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University of Texas Bulletin 
No. 1767: December 1, 1917 
The English Bulletin 
Number 4: December, 1917 

Published six times a month and ent-ered as second-cla1111 matter 
at the postofflce at 
AUSTIN, TEXAS 


Publications of the University .of Texas 
Publications Committee: 
F. w. GRAFF R.H. GRIFFITH rr. M. BRYANT J. L. ~ERSON 
D. B. CASTEEL I. p. HILD~RAND . FREDERIC DUNCALF E. J. MATHEWS 
The University -publishes bulletins six times a month, so num-•'. bered that the first two digits of the number show the year of ·· issue, the last two the position in the yearly series. (Fo~ ei­ample, No. 1701 is the first bulletin of the year 1917.) These<:. comprise the official publications of the University, publications .· on humanistic and scientific subjects, bulletins prepared by t;he ·, Department of Extension and by the Bureau of Municipal I Research and Reference, and other bulletins of general educa-. tional interest. With t.he exception -Of special numbers, all~'; . 
bulletin will be sent to a citizen of Texas free on request. Ail_ communications about University publications should be ad-•.· 
dressed to the Chairman of the Publications Committee? Uni-• versity of Texas, Austin. 
B186-118-25h-6462 

University of Texas Bulletin 

No. 1767: December 1, 1917 
The Englis~ Bulletin 
Number 4: December, 1917 
Published six times a month and ent€red as second-class matter 
at the postoffice at 
AUSTIN, TEXAS 

The benefits of education and of useful knowledge, generally diffused through a community, are essential to the preservation of a free govern­ment. 
Sam HoustOn 
Cultivated mind is the guardian genius of democracy. • . • It is the only dictator that freemen acknowl­edge and the only security that free­men desire. 
Mirabeau B. Lamar 

The English Bulletin 
Number 4: December, 1917 
( 
Editors: KILLIS CAMPBELL 
E. M. CLARK 
L. W. PAYNE, JR. 
The English Bulletin is intended as an organ for ·the expression of opinion by teachers of English in Texas concerning pedagogical ap.d other problems that arise in their work. It will appear from one to three times a year. 
Copies of this bulletin will be sent free, on application, to any teacher of English in Texas. Addres'! The English Bulletin, the University of Texas, Austin, Texas. 
CONTENTS 
ENGLISH TEACHING IN TEXAS, by Robert Adger Law. . . . . . . 5 
SOME SUGGESTIONS CONCERNING THE TEACHING OF ENG­LISH COMPOSITION, by 0. D. Wannamaker. . . . . . . . . . . . . . . 11 
THE NOTEBOOK SYSTEM OF THEME -CORRECTING, by Stith Thompson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 · 
BETTER SPEECH CAMPAIGNS, by Kate Fullinwider...... .. . 23 

