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Chapter 02: Pathways of Nursing Education

MULTIPLE CHOICE

1. A faculty member explains to students that one concern of the American

Nurses Association’s 1965 position statement designating the baccalaureate
degree (BSN) as the educational entry point for nursing is that
a. diploma programs remain the most popular educational program for nurses.
b. it is difficult to monitor other programs for congruency with BSN programs.
c. multiple educational paths create confusion for the public and the
profession.
d. some states are creating different licensure exams for different pathways.

ANS: C
The existence of multiple entry paths for nursing education is confusing both
to the public and to aspiring nursing students, who may have difficulty
understanding and comprehending the differences and what they mean.
Diploma programs have declined sharply in number, with only 47 programs
remaining in the United States in 2013.
The ANA does not monitor different programs to evaluate congruency with
BSN programs.
States are not creating different licensure examinations for graduates of
different programs.

DIF: Cognitive Level: Understand REF: 22

TOP: Integrated Process: Teaching/Learning MSC: NCLEX Client Needs: N/A

2. A hospital-based nursing administrator is responsible for the diploma nursing

program affiliated with that hospital. In deciding to keep the program open, the
administrator develops changes that address a major historical concern with
this type of program. In doing so, the administrator would most likely
a. arrange for faculty from the local college to teach science courses.
b. limit the hours students are expected to work in the hospital.
c. lower the tuition rate and apply for increased federal student grants.
d. require nursing faculty to be doctorally prepared to remain on staff.
ANS: B
Diploma students were traditionally expected to staff the hospital with which
their program was affiliated, often to the detriment of their educational
experiences. This exploitation was described in several important studies of
nursing education.
Traditional diploma programs do not offer college credit, no matter who
teaches the courses.
Diploma programs were expensive to operate and expensive to students, and
this had a part in their decreasing numbers. Federal funding (through a variety
of means) is available for individual students, and although it is administered by
institutions, it is not granted to the institution itself.
Requiring doctorally prepared faculty would not address an historic concern
with diploma education.

DIF: Cognitive Level: Apply TOP: Integrated Process: Teaching/Learning

MSC: NCLEX Client Needs: N/A

3. In analyzing trends within the profession that are correlated to the rise in
baccalaureate nursing (BSN) programs, the nurse historian would outline that
a. degree inflation is contributing to the demand for BSN programs.
b. increased social status and pay correspond to education at the college level.
c. men in nursing demand an increase in BSN programs compared with other
programs.
d. the rise in doctorally prepared nurses corresponds to an increase in BSN
programs.

ANS: D
BSN programs were often hampered by the lack of faculty prepared to teach
at the collegiate level, which led to a reluctance of colleges and universities to
establish BSN programs. Doctoral programs have been preparing nurse
scholars and researchers, who have contributed to nursing’s scientific
backbone. The rise in these programs can be seen as a parallel development
with the rise in BSN programs.
The proliferation of advanced degrees in nursing is not the result of degree
inflation; rather, it is a response to the increased sophistication and complexity
of the health care environment today.
Although nurses today do enjoy better pay and improved social status than in
the past, this trend is not strongly correlated to the rise in BSN programs.
Men in nursing are not a driving force for the increase in BSN programs.
DIF: Cognitive Level: Analyze TOP: Integrated Process: Teaching/Learning
MSC: NCLEX Client Needs: N/A

4. A member of a state board of nursing explains to senior nursing students

that liberal arts, communication, and health care policy are all appropriate
subjects for study in a BSN program because
a. a broad range of knowledge is important to work with educated consumers.
b. as nurses they will care for patients from increasingly diverse backgrounds.
c. physicians rely on the nursing staff to educate their patients on such issues.
d. they are prepared to assume entry-level leadership positions in various
settings.

ANS: D
BSN-prepared nurses are able to function as generalists and as entry-level
leaders in a multitude of settings, leading to the need for inclusion of topics
other than nursing care in their education.
Consumers are more educated today than before, but this is not germane to
the inclusion of these topics in nursing education.
Diversity is increasing, but this is not related to the need for education in
liberal arts and health care policy.
These topics are not taught so that nurses can teach their patients.

DIF: Cognitive Level: Understand REF: 24

TOP: Integrated Process: Teaching/Learning MSC: NCLEX Client Needs: N/A

5. A nursing dean in a baccalaureate nursing (BSN) program wishes to create a

program that meets the needs of multiple and diverse students, responds to
current trends, and increases enrollment. What modification to the existing
program would best meet this goal?
a. Allow RNs to validate community health nursing through volunteer work.
b. Bring faculty and classes to major hospitals employing non-BSN nurses.
c. Create seamless entry points and tracts for RN and second-degree students.
d. Find alternative times and days for classroom and clinical experiences.

