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i

FAMILY ENGAGEMENT WITH SCHOOLS

ii

OXFORD WORKSHOP SERIES:

SCHOOL SOCIAL WORK ASSOCIATION OF AMERICA

Series Advisory Board

Rebecca K. Oliver, LMSW, School Social Work Association of America
Timothy Schwaller, MSSW, LCSW, University of Wisconsin-​Milwaukee
Tina Johnson, MSSW, MPA, MA, University of Louisville
Cassandra McKay-​Jackson, PhD, LCSW, University of Illinois at Chicago
Laurel E. Thompson, PhD, MSW, Broward County Public Schools
Christine Anlauf Sabatino, PhD, LICSW, C-​SSWS, The Catholic University of America
Michelle Alvarez, MSW, EdD, Southern New Hampshire University
Kevin Tan, PhD, MSW, University of Illinois at Urbana-​Champaign
Kate M. Wegmann, PhD, MSW, University of Illinois at Urbana-​Champaign
Evidence-​Based Practice in School Mental Health
James C. Raines
The Domains and Demands of School Social Work Practice:
A Guide to Working Effectively with Students, Families, and Schools
Michael S. Kelly
Solution-​Focused Brief Therapy in Schools:
A 360-​Degree View of Research and Practice
Michael S. Kelly, Johnny S. Kim, and Cynthia Franklin
A New Model of School Discipline:
Engaging Students and Preventing Behavior Problems
David R. Dupper
Truancy Prevention and Intervention:
A Practical Guide
Lynn Bye, Michelle E. Alvarez, Janet Haynes, and Cindy E. Sweigart
Ethical Decision Making in School Mental Health
James C. Raines and Nic T. Dibble
Functional Behavioral Assessment:
A Three-​Tiered Prevention Model
Kevin J. Filter and Michelle E. Alvarez
School Bullying:
New Perspectives on a Growing Problem
David R. Dupper
Consultation Theory and Practice:
A Handbook for School Social Workers
Christine Anlauf Sabatino
School-​Based Practice with Children and Youth Experiencing Homelessness
James P. Canfield
Solution-​Focused Brief Therapy in Schools:
A 360-​Degree View of the Research and Practice Principles, Second Edition
Johhny Kim, Michael Kelly, and Cynthia Franklin
iii

FAMILY ENGAGEMENT WITH SCHOOLS

Strategies for School Social Workers

and Educators

Nancy Feyl Chavkin

OXFORD WORKSHOP SERIES

1
iv

1
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the University’s objective of excellence in research, scholarship, and education
by publishing worldwide. Oxford is a registered trade mark of Oxford University
Press in the UK and certain other countries.

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address above.

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and you must impose this same condition on any acquirer.

Library of Congress Cataloging-​in-​P ublication Data

Names: Chavkin, Nancy Feyl, author.
Title: Family engagement with schools : strategies for school social workers
and educators / Nancy Feyl Chavkin.
Description: New York : Oxford University Press, [2017] |
Series: Oxford Workshop Series: School Social Work Association of America |
Includes bibliographical references and index.
Identifiers: LCCN 2016059695 | ISBN 9780190642129 (Acid-Free Paper)
Subjects: LCSH: Education—Parent participation—United States. | School
social work—United States.
Classification: LCC LB1048.5 .C43 2017 | DDC 371.19/2—dc23
LC record available at https://lccn.loc.gov/2016059695

1 3 5 7 9 8 6 4 2
Printed by WebCom, Inc., Canada
v

This book is dedicated to Anya Aravanis, Teddy Aravanis, Laura Chavkin,

Alex Aravanis, Allan Chavkin, and families everywhere, who deserve the
best schools and the best education we can provide. Education is for all,
and families, schools, and communities working together can make that a
reality.
vi
vii