ENGLISH TEACHING IN TEXAS* 
BY ROBERT ADGER LAw, Pu. D., AssoCL\TE PROFESSOR OF 
ENGLISH, THE UNIVERSITY OF TEXAS 
I have reqmsted of the chairman time to make a preliminary report of the committee appointed two years ago to investigate conditions o{ English teaching in Texas. However, as a mat­ter of fact, I have no report to present, but merely a preliminary statement based on replies to a questionnaire received from one hundred and fifty Texas schools and academies. Tht>se replies have not yet been fully collated and digested, nor have they been submitted to other members of the committee he~ides the chairman. Consequently the committee as a whole has not passed on even a preliminary report and should not be held re­sponsible for the statements of fact that I am abopt to make. If this association Rees fit to let the committee continue work for one year more, I should hope that it might submit a formal re­port in 1918, and also make recommendations at that time for the betterment of English teaching. 
The committee is composed of Miss Emma Q. King of Baylo·r Female College, lVfo;. Mamie Doak and Miss Nina C. Hill of Austin, Dr. Constance Pcssels of San Antonio, Mr. L. Jl. Rather of Bonham, Professor Gates Thomas of Southwest Texas Normal College, and myself. Before the last meeting we agreed on the form of a questionnaire, which we, last F ebruary, submitted to about five hundred English teachers throughout the State, en­closi~g-a stamped envelope with each letter for reply. About one hnndrcd and ninety teachers, representing one hundred and fifty schools and academics, have sent in replies. No second re­quests have yet gone out, but if the association so orders, we can make another effort to procure information from such high srhools as Brrm·mroo<l, Cameron, El Paso, t mid fJrpcnvi1lc, which did not respond the first time. Probably the list of such schools would nQt be long, and the expense, even at the present rate 
*Read beforn the English Section of the Texas State Teachers' 
AEsociation at Waco. November-29, 1917. 
t A reply from El Paso has been received since this was written. 
University of Texas Bulletin 
of postage, would not be large. So far the expense of printing the questionnaires and furnishing stationery ~as been borne by the School of English of the University of Texas, and the clerical work of sending out and checking the questionnaires has been performed by student assistants in the same school. Thus of the expenses of the investigation the sole item to be borne by this body was the postage, which was met by individ­ual contributions. There is now on hand the sum of seven dollars and a half, so that if the investigation be completed in the manner suggested, no second call for contributiom need be issued at this time. 
So much for the plan of the committee and its general re­sults; now for specific result<>. One or more teachers from the following schools have reported to us: High Schools-:-Alpine, Amarillo, Archer City, Arlington, Austin High, Allen Junior High of Austin, Texas School for the Blind, Austin, Ballinger, Bartlett, Beaumont, Bellevue, Belleville, Belton, Bishop, Bon­ham, Brackettville, Brady; Br~·an, Buda, Calvert, Canadian, Car­rizo Springs, Center, Childress, Clarendon, Cleburne, . Coleman, Comanche, Conroe, Corpus Christi, Corsicana, Crockett, Bryan Street High of Dallas, Forest A venue High of Dallas, Oak Cliff High of Dallas, Decatur, De Leon, Del Rio, Denton, Dublin, El Campo, Ennis, Ferris, Floresville, Fort \Vorth, North Fort Worth, Fredericksburg, Gainesville, Galveston, Garland. Gilmer, Gonzales, Grandview, Granger, Hallettsville, Hillsboro, Hondo, Central High of Houston, South Junior High of Houston, Hub­bard, Kaufman, Kingsville, Kyle, Laredo, Lockney, Longview, Lubbock, Lufkin, Mansfield, 1\Iarfa, Marshall, }\fart, Miami, Mid­lothian, · :Milford, Mission, Moody, Mt. Calm, Mt. Enterprise, McKinney, New Braunfels, Kocona, Orange, Palacios, Palestine, Paris, Pilot Point, Pittsburg, Plano, Port Arthur, Post, Quanah, Reagan, Richmond, Rockport, Rogers, Rosebud, Round Top, Royse City, Rule, Sabinal, San Angelo, Brackenridge High of San Antonio, Main A venue High of San Antonio, San Augus­tine, San Benito, San Marcos, Santa Anna, Seguin, Seymour, Sherman, Sinton, Smithville, Snyder, Somerville, Sulphur Springs, Sweetwater, Taylor, Teague, Temple, Terrell, Texar­kana, Trinity, Tulia, Tyler, Victoria, \Vaco, Wills Point, Wolfe City, Wortham, Yoakum ; Colleges and Academies: Abilene 
The English B11lletin 
Christian College, Saint Mary's Academy of Austin; East Texas Normal College of Commerce, Hardin School and Powell School of Dallas, Texas Woman's College of Fort Worth, Port Arthur Academy, San Antonio, San Marcos Baptist Academy, and Weatherford College ; Grammar School·: Austin School of Fort Worth. Altogether, there are, I believe, 139 public high schools, 10 private schools or academies, and one grammar school. The list ns a whole is representative, I think, of the bettc'r Texas high schools, and is certainly representative in its geography. All the replies bear evidence on their face of careful £Hing out and of interest in the general subject. The information they give may, therefore, be deemed reliable. 
First as to the training, experience, salaries, and work de­manded of the trachers. The evidence on this point is elear, and in m~' opinion, distinctly encouraging. Whatever may have been true even ten years ago, English is not now held in contempt as a subject for teaching by school administrators of . Texas. While exact figures are not now available, a large proportion of English teachers in the schools mentioned are graduates of Texas, Baylor, Southwestern, Trinity, Rice, Texas Christian Uni­versity, Chicago, Peabody, Yale, and the various State normal colleges. l\fany have had ten, fifteen, or even twenty-five years' experience in teaching. Salaries range from five hundred to fifteen or sixteen hundred dollars a yet=ir, and the factors deter­mining these st=ilaries are not hard to discover. More than one woman who replied stated that her salary was not equal to that of men who did similar work in that school, but at least in the larger citie&-women seem to be about as well paid as men. Ap­parently a thousand dollars is a common salary for men teach­ing in the smaller towns, but in most cases the salary is paid to them as principals, rather than as English teacher8. Heads ?f English departments in the largest schools are paid about fifteen hundred dollars, but an average salary of those who re­plied seems to be seven hundred and fifty dollars, or thereabouts. Many of these teachers give their entire attention to English, and properly so, but most of them teach one or two other sub­jects as well. Most frequent combinations are history or Latin with English, but no subject in the school curriculum--physics, biology, music, mathematics, domestic economy-seems to be 
T'11il'el'sif !J of Texas Bulletin 
