Our living language: how to teach it and how to use it

Preface

Our living language can best be learned and taught by truly democratic methods and in the truly American spirit.

The methods advocated in this book are the result of a wealth of practical experience. They represent not only the best thoughts of the author, gained during more than a score of years as a student and as a teacher of the subject in grade schools, high schools, normal schools, and colleges, but also the invaluable contributions that have come from hundreds of educational leaders and teachers in all parts of our land.

The effort has been to present this message clearly and concretely. In a series of well-defined chapters, the vital phases of the subject are treated in a simple yet stimulating style. Following each of these practical discussions are an inviting program of round table studies and a series of exercises intended to enable the thoughtful reader to put the suggestions into practice.

The book is especially designed for use in reading circles, in teacher-training courses i in high schools, normal schools, and colleges, and in literary organizations. It will be found helpful also for the home and for professional people. Its message is for all who would work for the betterment of our national speech.

The author acknowledges his appreciation of the most generous help and inspiration received from the host of vi PREFACE

pupils, teachers, superintendents, and others with whom he has worked in producing this book.

The following educational leaders, who have made special contributions and suggestions, are remembered individually and with sincere gratitude: Dr. Richard Green Moulton, Professor of Literary Theory and Interpretation, of the University of Chicago; Dr. A. E. Winship, Editor of the Journal of Education, Boston; President John A. Widtsoe, Milton Bennion, Dean of the School of Education, and Leroy E. Cowles, Professor of Education, of the University of Utah; James W. Searson, Professor of English, State Agricultural College, Manhattan, Kansas; Herbert E. Fowler, Professor of English, State Normal School, Lewis ton, Idaho; Walter Barnes, Professor of English, State Normal School, Fairmount, West Virginia; R. L. Lyman, Professor of English, University of Chicago School of Education; S. A. Leonard, Head of English Department, Lincoln School, Teachers College, Columbia University; E. E. Lewis, Principal Secondary School, University of Iowa; G. N. Child, State Superintendent of Utah; Mrs. Mary D. Bradford, Superintendent of Schools, Kenosha, Wisconsin; J. H. Beveridge, Superintendent of Schools, Omaha, Nebraska; W. R. Siders, Superintendent of Schools, Pocatello, Idaho; W. K. Dwyer, Superintendent of Schools, Anaconda, Montana; Ira L. Chapman, Superintendent of Schools, New Brunswick, New Jersey; Charles C. Couloumb, District Superintendent of Schools,' Philadelphia; C. R. Reed, Superintendent of Schools, Rockford, Illinois; Elga M. Shearer, Assistant Superintendent of Schools, Butte, Montana; Miss

PREFACE vii

Anthonette Durant, Head of English Department, State Normal School, Platteville, Wisconsin; Carrie Van Gilder, Supervisor of English, Indianola, Iowa; W. H. Carothers, Professor of Secondary Education, State Normal School, Emporia, Kansas; Fred M. Hunter, Superintendent of Schools, Oakland, CaKfomia.

Howard R. Driggs.

GAINING A COMMAND OF WORDS