Contents

Preface  ix

Acknowledgments  xv

Chapter 1 Introduction: Making the Case for the

Importance of Family Engagement   1

Chapter 2 Reflecting on Models of Family

Engagement  20

Chapter 3 Taking Stock of Your School, Your

Families, and Your Community   36

Chapter 4 Building The Vision with Families and

Educators  51

Chapter 5 Connecting with Families: First

Steps  71

Chapter 6 Communicating Intentionally to Build

Relationships with Families   85

Chapter 7 Collaborating with Families   101

Chapter 8 Next Steps: Developing Family and

School Leadership for Capacity and
Sustainability  116
viii

Appendix A: Family Engagement Toolkits

and Other Resources   131

Appendix B: Related
Organizations  135

References  141

Index  149

viiiContents
ix

Preface

As one of seven children and the first in my family to graduate from college,
I feel blessed to come from a family who valued education. Even though
my parents did not always know how to help with homework or were not
able to be school volunteers, they cared about my education and the schools
I attended. They would work weekends or overtime to pay for books or
registration fees for academic experiences. Everyone in the family came to
my high school and college graduations. Education was and is important in
my family. I was also fortunate to be engaged with schools that welcomed
families when our daughter was in school.
My work with families across the nation has continued to reinforce my
belief that parents (including caretakers such as grandparents, foster par-
ents, other relatives, fictive kin, etc.) want the best education possible for
their children. It does not matter if they do not speak the language or did
not go beyond elementary school themselves. Parents want their children to
succeed and they know that a good education is essential for their children’s
future. Recently, my work in the colonias of south Texas has allowed me
to interact with some of the most committed parents and family members
I have ever met. These parents work each and every day to make sure that
their children have the best education they can. If they have questions about
the education of their children, they find someone who can answer them. If
a school administrator declines at first to see them, they sit and wait until
the administrator has time. These parents are studying the data about school
achievement and asking questions about how they can work with schools to
achieve excellent educational outcomes for their children and all children.
These parents are not always comfortable at school meetings, so sometimes
they gather in local community centers to learn about how they can raise
achievement scores for their children and all students. Family engagement
with schools is important to them.
I was a school social worker before I became a university professor and
researcher. I know firsthand the importance of bridging the gap between
research and its use in the real world. It is my intention that this book will

ix
x

help translate the evidence base about family engagement with schools into
user-​friendly terms that school social workers and educators can use to find
the best methods to work with family engagement. Using family strengths is
the underlying premise of this book, and therefore you will find the words
“family strengths” throughout the text. All families have strengths, and we
must work to identify and build on those strengths so that families can be
actively engaged with their children’s schools. We can only make family
engagement with schools a reality if we reframe our vision of what fam-
ily engagement should look like. The way to begin to reframe our vision is
to make connections by building relationships and trust, communicating
intentionally, and collaborating with all stakeholders, which I call the 3 C’s
approach—​Connecting, Communicating, and Collaborating.
More than forty years of research makes it clear that family engagement
with schools is one of the most effective approaches to improving educa-
tion for all children. The potential positive impact of partnerships between
educators and families and the communities where families live and
work is enormous. The question arises why we are not using this proven
approach more. The answers vary. Naysayers argue that it is expensive and
takes away from teaching time. Others say they are doing everything that
can be done already. Part of the problem is that family engagement is not
well understood. Merely inviting parents to the school or having parents
sell cupcakes is not true family engagement. Excuses for lack of family
engagement involve shared power and differences in class, race, ethnicity,
language, and family structures. It is true that we live in a diverse society,
but all families can be engaged with their children’s education. We do not
have the luxury of time to respond to all the naysayers; there will always
be some naysayers. The time is now to use what we know from the evi-
dence base and work toward building meaningful family engagement with
schools.
In c­ hapter 1, the book presents the case for family engagement, defines
terms, and discusses the roles of school social workers, educators, and poli-
cymakers. Although the benefits to students, families, schools, and commu-
nities are many, family engagement work is not easy. School social workers
and educators cannot do this work alone; they need to join in partnership
with families and schools to improve outcomes for all students. In addition
to increasing educational outcomes and being aligned with national goals
for student achievement, the concept of family engagement with schools

xPreface
xi

fits well with School Social Work Association of America’s Practice Model
for School Social Work, the National Association of Social Workers’ Code of
Ethics, and the Council of Social Work Education’s Educational Policy and
Accreditation Standards.
Chapter 2 introduces models, frameworks, and theories about family
engagement. For the first time, the new Dual Capacity-​Building Framework
is introduced to school social workers. The chapter explains the benefits
of the new Dual Capacity-​Building Framework and how it relates to other
theories such as the ecological approach, the family roles approach, school
frameworks, and community models. The chapter concludes with com-
mon themes and a summary of the Core Values of Family Engagement with
Schools.
Chapter 3 explores the process of understanding your school, your fami-
lies, and your communities. In contrast to a traditional needs assessment
conducted by an outside group, this chapter provides step-​by-​step ideas
about how to get families and community members engaged in “taking
stock” of their own strengths and areas of concern. There are a series of
questions and checklists to consider as well as suggested methods for col-
lecting information about your families and communities. The emphasis is
on using a strengths-​based assessment to start building your vision.
Chapter 4 continues the process of understanding more about your
school, your families, and your communities by sharing ideas about whom
to involve and how to continue to building your vision for your family
engagement plan. This chapter introduces the logic model, the planning
tools, and the evaluation. All of these tools can help you stay focused on the
vision you want for your family engagement with schools initiative. Every
plan will be different, for each plan depends on the context of the families,
schools, and communities who develop it.
Chapter 5 goes into detail about the first “C” in the 3 C’s approach. This
chapter is about connecting with families to build relationships and trust.
Connecting is only going to be successful if it is built on strong, positive rela-
tionships. Connecting is much more than just a meeting or two; connecting
is a process. The chapter includes examples and specific strategies to help
you build strong connections.
Chapter 6 focuses on the second “C” in the 3 C’s approach. This chapter
is about communicating intentionally with families and communities. The
word “intentionally” is important because it is essential to be purposeful and

