 101 Milton, John-186 101 Nfonsarrat, Nicholas-187 101 Motion Pictures-188 101 See Mass Media and Audiovisual. Motley, Willard-189 101
N National Council of Teachers of EnglishGeneral-190 101 r (With selected recent Counciletters) National Council of Teachers of EnglishPresidential Addresses-191 103 Newspaper-192 104 Novels and Novelists-193 105 See also Literary Criticism and individual authors by name. 0 O'Connor, Flannery-194 106 0. Henry-195 ...... _ ...... 106 See Porter, William Sidney. Orai English-196 106 Orwell, George-197 106 Outlining-198 106
P Panel Discussion-199 106 See also Speech Arts ( Discussion, Class, and Group), Clubs and Committees. Paperbacks-200 107 Parents-201 . 107 Participle-002 108 Pasternak, Boris-203 108 Paton, Alan-204 108 Play Production and Writing-205 108 Poe, Edgar Allan-006 109 PoetryGeneral-207 109 PoetryInterpretation and Appreciation-20S 110 See also individual poets by name. PoetryTeaching of-209 112 See also Composition (Creative Writing). Porter, William Sidney-210 114 Prejudice -211 114 See also Citizenship, International and Intercultural Relations. Professional Reading-212 114 Programed Learning-2I3 114 Project English-214 115 Pronoun -215 115 See also Grammar. Proofr ling-216 115 Public. its -217 115 Public Relations-218 118 Pun-219 119 See Humor. Punctuation 230 119
R Radio-221 120 See Mass Media (Itaii9).
177 TOPIC INDEX
Rawlings, Marjorie Kinnan-222 Page Reading-Coals-223 120 Reading Lists-224 120 See also Junior Book Roundup. 120 Reading-Measuring and Testing-225 121 Reading:-Method and Procedure-226 121 Reading Program-227 ...... -.... 123 Reading-Remedial-228 124 See also Individual Differences (Slow and Retarded). Reading-Research-229 125 Reading-Special Aspects and Projects-230 126 Remedial Work-231 127 See also Reading (Remedial), Individual Differences Report Card-232 (Slow and Retarded). See also Composition (Evaluation). 127 Research-233 127 See also Reading (Research) and Curriculum (Evaluation). Research Paper-234 Retarded Learners-235 127 See Individual Differences. 128 Rhetoric-236 128 Richter, Conrad-237 128 Roberts, Kenneth-238 128
S Salinger, J. D.-239 Sandburg, Car1-240 128 Saroyan, William-241 129 School Paper-242 129 See also Journalism. 129 Science-243 129 See Interdepartmental Cooperation and Curriculum Science Fiction-244 (Organization). Scott, Sir Walter-245 129 Semantics-246 130 Sentence Structure-247 130 See also Composition (Sentence:) and Linguistics. 130 Shakespeare, William-248 Shapiro, Karl -249 130 Shaw, Irwin-250 134 Sherwood, Robert-251 134 Short Story -259 134 Shulman, Irving-253 134 Slang-254 135 Slow Learners-255 135 See Individual Differences (Slow and Retarded). 135 Smith, Lillian-256 Speech Arts-Discussion, Class, and Group -257 135 Speech Arts-Drama and Theater-258 135 See also Drama. 136 Speech Arts-Extempore-259 Speech Arts-General-260 136 Speech Arts-Teaching of-261 136 Spelling-262 137 Spillane, Mickey-263 139 Steinbeck, John-264 140 Stevens, Wallace-265 140 Student-Centered Teaching-General -266 140 Student-Centered Teaching-Getting to Know 140 See also Autobiography. Them-267 141 Student-Centered Teaching-Methods andProcedures-268 142 See also Composition, Punctuation, Reading, andSpelling. Student-Centered Teaching-Retarded/Slow, Talented/Honors, See also Individual Differences. Vocational-269 143 Styron, William-170 143 178 TOPICINDEX
Page Summer Conferences-271 143 Swift, Jonathan-972 143
T TeacherBeginning-273 143 TeacherInservice-274 , 144 TeacherProfession-275 144 See also Professional Reading. TeacherTechniques-276 146 TeacherMiscellaneous Aspects-277 146 Teaching Film Custodians, Inc.-278 147 Teaching Machines-279 147 Team Teaching-280 147 Television-281 148 See Mass Media and Public Arts. Tennyson, Alfred Lord -282 148 Term Paper-283 148 See Research Paper. Testing-284 148 Texthooks-285 149 Thomas, Dylan-286 150 Thoreau, Henry David-287 150 Twain, Mark-288 150 See Clemens, Samuel Langhorne
U Units-289 150 See also Composition (Procedure, Method), Literature (Teaching of), and Poetry (Teaching of). Usage-290 154 See Current English, English Language (Usage) and Grammar.
V
Veterans-291 154 See English and World War II. Visual Aids-292 154 See Audiovisual. Vocabulary-293 154 Vocational G uidan ce-294 155 See Guidance.
W Welty, Eudora-295 156 West, Jessamyn -296 156 White, E. B.-297 156 Whi'man, Walt-296 156 Wilder, Thornton-299 156 Williams, Tennessee-30C, 156 Word Study-301 156 See also Vocabulary. World Literature-302 156 Wouk, Herman-303 157 Wright, Richard-304 157
Y Yearbook-305 157 Yeats, William Butler-306 157
179