considered remote in its connection with the mother tongue. Another regrettable fact, is the number of pupils taught even in the best organized schools. One would suppose that 11<) teacher of English could well teach more than eighty pupils at a time, but 1'exas teachers were last year given 110, 112, 124, 140, 150, 168, and eYCn 180 pupils at one time, m;id, as a rule, were expect­ed to teach them literature, composition, and grammar. On this point the association might well utter a stro'ng protest in the in­terest of these "·e are attempting to teach. To my mind this is the most discouraging feature of the present situation. 
Literature is taught in all the schools mentioned, I believe, though it is taught apparently by various methods. By general a!:!Teement stress is laid upon ~tudy of the classics, b:· whi ch te!'m ,,.e usua llv mean hooks listed among th r, college entrnnce require­ments. '.From forty to sixty per cent of the time devoted to English seems to be given to the classics. But some schools give the major part of their time to the history of literature; some even sixty or sevrnty-fiw per cent. Classics in general cost more mone:v than text-books on the histoi·y of literature : and if a complete survey of the poorer schools of Texas could be made, one would probably disconr a much greater tendency to exalt the history and depreciate the literature itself. The average school reporting giYes twenty to forty per cent of its time to studying the history. :\fost schools also require parallel reading by the students, and in the larger schools, this reading is well planned and apparent]~,. well executed. Not a few schools have thei!' pupils read eight 01• ten l:iooli:s outside the class each year. But this work is dependent to a large degree on the size of the school library, and many schools report only two hundred volumes in their libraries, with only Jrnlf this number purchased especially for the English work. Indeed, some schools in comparatively large Texas towns possess no library at all. Practically all the teachers devote more or less time to reading aloud to their c:Jasse.<; and also require students to read aloud. 
Concerning grammar distinct difference of opinion has de­veloped in Texas, as elsewhere, about the valne of formal gram­mal' to thr hi£>:h-sd100J pnpiL and man:'-· s(·hools haYc no place for it in their curricula. However, most of the schools give it 
The English B 1rllet in 
a distinct plarc. and some teach it. during a portion of each one of the fo111' high-srhool ~-cnrs. 'I'he mmal time of teaching it is the first ~-ra1·, with a final review dnring the fourth year in not a few Sl(:hools. Concrrning the device of diagramming sentences. rrports show tlic trnchers almost rqnally divided, with six or srn'n doeidrdl~r non-committal. The tendency is definitely to­ward tlw application of grammatical prinr.iplcs to composition, nnd towards it.s incidental rather than formal prc.scntation. 
The tcal'l1ing of composition is the heaviest hnrclcn upon the shonlclcts of the English teacher, and like\l'isc th!' most im­pol'tnnt. i\fost tenc·hcrs seem to rcr1nire wrrkly compositions of one and a half to three pages from all their pupils. These papers arc duly corrected and returned, and in most. cases, appan'ntJ,,-. 1·Cll'l'l'<'tcd in turn hy tlw pupil. Pcn.;011<11 confrr.. cnccs arc held by many of'the teachers with more or lc.ss rcgn­larit.'-, some rn;ing stmly-hnll periods for this purpose. Bnt the grrnt cl ifficulty aµ:ain is the rn1m bc1· of pnpils assignr1l to each tca<'hCl', and one cannot blame t.hc tear.her who spends ten ho11r~; a wrek <'OlTceting papers for not Hprnding more., In thi<> writer's opinion rnm1~-trachrrs nrnke the mistake of basing too nrnnv pitpcrs on 1 l1 e <'lassies \\·hi ch arc .studied in clas.s. It is not un·· common for forty or fifty per cent of th r papcrs to b(~ so dcsig:­natcd. 'fen per cent in my humble jndgmcnt is nearer 1Yhat :-;honld be the normal. A freqnent arnl jnst c.omplaint is that othel' tcachns <lo not take arconnt of the English nsrd hy p11pils in their dcpal'tmcnts. But generally speaking, I believe, r:om­poKition is more sensihly and more cffcctivrly taught in Texas than was the case tc11 years ago. 
'I'll!' tPl'lll ''oral English'' iH not yd \1·ell n11dc>J'1-Jno::l OJ' agreed npon. Coneerning this subject the answers .'.lre rather vag·1H\ in consequence. Many teachers believe the~-have ob­,tained valnablc resnlts by insisting on correct speech in the 'class-room, by 'debates, by reading aloud, ot· even by a city-\l'ide 
campaign for better speech. 
li'innlly, as to the aims of English teaching, the an'>wrrs arc 
most interesting. They may ·be divided generally bet11een those 
who stress practical and those who stress enltnral values. A 
few of these answers may well close this informal paper: 
''I think that students should be taught to read, write, and 
speak with intelligence and earnestness.' I believe that these 
T'nii'el'sify of Texas BulleNn 
things are so practical that they are indispensable. I believe that a good foundation for college work is of value even to those ·who never go to college. In my opinion a ·good high school ought to prepare the student for a good university.'' 
''To give the pupil a thorough knowledge of English-both spoken and written-in snch a way that he will be able to put the knowledge to practical use." 
''The chief aims in the teaching of English should be an ap­preciation of good literatnre, and correct speakin_g and writing: in fact, cultural value should be placed first, in my opinion." 
''If correct writtlhl and spoken English, and an appreciation of good literature are attained, all of the aims mentioned will be cared for.'' 
"Correct speaking, corrrct 1niting, and thr ability to read and enjoy the English language." 
"Most important, to read with understanding and an appe­tite. Next important, to be able to speak and write with some grace and more precision.'' 
''The student today needs more practical common sense than any other one thing., My aim is to make 'them secure that." 
'"Correct expression, spoken and written. In reading >Ye can do little more than direct our students along the channel of the best books. '' 
(From a graduate of The University of Paris, with twenty­five years' experience:) "Being connected with a private school, I get boys from all over the State, and this enables me to get a pretty fair idea of how English is being taught in different. schools. In my opinion the essentials of English arc not in­sisted upon sufficiently in the grammar grades and first-year high. Furthermore, I believe that a formal study of the es­sentials of grammar and forms of composition ought to be un­dertaken again in the third .or fourth year of high school Eng­lish, for the simple reason that the mind is then sufficiently de­veloped to understand what was heretofore learned mechanically. For this reason I introduced Genung's 011tlines of Rhetol'ic in my classes. Our aim ought to be this: teach the young to spell correctly, to distinguish b~tween a sentence .and a phrase; drill them in paragraph structure; and show them that words high sounding and of lofty pretensions are not essentially good Eng­lish.'' 