Prefacexi
xii

respectful of culture and context in your communications. Communicating

is inextricably related to connecting with families, and the two strategies go
hand in hand. If you are going to truly connect with families and build rela-
tionships, you must also communicate well with them. The chapter includes
strategies, case vignettes, and ideas to help you communicate intentionally.
Chapter 7 provides strategies to help achieve the third “C” in the 3 C’s
approach. This chapter is about collaborating with families and communi-
ties. Building on the strong connections and the intentional communica-
tions from the first 2 C’s, the third C focuses on collaborating and working
together. This chapter describes family engagement initiatives that have
had successful collaborations with families as cocreators and coleaders.
The chapter includes case studies and strategies for building successful
collaborations.
Chapter 8 is a summary of the VIP (Very Important Partnership)
approach and the 3 C’s of Connecting, Communicating, and Collaborating.
The chapter includes additional suggested strategies for building capac-
ity and increasing sustainability. In order to continue our reframing of the
vision of family engagement with schools, we have to build family leaders,
disseminate our work, and find ways to fund it through grant writing, policy
initiatives, and other means.
The appendix provides two useful lists. The first is a collection of toolkits
on family engagement that other organizations have developed to help get
you started. The second is a selected list of related organizations working in
areas related to family engagement with schools. Many of these organiza-
tions have websites with additional resources.
This book has been a labor of love. I love working with families, schools,
and communities, and it is my strong, evidence-​based belief that we can
make a difference in children’s lives by engaging families with schools.
I would like to offer this quotation attributed to Plutarch that represents my
philosophy in sharing this information.

The mind is not a vessel to be filled, but a fire to be kindled.

Just as education is the beginning of all learning, this book is intended as

a beginning. After you read this book, the next steps in how you build your
family engagement efforts are up to you and your partnership team. I can-
not possibly tell you step-​by-​step how to build your own family engagement

xiiPreface
xiii

initiatives. What I can share are practices that are evidence based and have
been successful in other communities. Each family-​school-​community part-
nership is unique and must develop its own initiative. I wish you all the best
journey, and I look forward to hearing many of your stories. This is impor-
tant work, and the time is now.

Prefacexiii
xiv
xv

Acknowledgments

I have many people to thank for the ideas in this book and for the opportu-
nity to share these ideas. I have been fortunate to have amazing colleagues
and a supportive family. I am indebted to many mentors and researchers
who came before me and started the first dialogue about the importance of
family engagement with schools. I cannot possibly name all of those who
have helped this book come to fruition.
Colleagues from the School Social Work Association of America (SSWAA);
the Texas School Social Work Conference; the Family, School, Community
Partnership Special Interest Group of the American Educational Research
Association (AERA); the International Network of Scholars (INET); and
the National Association for Family, School, and Community Engagement
have been tremendously helpful. Aurelio Montemayor, Hector Bojorquez,
and Sofia Bahena from the Intercultural Development Research Association
(IDRA) have spent countless hours working to improve family engagement
and sharing their ideas with me. I am thankful for the support from Texas
State University, especially Dean Jaime Chahin, Director Jose Coll, Michele
Bauman, and Linda Sterling. In addition, I have marvelous colleagues
at Texas State in the School of Social Work, the Center for Children and
Families, the Council for Interdisciplinary Research, and the Office of the
Vice President for Research. I value each of you and thank you for the many
critical dialogues on research and practice.
Several colleagues from the field were gracious to contribute examples
or summaries of their work. I gratefully acknowledge the contributions of
Derek Beckford, Karen Bermudez, Allan Chavkin, Julissa Garo, Joanna
Geller, Sara McAlister, Aurelio Montemayor, Maria S. Quesada, Danielle
Raucheisen, Carol Sabatino, Dru Sanchez, Roseann Tung, Joshua Wizer-​
Vecchi, and Tonya Wolford. Their thoughtful examples and discussions
with me helped bridge the research-​to-​practice divide. I am also appre-
ciative of all the support from Oxford University Press (Dana Bliss and

xv
xvi

Andrew Dominello) and the Series Advisory Board (especially Christine

Anlauf Sabatino).
Finally, I thank my large extended family for their support, and espe-
cially Allan Chavkin, my husband and soulmate, for his perceptive com-
ments, encouragement, and feedback throughout this project. Together we
share a vision of a better world for all learners.

xviAcknowledgments
xvii

FAMILY ENGAGEMENT WITH SCHOOLS

xviii
1

1
■■■

Introduction
Making the Case for the Importance
of Family Engagement

Our reviews of these studies find that intentional, well-​designed

practices to inform and support family engagement have a posi-
tive and long-​term effect on student outcomes, including grades,
test scores, behavior, passing rates, enrollment in higher-​level
programs, high school graduation, and college attendance.
—​Mapp, Henderson, and Hill (2014)

The purpose of this book is to provide evidence-​based strategies for school

social workers and educators to engage families in their children’s educa-
tion by building on the strengths of families. Sometimes educators ques-
tion whether family engagement in education is important; they wonder if
it really makes a difference. After all, they surmise, it is up to the teacher
to teach and the student to learn what is being taught. The problem with
this belief, as Reginald Clark so aptly pointed out in 1990, is that students
spend more than 90 percent of their waking hours outside of school, and
what happens outside of school matters for students’ learning. Even with
the recent increase of early childhood school programs, Lines, Miller, and
Arthur-​Stanley (2011) suggest that the percentage of time children spend
out of school remains above 70 percent. Family engagement with education
is essential because families spend many hours with children. Teachers and
parents need to work together for student success.

