A Ballad of the Boston Tea-Party Centennial Celebration of Harvard The Height of the Ridiculous College, 1836 (A Song) OTHER AMERICAN AND CANADIAN POETS Bennett, Henry Holcomb: The Flag Goes By. * Burton, Richard: June; The Marshflower; Memorial Day; Bird Notes― The Lark, The Catbird, The Meistersinger, The Hummingbird, *The Bluebird, The Ground Robin. * Carmen, Bliss: Marigolds; Hack and Hew; The Dustman; The Nancy's Pride. Collyer, Robert: Under the Snow. Dickenson, Emily: * A Day; ** Autumn; A Word; *Perhaps You'd Like to Buy a Flower. Drake, Joseph Rodman: The Culprit Fay; The American Flag. Dunbar, Paul Laurence: Hymn; Corn-Song. Gilder, Richard Watson: * When to Sleep I Must; * Morning and Night; *Each Moment Holy Is; *On the Wild Rose Tree. Greene, Sally Pratt McLean: De Sheepfol'. Halleck, Fitz-Greene: Marco Bozzaris. Harte, Francis Bret: Madroño. Hovey, Richard: The Battle of Manila. Jackson, Helen Hunt: Coronation; September; October's Bright Blue Weather. Lampman, Archibald : *The Sweetness of Life; The Sun Cup; After Rain; March; The Dog; Yarrow. Lanier, Sidney: Song of the Chattahoochee. Larcom, Lucy: A Strip of Blue. Miller, Joaquin: Columbus; Crossing the Plains. McMaster, Guy Humphreys: Carmen Bellicosum (A Song of War). O'Hara, Theodore: The Bivouac of the Dead. Osgood, Kate Putnam: Driving Home the Cows. Pierpont, John: Warren's Address to the American Soldiers. Poe, Edgar Allan: *The Bells; * Annabel Lee. *Suggested for memorizing in full. Read, Thomas Buchanan: Sheridan's Ride. Riley, James Whitcomb: The Hoosier Folk-Child; The Old Man and Jim; The Preacher's Boy. Stedman, Edmund Clarence: Kearney at Seven Pines; The Hand of Lin coln. Taylor, Bayard: The Quaker Widow. Thaxter, Celia: The Sandpiper; May Morning. Thompson, Maurice: A Flight Shot; An Incident of War. Thoreau, Henry D.: Mist; The Fisher's Boy. Trowbridge, J. T.: The Vagabonds; Midwinter; Midsummer. Westwood, Thomas B.: Little Bell. Whitman, Walt: O Captain! My Captain! ENGLISH POETS. Addison, Joseph: *Hymn (The Spacious Firmament on High). Browning, Elizabeth Barrett: The Romance of the Swan's Nest. Cowper, William: Boadicea; John Gilpin's Ride; The Cricket. Hemans, Mrs. Felicia: The Landing of the Pilgrim Fathers. Hood, Thomas: Flowers; Ruth. Howitt, Mary: The Fairies of the Caldon Low; The Broom Flower; The Spider and the Fly. Hunt, Leigh: Abou Ben Adhem. Ingelow, Jean: The High Tide on the Coast of Lincolnshire; Persephone. Marston, Philip Bourke: In the Garden. Procter, Adelaide: Legend of Bregenz. Rossetti, Christina: The Months; A Pageant; Johnny; Milking Time; A Christmas Carol. * Suggested for memorizing in full. Scott, Walter: Lochinvar; Allan-a-Dale; Jock of Hazeldean; Marmion; Lady of the Lake. Southey, Robert: The Battle of Blenheim; How the Water Comes Down at Lodore. Stevenson, Robert Louis : Ticonderoga; Christmas at Sea; Heather AleA Galloway Legend. Tennyson, Alfred: *Break, Break, Break; Ring Out, Wild Bells; The Death of the Old Year; The Owl; *The Brook; The Charge of the Light Brigade; The May Queen; *Bugle Song; Morte d'Arthur; Sir Galahad; The Shell (from Maud). Wolfe, Charles: The Burial of Sir John Moore. Wordsworth, William: The Pet Lamb; We are Seven; fodils. WHAT TO DO WITH MEMORY GEMS 66 * March; * Daf Memory gems, aside from their inspirational value, should constantly be turned to account in the making of literal reproductions, or printer's copy," accurate to the least point and letter. This may be done from memory in cases where the selection is short and simple, and from dictation by the teacher in other cases. Pupils may after writing correct one another's work, or their own work, by comparison with the printed page. An ambition to excel should be aroused; and pupils should understand that in this work lies a simple but effective test of their attainments in the wide field of language. Every examination in English should look toward manuscript so perfect as to be available if need be for the use of the printer. How much in any sort of way has been the desideratum with the socalled "reproduction" method of the past. Not how much, but how well, is the watchword in the only legitimate reproduction, which must imply photographic accuracy. In dictating to children for literal reproduction, material which is familiar should always be selected. The passage should first be read thru aloud, to make sure of the comprehensive view, and again, sentence by sentence, or part by part, as best suits the ability of those who are writing. This work belongs properly to the spelling or to the writing period; and it should not be allowed to trench upon the precious and all too short period given to the study of English. For the mechanics of written speech, namely, spelling, penmanship, capitalization, and punctuation, should be kept apart from the study of English as the means of oral and written expression. The failure to make this distinction largely accounts for the dissatisfaction everywhere felt with the results obtained in language work. This making of printer's copy by means of literal reproduction is the single most valuable exercise to be provided upon the mechanical side of language study. Rapid gains in English depend chiefly upon enlisting that all-important factor, the child's interest, and in ensuring in the wake of this a habit of close observation of all things linguistic. A wise use of language methods will both awaken interest and arouse habits of observation so close as to assure that great end in viewgenuine literacy. * Suggested for memorizing in full. IN GENERAL LANGUAGE TEACHING and language intERESTS Language for Twelve-year-olds Very suggestive to all teachers should be the following, quoted from School and Home Education, the truth of which is borne out by the personal observation of many: A teacher of much experience says that for several years she has been studying the various interests of children. And as a result of this study she finds that "all modes of thought-expression are especially entertaining to children in their fifth or sixth year at school." Boys exult in the slight knowledge of foreign languages which they have picked up here and there. Both boys and girls have often been found ready to forego other recreations to acquire some familiarity with a foreign language. They are fond of learning the telegraphic code; and boys like to use it in whistling calls to their fellows on the street. From all this, she infers that this is the age when they should be especially trained into the habit of learning to use good English. She cites a class, sixteen in number, who were especially tested in this matter. A few minutes daily given to criticisms developed the fact that the pupils were watchful of public speakers, of people on the street, of one another, and, best of all, of themselves. By the end of the year, their English was almost perfect, although their vocabularies were limited. This is a point worthy the careful attention of all teachers of grades from the fourth to the sixth or seventh. Language, correct or incorrect, is a habit; and a habit is formed by repeated practice. Of course, a desirable habit can be formed most easily at that stage of development when the mind is most interested in its content. Oral Reading As an aid to habitual easy and correct pronunciation, oral reading is most important. When one considers how few moments teachers in the graded schools can now allow each child daily for this, he almost wonders that children learn to read at all. In the old-time district school, with few subjects in the course of study and few pupils in a room, oral reading naturally received a much larger allowance of time than is now possible. This fact is constantly forgotten, and the modern teacher is unfairly expected by skill in method to equal in results the work done in the old-time schools even while also emphasizing many modern features. If pupils could but be induced to read aloud at home even ten minutes daily, the gain in all school work would be great. If possible, they should be inspired with a determination to become fluent and admirable oral |