ANS: C
A large group of diploma and associate degree (ADN) nurses could benefit
from seamless entry points and BSN tracts designed especially for them.
Another group of potential BSN-prepared nurses consists of individuals
changing careers after completing degrees in other fields. Programs to address
the needs of these students have proliferated. RN-BSN and accelerated
nursing programs that are seamless and easy to navigate would go far in
helping nursing meet the goal of the National Advisory Council for Nursing
Education that at least two thirds of the nursing workforce hold a BSN or
higher degree. Programs that offer specialized tracts for RNs and second-
degree students would also help ease the nursing shortage because they are
typically shorter in duration.
Although the inclusion of community health nursing was an early differentiator
between diploma and BSN programs, BSN programs have expanded well
beyond this, and coursework for the BSN is more varied and complex than just
simply adding a course in community health nursing.
Bringing faculty and classes to major hospitals might make it more convenient
for non-BSN nurses to complete their degrees, but the logistics would be
difficult, and enrollment might be small. This also only capitalizes on the non-
BSN nurse working in hospitals and does not address the needs of second-
degree students or those employed in other settings.
Alternative days and times for classroom and clinical experiences may help
those who are juggling family or work commitments but would not address
current trends in nursing or specifically meet the needs of students with
diverse educational backgrounds.

DIF: Cognitive Level: Synthesize TOP: Nursing Process: Planning

MSC: NCLEX Client Needs: N/A

6. An advanced-degree nurse working in a hospital is responsible for evaluating

and synthesizing new knowledge and applying it to the population with whom
he or she works. Other nurses recognize that this nurse probably has which
degree?
a. Doctor of nursing practice (DNP)
b. Doctor of nursing science (DNSc)
c. Doctor of philosophy (PhD)
d. Nursing doctorate (ND)

ANS: A
The clinical practice doctorate in nursing is the DNP. This degree would
prepare the nurse to translate and apply knowledge to the clinical setting
rather than be responsible for generating new knowledge.
The DNSc (or DNS) degree is a research-focused degree culminating in
preparing and defending the student’s dissertation.
The PhD is another degree awarded to nurses completing a research-focused
doctoral level program. The holder of this degree must also prepare and
defend a dissertation based on original research.
The ND degree, originally intended for research utilization, has lost favor, with
only four schools granting it in 2004. With the advent of the DNP program,
ND programs made the transition to the DNP model.

DIF: Cognitive Level: Remember REF: 28

TOP: Integrated Process: Teaching/Learning MSC: NCLEX Client Needs: N/A

7. To discriminate between the two major branches of doctoral education for

nurses, the aspiring student would classify the differences between them as
primarily
a. cognate versus practice emphasis.
b. knowledge formulation versus utilization.
c. systems generation versus systems thinking.
d. tool generation versus tool application.

ANS: B
The main difference between the two programs of study is that the research-
focused programs (PhD and DNSc) produce scholars who are capable of
generating new knowledge, but the practice-focused programs (DNP) produce
highly specialized practitioners who use knowledge in the clinical setting. The
DNSc program is gradually being phased out.
Both types of doctoral programs have cognate core courses.
The DNP programs do prepare their graduates in highly skilled systems
thinking, but the research-focused programs do not restrict their emphasis to
the creation of new systems.
Tool generation may be part of a research study but is not necessarily a
component.

DIF: Cognitive Level: Understand REF: 27 | 28

TOP: Integrated Process: Teaching/Learning MSC: NCLEX Client Needs: N/A

8. A potential nursing student is worried about the cost of attending a

baccalaureate degree program. After examining the available options, the
student would conclude that which of the following is probably the best route
for an affordable education?
a. Attending an in-state government-sponsored institution
b. Investigating work-study options at all program types
c. Obtaining scholarships to attend a private institution
d. Working part time while attending nursing school
ANS: A
State- and government-sponsored institutions are nearly always much less
expensive than private education and give significant tuition discounts to in-
state students.
Work-study plans are just one component of financial aid. Although obtaining
work-study financing will help with the cost of the education, this alone may
not offer significant reduction in actual costs, especially if the student attends
a private school.
Scholarships for private institutions can significantly decrease the cost of
attending, but students may not be eligible or may not be awarded
scholarships because they are based on need or scholarship or a combination
of both. Considering that private education is usually significantly more
expensive than public education at a government-sponsored college, this
option is not the most affordable, but it should be investigated because the
possibility does exist for this option to make education quite affordable.
Working part time will probably not gain the student enough income to make a
significant difference in the cost of attending college.

