Horace Wilson Morelock.

A handbook for English teachers, for use in the Texas high schools online

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For Use in the Texas High Schools










English Poetry and Prose

Selected and Bdlted by


rrofetsoroi English In the Leland Stanford Jr. Univeielty, and


Tuchei of Enellsh In the Cleveland High School, St. Ptul

760 p«tf«s. Price $1.75

A COLLECTION of the classics of our litera-
ture covering every period, which pro-
vides In convenient form, at a reasonable
price, as much as possible of the material with
which English classes must be supplied.

The threefold purpose In issuing the volume
has been :

FIRST, to Include, as far as possible,
those classics of our literature — the
ballads, elegies, and odes, the L' AL-
. — which afford the staple of school In-
struction and with which classes io
English must be supplied.

SECOND, to supplement these with a
sufficient number of selections from
every period of our literature to pro-
vide a perspective and make the vol-
ume fairly represeatatlve from a his-
torical point of view.

THIRD, to go somewhat outside of the
beaten track, though keeping still to
standard literature, and make a liberal
addition of selections, especially from
the drama and prose, to enliven the col-
lection and widen Its human interest.

The volume will be comrqended especially be-
cause of the ease wltb xvbich the student may
refer to the selections £;iVen. Observe (1) the
Index to the notes, (2)*a glossary, (3) index to
titles .and first lioes, (4) Index to authors.


BDucattonal ipubUsbcrs

460 Fourth Avenue 623 South Wabash Avenve





For Use in the Texas High Schools










Copyright, 1914,


Scott, Foresman and Company

/' r\ ^, J*^


OCT 28 1914




General Introduction 5

Four Year Course of Study for Texas Schools 7-10

The First Year 7

The Second Year 8

Supplementary Readings for the First Year 7

The First Year:

Specific Aim 11

Class Work 11

General Suggestions 11

First Three Months by Weeks 15

Second Three Months by Weeks 34

Third Three Months by Weeks 40

The Second Year:

Specific Aim 45

General Statement 45

First Three Months by Weeks 48

Second Three Months by Weeks 55

Third Three Months by Weeks 59

The Third Year:

Introduction 65

First Three Months by Weeks 67

Second Three Months by Weeks 72

Third Three Months by Weeks 78

The Fourth Year:

Introduction : 83

First Three Months by Weeks 85

Second Three Months by Weeks 89

Third Three Months by Weeks 93



Stevenson 's Treasure Island 21

Dickens's Christmas Carol 37

Scott's Lady of the Lake 37

Coleridge 's Ancient Mariner 41

Parkman 's The Oregon Trail 42

Shakspere 's Merchant of Venice 43

Cooper 's Last of the Mohicans 50

Cooper 's The Spy 52

Palgrave 's Golden Treasury 53

Goldsmith 's Vicar of Wakefield 55

Hawthorne 's Twice Told Tales 56

Dickens 's A Tale of Two Cities 57

Shakspere 's Julius Caesar 59

Scott 's Ivanhoe 60

Franklin 's Autobiography 73

Irving 's The Sketch Book 74

Poe 's Poems and Tales 77

Hawthorne 's The House of the Seven Gables 78

Longfellow 's Narrative Poems 80

Whittier's Snow-Bound 81

Lowell 's Vision of Sir Launf al 81

Shakspere 's Macbeth 86

Addison 's The Sir Eoger de Coverley Papers 89


This pamphlet is based upon Herrick and Damon's New Composition and
Ehetoric, Newcomer's American Literature, Newcomer's English Literature,
Twelve Centuries of English Poetry and Prose, and the Lake English
Classics. It meets the College Entrance Requirements for 1915-1919, and
supplements the "Course of Study for the Public Schools" of Texas,
outlined by the State Superintendent. In order to prove concrete and
definite, this manual considers the work week by week — not mechanicallyj
it is hoped, but suggestively. The authors have drawn freely upon the
helpful suggestions found in A Handbool: for English Teachers by S. R.
Hadsell and A Teacher's Manual by Prof. George L. Marsh, and desire
to acknowledge their indebtedness to these authors.


(a) To outline in detail a plan for the English work during the four
years of the High School; (b) To assist the pupil who will leave school when
the course is finished as well as the pupil who will go to college; (e) To
assist teachers in doing a few things thoroughly, also to help them unify
and fit together and emphasize the work of the four years.