1
2

Forty years of research tells us that students do better in school and have
better outcomes in life when their families are engaged with their education.
This book will be particularly helpful to school personnel who are work-
ing with students who are at risk for failure or dropping out of school. This
book focuses on families who care deeply about their children but have
felt excluded (or in some cases have been excluded) from their children’s
education. As Patricia A. Edwards (2016) so aptly emphasized, it is essen-
tial to engage all parents. The premise of this book is that all families have
strengths and want the best for their children. School social workers and
educators can harness the power of family engagement to improve educa-
tional outcomes and students’ well-​being.
The relationship between the family and school that is the normal,
expected standard for white, middle-​class families has not been the case for
all children. In 1988, James Comer of the Yale Child Study Center cautioned
that we should not interpret lack of participation by some families in tradi-
tional family-​school activities as a lack of interest in schools or education. He
argues that some families do not engage in traditional school activities such
as parent teacher organization meetings because they feel uncomfortable at
the school. Comer’s work with the New Haven schools documents that the
reasons some families, particularly those with low incomes, do not partici-
pate in school activities include lack of information about school practices,
past negative experiences with education, and not feeling welcome. Because
of racial, income, cultural, and educational dissimilarities, some families
hesitate to come to schools or engage with schools. Bolivar and Chrispeels
(2010) report that many families do not know how to negotiate the com-
plexities of the US educational system.
Comer suggests that just inviting families to the school building or send-
ing home a newsletter are not sufficient practices; families need clear mecha-
nisms for engagement, and programs must be restructured to encourage
families who have not been engaged with schools. He concludes, “Schools
must win the support of parents and learn to respond flexibly and creatively
to students’ needs (1988, p. 42). Susan Dauber and Joyce Epstein (1993) con-
ducted a study with 2,317 inner-​city, economically disadvantaged parents
in Baltimore to examine both their current engagement in schools and their
desired engagement in schools. They found that the level of family engage-
ment is directly linked to specific educator practices. Schools that had prac-
tices that encouraged involvement at school and that showed parents how to
help at home had more involvement. School practices mattered most. What

2 Family Engagement with Schools

3

the school did had the most influence on whether or not families partici-
pated in their children’s education. Family education, income, family size,
marital status, and even grade level were not factors that significantly influ-
enced whether parents participated. The work of Comer (1988) and Dauber
and Epstein (1993) makes it clear that it is essential for school social workers
and educators to reach out to families—​we need to ask families how, where,
and when they would like to be engaged with their children’s education.

Key Terms
Language is important in clearly communicating ideas. It is essential to note
that this book is using the following terms:

Family—​I frequently use the broader word “family” instead of “parents”

because parents are just one set of key caretakers of children. Parents
are still included, but the broader word “family” is more inclusive and
appropriate for today’s context. The word “family” encompasses foster
families, grandparents, and other relatives, and non-​family members
who live with the family. These individuals are responsible for the
children, and they would most likely be the advocates for the best
possible education for the children they rear. They are the individuals
who want a future with many options for those children. Please note
that sometimes the word “parent” is necessary for the context and
includes the key caretakers of the children, even if the person is not the
biological parent. The word “parent” or “parents” is also frequently used
in the research literature. When appropriate, I use the broader word
“family” in order to emphasize inclusiveness of all who take on the role
of key caretakers of children.
Engagement—​This is a broad concept that includes a variety of beliefs
and activities, especially two-​way, active interaction of families
with schools. I have purposively used “engagement” instead of
“participation” or “involvement” because I want to emphasize a
relationship that demonstrates partnership and commitment. The
focus is working toward true collaboration. “Participation” and
“involvement” are still important concepts and sometimes the
appropriate words, but partnership programs should be moving
toward true “engagement.” There is nothing wrong with “participation”
or “involvement,” but schools will see more results if the goal is to
move toward engagement.

Introduction3
4

With Schools—​Families are working with schools not just in schools. The
distinction here is that families coconstruct with schools the programs,
activities, and policies about how to work with families. Family
engagement can start at the school or in the community. Schools should
regard families as equal partners. Schools need to think out of the box
and use the many resources in local communities to help build and
maintain relationships with families.
School Social Workers—​The title is used to describe social workers with
a BSW or MSW degree who work in and/​or with schools. The typical
school social worker is hired by the school district or school to provide
services to all students or to a specific group of students. Sometimes
school social workers are hired by community agencies or grants and
provide services to students in school.
Educators—​this is a broad term that includes all other school-​based
personnel who support student learning. For example, it includes
teachers, principals, school psychologists, counselors, specialized
instruction staff, coaches, and other school personnel who contribute
to students’ learning. The term is meant to be inclusive rather than
exclusive.
Community—​I use this term broadly to include not only the physical
location of the school and where families live but also the intangible
communities of attitudes, beliefs, and cultures. A community in this
case is a group that has the local education of students in common.
The focus is on the collective group and not the individual student or
family.

