. Journeys through Bookland : a new and original plan for reading applied to the world's best literature for children . IX, 285. (8) Pippa Passes, IX, 293. (9) llab and His Friends, X, 225. (10) The Reaper and the Flowers, X, 272. (11) Adventures in Lilliput, V, 8. (12) David Crockett in the Creek War, VIII, 37. (13) The Impeachment of Warren Has- tings, IX, 32. (14) A Christmas Carol, VI, Biographical sketches of authors, suitable for class use: (1) Robert Louis Stevenson, Volume I, page 128. (2) Eugene Field, I, 242. (3) Aesop, II, 1. (4) Ha7is Christian Andersen, II, 81. (5) Henry
. Journeys through Bookland : a new and original plan for reading applied to the world's best literature for children . IX, 285. (8) Pippa Passes, IX, 293. (9) llab and His Friends, X, 225. (10) The Reaper and the Flowers, X, 272. (11) Adventures in Lilliput, V, 8. (12) David Crockett in the Creek War, VIII, 37. (13) The Impeachment of Warren Has- tings, IX, 32. (14) A Christmas Carol, VI, Biographical sketches of authors, suitable for class use: (1) Robert Louis Stevenson, Volume I, page 128. (2) Eugene Field, I, 242. (3) Aesop, II, 1. (4) Ha7is Christian Andersen, II, 81. (5) Henry W. Longfellow, IV, 62. (6) Alice and Phoebe Cary, IV, 116. (7) Nathaniel Hawthorne, IV, 180. (8) Jonathan Swift, V, 1. (9) Sir Walter Scott, VI, 26. (10) John Howard Payne, Yl, 221. (11) John Greenleaf Whittier, VII, 381. (12) William Cullen Bryant, VII, 391. (13) Oliver Wendell Holmes, VII, 398. (14) James Russell Lowell, VII, 411. (15) Elizabeth Barrett Browning, VII, 419. (16) Washington Irving, VIII, 216. (17) Charles and Mary Larnb, VIII, 328. (18) William Shakespeare, VIII, 468. 430 For High School Students. B %,HE assistance that literature maygive in reading, language, naturestudy, history and geography is setforth at length in other chapters ofthis volume, and the high schoolstudent is earnestly requested to ex-amine those chapters carefully andutilize whatever appeals to him in his are the chapters on reading and lan-guage valuable. Usually the greater part of thecriticisms passed upon high school work is aimedagainst weaknesses in English. No small portionof this criticism is just, and it comes to a consider-able extent from the fact that theme work is usuallyassigned on subjects so abstruse and so far beyondthe ready appreciation of the student that theyouthful writer is more concerned in finding outwhat he is to write than in thinking how he shallwrite. The result is a carelessness that bringserrors in construction and an entire lack of clear-ne
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