(a) Suggesting appropriate material (including subjects of local inter-
est as well as subjects based upon the Classics) for abundant practice in
oral and written composition; (b) Relating the fundamental principles of
composition and rhetoric to a few standard classics;- (c) Suggesting an
outline of the work, arranged in weekly units; (d) Offering (it is hoped)
a few practical suggestions upon: (1) The relative amount of time that
should be given to the text (Herrick and Damon), to the composition work,
and to the Classics; (2) The Classics to be read in class; also those for
home reading.

Since systems are a means to an end, and are of less importance than
the work to be accomplished, the wise teacher will use such points in this
pamphlet as appeal to him, such points as he may adapt to the needs of
the school and his pupils. He may have three years of English instead of
four. He may need to fit together the kinds of work he has to do in a


6 teachers' manual

different way. He may have inherited a course which he cannot revise
immediately. He may not be able to secure all the books he needs for the
school library, or for the home readings. But whatever the local conditions,
it is hoped that even the experienced teacher may find some useful hints in
this pamphlet, and that the teacher with less experience may find here a
guide through the tangled way of textbooks, classics, and theme writing
to economic and efficient accomplishment.

The plan outlined in the following pages provides for the study of
composition and literature throughout the High School course, but suggests
more writing in the first two years than in the last two, and more reading
in the last two years than in the first two. Moreover, it suggests that the
Herrick and Damon be used intensively for the first few weeks, by a close
study of its principles and by an application of them to subjects of oral and
written composition; and then that a classic or two be studied intensively,
both for the literature and for a review of the text through composition
subjects based upon the classics studied. For example, the manual suggests
that the Herrick and Damon be studied and applied through Chapter V. for
the first month, also that Treasure Island be read through rapidly out of
class; and that the second month be given to some of the selections in the
Elson Reader, Eighth Grade, also to a detailed study of Treasure Island.
This plan will enable the teacher to treat the Chapters of the text, also
the classics read, as a whole, and will therefore give unity to the work.
It will also enable the teacher to correlate the composition work and the
literature, to apply the principles of the text as learned, and thus fix and
vitalize them. This same general plan will be followed throughout the
first year, except that more and more attention will be given to the classics
and less and less attention to the text as we proceed in the work. In addi-
tion to the intensive reading of one or more classics for each three months
of the year, this plan provides for the home reading of a few classics which
are grouped to include both poetry and prose and various types of literature.
These extensive readings are arranged to supplement the textbook, and
to awaken an interest in reading. They are also adapted to the ages of the

Time is allotted throughout the work for frequent reviews. However,
the teacher may wish to arrange the time differently. Reviews should be
frequent and thorough; each week the work should be connected with the
previous week; each day the work should be connected with that of the
previous day. Often written reviews, five or ten minutes in length, at the
beginning of the class hour, will awaken interest and test the pupil 's
preparation for the day. When sections of the textbook are completed,
or when classics studied in the class are finished, review should be required.

teachers' manual 7

(To be used with Herrick and Damon's New Composition and Rhetoric.)

First Year

Pirst Three Months. Herrick and Damon 's New Composition and Ehetoric,
Chapters I.-VI. Readings: (a) "Paul Revere 's Ride," "The
Charge of the Light Brigade, " " Incident of the French Camp, ' '
"Herve Riel,"* " To a Waterfowl," "Rip Van Winkle," "The
Great Stone Face, " " Snow-Bouad, " " Regulus Before the Roman
Senate, " " The Return of Regulus, " " Spartacus to the Gladia-
tors, " " Rienzi 's Address to the Romans, " " England and Her
Colonies" (all these selections may be found in the Elson Beader,
Eighth Grade) ; (b) Treasure Island.f

Second Three Months. Herrick and Damon's Neio Composition and
Ehetoric, Chapters VII.-IX. Readings: (a) "How They Brought
the Good News from Ghent to Aix, " " Song of the Chattahoochee, ' '
' ' The Destruction of Sennacherib, " " Marco Bozzaris, " " The
Burial of Sir John Moore," "A Descent Into the Maelstrom,"
' ' Evangeline, " " The Chambered Nautilus, " " Old Ironsides, ' '
"The Last Leaf," "Napoleon Bonaparte," "The True Grandeur
of Nations," "Peace, the Policy of a Nation," "Supposed
Speech of John Adams," "Lincoln's Gettysburg Speech" (all of
these selections may be found in the Elson Reader, Eighth Grade) ;
(b) Dickens's Christmas Carol, Scott's Lady of the LaTce.