DIF: Cognitive Level: Analyze TOP: Integrated Process: Teaching/Learning

MSC: NCLEX Client Needs: N/A

9. A prospective nursing student is researching nursing schools. One of the

schools is fully accredited by the CCNE, has no history of adverse actions
taken by its state board of nursing, and is staffed by faculty members who
appear to be appropriately credentialed for their positions. What inference can
the student make about this program?
a. CCNE accreditation is the only option for nursing school accreditation.
b. Faculty credentials have little bearing on the quality of nursing programs.
c. The findings ensure that the program meets at least minimal requirements.
d. This is a top-rated program whose graduates are ultimately successful.

ANS: C
Students are protected from marginal programs by both regional and specialty
accreditation and by approval of the program by state legal regulatory bodies,
specifically state boards of nursing. Accreditation by specialty bodies means
that programs at least meet, and may exceed, minimum standards.
Faculty qualifications are a vital component when assessing program quality.
Both the Accreditation Commission for Education in Nursing (ACEN) and the
Commission on Collegiate Nursing Education (CCNE) are approved by the
Department of Education as official accreditations agencies.
The information described means that the school at least meets basic
requirements; however, it does not help rank it. Perhaps a better measure of
the rank of schools can be found in the percentage of first-time writers of the
board examination who are successful over several years.

DIF: Cognitive Level: Analyze TOP: Nursing Process: Analysis

MSC: NCLEX Client Needs: N/A

10. A nurse practicing in a specialty area wishes to be recognized for the

specialized skill set and knowledge obtained in order to be an effective
member of the health care team serving that particular patient population. The
nurse would best complete this goal by
a. completing a rigorous continuing education program.
b. gaining admission to a graduate nursing degree program
c. obtaining a secondary license in that area of practice.
d. passing the certification examination in that particular specialty.

ANS: D
Certification by specialty nursing organizations recognizes the knowledge and
clinical practices associated with high-quality practice in a specialty area of
nursing.
Continuing education is vital and is required to maintain nursing licensure, but
it will not ensure public and professional recognition for proficiency in a
specialty area.
Gaining admission to a graduate degree program is admirable, but it will not
reward current knowledge and skill with recognition. A higher degree focuses
on attainment of new knowledge.
There are no secondary licenses.

DIF: Cognitive Level: Apply TOP: Integrated Process: Teaching/Learning

MSC: NCLEX Client Needs: N/A

11. A panel of nursing deans and faculty has met to discuss increasing the
number of baccalaureate-prepared nurses in a mostly rural state. What
collaborative project could the panel design that would be best for meeting
this goal?
a. A summer-intensive program where students live and study at the university
during the summer
b. A “weekend college” program offered every other weekend at the university
for working RNs
c. An on-campus accelerated-track BSN program designed for the student who
has a degree in another area
d. An online program with outlying clinical sites that are run jointly between
the university and community colleges

ANS: D
An online program would greatly enhance accessibility. More nurses are
educated in associate degree programs from junior or community colleges than
in either diploma or BSN programs. The coursework would be directed and
taught by faculty with appropriate credentials for teaching at the BSN level,
and clinical experiences could be managed locally by community college
faculty with supervision by the parent university faculty.
In a mostly rural state, creating a summer-intensive program where students
would still have to live and study outside their hometowns does not increase
accessibility.
The weekend college idea would still require students from the rural areas to
travel perhaps long distances to attend school.
Programs designed to capture non-nursing majors who wish to enter nursing
are growing in popularity, but this does not improve accessibility for the rural
population.

DIF: Cognitive Level: Synthesize TOP: Nursing Process: Planning

MSC: NCLEX Client Needs: N/A

12. An analysis of the three major types of basic nursing education would
reveal to the student that the biggest difference in programs is that
a. ADN nurses lack the education in community health that other program
graduates have.
b. BSN nurses are educated to work independently and enter leadership roles.
c. collegiate experiences in BSN programs ensure that graduates have a well-
rounded education.
d. diploma graduates are trained to function under the supervision of a BSN
nurse.