SOM]jj SUGQ-ESTIONS CONCERNING THE TEACHING 
OF ENGLISH COMPOSITION* 
BY 0. D. WANNAMAKER, M. A., PROFESSOR OF ENGLISH, SOUTHERN METHODIST UNIVERSITY 
I fancy teachers of manual training are able to keep their pupils busy for some time in the acquisition of pure technique. There is a satisfaction in drawing, with the sure aid of the square, an unswerving line of black at right angles across a clean, smooth plank, a straight path for the teeth of the saw. There is a thrill in the cut of the sharp saw through the firm but pleasant grain of the well-cured pine, the teeth eating up the thin black line as they cut, and never blundering to the right or the left. There is almost a joy in the firm, inward­driving impact of the hammer on the nail. A boy's nerves are not likely to grow jaded, nor his interest to lag, while he learns by repeated attempts the elements of technique in the art of making things out of wood. Moreover, when the first tasks in the actual making of things are assigned, attention may be con­stantly required by the teacher to the elements of technique. 
It is scarcely the same with the art of making things· out of words. To be sure, the boy is using a material instrument.­pencil or pen-but the visible results of its use elicit no thrill; they are merely more or less ugly scrawling lines over the un­offending whiteness of sheets of paper. Indeed, I am in error in saying that the instrumerft one uses in composition is a ma­terial thing. The pencil and the pen are instruments with which one indites, with which one draws on paper tp.e symbols that rep­resent words; buf the instruments with which one composes arc merely these words themselves. The )Joy or girl who is re<{uired to practice the mere technique O·f composition is being asked to practice with invisible and intangible instruments the technique of a highly elevated and very subtle art: the art of so _placing the sound symbols which represent ideas that these ideas shall be ciear to another mind. The ~elf-conscious practicing of the 
*Read before the English SPction of .the Texas State Teachers' Association at Waco, November 29, 1917. 
Cnii·ersitu of Tents Bulletin 
technique of this art is beyond the capacity of almost any boy or girl of high-sehool a~c or ewn of the freshman stage of <lr­velopmcnt. 
Is it, th<·n. (ksirahlc that hi!:!·h-school bo)·s and Q'ir]<; r ~rnd freshmrn in collcge8 should hecome fairly proficient in this art even though it8 practice in a self-co118cious manner be still be­yond their stage of mental development ? It certainly is de­sirahle if the art ·of composition mrnns rnerel:v th.: art of addres'iiHg oneself cl earl:·, . agrecabl~-, and forcihl» to onr 's fcllo"·f;, It is still more obYiousl~-desirable if "·e conceive the art of composition to be, in fact, the art of thinking completely and therefore thinking in "·ords. For, it there i8 an~' one thin.Q· that education must ·do for the student and for the sake of so­ciety, it is to develop in him the power of thinking completcl? ; and if there is any other thing almost eqnall:v essential, it is to develop in the student the po\\·er to address himself clearly, agreeabl)•, and forcibly to his felloKs. \Ye must not abandon the subject of English composition becanse we realize the al­most insuperable difficnltirn in the way of teaching this subject. 
If the pendulum swings back from the extreme of technique, must it .'»Ying through the "·hole arc and touch the other ex­treme of merely assigning certain subjects in order that the .stu­dent may write, ';vith the expectation that in the act of writing he will learn how to write? Since pendulums are in the habit of doing that 8tupid sort of thing, let's not consent to he mere pendulums. ·Let us endeavor to be self-directing intelligencEs. Only let us settle for once and all this principle of instrnction :­Because of the difference between the arts of making things out of wood and making things out of words, the teacher of Eng­lish composition must dwell only briefly and at momrnts fitly chosen on the teaching of pure technique. He must not follow the instrnctor in manual training and demand proficiency in the mere ·weaving of words into the elementary member!:' of com­position-phrases, sentences, paragraphs. He must :;;peedily set his pupil some task more tangible and appealing. 1'he pupil in man~al training demands sooner or later an actm:l box-to make; the pupil in English cqmposition must be given some­thing actual to make from the very start. 
The English Bulletin 
I shall endeavor to make my position clearer a little later on. Meanwhile, may I be pardoned for referring once more to car­pentry-that occupation has a strong financial attraction to many of ns teachers while the training camps are bei~g built-and will yon consider for a moment whether the young aspirant after honors in arts and crafts should be advised to keep his eye on the hammer or on thr head of the nail? Surely, yon answer, let him grasp the hammer firmly, and with sufficient attention to techniq ne to he certain that he is striking· with the proper end, but then let him forget the hammer and fasten his eyes on the head of the nail. There is a subtle magnetism in­dnced hy the eye of the boy in the head of the nail, which will draw nnerringly the strcl hntt of the hammer. A good bats­man does not watch the bat. He watiches the ball· and keeps in mind a vacant space far out in the left field, and is scarcely conscious of the sort of motion he uses in wielding the bat. All this by way of analogy. The lad who drives the nail home withont a slip does so because he sets his heart on that feat, not by reason of minute observation of arm or hammer. The batter ·who lands a home-rim Imel in his heart an intense deter­mination to smash the hall. He almost forgot the bat and the grip of his finger8 on it. Give to the boy or girl an objective sufficiently attractive, inspire a sufficient interest in the attain­ment of this objective, and with the instrnments of words the boy or girl will reach that objective just as with bat or hammer. In other words, it is my conviction that the right choosing of words, the proper placing of phrases, the neat joinery of sen­tences, the efficient building· of paragraphs should always be secondary in the teaching of composition to imma,.turc students. Proficiency in these elements of the art of composition is, of 
'course, to be desired, but it is my conviction that this proficiency will come gradually through the student's own efforts provided he is snfficiently interested in actual tasks assigned him to be accomplished through the instrumentality of words, and pro­vided the teacher .in indicating to the pupil wherein he falts short of the achievement of his tasks will explain those causes of failure which lie in limited vocabulary, awkward phrasing, poor construction, faulty sequence. 
University 'of Texas Bulletin 