Third Three Months. Herrick and Damon's New Composition and Ehetoric,
Chapters X, XI. Readings: (a) " To a Skylark" (Shelley), "The
Cloud," "For A' That and A' That," "Selections from Shake-
speare," "The Raven," "The Vision of Sir Launfal," "The
Marshes of Glynn, " " The Man Without a Country, " " The Evils
of War," "South Carolina and the Union," "Webster's Reply to
Hayne," "Washington's Farewell Address," "The Memory of
Our Fathers," "Kipling's Recessional"; (b) The Merchant of
Venice, The Oregon Trail, The Ancient Mariner.

(a) Two novels from this list: Silas Marner,f Kidnapped,^ Rohinson

Crusoe; (b) One book from this list: Franklin's Autiobiography, Irving 's

Sketch Booh, Payne's Southern Literary Readings, Pilgrim's Progress;

(c) One of these units of poetry: Poe's Poems, A Midsummer-Night's


* For the following and otbcr selections, see Elson Manual, supplied free of

charge by Scott, Foresman and Co.

t Classics represented in Simons and Orr's Dramatuation.


Second Year

First Three Months. A review of the work in Herrick and Damon during
the first year occupies the first two weeks and this is followed by
the study of Chapters XII and XIII during the third and fourth
weeks. The Last of the Mohicans is then read in the next three
weeks. The eighth week is given up to Chapter XIV, and the
last four weeks to The Golden Treasury. The Spy is also used
for the supplemental reading during this period.

Second Three Months. The first two weeks are devoted to Chapter XV in
Herrick and Damon, the next four weeks to Twice Told Tales, the
following four weeks to the study of the number of words,
Chapters XVI and XVII in Herrick and Damon, and in the
last two weeks is begun the study of Julius Caesar. During this
period The Vicar of Wal'efield is completed in the supplemental
reading, and A Tale of Two Cities begun.

Third Three Months. During the first two weeks Julius Caesar is com-
pleted, and in the second week Chapter XVIII of Herrick and
Damon begun. The remainder of the period is devoted to com-
pleting Chapter XVIII, and studying Part Four, Chapter XIX-
XXIII. In the supplemental reading A Tale of T\vo Cities and
Ivaiihoe are completed.


The Spy, The Vicar of Wal'efield, Ivavhoe, A Tale of Tico Ciiies.

The following poems taken from the Golden Treasury are to be
memorized: "The Happy Heart" (100), "The Man of Life Upright"
(102), "Character of a Happy Life" (or On His Blindness) (126), "Go,
Lovely Rose" (141), "To Daffodils" (161), "Solitude" (186), "Ode
Written in 1746" (194), "Gray's Elegy" (first fourteen stanzas), (222),
"She Walks in Beauty" (256), "The Education of Nature" (259),
" Hohenlinden " (293), "After Blenheim" (194), "The Burial of Sir
John Moore" (297), "The Death Bed" (315), "The Daffodils" (341).


Third Year

First Three Months. A review of the second year's work in Herrick and
Damon is given during the first two weeks. The remainder of
the time is then devoted to Part Five of tlie New Composition
and Rhetoric, beginning on page 427. The chapters on Descrip-
tion, Narration, Exposition and Argumentation are studied in

Second Three Months. With the beginning of the second twelve weeks,
the study of Newcomer's American Literature is taken up. The
first three chapters of the text are studied during the first week,
and then Franklin 's Autobiography is studied for two weeks.
Irving 's life and The Sketch Book occupy the next five weeks.
Cooper, the minor poets, and Bryant occupy most of the follow
ing two weeks, and the remainder of the time is taken up with
Poe, his poems, and tales.

Third Three Months. The last three months are also devoted to Ameri-
can Literature. Hawthorne and The House of the Seven Gailes
occupy the first four weeks, and the remaining weeks are given in
turn to Emerson, Thoreau, the historians, Longfellow and his
Narrative Poems (two weeks), Whittier, Lowell, Holmes, the
Southern poets, and the later movements in the South, West,
and East.