ANS: B
BSN programs include coursework in liberal arts, humanities, leadership, and
management, enabling the BSN graduate to use sound critical thinking skills, to
function independently as a generalist nurse, and to assume entry-level
leadership roles.
Although ADN nurses do not usually have community health in their curricula,
this is not the biggest difference among programs.
Associate degree programs are also offered in collegiate environments,
including junior and community colleges and universities.
Diploma graduates were envisioned as complete bedside nurses. The ADN
nurse is a technical nurse trained to function under direct BSN supervision.

DIF: Cognitive Level: Analyze TOP: Integrated Process: Teaching/Learning

MSC: NCLEX Client Needs: N/A

13. A recent high school graduate wants to pursue registered nursing

education in the local community. What type of program would this student
most likely investigate?
a. Associate degree program
b. Baccalaureate degree program
c. Diploma program
d. Licensed practical nurse program

ANS: A
The associate degree program is often offered at local community colleges.
Baccalaureate programs are usually found at larger colleges or universities. The
few remaining diploma programs are associated with hospitals. Because the
nurse wants RN education, a licensed practical nurse program would not be
considered.

DIF: Cognitive Level: Understand REF: 25

TOP: Nursing Process: Assessment MSC: NCLEX Client Needs: N/A

14. A registered nurse is considering doctoral programs but is concerned with

accessibility. Which type of program is probably most accessible to this RN?
a. Clinical nurse leader program
b. Nursing doctorate (ND) program
c. Practice-focused program
d. Research-focused program

ANS: C
The practice-focused doctoral programs are growing rapidly as APRN
programs are converting to the DNP. The clinical nurse leader is a master’s
level education. The ND programs are being phased out. The research-focused
programs are less accessible than the practice-focused programs.
DIF: Cognitive Level: Remember REF: 29 | Table 2-1
TOP: Integrated Process: Teaching/Learning MSC: NCLEX Client Needs: N/A

15. The student of nursing history learns what information about the advent of
nursing education?
a. Baccalaureate programs caught on quickly after being started.
b. Collegiate forces advocated for early university education.
c. Early programs were patterned after the Nightingale model.
d. Physicians were against using any trained nurse in hospitals.

ANS: C
The earliest nursing education occurred in hospital-based programs patterned
after the Nightingale model of collegiate nursing education. However,
anticollegiate forces prevailed, and the diploma process became the standard
for nursing education. Baccalaureate programs did not catch on well until after
World War II. Physicians recognized the value of a trained nursing staff.

DIF: Cognitive Level: Remember REF: 23

TOP: Integrated Process: Teaching/Learning MSC: NCLEX Client Needs: N/A

16. A university nursing dean is particularly interested in attracting more male

students. What action by the dean would most likely result in the best
outcome for this goal?
a. Create an accelerated baccalaureate degree program.
b. Establish a “fast track” program for business leaders.
c. Partner with the local community college on seamless entry.
d. Recruit heavily among male-dominated occupations.

ANS: A
Accelerated BSN programs are an important point of entry for
underrepresented groups in nursing, including men. Although it may be
difficult to recruit men directly from high school, the accelerated program
offers men an attractive way to change careers later in life. Business leaders
may not be all male. A seamless transition from an associate degree to an RN-
completion degree is an important step in increasing the number of BSN-
prepared nurses but does not specifically target men. Recruiting men from
traditional “male” occupations may or may not be successful.

DIF: Cognitive Level: Apply TOP: Nursing Process: Implementation

MSC: NCLEX Client Needs: N/A
MULTIPLE RESPONSE

1. In comparing and contrasting licensed practical nursing (LPN) programs with

associate degree (ADN) programs, the potential nursing student notices
similarities between the two, including (Select all that apply.)
a. both programs prepare graduates to be supervised by BSN nurses.
b. graduates of both programs are considered to be technical nurses.
c. licensure exams for graduates of both programs are interchangeable.
d. LPN and ADN programs offer similar college credit for coursework.
e. the programs both take a similar length of time to complete.

ANS: A, B
Both the LPN and ADN programs envision nurses who will be supervised by
higher prepared RNs.
Both the LPN and ADN programs prepare nurses who are considered technical
in nature.
Whereas the LPN takes the NCLEX-PN examination, the ADN graduate takes
the NCLEX-RN examination.
LPN programs often do not carry college credit, which makes it difficult to
matriculate into RN programs.
LPN programs generally are 9 to 15 months long, whereas ADN programs are
typically 2 years in duration.