May I endeavor to make clear what I mean by fixing the atten­
tion of the student on an interesting objective 1 No one will ever learn to write well unless he is interested in learni~g. Most.pupils ai·e not at all interested in the mere art of writing well. Hence the strategy of the teacher must consist in outflanking his pupii by attacking an interest in something else; the pupil's interest in ·telling about something that has a grip on his enthusiasm. Com· position as taught in the schools is thus made real, not artificia~_. It is intimately related to actual life. The attention of the pupil is directed toward some actuai problem in life and the clear pre­sentation of this problem to another person. The skillful teacher will seek for subjects in which members of the class are vitally interested, upon which they can actually write something that will be interesting to the teacher. Boys who have competed m the growing of prize acres should write on the methods they em­ployed. Girls who have canned tomatoes successfully should ex· plain their process. The pupil should not write on the stale generalized topic ''How Cotton Is Planted,'' but on the fresh, personal subject, "How I Planted My Prize Acre." The (iirl must not write merely on the method of canning tomatoes, but must tHl how she herself had unusual success in canning. In bther words, if the pupil is impressed with the thought that he is tr; convey actual information worth conveying, and forgets that what he is writing is called a theme, he will at least enjoy his task, and there is a fair probability that he will get a good grade. If the pupil has actually been interested in telling how he grew a prize acre of cotton, or got his hens to lay well, or made a kite that flew splendidly, or how she earned ten dollars putting up jelly, or canned fifty quarts of tomatoes and never lost a can, · then the teacher in a personal interview can direct attention to imperfections with the assurance that the suggestions will be received attentively, and that they will bear some small amount c·f fruit in gradually improving technique. But in all this neithe1· the tenn technique nor any other technical term need be men-. 
tioned. I seem to have in mind only one of the forms of composition,­that is, exposition. But the same procedure will apply equallf ·well, I think, to any of the formi,g. 
The EJiglish Bulletin 
This is the primary suggestion I venture to offer. The secowl suggestion, likewise, looks away from technique; and I shall then conclude with a third, this last dealing strictly with technical pro­cedure. 
·r have urged that the trncher should focus the attention of th(I pupil on t}ie actual task immediately before him. My second .suggestion is that the teacher himself should think of his work as a modern and more practical substitute for the old-fashioned ccm·se in formal logic. The teacher should be far more concerned in dcYeloping in his pupils the power of incisive penetration into a subj ect of thought than in correctness or excellence in sentence­forrnation. :\To matter how enthusiastic the boy may be in telling how he designed and built a flying machine, he will not master without the aid of his teacher the problem of analyzing his sub­ject, parting it into its several natural logical divisions, penetrat: ing to the very kernel of the matter and se'tting this clearly before the reader. Processes of analysis and arrangement are funda­mentally important. A little timely suggestion to the individual student and in due season to the class will open the eyes of the young writer to the fact that there are several possible ways in which his whole subject matter may be naturally -divided, and that one of these ways 9ffers important advantages. l\'Iore valua­ble still are suggestions which show to the young mind that there is often some one element in the subject matter which constjtute:s a key to the whole thing, and that the firm grasp upon this element means a mastery of the entire problem. Composition thus taught should be reflected in all the work done by the pupil in school and in his every-day thinking out of school. Moreover, in >vriting in this manner the boy will constantly be driven to reflect more deeply than he had previously done on the subject matter, and even to search for information that he does not possess. 
I think it is seldon~ desirable that the pupil should write on literary subjects. On such themes immature students cannot well possess first-hand information, and cannot well think in­dependently. The student cannot really believe aH he write,,; about the madness of Hamlet that he iH telling the teacher or any one else something not already thoroughly known. 'l'here mw,t be a vapid second-handedness about such themes. 
l!j Cni1·c1·sily of Texas H11lleii11 
Pinally, in the matter of pure technic1uc, I haw but one sug­gestion that I think may possibly be sufficiently fresh to dcserw youl' attentio1J. It follows natul'ally upon the insistence with \d1ieh I ha,·c urged that teachers of composition consider them­sd\'CS teachers of the al't of thinking. ·when the teacher has brought the student to unclerstanJ the process of analyzing· a subject of thought itself, he may take a further step and analyze for him the processes of explanation by which snbjccts of thought arc made clear to a reader. These processes are t\\'O: the narra­tive method and the diagram or picture m,'Cthod. In the extreme of the narrative method, a canoe may be explained by telling the story of the building of one particular canoe, but the method is narrative even if we say, not ''I stripped t11e bark from a bi1:ch tree,' ' etc., but "To build a birch-bark canoe, the Indian strips the bark from a birch tree," etc. The latter is generalized narra­tion. In the extreme 'Of the diag-ram method, one simply mahs 3 blue print and inscribes upon it the dimensions and speeifica· tions as to material, with a fell' directions as to details of the work. But the method approaches to that of the diagram. when 
·by process . of excluding all save the very essential details and giving these details swiftly one seeks to convey to the imagination of t11C reader almost in a fl.ash a mental picture of the whole thing. The art of fl.ashing upon the retina of the inward eye a fnnda ­ial image of something which is to be described or explained can be taught to the pupil in composition. In teaching the pupil thns to resort to the imitation of narration or of drawing or photo­graphy, the teacher is icnltivating valnable habits of reflection and analysis. If lie can develop such habits, there is a good hope that his pupils \Vill be sufficient!~' interested i11 composition to increase their vocabularies, improve the flexibility of their sen­tences, and master methods of paragraph-formation. Seek first the mastery of thong-ht, an<l all these thi'ngs shall be added unto you. 
THE NOTEBOOK SYSTElH 01!-., 'rIIE:\IE CORRECTING* 
BY STITH Tno~1PsoN, Pn. D., INSTRUCTOR IN ENGLISH, 
Tim UN1vEns 1T Y OF TEX.\S 

