(c) Knowing which other material it will correlate with best logically and psychologically.

(d) Knowing which impulse or experience in the child's life may come to consciousness and take form with the use of given material.

VI. Interaction. Practical application.

(a) Making a classified list of instincts which would practically react to and be nourished by a given material.

(b) Making a classified list of instincts prominent at five and seven years of age, and show how they react upon one another.

(c) Making a classified list of materials and subjects, showing how they correlate and function together.

VII. Development. Practical application.

(a) Make a classified list of games in order of develop-
ment or difficulty.

(b) Develop one game from an activity of child.
(c) Show how technique or control has developed in a
child from the use of an occupation; of a game.
(Carry on this method of practical application so
far as the experience of the student will allow.)

VIII. Placing of materials in curriculum.

(a) A complete outline of subjects for one year.
(b) Outline songs and games for the fall.

(c) Outline projects for one term.

(d) Outline a program containing all the materials for the first week and for the last week of kindergarten, and of first and second grades.

IX. A discussion of method. (Brief.)

(a) What it involves and includes.
(b) Its relation to the materials.

(c) Its relation to experience and environment.
(d) Its relation to interaction and development.

(The emphasis in regard to method will be placed upon the methods of science as being the most valid for the development of efficiency in the child.)

BIBLIOGRAPHY.

Factor of Environment in a Kindergarten Program. Temple. Genetic Psychology for Teachers, Chap. V. Judd.

Principles of Development. Palmer.

Culture and Industry. Dewey.

How We Think, Chap. XII.

Dewey.

Household Activities in their Relation to Child Nature. Graeff.

Educational Issues, Chap. II. Blow.

Child and Curriculum. Dewey.

Genetic Psychology for Teachers, Chap. IV. Bolton.

Fundamentals of Child Study. Kirkpatrick.

Principles of Teaching, Chap. III. Thorndike.

School Hygiene. Shaw.

Power Through Repose. Call.

The Efficient Life. Gulick,

New World Science Series (Primer of Sanitation). Ritchie.

Healthy Living. Winslow.

The Learning Process.

Colvin.

Social Principles of Education. Betts.

Primary Education Magazine, February, 1920.

Schools of Tomorrow. Dewey.

Democracy and Education. Dewey.

Character-Building Thought Power. Trine.

A Study of Child Nature, Chap. V. VI. Harrison.

Genetics. Walter.

Child Life and the Curriculum. Merriam.

Growth and Education. Tyler.

The Play Way. Cook.

The Normal Child and Primary Education. Gesell.

Outline Study of Twice Told Tales

OUTLINE STUDY No 86.

TWICE TOLD TALES.

(Nathaniel Hawthorne, 1807-1864.)

PREPARATORY WORK: Character of TWICE TOLD TALES; Significance of the Title.

FIRST READING: Classification of the Tales; Study of the Text.

SECOND READING: Interesting Allusions; Passages to Reread; Thoughts to Reflect Upon; Quoted Criticisms. SUPPLEMENTARY WORK: Test Questions; Theme Subjects.

A. PREPARATORY WORK.

CHARACTER OF TWICE TOLD TALES; SIGNIFICANCE OF THE TITLE.

I.

CHARACTER OF Twice Told Tales.

Note 1. Twice Told Tales, written by Nathaniel Hawthorne, American romancer and prose writer, and published in 1837, 1842, 1852, is a collection of disconnected stories and sketches, originally published in magazines and annuals. "These tales reveal a power of imagination, a spiritual insight and knowledge of the obscure motives of human nature; and they are told with a felicity and repose of manner that have not been surpassed in our literature. They have often, indeed, a somber tone, a fateful sense of gloom, which is half weird, sometimes almost uncanny, but of which the fascination is irresistible. Their publication marked a distinct epoch in American literature."

"Very slight is the material of which most of these tales are constructed, yet they hold us both by the variety of their outward charm and by their deep inner significance. They run the whole gamut of fancy, from the wildly whimsical and humorous to the intensely somber and profoundly sad, and woven into them, as the very life and substance of them, are speculations upon many of the gravest problems of existence."-Newcomer's American Literature.

II.

SIGNIFICANCE OF THE TITLE.

Note 2. The volume was called Twice Told Tales because the sketches composing it had been published before in various periodicals. The felicitous title may have been suggested by a line in Shakespear's King John-Life is as tedious as a twice-told tale.

B. FIRST READING.

CLASSIFICATION OF THE TALES AND STUDY OF THE TEXT.

I.

CLASSIFICATION OF THE TALES; STUDY OF THE TEXT. 1. Half Historic Records. (Legends fancifully illuminating some biographical or historical incident.)

Note 3. These tales have for their theme New England traditions of actions "inspired by a restless, individual conscience." They are mainly "myths and mysteries of old Massachusetts-charming, ghostly passages of colonial history."

a. The Grey Champion.

Note 4. The scene of this story is laid in Boston, on King (now State) Street. This thoroughfare is several times mentioned in Hawthorne's writings, and always seems to arouse in him a certain warlike and patriotic eloquence. The earliest allusion to the street occurs in this tale. The episode is said to have taken place during the governorship of Sir Edmond Andros, 1689. The tale becomes an allegory by the introduction of the Grey Champion, who, says Hawthorne, is "the type of New England's hereditary spirit." Julian Hawthorne, the author's son, says of this story: "This story, in sustained power, austere eloquence, and graphic imagination, has always seemed to me equal to anything that Hawthorne has produced; and it was written when he was scarce thirty years old."

Suggestion 1. Describe the period in which the scene of the story is laid. Describe the political condition of the country. Tell the story of the tale. Note the descriptive passages. To what extent is the story allegorical?

b. The Maypole of Merry Mount.

(1) The period; word picture of the group around the pole; story of the tale; study of Puritan character.

Note 5. The scene of the tale is the early settlement of Wollaston or Merry Mount; the event is the tradition of the founding of the town; the theme is, The moral gloom of the world overpowers a systematic gayety.

c. The Gentle Boy.

(1) Period; story; character of the Quakers; Quaker persecution.

Note 6. The scene is laid in the early days of Massachu-
setts. The action takes place during the Quaker per-
secutions.

Suggestion 2. To what extent has the reading of The
Gentle Boy added to your store of general knowledge?

d. Endicott and the Red Cross.

(1) Period; Endicott; Manners and customs of the time, as learned from the text.

e. Legends of the Province House.

Note 7. These tales are of the Boston of Revolutionary days. "They are especially characteristic of Hawthorne's genius, and they instantly added another romantic glamor to the famous Revolutionary town of Boston."

(1) Howe's Masquerade.

(a) The period; the episode; descriptive passages. Suggestion 3. Study the description of the Province House. (2) Edward Randolph's Portrait.

(a) The episode.

(3) Lady Eleanor's Mantle.

(a) The story; the setting of the story; the moral; the symbolic episode and the author's interpretation; the guests and their costumes.

Note 8. The mantle symbolizes pride.

(4) Old Esther Dudley.

(a) Story of the tale; story of the mirror.

2. Stories of Actual Experience; Minute Descriptions of Things Seen and Heard.

Note 9. These stories are fanciful reflections on what Hawthorne saw, sometimes humorous, sometimes serious, always quaint and interesting.

a. Nature Studies.