DIF: Cognitive Level: Understand REF: 25

TOP: Integrated Process: Teaching/Learning MSC: NCLEX Client Needs: N/A

2. In evaluating the success of a clinical nurse leader (CNL) program, a nursing

dean would determine that program goals had been met when graduates were
able to successfully (Select all that apply.)
a. demonstrate leadership in hospital nursing departments.
b. function effectively in an advanced specialty nursing role.
c. oversee care coordination of a distinct group of patients.
d. provide direct patient care in complex situations.
e. supervise ancillary and adjunctive nursing staff members.

ANS: C, D
One of the two major roles of the CNL is to oversee the care coordination of a
distinct group of patients.
The other major role of the CNL is to provide direct patient care in complex
situations.
CNLs design and implement care and are accountable for care outcomes, but
they do not necessarily serve in departmental leadership positions.
CNLs are considered generalists, not specialists.
The CNL role is not designed as a direct supervisory role, such as a charge
nurse.

DIF: Cognitive Level: Evaluate TOP: Nursing Process: Evaluation

MSC: NCLEX Client Needs: Safe and Effective Care Environment:
Management of Care

3. A high school guidance counselor is working with a student who wants to

attend a baccalaureate nursing school. The counselor explains that the main
considerations when choosing a nursing program are (Select all that apply.)
a. accessibility.
b. cost.
c. location.
d. program length.
e. quality.

ANS: A, B, E
Accessibility is one of three major considerations when choosing a nursing
program.
Cost is one of the three major considerations when choosing a nursing
program.
Quality is one of the three major considerations when choosing a nursing
program.
Location may be important to students either wishing or not wishing to
relocate, but it is not generally one of the major considerations in choosing a
program.
Nearly all baccalaureate programs are designed to be 4 years in length,
assuming a full-time load.

DIF: Cognitive Level: Understand REF: 29 | Table 2-1

TOP: Integrated Process: Teaching/Learning MSC: NCLEX Client Needs: N/A

4. A nurse is discussing certification with a coworker and explains that goals of

the certification process include (Select all that apply.)
a. endorsing demonstrated knowledge.
b. enhancing nurses’ professionalism.
c. helping boost pay scales for nursing.
d. providing for differentiated practice.
e. serving as a quality control activity.

ANS: A, B, E
Certification is directed to endorsing demonstrated knowledge and skill
associated with high-quality performance in a specialty area.
Certification also enhances professionalism and allows the public and other
professionals to recognize those with professional achievements.
Certification does serve as a quality control activity, because nurses who
obtain certification must demonstrate superior knowledge and clinical
behaviors.
Certification does not include boosting pay scales as a goal, although in some
institutions, certified nurses do receive a monetary benefit.
Although many certification exams require a BSN, differentiating practice is
not a goal of certification.

DIF: Cognitive Level: Understand REF: 32 | 33

TOP: Integrated Process: Teaching/Learning MSC: NCLEX Client Needs: N/A

5. A nursing dean oversees a BSN program that is taught partially online. In

evaluating program effectiveness and sustainability, the dean should pay
special attention to the (Select all that apply.)
a. effect of online learning on the process of professional socialization.
b. comparison of online graduates’ NCLEX-RN pass rates with traditional BSN
pass rates.
c. consequences of distance education on availability of financial aid.
d. correlation of online learning strategies with students’ learning needs.
e. impact of distance technology needs on donor willingness to contribute.

ANS: A, B, C, D
Professional socialization can be profoundly affected by distance technology
and should be evaluated during reviews of program effectiveness. Socialization
into the professional role is vital to maintain ethical and moral standards.
A comparison of board pass rates will allow evaluation of the effectiveness of
both program types.
Students’ ability to obtain financial aid may be affected by distance education,
particularly when looking for work-study positions, tutoring, and
assistantships.
Matching student learning needs with online teaching styles to create effective
learning environments would be another area to evaluate.
Donations, although important, would be a secondary consideration. Not all
donors designate their contributions to specific needs.

DIF: Cognitive Level: Evaluate TOP: Nursing Process: Evaluation

MSC: NCLEX Client Needs: N/A

6. A nursing dean wants to recruit students who more closely match

demographic trends. In planning activities with the marketing department, the
dean should plan activities to attract (Select all that apply.)
a. students with disabilities.
b. ethnic minorities.
c. men.
d. recent high school graduates.
e. underemployed groups.

ANS: B, C
Ethnic and racial minorities make up only about 18% of nursing students in
baccalaureate and graduate programs today. The trends reflect growing ethnic
and racial diversity in the country.
Men account for only 10% of BSN students today despite making up
approximately 50% of the population.
Recent high school graduates are not included in demographic trends.
Underemployed groups rise and fall sporadically with economic changes and
are not reflected in trends that nursing schools typically follow.
Recruitment of disabled students is not a trend in nursing school admissions.

