Literature Principles of Composi The principles of composition can be developed inductively from the literature read and studied in class. During the first years of the course, when particular attention is given to the principles and the of sentence and paragraph construction in the composition work, these principles can be tion developed and their application illustrated from the selections. In order to get the thought clearly from the printed page it is necessary, as has been pointed out, to study with some degree of care the sentence and paragraph structure. By noting the separate ideas as expressed by words, phrases, and clauses, and by determining their relation in the sentence as the expression of the thought, the pupil learns the principles of sentence unity and sentence coherence. If his attention is properly drawn to these principles as they are exemplified in the literature before him, the application of them may be clearly demonstrated without spoiling the piece of literature. To follow the chain of thought in the paragraph, it is necessary to see clearly the relation of each thought as expressed in the sentence to the preceding and the succeeding thoughts, in order that the development of the topic may be clear, and that the pupil may grasp the subject in its entirety. In teaching the pupil to get the whole thought of the paragraph, it is necessary to consider the topic developed in the paragraph; that is, to study the unity of the paragraph; and also to consider the relation of each thought to the one central topic; that is, the principle of paragraph coherence. Thus, in the effort to teach the pupils how to get the thoughts of others by reading, the essential principles of composition are absolutely necessary. In a similar manner the principles of narration and description may be developed inductively from the literature. By seeing the application of rhetorical principles in literature, the pupil comes to realize their importance in effective writing, and is impressed by the varied forms of their application as he is not likely to be by examples isolated from their context, in textbooks. Literature Since it is by constant practice that the average pupil learns to write clearly and accurately, the essential part of the composition work is not the and Theme- study of the principles of composition, but Writing rather the writing of themes. Close correlation can be developed between the theme-writing and the study of literature. Besides exemplifying the principles of sentence and paragraph as well as the principles of narration and description, the literature can be used to show the pupil how to write themes on similar subjects taken from his own experience. In order to indicate how the selections may serve to guide the pupil in choosing a subject as well as in planning and writing his theme, a number of theme subjects and suggestions for developing them have been given after each selection. Finding From the lists of subjects given, teachers and pupils can select those best adapted to their needs, or can readily supplement those suggested with others of a similar kind particularly related to Subjects local interests. To secure additional good theme subjects, the teacher must familiarize himself with local conditions, especially as they affect the life and interests of the pupils. In general the theme subjects should not be based on the subject matter of the literature, but should be taken from the pupils' own experiences, and especially from experiences that have something in common with those presented in the selec tions studied. The possibility of writing interesting themes on every-day incidents in the lives of the pupils is indicated by the list of subjects given. After the pupils come to see the inexhaustible supply of material which their own experiences afford, it will be easy for them to find their own subjects. How the literature may be made to serve as a model in one respect or another for the pupils' themes, is shown to some extent by the suggestions for Literature theme-writing. Only one or two subjects as a Model have been developed in these suggestions to indicate the method to be employed by the teacher. In assigning a subject or several subjects for themes, the teacher can be of much assistance to the pupils by discussing with them the subjects upon which they are to write. These discussions should aim to connect the theme subjects with the literary models studied, and thus lead the pupils to consider the best method of treating the subject. Interest in the subject will also be stimulated by this means, and a desire on the part of the pupils to write upon it will be aroused. Thinking That clear, logical thinking is prerequisite for clear expression should be constantly emphasized in teaching composition. Much of the work of get- Olear ting the pupils to express their thoughts and the clearly and accurately is really concerned Outline with teaching them how to think clearly and logically. For this purpose an outline is frequently of great value. Here again the literature can be used to advantage. An outline of a paragraph or of several paragraphs analyzed in connection with the reading will make clear the method of arranging the details in an orderly form. A similar outline of a theme on a related subject, made in class by the coöperation of teacher and Effective Possible pupils, will indicate the method of grouping and arranging thoughts in a logical manner. Like all formal devices, the outline, if made mechanically, will tend to curb the spontaneous expression of the pupils; but rightly employed by teachers and pupils, it will readily become a valuable aid to clear thinking and expression. If the relation of the generally accepted aims in the study of English to the plan and methods suggested in this book have been made clear, it is eviCorrelation dent that a close, effective correlation of all the important phases of the secondary school course in English is both possible and desirable. The methods suggested are not based upon theories, but have been successfully carried out in a number of high schools. Although the suggestions for study and outside reading, and the suggestions for subjects for theme-writing are sufficient under ordinary conditions, they were not intended to be comprehensive or final, but rather, as their name implies, suggestive both to teacher and pupils, who, it is hoped, will amplify and develop them to meet their own needs and conditions. PROSE LITERATURE FOR SECONDARY SCHOOLS HOW I KILLED A BEAR CHARLES DUDLEY WARNER So many conflicting accounts have appeared about my casual encounter with an Adirondack bear last summer, that in justice to the public, to myself, and to the bear, it is necessary to make a plain statement of the facts. Besides, it is so seldom I have occasion to kill a bear, that the celebration of the exploit may be excused. The encounter was unpremeditated on both sides. I was not hunting for a bear, and I have no reason to suppose that a bear was looking for me. The fact is, that we were both out blackberrying, and met by chance, the usual way. There is among the Adirondack visitors always a great deal of conversation about bears, a general expression of the wish to see one in the woods, and much speculation as to how a person would act if he or she chanced to meet one. But bears are scarce and timid, and appear only to a favored few. It was a warm day in August, just the sort of day when an adventure of any kind seemed impossible. But it occurred to the housekeepers at our cottagethere were four of them - to send me to the clearing, on the mountain back of the house, to pick blackberries. It was rather a series of small clearings, run |