Throughout the text, I use italics to emphasize essential concepts that

will be important for you to remember as you build your understanding and
increase your repertoire of strategies to engage families with schools. Look for
words with italics as key indicators of family engagement. You will also notice
that I intentionally place the word “family” first when I discuss family,
school, and community. There is some disagreement in the field, and other
authors place the word “school” first because they believe it is the school’s
responsibility to take the lead in family engagement efforts. Although I agree
that there are important roles for schools and communities in developing the
family engagement process and programs, I am a social worker by education
and professional practice and prefer to put the word “family” first to ensure
that the central emphasis is on the family.

4 Family Engagement with Schools

5

I have based this book on research, and I know it is a challenge to trans-

late research to everyday practices of busy school social workers and educa-
tors. I use a series of tools to help make the material interesting, and I hope
you will find these tools helpful. Sometimes I highlight an important idea or
quotation by indenting it in the text. Other times I use boxes or figures to
display important information about working with families.
This book provides theory, research, and strategies for you both as an
individual social worker or educator and also as a team member who is work-
ing to create strong family engagement through a family-​school-​community
partnership. It is difficult to separate the micro approach and the macro
approach because one approach relies on the other to be successful. It is hard
for an individual to be successful for long without an overarching family-​
school-​community partnership, and, at the same time, it is difficult to build
a strong family-​school-​community partnership if individuals are not actively
working on building strong family engagement relationships. If your school
or community is not quite ready for the partnership-​building concepts and
strategies, do not lose hope. There are number of evidence-​based strategies
that you as an individual social worker or educator can start to use with fami-
lies today. In fact, the more you use these strategies, the sooner your school
and community might join together to work on building a strong family-​
school-​community partnership.
The importance of family engagement, rather than mere family involve-
ment, to students, families, schools, and communities brings to mind a
humorous, anonymous quotation based on an old fable:

When it comes to a breakfast of ham and eggs, the chicken is involved,

the pig is committed.

We want more than family involvement in our schools. Family engage-

ment with schools requires true commitment from all the key players—​
families, schools, and communities.

Importance of the Issue: Benefits to Students, Families, Schools,

and Communities
School social workers along with many other educators and human service
personnel have asked for more evidence-​based information and tools to
assist them in working with families (Chavkin, 2006; Franklin, Harris, &
Allen-​Meares, 2006, 2012). Anderson-​Butcher, Stetler, and Midle (2006)

Introduction5
6

wrote about the need to expand school-​community partnerships in support

of positive youth development. Clarke, Kim, and Spencer (2012) discuss
the importance of working with racially and culturally diverse families.
Alameda-​L awson (2014) describes the educational outcomes of a collec-
tive parent engagement program for low-​income parents and explains the
“instrumental roles” that social workers can play in this arena. Portwood,
Brooks-​Nelson, and Schoeneberger (2015) examine the success of the
Charlotte-​Mecklenburg Schools’ Parent University and suggest that social
workers can help schools and communities work in partnership to improve
outcomes for students. Teasley (2015) reports on positive success with
restorative justice programs that include training parents and educators
so that they can work together to reduce school suspension and expulsion.
The time is now to learn about how school personnel can join forces with
families and communities to improve educational outcomes for students.
Teachers and schools cannot do this work alone. School social workers can-
not do this work alone. Parents and family members cannot do this work
alone. Communities cannot do this work alone. School support staff need
to work in partnership with families, schools, and communities to improve
outcomes for students.
The importance of families, school, and communities working together
cannot be overestimated. Soo Hong (2012) in her book A Cord of Three
Strands: A New Approach to Parent Engagement in the Schools discusses a rel-
evant biblical quotation that one of her family members used at a commu-
nity meeting.

Though one may be overpowered, two can defend themselves. A cord

of three strands is not quickly broken. (Ecclesiastes 4:12, quoted in
Hong, 2012, p. 209)

Policy Mandates
This book on family engagement is especially timely because of the current
focus on student achievement emphasized by recent policy mandates, espe-
cially the new Every Student Succeeds Act (ESSA), which was signed into
legislation in late 2015. This law replaces the No Child Left Behind Act of
2001 (NCLB) and reauthorizes the Elementary and Secondary Education Act
(ESEA). The No Child Left Behind (NCLB) Act of 2001, was an important
step forward for students and families, but many of its provisions became
unworkable for both schools and families. The ESSA has given states and
schools more options for how to spend funds and measure success. Family