DIF: Cognitive Level: Apply TOP: Nursing Process: Implementation

MSC: NCLEX Client Needs: N/A

7. When analyzing the development of nursing education for a research paper,

the nursing student notes that certain factors have been important
contributors to the current system of nursing education in this country,
including (Select all that apply.)
a. changing demographics.
b. cost of education.
c. historical events.
d. societal health care needs.
e. women’s roles.
ANS: C, D
Historical events, particularly wars, were vital contributors to our current
system of nursing education.
Changes in the health care needs of society have helped spur the development
of our current system of nursing education.
Changing demographics were not responsible for the current system of
nursing education.
The cost of education was not germane to the rise of our current system of
nursing education.
Women’s roles were not important in the development of our current system
of nursing education.

DIF: Cognitive Level: Analyze TOP: Integrated Process: Teaching/Learning

MSC: NCLEX Client Needs: N/A

8. A potential nursing student is evaluating a local hospital-based diploma

program. The student favors this program because several relatives are alumni.
In helping the student critically evaluate the strengths and weaknesses of this
program, what information does the high school guidance counselor offer?
(Select all that apply.)
a. Courses typically do not carry any college credit for transfer.
b. Diploma programs are not accredited by any national organization.
c. Short program duration leads to career entry sooner than other programs.
d. Students typically have strong clinical skills upon graduation.
e. Tuition in these programs is often the least expensive.

ANS: A, D
Diploma programs usually graduate nurses with strong clinical skills, but
courses usually do not carry any college credit. Diploma programs are
accredited and graduates are eligible for the NCLEX-RN examination. These
programs are typically 2 to 3 years long. Tuition in community colleges is
usually the cheapest option.

DIF: Cognitive Level: Understand REF: 23

TOP: Integrated Process: Teaching/Learning MSC: NCLEX Client Needs: N/A
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Snaith, J. C., see Chapter xxiii, 364-375;
Araminta, 367, 373;
Broke of Covenden, 365, 373;
The Coming, 364, 366, 373;
The Principal Girl, 367, 373;
There Is a Tide, 367, 373;
The Sailor, 366, 373;
The Undefeated, 364, 367, 373;
William Jordan Junior, 365, 366, 373
Songs for Parents, John Farrar, 286
Southerner, The, Thomas Dixon, 241, 249
Spark, The, Edith Wharton, 305, 312, 313
Spending the Family Income, S. Agnes Donham, 123
Spero, Sterling Denhard, The Labor Movement in a Government
Industry, 322
Splendid Outcast, The, George Gibbs, 371, 374
Square Peg, A, Lewis Beach, 256
Squire, J. C., A Book of American Verse, 278;
Essays on Poetry, 278
Stanford, Alfred, A City Out of the Sea, 181
Stanislavsky, Constantin, My Life in Art, 201, 202, 203, 265
Star of Gettysburg, The, Altsheler, 238, 247
Steele, Wilbur Daniel, The Giant’s Stair, 262
Stewart, A., Robert Louis Stevenson: A Critical Biography, 208
Stewart, Donald Ogden, Mr. and Mrs. Haddock Abroad, 32
Stockbridge, Bertha, E. L., Practical Cook Book, 116;
What to Drink, 123
Stoddard, Charles C., Shank’s Mare, 35;
Stories From the Arabian Nights, 87
Story Key to Geographic Names, The, O. D. von Engeln, and
Jane McKelway Urquhart, 96
Story of Rolf and the Viking’s Bow, The, Allen French, 93
Story of the Cowboy, The, Emerson Hough, 235, 245
Strange Schemes of Randolph Mason, The, Melville Post, 51,
52, 56
Steamcraft: An Angling Manual, George Parker Holden, 39
Street of Adventure, The, Philip Gibbs, 19, 26
Success in a New Era, Dr. Walsh, 359, 360
Sunlight and Song, Maria Jeritza, 204
Sun of Saratoga, The, Altsheler, 239, 248
Supreme Court in United States History, The, Charles Warren,
321
Surguchev, Ilya, Autumn, 261
Sweet Rocket, Mary Johnston, 383, 389
Swinnerton, Frank, 92;
Gissing, 282;
R. L. Stevenson, 282
Sword of Antietam, The, Altsheler, 238, 247