Dana's Two Tears Before the Mast, Orations of Washington, Webster,
and Lincoln, Irving 's Tales of a Traveller, and Emerson's Essays and

The following poems should be memorized:

Longfellow 's ' ' The Psalm of Life, ' ' and ' ' The Day Is Done ' ' ; Bryant 's
' ' Thanatopsis, " " The Death of the Flowers, " ' ^ To a Waterfowl, " " The
Gladness of Nature, ' ' and ' ' The Yellow Violet ' ' ; Holmes ' ' ' Old Ironsides, ' '
"The Last Leaf," and "The Chambered Nautilus"; Poe's "Annabel
Lee"; O'Hara's "The Bivouac of the Dead."

10 teachers' manual

Fourth Year
First Three Mouths, (a) Newcomer's History of English Literature, Chap-
ters I.-XII. (b) Keadings: Beowulf, Prologue to The Canterbury
Tales, The Nonne Preestes Tale, the Ballad, The Sonnet, Faerie
Queene (The Knight of the Red Cross), Macbeth, Bacon's Essays,
Caroline Lyrics, L' Allegro, II Penseroso, Selections from Paradise
Lost, Selections from Dryden. (All of these selections except
Macbeth may be found in Newcomer and Andrew 's Tivelve Cen-
turies, published by Scott, Foresman and Company, Chicago.)
Second Three Months, (a) Newcomer's History of English Literature,
Chapters XIII-XVII. (b) Readings: The Essays of Addison,
* ' Essay on Criticism, " " Essay on Man, " " The Deserted Vil-
lage," "The Cotter's Saturday Night," "Tarn O'Shanter,"
"To a Mountain Daisy," "To a Mouse," "Tintern Abbey,"
"Ode on Immortality," "The Daffodils," " Christabel, " "The
Prisoner of Chillon," "Alastor," "Ode to the West Wind,"
"The Eve of St. Agnes," "Ode to a Nightingale," "Ode
to Autumn, " " Ode on a Grecian Urn, " " Lamb 's Essays, ' '
"Selections from DeQuincey. " (All of these selections may
be found in Newcomer's Twelve Centuries.)
Third Three Months. "The Lady of Shalott," "Oenone," "The Lotus
Eaters," "Saint Agnes' Eve," "Sir Galahad," "Morte
D 'Arthur," "Ulysses," "Locksley Hall," "Rizpah," "Crossing
the Bar, " " Break, Break, Break, ' ' selections from ' ' In Memo-
riam," "Cavalier Tunes," "My Last Duchess," "The Pied
Piper of Hamelin, " " Saul, " " Childe Roland to the Dark Tower
Came, " " Rabbi Ben Ezra, " " Rubaiyat of Omar Khayyam ' ' ;
selections from Clough, Arnold, Morris, Swinburne, The Rossettis ;
prose selections from Macaulay, Newman, Arnold, Huxley, Froude,
Ruskin, Stevenson. (Newcomer's Twelve Centuries.)

Everyman, selections from prose writers of the early English period,

Doctor Faustus, The Tempest, Volpone, Quentin Bur ward. All students

should read Quentin Durward and one of the plays.

Sir Boger de Coverley Papers, one of Tennyson's Idylls of the King,

and either Adam Bede, or David Copperfield.
Sesame and Lilies, Henry Esmond.


Specific Aim

(a) In Writing: Correctness in spelling, punctuation, sentence making;
practice in paragraph-writing, in letter-writing; neatness; habits of
punctuality in the preparation and presentation of themes.

(b) 771 Speaking and in Reading: Distinct enunciation; proper pro-
nunciation, position, emphasis; voice culture through practice in reading
aloud; interest; intelligent reading; increased correctness in writing and in
speaking as a result of reading.


(a) In the Eerrick and Damon: For convenience, the work of the
text is outlined in periods of three months each (see page 7 of this
Manual). In each division of three months, attention should first be given
to the Herrick and Damon. After students have weU in mind the prin-
ciples of the text, they should apply these principles (both orally and in
writing) to composition subjects of local interest, to some of the exercises
suggested in the text, and to composition subjects based upon the classics
read. Appropriate passages may be selected from the readings as illustra-
tions of the principles of the text.

(b) In Composition: Compositions should frequently be written during
the regular recitation period. This will be a good test of the students'
ability to think rapidly and accurately — to organize and develop material
under pressure, — which cultivates spontaneity. It may be well, at times, for
the teacher to give a certain amount of assistance in these compositions.
Most compositions to be written during the recitation period should be
based upon subject matter with which the students are familiar.


(a) Subject: An effort should be made, during the first week, to arouse
an interest in the subject of English; to bring the pupils to realize, even for
practical purposes, the advantages of correct English over incorrect English
— the practical use of clear and forceful English in school life, in the social
world, in business, and in the professions.