6 Family Engagement with Schools

7

engagement with schools is one approach that can help schools be successful
with all students.
Recently, the US Department of Education has introduced the Dual
Capacity-​Building Framework (Mapp & Kuttner, 2013) as a guide to helping
schools work with families. The new framework fits well with social work
values and takes a strengths-​based approach to building skills and relation-
ships with educators and families. The Dual Capacity-​Building Framework
(discussed further in c­ hapter 2) provides social workers and educators with
evidence-​based strategies to use directly with families and/​or to use in part-
nership with schools, families, and communities to build strong, sustainable
family involvement in education programs.
In recent legislation, there is a renewed interest from federal, state, and
local institutions in the important role that families play in children’s educa-
tion. Federal legislation on school reform since 2000 has included updates on
rights for children with disabilities, educational rights, privacy laws, account-
ability, high stakes testing, and many other issues concerning and involving
families. There have been many other state mandates ranging from how fami-
lies are informed of graduation requirements to their rights to participate in
educational planning and selecting schools for their children. Corbin (2005)
suggested that comprehensive school reform has opened many more oppor-
tunities for school social work involvement with families and teachers.
On the local level, it is clear that school districts in every state are plan-
ning many activities to initiate and encourage work with families and com-
munities. Increasingly, districts are establishing family engagement policies,
which is an essential element in promising family engagement programs.
In a study by Williams and Chavkin (1990), policy was one of the most
important elements for successful family engagement. Davies (1992) con-
curred and wrote that district-​level policy for family engagement is critical.
His work with school districts clearly demonstrated that policy is essential
because it can set both the tone and direction of family engagement efforts.
Policies can help by clarifying the definitions and goals.
But Williams and Chavkin (1990) also found that policy was not enough;
a second essential element for successful family engagement is support for
the policy. Support can come in many forms—​such as resources (training,
money, personnel) or accountability (annual goals/​evaluation). School social
workers and educators in partnership with families and the community can
be instrumental in leading the way to effective district policies regarding
family engagement with schools.

Introduction7
8

Practice Issues/​Roles of School Social Workers

At almost every state and national conference on school social work, there
are sessions about the issues of getting all types of families involved and
engaged in their children’s education. At a recent national conference, there
were sessions on immigrant families, interracial families, homeless families,
foster families, and many other types of families. The sessions on student
issues (e.g., bullying, suicide, youth resilience, trauma, behavior problems,
special needs, and grief) all had links to families.
In social work education, all of the competencies listed in the Council
on Social Work Education’s 2015 Educational Policy and Accreditation
Standards (EPAS) apply to the work that school social workers do in the
area of family engagement. Because of space limitation, I highlight only two
of the Council on Social Work Education’s EPAS competencies here, but it
is important to note that working with family engagement fits well in the
social work education model and all of the competencies apply to school
social work practice with family engagement.
Competency 2 is titled “Engage Diversity and Difference in Practice.” This
competency fits well with the school social worker’s role in understanding how
diversity and difference shape the experiences of students and their families.
The competency uses the word “intersectionality” to characterize the overlap-
ping dimensions of multiple factors such as class, color, culture, ethnicity,
age, disability and ability, gender identity, gender expression, race, spirituality,
religion, and many other factors that influence the lives of students, families,
and educators. School social workers also work with families who have had
different life experiences such as poverty, oppression, and discrimination.
Competency 8 is titled “Intervene with Individuals, Families, Groups,
Organizations, and Communities.” School social workers are cognizant
of the dynamic and interactive nature of practice with students, families,
schools, and communities. The social work profession is well-​known for
its focus on the whole picture and the reciprocity between the individual
and the environment. The profession examines behavior as it is influenced
by people’s interaction with their environment and also considers how the
environment is molded by the individual’s behavior. This biopsychosocial
systems approach gives social workers both a holistic understanding and
also a dynamic understanding of how individuals and society interact,
which, in turn, serves as the knowledge base on which professionals build
their practice skills and make practice decisions.

8 Family Engagement with Schools

9

Using the lens of systems theory to view the interaction between envi-
ronment and behavior and engaging difference and diversity are approaches
that involve the entire social work curriculum and provide a theoretical
grounding for empirically based social work practice with diverse systems
of all sizes. The biopsychosocial systems approach fits well with the fam-
ily engagement process for school social workers. School social workers
also work with interprofessional teams and recognize that successful out-
comes often necessitate collaboration across disciplines, professions, and
organizations.
School social workers work with individual students, their families,
their teachers, their schools, and their communities. School social work-
ers recognize that students are influenced by overlapping contexts of
their families, schools, and communities. Figure 1.1 provides a visual
representation of how school social workers view their work in family
engagement.
The School Social Work Association of America’s Practice Model for School
Social Work (Frey et al., 2013) describes home-​school-​community linkages as
one of its key constructs. School social workers have a key role in facilitating
communication with families, schools, and communities. The model clearly
underscores how relationships between families and schools influence both
academic achievement and behavior. Family engagement in the schools is
also related to the construct of working ethically to fulfill the mandates of
federal and state educational policy to achieve the best educational outcomes
for students. In addition, working in partnership with families and their
community fits well with the constructs of education rights and advocacy
and data-​based decision-​making.

Family

School Community

Figure 1.1 Family engagement’s overlapping circles.