Table Service, Lucy G. Allen, 122

Taking the Literary Pulse, Dr. Collins, 283
Tales Told by the Gander, Maude Radford Warren and Eve
Davenport, 85
Talks to Mothers, Angelo Patri, 120
Temperamental People, Mary Roberts Rinehart, 172
Tempest, The, Shakespeare, 87
Tennessee Shad, The, Johnson Owen, 89
Terhune, Albert Payson, 91;
Now That I’m Fifty, 363;
The Heart of a Dog, 91
Text-Book of Nursing, A, Clara S. Weeks-Shaw, 124
Theism and Thought, Lord Balfour, 350, 351
There Is a Tide, J. C. Snaith, 367, 373
These Charming People, Michael Arlen, 266, 269, 274, 276
Thirteenth Letter, The, Natalie Sumner Lincoln, 180
Three Generations, Maud Howe Elliott, 209
Three Modern Japanese Plays, trans., Yozan G. Iwasaki, and
Glenn Hughes, 255
Three Short Plays, Granville Barker, 256
Tilton, George Henry, 34, 35;
The Fern Lover’s Companion, 34
Tinkering With Tools, Henry H. Saylor, 125
To Have and To Hold, Mary Johnston, 377, 378, 388
Tolstoi, Count Leon L., The Truth About My Father, 210
Tom Brown’s School Days, 89
Tomb of Tut-Ankh-Amen, The, Howard Carter and A. C. Mace,
37, 38
Tomlinson, Everett T., 243;
Fighters Young Americans Want to Know, 243, 250;
Pioneer Scouts of Ohio, 243, 250;
Places Young Americans Want to Know, 243, 250;
Scouting on the Border, 243, 250;
The Mysterious Rifleman, 243, 250;
Young People’s History of the American Revolution, 243,
250
Tomorrow and Tomorrow, Stephen McKenna, 180
Torch Bearers, The, Bernard Marshall, 245, 251
Trail Craft, Dr. Claude P. Fordyce, 35
Traitor, The, Thomas Dixon, 240, 249
Treading the Winepress, Ralph Connor, 170
Treasury of Plays for Children, A, Moses, 255
Treasury of Plays for Men, A, compiled by Fran Shay, 255
Treasury of Plays for Women, A, compiled by Frank Shay, 255
Tree of Appomattox, The, Altsheler, 238, 247
Trotsky, Leon, Problems of Life, 317, 318
Trout Lore, O. W. Smith, 39
True Story of Woodrow Wilson, The, David Lawrence, 198
Truth About My Father, The, Count Leon L. Tolstoi, 210
Truth at Last, The, Charles Hawtrey, 208
Tucker, George F., The Boy Whaleman, 91, 92
Turner, Annabel, Sewing and Textiles, 124
Turner, John Hastings, Simple Souls, 260;
The Lilies of the Field, 260
Twelve Dancing Princesses, The, 87
Twelve Tests of Character, Rev. Harry Emerson Fosdick, D. D.,
362
Twelve Years at the German Imperial Court, Count Robert
Zedlitz-Trützschler, 200
Twenty Contemporary One-Act Plays—American, ed. Frank
Shay, 254
Twenty-Five Short Plays: International, compiled, Frank Shay,
254
Twisted Foot, The, William Patterson White, 30
Two Years Before the Mast, Richard H. Dana, 92

Uncle Abner, Melville Post, 52, 53, 55, 56, 58

Undefeated, The, John C. Snaith, 364, 367, 373
Under the Big Top, Courtney R. Cooper, 290, 295, 297, 299,
303
Unseen Host, and Other War Plays, The, Percival Wilde, 259
Unwritten History, Cosmo Hamilton, 182, 191, 192, 193, 195

Valley of Color-Days, The, Helen B. Sandwell, 94

Varmint, The, Owen Johnson, 89
Velveteen Rabbit, The, Margery Williams, 85
Verena in the Midst, E. V. Lucas, 217, 230
Vermeer of Delft, E. V. Lucas, 213, 214, 229
Vermilion Box, The, E. V. Lucas, 216, 230
Victim, The, Thomas Dixon, 241, 249
Villari, Luigi, The Awakening of Italy: The Fascista
Regeneration, 316
von Engeln, O. D., and Jane McKelway Urquhart, The Story Key
to Geographic Names, 96
Voysey Inheritance, The, Granville Barker, 256