l\fost tcrichcrs of English composition in high schools and col­leges will ag~ree that the primary purpose of such a course is th•; 1eac)1ing of accuracy of expression. For the exceptional student, to be sure, the finer shades of style may be taught with profit, anJ for all students a certain mhount of time may well be spent in striving simply to prO\nokc thought. But four-fifths of the energy of the teacher of composition in the high school and in the Fresh­man class at college mnst be given to an attempt to' get his student'i to write -correctly and accurately. No one who has not taught these classes can imagine the crudeness in exprcssi,on of ~he stu­
, dents who come into them. Even the students with real tal ent often neecl much drill before they can write without technical errors; and for the great majority it is necessary that the teacher spend his time and enrrgy in the at.tempt to teach the simplest fundamentals of composition. If, when he has finished his work, the members of his class can all spell correctly, punctuate accu­ratrly, use g<l'od grammar and diction and a correct and expres­sive sentence structure, he can feel that his work as a teacher of clrrnentary composition has been well done. If he be a real trachcr, he will have stirred up thought among his students and will have helpe<l them in countless other wn~'s toward a trnc grasp of style; bnt he will not, in any event, have mglec·tl'd to teach them the one great lesson of accuracy. 
This cardinal principle is, I suppose, very generally admitted among teachers of composition. But even so simple a task as th•' teaching of acc11racy is by no means easy. Ccrtainly a goocl per­centage of the students in these courses fail to do their work satis­fastorily, and the t'cachct's arc scl<lorn contented with their own efforts. The facts tang-ht in a course in composition arc fc'.V enongh; the maxims conlcl he srt down in a pa,Q:c. Bnt at thC' end of the session there arc alwn:vs a lnrgc nrnnhcr of students who 
*Re1Jrinted from the Enol-ish Journal for January, 1917. 
Universitu of Texas Bi1lletin 
haYe not made the improvement in their work that they should have made in a month. Anyone can learn to spell if he puts hi::i mind to it, and the same thing is true of punctuation, and diction, and grammar, and sentence-structure. 'l'4cse principles are re­duc:ible to a rather exact science, and every student of ordinary intelligence can get them. I really believe that no more than 2 per cent of the students in composition courses would fail if they could be made to put their best efforts into the task of mastering the cardinal prin~iples of composition. 
The whole center of the troubl;e seems to me to lie in the fa~:t that although a teacher may spend fifteen minutes in the marking of the errors on a theme, the student in too many cases fails to look beyond the general com;rnent or the grade, and rarely examines into the nature of his individual errors. It used to be :; common experience of mine that students 'Came to me for a con­ierencc on themes when they had really never examined the cor­rected themes before coming into the room. 'Even if they had done so and had corrected some of the errors in the margin, it 'ms always easier to say, "I didn't know what to do with that sentence," than to take the trouble to correct it. If the student makes an honest effort to correct a sentence and fails, it is, of course, the real purpose of the conference to meet this difficulty. My exp·erience, however, has been that, unless I have some definite method of dealing with this question, ·all my poorer students shirk the correcting of them\eS. In many cases I tried the re-writing of themes, but I found three objections to this method 'Of proce­dure: The student wo'Uld dodge the issue by writing sentence~ that evaded the difficulties in question, and the second theme frequently brought up new errors that were quite as bad as those in the first. Moreover, the reading of thes·e themes doubled ~ny work. 
Within the last year and a half I have been making special dforts, with the help of some of my colleagues in the University of Texas, to solve this problem of making the student really correct his errors. We have worked out what we all believe has proved to be a very satisfactory method. It has brought about the result that the students are forced to correct all the mistakes marked on their themes, and 1Jo correct them in such a way that they can tell at a glance in what branch of ·composition their most frequent 
The English Bulletin 
errors are occurring. Moreover, it has made the work of the con­ferences concrete and m\uch more helpful to the student than it had been before. The purpose of the present paper is to explain this method so that other teachers who have experienced the trou­bles I mention may have the opportunity of trying it for them· selves. 
We have the student divide a notebook into five parts, as fol­lows: (1) 'spelling and capitalization, (2) punctuation and form, 
(3) grammar, ( 4) diction, ( 5) sentence-structure. These part.~ · he separates with a heavy sheet of some kind, on which he paste~ an index flap so that he can turn to any particular division of the notebook without delay. 'fhe pages of the book he rules down tho center, and places at the head of the left-hand column th.~ word "Error" and at the head of the right hand column the word ''Correction.'' 'fhe books are then ready to receive the cor­rections from the themes that are handed back to the students. 
Next, >Ve arrange the symbols for the correction of themes a~ nearly as may be under these five heads, so that the student "·ill have no doubt as to where to enter his corrections. Mistakes involving the re-writing of whole 'paragraphs or a radical change ir, \he whole theme are not usually entered in the book; for these cases"nothing short ·of a complete re-writing· will suffice. It ~s foe the correction of those sni,aller errors that constitute nine-tenth of the young student's difficulties with English that the noteboo!;: is provided. When he has thc symbols classified, he is ready to correct any theme th.at is given back to him. Taking the theme. he will enter the mistakes -of sentence-structure, diction, grammar, punctuation, or spelljng in the section of the notebook devoted t1•· · those errors. In the columns marked'' Error'' he will first record the date of the theme and then the sentence in which the mistak•: has occurr~d. He should leave the mistake uncorrected and should underscore it. Directly opposite he will ·correct the sentence in the column marked ''Correction.'' In case the error has not Leen an obvious 01rn and the student has been compelled to look the matter up in a handbook, he will record the section of the hand­book in which the mistake is discussed. 
Cuiuersil y of Tc;rns B ullel-in 
The general seheme of the notebook page \rill be seo1 from' th·~ fL:l!O\\·i11g CX<i!1lplc: DIC'l'IOX 
°El'l'Ol' 
.January 13 He trif'c1 in vain to convince thP uf(la1u.:c of the students. 
January 22 :\I:' brother and myself con­sider this my best photograph. 
Correction § 225 He tried in vain to con vi1ll:e the rest of the stndcnts. 
§ 219 :\Iy brother ancl I conside•: this my best photograph. 
In practically all eases we have insisted that the entire incorrce:t 
sentence be copied, except in the case of spelling. Here only the \YOrd is needed. It is obvious that it is not necessary to record a whole sentence in order to show all errors of grammar or punctua­tion, but unless a student can discriminate it is well enough to ·have him write the entire sentence, lest he make it so fragmentary as to lose the whole point of the correction. We do not hesitate, of course, to tell students of cliscr0tion that they need copy only so much of a sentence as "''ill illustrate the nature of the eeror. Such students are, however, very rare in proportion to those who 
must follow the letter of the law. 
That is really all there is to the system. The student record.; 
the actual mistakes he has made, and corrects them in a place iu 
which ;all the mistakes of a similar kind arc kept. If he has few 
mistakes, he has little to record in the notebook. He is saYed th0 
useless labor of re-writing the parts of the theme in which there 
arc no errors. H e has all his mistakes of punctuation or diction 
together, where he may see them and may sec the same error show­
i~g itself often enough to persuade him to master the principle 
he· is so frequently violating. 
The difficulties we feared when we first considered the trial .)f 
the notebook were not borne out by our experience. vVe feared 
that the students would shirk and not put all their corrections 
into the book, but we have found it very easy to check them. Vv~<e 
have them bring their themes as well as their notebooks to th·~ 
conference, and, taking some page from a theme, we ask them 'to 
sl1ow us in the notebook how certain things haYc been corrected. 
The English Bulletin 21 
There cim be no possible excuse for not having the sentence en­tered at least on the "Error " side of the column, and if a sen­tence is found that is not entered at all, the student is given "Failure" on his notebook: This point is well mHkrstood among: students, and if the teacher insists, they will keep their notebooks faithfully. Ont of sixt.\·-fivc at my last eonfrrcncc, only oi.1c ha•t" a notebook 1hat \\"as nnt reasonably :;atisfactory. 