Introduction9
10

Frey et al. (2013) present three key practices:

1. provide evidence-​based education, behavior, and mental health services

2. promote a school climate and culture conducive to student learning and
teaching excellence
3. maximize access to school-​based and community resources

The practice of family engagement with schools dovetails well with this
practice model. Implementing multitiered programs and practices in family
engagement, monitoring their development, and evaluating their effective-
ness are all key practices in the model. By facilitating partnerships with fam-
ilies and communities, school social workers are working toward positive
school climate and educational excellence. By using the strengths perspec-
tive to focus on family assets, school social workers can marshal resources
and increase collaboration.
The National Association of Social Workers Standards (NASW) for
School Social Work Services (2012) emphasize working with families and
communities. The guiding principles of this document reflect the impor-
tance of school social workers taking leadership roles in engaging families
with schools. It is critical that school social workers take proactive roles to
address the issues and advocate for resources as they help schools meet new
federal, state, and local mandates. Through family engagement work, school
social workers can help remove barriers to learning and promote educa-
tional opportunities and social justice for all students. The work of engaging
families with their children’s education fits especially well with Tier 1 level
services.
All of the standards are evident in family engagement with the schools.
Three of the standards are especially important—​ cultural competence,
interdisciplinary leadership and collaboration, and advocacy. These three
standards embody many of the efforts involved in understanding families
and communities, in developing leaders from within the community, and in
helping families and communities advocate for the best education possible
for their children.
Surveys about school social work tasks have also consistently identi-
fied working with families as an important part of the role of the school
social worker (e.g., Allen-​Meares, 1977, 1994, 2006; Costin, 1969; Frey &
Dupper, 2005; Kelly, 2008; Kelly, Berzin, et al., 2010; Kelly, Raines, Stone,
& Frey, 2010). In her recent research paper, Nancy Joseph-​Goldfarb (2014)

10 Family Engagement with Schools

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Emperor’s frown, his, viii. 309.
empty praise or solid pudding, iii. 171.
empurpling all the ground, x. 187.
emulation, the native hue of, etc., xii. 201.
enameller of the moon, the, v. 300.
enchantments drear, x. 41.
encroachment, the figure of, iii. 75.
ends of verse and sayings of philosophers, i. 394; xi. 489.
endure to the end for liberty’s sake, ix. 162.
enemy had written a book, O that mine, vi. 205.
enemy of the human race, viii. 284; ix. 321.
enfeebles all internal strength of thought, vi. 71.
enforc’d to seek some covert nigh at hand, etc., xi. 503.
England had made Bonaparte, etc., iii. 99.
English nation, universal, vii. 167.
enlarge the conceptions or warm the heart of the spectator, to, vi.
134.
enriched, ix. 211.
Enter Sessami, vii. 86; xii. 120.
Entire affection scorneth nicer hands, viii. 455; ix. 22; xi. 524; xii.
238, 259.
envy, malice, etc., xii. 381.
Epicuri de grege porcus, iii. 42.
Epithalamia were thrown into his coffin, x. 214.
equal want of books and men, viii. 29.
equally great on a ribbon or a Raphael, ix. 352.
Erasmus aut Diabolus, Aut, ix. 34 n.
Ere the sun through heaven, etc., x. 271.
Eremites and friars, etc., xii. 337.
error of the time, the very, xi. 251.
escap’d from Pyrrho’s maze, etc., iii. 258.
essence of genius is concentration, x. 279.
Et ego in Arcadia vixi, vi. 172.
Eternal City, a part of the, ix. 232.
ethereal braid, sky-woven, xii. 203.
etherial braid, thought woven, iv. 216.
Ethiopian change his skin, Can the, etc., vii. 240, 370.
Et quum conabar scribere, versus erat, v. 79.
Et toi, guerrier infortuné, etc., xi. 282.
Et vous êtes Yorick! vii. 33.
eulogy to kill, Oh! for a, xii. 285.
European, when he has cut off his beard, If an, etc., vi. 157 n.
Even from the tomb, etc., vi. 120; xii. 159.
Even then (admire, John Bell! my simple ways), iv. 305 n.
even to o’erflowing, ix. 382.
even when he killed a calf, xii. 336.
ever charming, ever new, viii. 352.
ever lifted leg, viii. 11.
ever strong, upon the stronger side, etc., xii. 459.
every good work reprobate, to, vii. 135; x. 235.
Every moment brings, etc., iii. 207.
everything by starts, and nothing long, i. 104.
everything by turns and nothing long, xi. 515.
every variety of untried being, i. 23.
every time we called for bread, and, xii. 142.
evidence of things unseen, the, x. 86.
Evident to any one who takes a survey, it is, etc., xi. 101.
Ex uno omnes, vii. 51; viii. 366.
exact scale, according to an, viii. 93.
exaggerated evils, iii. 209.
Examines his own mind and finds nothing there, etc., vi. 124.
excellencies bear to be united, Some, etc., vi. 143.
Excellent Brutus, viii. 59.
Exchange the shepherd’s frock of native grey, etc., i. 113.
Excise, monster, iii. 465.
exhalation, Like an, etc., xii. 261, 292.
expatiates freely there, v. 102.
exploded author, that, xi. 287.
extravagant and erring spirit, vii. 16; x. 145.
Extremes meet, This is the only way of, etc., i. 97–8.
exuberant strength of my argument, iv. 21.
eye to look at, not to look with, ix. 34; xii. 354.
eye offend thee, If thine, etc., xii. 305.
eye, with lack-lustre, xii. 31, 59.
eye-judging sex, an, xii. 436.
eyelids many graces sat, Upon her, etc., x. 83, 348.
eye-pleasing flowers, v. 323.
eyes and see them, have, vi. 159.
eyes, in their arms, in their, etc., i. 45; xi. 273.
eyes of youth, x. 391.
eyes shall see me, All, ix. 69; viii. 148; x. 191.
eyes, with sparkling, etc., xii. 43.