Walker of the Secret Service, Melville Post, 55, 57, 58

Walker, Stuart, 254, 261
Walking-Stick Papers, Robert Cortes Holliday, 285
Waller, Mary E., A Daughter of the Rich, 93;
Deep in the Hearts of Men, 180
Walpole, Hugh, 85, 92, 171;
Anthony Trollope, 282;
The Old Ladies, 172
Walsh, James J., Cures, 359;
Health Through Will Power, 359;
Success in a New Era, 359, 360
Walter de la Mare: A Biographical and Critical Study, R. L.
Mégroz, 279
Walter of Tiverton, Bernard Marshall, 245, 251
Wanderer Among Pictures, A: A Guide to the Great Galleries of
Europe, E. V. Lucas, 225, 231
Wanderer in London, A, E. V. Lucas, 213, 230
Warren, Charles, A History of the American Bar, 321;
The Supreme Court in United States History, 321
Warren, Maude Radford and Eve Davenport, Adventures in the
Old Woman’s Shoe, 85;
Mother Hubbard’s Wonderful Cupboard, 85;
Tales Told by the Gander, 85
Washington, The Man of Action, Frederick T. Hill, 244, 251
Waste, Granville Barker, 256
Waters, R. C., Auto-Suggestion for Mothers, 120
Watson, H. S., and Capt. Paul A. Curtis, Jr., The Outdoorsman’s
Handbook, 39
Way of a Man, The, Thomas Dixon, 241, 249
Way of These Women, The, E. Phillips Oppenheim, 136, 140
Wedding Gift, The, John Taintor Foote, 36
Weeks-Shaw, Clara S., A Text-Book of Nursing, 124
Welby, T. Earle, A Popular History of English Poetry, 279
Wells, H. G., An Outline of History, 356
Wharton, Edith, see Chapter xix, 283, 304-313;
Ethan Frome, 172, 304, 310;
False Dawn, 305, 310, 313;
New Year’s Day, 305, 312, 313;
Old New York (False Dawn, The Old Maid, The Spark, and
New Year’s Day), 305, 309, 313;
The Age of Innocence, 304, 305, 306, 309, 310, 313;
The Old Maid, 305, 311, 313;
The Spark, 305, 312, 313
What Bird Is That? Frank M. Chapman, 40
What Katy Did, Susan Coolidge, 93
What to Drink, Bertha E. L. Stockbridge, 123
What to Eat and How to Prepare It, Elizabeth A. Monaghan, 123
What Shall We Play, Edna Geister, 85
Which Is Absurd, Cosmo Hamilton, 183, 184, 185, 195
White Desert, The, Courtney R. Cooper, 295, 296, 302
White Stone, A, Ruth Comfort Mitchell, 177
White, William Patterson, 30;
The Twisted Foot, 30
Who Cares, Cosmo Hamilton, 189, 195
Wiener, Leo, The Contemporary Drama of Russia, 264
Wiggly, Weasel and Other Stories, The, Mabel Marlowe, 86
Wilde, Oscar, 254, 280
Wilde, Percival, 258;
A Question of Morality and Other Plays, 259;
Dawn and Other One-Act Plays of Life Today, 259;
Eight Comedies for Little Theatre, 259;
The Craftsmanship of the One-Act Play, 264;
The Inn of Discontent and Other Fantastic Plays, 259;
The Unseen Host and Other War Plays, 259
William Jordan, Junior, J. C. Snaith, 365, 366, 373
Williams, Margery, 85;
The Velveteen Rabbit, 85
Wilstach, Frank J., A Dictionary of Similes, 329, 330
Wind and the Rain, The, Thomas Burke, 282
Wire Devils, The, Frank L. Packard, 332, 348
Wise, Claude Merton, Dramatics for School and Community,
264
Witch, The, Mary Johnston, 382, 389
Wolff, William Almon, The Show-Off, 180
Woman’s Quest, A: The Life of Marie E. Zakrzewska, M. D., ed.
Agnes C. Vietor, 209
Wonder Book, A, Hawthorne, 87
Words and Thoughts, Don Marquis, 262
Wounded Souls, Philip Gibbs, 23, 26
Wrath to Come, The, E. Phillips Oppenheim, 128, 141
Wylie, Elinor, 280, 281;
Jennifer Lorn, 281

Yeats, 254, 261, 279, 284

Yellow Dove, The, George Gibbs, 371, 374
Young Archimedes and Other Sketches, Aldous Huxley, 112,
113
Young People’s History of the American Revolution, Everett
Tomlinson, 243, 250
Young Trailer, The, Altsheler, 239, 246
Youth Points the Way, Douglas Fairbanks, 325
Youth Triumphant, George Gibbs, 371, 374
Zedlitz-Trützschler, Count Robert, Twelve Years at the German
Imperial Court, 200
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