'IYc were also afraid that, even though it would llO doubt make the :;tudents' wol'k more accnrnte and the instrnction more cou­<'retr, i1 would ncve1·tht>lcss take more time in the conference thnu the old system of talking oYer the themes without notebooks. ·w,; ha\'e found, on the contral'y, that along with the increase in con­crctcrn•ss there ha8 com0 a Lk finitt'11e;;s of purpose in the eon­fcl'euec that 1·c;illy 1n:ikcs the wol'k lighter. The student b1·illg~ his notebook nnd..\1-e look O\'Ct' tho" COl'l'cction" siJc of the lcdgl'r t« see if thel'e arc still any el'rors arnl if the student has really ea11ght the point of the eol'l'cction. Sentences that he hris been unable to correct \1-ill be c11tored on the "]<~1Tor " side rincl will be ]~ft blm!k ou the right hand side. l\Iost of the attention of the 1u t<:her at the coufcrence can be devoted directly to the cleari1~!~· up of these points that the stndent hns been nnqble to correct. Usually, if lie takrs the tronblc to write the sentence on one side, he \rill go ah C' ad and make a real effort to correct the sentence, so that he hns, as a nile, llone his best hcfo1·c he comes to the con­fereue<·. If the student seems to have shirked, he may be checked up iu the m1mner ;ilrcady nwntionc<l. l•'iunlly, a gcncnil gla11c:1~ over the nokbook will Rc1·vc to show the 1<'ad1c1· an<l tht• stut1ent · \\·hat it is that the student must work on. 'l'he conference thus becomes very concrete, and is likely to-have much more definite results thau one in which no classification of errors has been made. 
As a means of rcvic\v the notebook has showu itself to hav«: distinct advantages. A stu<lc11t can now tell you definitely; " :Hy trouble is with diction. I have had fifteen mi1-11<Jkr·s of didior., and only three of scntence-stn1ett11·e and fon1· of pm1dnation. I have had no corrections to make in the spcllillg aml gl'ammar sections.'' \\Thu1 a student realizes ju8t what hii; 1rcalmess is, his study for examination as well as his regular work assumes a 
University of Texas Bulletin 
definiteness that keeps him from floundering around. He know;; exactly where he must apply his best ·efforts. 
All of us who have used the notebook system are now so weddetl to it that \Ye should find the teaching of composition difficult with­out it. We feel that with it we have been able to solve in large measure the very troublesome problem of accuracy in writing, for we do not find the students persisting in the same errors to the degree that they did before they made use of the notebooks. We have felt that the saving of tim,e and energy and the increased efficiency of the teaching are so great that we should like to see the plan tried by our colleagues in other colleges and schools. It is not, of course, a panacea, but it does make the teaehing of com­position more concrete and effective than any other method we have been able to find. 
BETTER SPEECH CAlVIPAIGNS* 
BY KATE FULLINWIDER, TEACHER OF ENGLISH IN THE PALES­TINE HIGH ScrrooL 
•
The need of speech improvement is everywhere apparent. De­spite the vigilance of teaichers in the English department, supple­mented by the watchfulness of teachers in all other departments, careless, incorrect speech is still prevalent among our students. And why is this true1 The question does not suggest one of the deep and unsolvable mysteries of our pedagogical life. There are some, alas! who charge this condition to the inefficiency of the English departmen't. The results obtained by t~achers of English are meager enough, to be sure, but even a slight ad­vance 11gainst great odds is commendable. 
The forces arrayed against those who champion the cause of better speech are formidable, and well nigh unsubduable. Ig­norance has been mentioned by George Eliot as one of the three things that cannot be hid. It is true that there is nothing else so apparent, nothing else that so successfully eludes the art of camouflnge, as a person's ignorance of the language he attempts to speak. \Vhat a student docs not know about Eng­lish is in everybody's ear, and in everybody's eye. He cannot open his mouth to speak, he cannot set his pen to paper, with­out producing convincing evidence as to his attainm~nts in the use of his language. For this reason the English department is accorded its full measure of criticism. There are teachers, but not in the Palestine ITig-h School, who, as a pleasmablc pas­time, have ''set in a notebook, learned, and corined by rote'' all the deficiencies of the English department; when it is quite true that if students were called upon to show the same working knowledge of the subjects taught by these teachers that they are required to have of English, it would be discovicred that there is a greater equality between the varions departments than had been suspected. Undoubtedly the unsympathetic criticism that has been made of the English teacher ha~ greatly hindered his effieieuf'y. 
*A paper read lwfore the English SecU.cn of the Texas State Teachers' Association at Waco, November 29, 1917. 
r:nfrcnily of T e:rr1s B11llefin 
_.\Q·nin, the influence of the English department is matclied ai.rninst that of the nncnltured home where parents, \\·ho have lH'rn :i hl1• to nmkc themselves nnderstood, cannot sec any fnr­th<·1· nsr to whir·h lnnguag-e nrrd be put. As a man once said to nw. "You ;:>.Tnn1mar teachers arr mighty proud about your 1101111 -; :111<1 Yerhs. but I coulcln 't ha' earned a penny more if I ];:1' knrnn·<1 ewr n1le in your hook." I did not argue the point \1·ith him. hnt I \1·as of the opinion thnt the rules might haw IH•r·n nf so:m· <erYir>e to him en·n in his '':orld where there is no1"hini! to rarn hnt pennies. \\'e find ahYa~·s that syiecch im­pron·nwnt i-; fo()]ishness to the enrrless find a stumbling: block to the ignorant. 
Xor dor~ the· stmlcnt himself p:o nns('athrd. In eYcry depart­ment of his sr·h0nl his English is r:riticized. ·whrn he attl'mpts to Ycnture a littlr into the lmsinrss \1·orlc1, hP is eondemnrcl and tumcd aside lw:ansc his English is poor. He is often able to cover over his lack of information in regard to other snhjrcts, 01' he mfly be alilc tr; pnsh aside his need of such information until he has had timr to repair his lack. In the case of his Eng­lish, he has tlir. donhlc hur<1en of learning it and nsinQ· it too. ::\"either of thr~'ic can be postponed. He seems beset hy criti­cism on every side. This insistence upon better Engli~h Llis-. courages the stndent and sometimes makes him sore, sometimes disgusted and resentful. Criticism therc mnst be : bnt it shonld be wise, sympathetic, and oppo:·tune. To keep the student in heart in the midst of it is another delicate task for the teather. 
But we need not ennmerate -the dra\\·haeks to the English de­partment. 
'Ne had la bored against all of these hindrances in Palestine in our attempt to teach our students to speak English-not "high-brow" English, but just the plain, eYeryday kind, gram­matically respectable. ·we had tried to teach them through example; we had given them abundant drill in reading; \Ye had used hook, and we had used crook; but our time-consuming and paimtaking labor had found little re,rnrd. There 'Ycrc but t1rn teachers in the English department. ·we had frequent con­ferences; we inquired into our ability to teach; 'Ye looked into our methods; \\"C grew anxious lest the secret of speech im­provement had eluded us; 11·c seor~ied delights and lived labor­
Tl1e E11glish Bulletin 
ious days, devoting ourselves to a fntile effort to effect a speech reform in our high school. '\Vc were trying for the fourth unit of credit in. English. The inspector from the University came, and inspected. Before lca;i.·ing, he told us that the work ob­served in the English classc.~ was good, but that he vvould not recommend us for additional rrcdit because of careless speech on the part of onr students. '\Vhat I could have done to that inspector would have been more becoming in the German de­partment than in the English. But the inspector made his es­cape, and went his way. We sent our papers to Austin, and in due tin{e came the decision that we were not ,..eligible for the fourth nnit. It was then that we fell . upon the thorns of life and bled. We English teachers held no more conferences; in fact, I think we rnther avoided each other. It seemed for a time as if everything were over; but we worked dogg:edly on to the end of the. year, which was very mnch like several other 
years that had preceded it. 
In Sept.ember. through the pages of the English Journal, we; 
got the idea of the speeeh eampaign : and it came to us like a 
ray of sunshine upon a prison wall. Herc I must give honor 
to whom honor is due, to Miss Claudia Crumpton, of Monte­
vallo, Alabama. In the .Journal of September, 1916, Miss 
Crnmpton very briefly told of the observance of Better Speech 
·week at Montevallo. Brief as her account was, it was suffi­
rient to give m; the sng,Q·rsti011. It sec-med as if a mcssa.gc of the 
extremity ~e were in had been taken by telepathic means to 
Miss Crumpton, and that she had sent us an answer in substan­
tial "black and ·white. '··' 'lve enlarged the idea of Bette:r Speech 
·week into a plan for a three weeks' Better Speech Campaign, 
and felt that we had a boon worth half our realm. 
Inter-department.al sympathy and interest ai:e not virtues too 
rare to be found in the Palestine High School. Teachers of all ·· departments entered into the campaign with commendable en­thusiasm, and without their support the campaign could not have been conducted to a shcessful issue. 
During the three weeks of the campaign, the English work 
was emphasized as much as was possible. On the board in 
each class room each morning was placed an exercise the pur­
University of Texas B11lletin 
pose of which was to corect some error of speech common among the students. The following are two of the exercises used: 
(1) "Like" is a vulgarism when used to introduce a subject 
with a verb. 	Say "as" or "as if." "Like" is correct when followed by a noun without a verb. Vulgar: He acted ]jke the rest did. Right: He acted as the rest did. Right : He acted like the rest. Vulgar: I felt like I had done something generous. Right: I felt as if I had done something generous. Right: I felt like a philanthropist. 
(2) "Everybody," "anybody,'' "each," "either," "neither" are singular number anQ. common gender. When they are used as antecedents, the singular pronouns ''he,'' ''his,'' ''him'' are used, and may be regarded as common gender also. 
1. 
Everybody has his (not their) faults. 