12 teachers' manual

"The merchant needs to know how to write clear, forceful letters, how
to make clear contracts, and how to explain in a convincing, interesting way
the merits of his goods. Traveling salesmen need to know the principles
of argumentation. In the commercial club, upon the council, and upon the
school board, for example, the citizen needs to know how to use his mother
tongue with good effect. The engineer needs to know how to explain his
proposition for city waterworks or an interurban railway. The lawyer
needs to know how to weigh and value evidence, and how to address a jury.
The teacher of any subject needs to set a good example, and he, as well
as all other business and professional men, should know how to write a
good letter, which may secure him a better position. The doctor has need
of effective expression when he comes to explain his ideas to the public
upon a measure for the protection of public health. Socially, in all public
and private relations, the young woman, the business man, and the
professional man should be cultivated, interesting talkers."

English teachers should be thoroughly acquainted with the varied
activities of student life, with the different forms of athletics, with the
industrial life of the town, with bits of scenery good for descriptive sub-
jects, with local stories of interest, and they should draw upon these fre-
quently for subjects in composition. All composition work should be begun
from the standpoint of the pupil, both in the subjects selected for compo-
sition and in the methods of treating them. The fundamental principles
of the text should be reviewed constantly, through an application of them
to the subjects for composition. This method will bring out the practical
value of these principles and at the same time vitalize them as no mere
memorizing of them can do.

(b) Composition Work: The composition work may be very profitably
begun by an informal discussion upon some topic of local interest. The
teacher should acquaint himself with a few appropriate subjects before he
meets his class. The discussion of a few subjects of this character will
enable the teacher to get the pupils' viewpoint, to understand the character
of their thinking, and their ability to think. Such discussions often assist
in bridging over the distance which sometimes exists between pupil and
teacher. The exchange of ideas upon a subject of common interest, upon
a subject about which the pupils already have thoughts and feelings and
in which the teacher has interested himself for a purpose, is like the meeting
of old friends.

Just as soon as these friendly relations between teacher and pupils have
been established, pupils may be asked to suggest subjects of their own think-
ing. The possibilities of these subjects should be discussed in class, unC
their weak and strong points indicated and commented upon.

teachers' manual 13

After students realize that their everyday experiences contain good
material for composition subjects, a list of the subjects previously dis-
cussed in the class should be placed upon the blackboard, and the class
required to write a one-page composition based upon any one of these
topics. In these first compositions emphasis should be placed upon the
pupil's ability to think, to organize and develop his material. The teacher
should take up the first set of compositions, go over each one carefully,
make a note of the kind and degree of each pupil's ability, also of the
fundamental errors to vrhich each pupil is inclined. I'he teacher is then
in a position to proceed in his work without the loss of time, and he can
more wisely direct the pupils along the lines of their several inclinations
and abilities. The knowledge gained in this preliminary step will suggest
to the teacher that he should encourage here, stimulate there, and, in the
case of a few students, suppress wrong tendencies and correct erroneous
ideas. Mechanical errors should be treated systematically, but incidentally
only. It is well for the teacher to be on the lookout at all times for errors
in spelling and punctuation and grammar, but he should direct his energies
in theme criticisms mainly to matters which the class is discussing at the
time. Cold, unsympathetic criticism will increase a natural dislike for
writing. Eed ink should be used sparingly, unless carelessness or sloven-
liness is evident, — never when the student is putting forth his best efforts.
Composition should be a constructive and not a destructive process.

At this stage, student compositions should be written upon the black-
board frequently, and a common-sense discussion of them by the class, with
an occasional suggestion from the teacher, should be entered into freely
and frankly. These discussions, under proper guidance, will develop the
student's judgment and cultivate his taste. And though students should be
given credit for suggestions indicating thought, they should not be per-
mitted to squander time by wandering too far from the subject in hand.

(c) Outside Beading: Pupils should carry on reading in the school
library or at home throughout the year. They will be given freedom to
enjoy what they read, but they will be held responsible for reports, either
written or oral, regularly. The teacher will give out the list of supple-
mentary reading the first day and explain that pupils will be required to
read two books from "a," one book from " b, " and one book from " e,"
as outlined on page 7 of this Manual. In the first week, he should try to

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Online LibraryHorace Wilson MorelockA handbook for English teachers, for use in the Texas high schools → online text (page 1 of 10)