2. 
If anybody wishes to go, he (not they) may. 

3. 
Each of us must live his (not their) own life. 


Some notice of every exercise was taken by ~ach teacher in each class, so that by the end of the day all the exercises were pretty well "rubbed in" on the student. If he violated the rule suggested in the exercise, it was at his peril; for everybody was asked to bring in a report of the mistakes he had heard, and these reports were placed upon the board together with the names of the offenders. In this matter of reporting mistakes, the student was to be no respecter of persons; the speech of teachers as well as of students was under criticism. A spirit of competition soon arose among the students, each one attempt­ing to secure the longest list of solecisms and to keep his own name off any other student's report. 
The last week of the campaign, which we designated as Better Speech Week, was a time of most intense interest. The stu­dents were thoroughly awake and keenly on the watch for any improprieties of speech. Features of the week were spelling contests, pronouncing contests, oral reading contests, and ad­dresses on speech improvement by prominent citizens. A very attractive feature of the week was the display of a large num­ber of posters, each suggesting in some way the idea of speech improvement. 
The English Bulletin 
The culminating event of the week was a street parade; and to Palestine, so far as I know, goes the credit of being the first town in Texas to present a pageant for creating a sentiment for better American speech. , Leading the parade were two boys, one carrying an American flag, and the other a white flag, on which were the words ''Amer­ican Speech." Following came Mr. Good English, who carried. a banner bearing the words "Better Speech." Next came Mr. Bad English, ragged and dirty, tied with a rope, and l~d by two boys carrying a banner on which was inscribed "Mr. Bad Eng­lish Must Go.'' Two boys impersonating the Gold Dust Twins followed, carrying a banner with the inscription, "Let the Eng­lish Gold Dust Twins Do Your Work." . A girl dressed as the Old Dutch Cleanser woman came next, carrying can, cloth, and stick. By her side walked a boy whose banner read ''Old Dutch Cleanser Chases Ain't. '' One boy carried a large picture of President Wilson under which were the words, "Our Model for Modern English 'Prose." 
One of the most attractive features was a group of girls dressed to represent the sources of American speech. In the group were Greek, Roman, Spanish, Italian, and Old English char acteriza ti ons. 
A number of the paraders carried illuminations bearing sug­gestive mottoes such as the following: "France has taken the lead in speech improvement. Why can't we excel what France has done ~ '' ''The French speak their language best; why can't we speak our langlrnge best~' ' ''The man who can express him­self well can demand what he will.'' 
Following these and other features of the parade came a num­ber of automobiles draped with the American colors and bear­ing appropriate mottoes. 
And what were the results of the campaign~ For the first time our students as a body considered the matter of speech im­provement seriously. For the first time our citizens realized the sincere, downright effort we were making for speech im­provement. The enthusiasm reached the "ward schools, and some of them conducted minor campaigns. Beyond the ·ward schools, the interest spread through the town; and people who long ago had forgotten the· difference between good and bad habits of 
University of T exas Bulletin 
speech were looking up old grammars and rhetorics, and bring­ing dictionaries from their dusty shelves to be put into use again. Pronunciation and the choice of words were under dis­cussion everywhere. ''How do you pronounce this word, or that word?'' was a question to be heard at every turn. Every da? students brought in questions as to pronunciation and pro­priety of expression which 'had come up in their homes or among thC'ir friends. A number of former high-school students called me over the telephone to ask some question that had heen sug­gested by the campaign. Undoubtedly there was a genuine awakening in regard to habits of speech. 
But was it an evanescent interest 1 Did the enthusiasm last? ~-on ask. ·when the high-prescure methods were discontinued, of course the int~rest became less. But teachers in other de­partmep.ts say that students in their classes show today a cor­rectness 6f grammatical expression, a care in the choice of words, and a: habit of consulting the dictionary that are distinctly above what they showed at this time last year. 
Personally the campaign was a stimulating experience to me. I believe all the teachers who went through the campaign will give the same testimony. 
In the second week of the campaign, we received our annual visit from the inspector. He observed our method of eampaign, and seemed impressed. A few weeks later the fourth unit of credit in English was granted us. 
Altogether the results of the campaign in Palestine were 
highly satisfactory, and I am convinced that the Better Speech 
Campaign is the thing to catch the grammatical conscience of 
the school and of the town. 




i~~~£~ .:\" ·. 
1:·: i:, .' < '·.; 	'~' 
., · 
....., ... , ...· 	. 
A"STQifY. WITH A MOR.AL . 

f'~'.i~ '111D:e, 1905, JohnD~e and Richard Roe graduated from the 
.·jpte high oohool. Each got a first-grade. certificate and began ;t(> teach in _the rural schools -of the State in the fall of 1905. 
·John Doe's Career 
-1. . ',l'aught two years at fifty ·dollars a month. '· ·.2. . Attended summer normals .and _goi a permanent eertificate. 
3; Taught five years as prin­·'cipal of a village school at from . sixty to ninety dollars a month. 
4.. Taught five years as sup­
.. 	erinterident of village schools, at an average salary of one ·thou­sand dollars a year. 
.5. Is now thirty years old 
. and finds competition with col­lege~trained te·achers making it increasingly hard for him to se.. cure advancement of any sort. 
. . 
Richard ·Roe's Career 
1. 
Taught two years at fifty :lollars a month. ­

2. 
Attended University of Texas Summer School 1906-10. . 

3. 
Taught during this time at from seventy-five to one hundred dollars amonth. 

4. 
Spent 1910-12 at the Uni­versity of Texas. 

5. 
Finished his degree work by summers and correspond­ence, 1912-15, while superin­tendent at fifteen hundred dol­lars a year. 


6. · Took his B. A. in 1915. 
7.. Superintendent, 1915-16, at two thousand dollars a year ; 1916-17, at twenty-four hundred; elected for term of 1918 at twenty-five hundred dollars. 
.8. Finds calls coming to · him and positions opening without any solicitation. 
Which of these two is more useful to the community in which 
l\e.livesf Which career will you ehoosef 
· The University of Texas summer session runs this year June ,· . 
·12 to August 31. Two complete terms of equal length. Regu.­. lar Univers.ity work. One registration fee of five dollars sntitles 
' you to attend one or both terms. 
· Summer Normal during the first term. .. 'For ·information address 
E. 	J. lliTRZWS, REGISTIUB, AUSTIN, Tuil.