F.
Fables for the Holy Alliance, iv. 360.
face to face, etc., xii. 43.
face was as a book, his, etc., xii. 271.
facilis descensus Averni, iii. 161.
fade by degrees into the light of common day, they, i. 250.
faded to the light of common day, ix. 62.
fænum in cornu, ix. 244.
Fain would I to be what our Dante was, etc., ix. 394; xi. 202.
faint shadow of uncertain light, Like a, vi. 113.
Fair, and of all beloved, I was not fearful, etc., v. 213.
fair clime, the lonely herdsman stretch’d, In that, etc., i. 114.
Fair moon, who with thy cold and silver shine, etc., v. 299.
Fair Semira, viii. 248.
Fair variety of things, the, ix. 332.
fairest of the fair, xii. 61.
fairest princess under sky, vi. 238; x. 242.
Fairfax and the starry Vere, vii. 232.
Fairy elves beyond the Indian Mount, etc., v. 274.
faithful remembrancers of his high endeavour, etc., vii. 430; xii.
116.
Fall blunted from the indurated breast, iv. 274.
fall degrades, But ’tis the, etc., iii. 46; vii. 368; xi. 475.
fall into misfortune, xi. 349.
fallacy, In terms a, etc., xii. 113.
Fall’n was Glenartny’s stately tree, etc., xii. 324.
false, sophistical, unfounded, etc., iii. 370.
famous for the keeping of it up, v. 131.
famous poet’s page, iv. 346; ix. 178; x. 243.
famous poet’s pen, ix. 178.
famous poet’s verse, x. 243.
famous poet’s wit, i. 23.
Fancy was a truant ever, Th’ enthusiast, vi. 72.
fancies and good-nights, xii. 224, 285.
fanciful chimeras, such, etc., iv. 282.
far darting eye, viii. 180.
far from the madding strife, vi. 100.
far from the sun and summer gale, iv. 266.
farce is over, now let us go to supper, The, vi. 150.
fared sumptuously every day, iv. 150.
farthest from them is best, iv. 261.
fashion of an hour mocks the wearer, The, etc., xi. 438.
fat and fair a bird, and how, etc., vii. 303.
fate and metaphysical aid, viii. 378.
Fate, I follow, etc., xii. 3.
father of lies, the, x. 327.
fault, it was ever the, etc., iii. 55.
faultless monsters which the world ne’er saw, Those, i. 434; ii. 129;
iv. 224; vi. 263; viii. 429; ix. 129; xii. 60.
Faunus, this Granuffo is a right wise good lord, etc., v. 226.
favours secret, sweet and precious, i. 372; viii. 14.
Fear God, and honour the King, iii. 282.
Fear God, my dear Abner, etc., ix. 116.
fear no discipline of human wit, iii. 63; xii. 378.
fear of being silent strikes us dumb, The, etc., vii. 32.
feast of reason, the, and the flow of soul, ii. 10; xii. 42, 153.
feathered, two-legged things, vii. 5.
fee-grief, due to the poet’s breast, some, vi. 174.
feel is to judge, to, xi. 85.
feel what others are and know myself a man, vii. 55.
felicity, the throne of, xii. 121.
felicity can fall to creature? What more, etc., vii. 181; xii. 2, 200.
fell of hair is likely to rouse, at which our, etc., viii. 127.
fell opposite the, viii. 356.
fell stillborn from the press, vi. 65.
fellow Burke were here now, he would kill me, If that, viii. 103.
felt a stain like a wound, v. 267; viii. 289.
Ferrara! in thy wide and grass-grown streets, xi. 424.
Few (of the University) pen plays well, etc., v. 282.
Fiat justitia, ruat cœlum, viii. 440.
Fideliter didicisse ingenuas artes, etc., vii. 235.
Fie, Sir! O fie! ’tis fulsome, xi. 419.
fields his study, nature was his book, the, vi. 181.
fierce with dark keeping, vii. 182, 278; xi. 27, 164.
fiery ordeal, x. 370.
Fiery soul that working out its way, viii. 344, 378; ix. 363; x. 393;
xi. 351.
fight, The, the fight’s the thing, etc., xii. 1.
figures nor no fantasies, They have no, xii. 5, 263, 299, 379.
finds an apple, A man, etc., vii. 176.
fine by degrees, and beautifully less, v. 359; ix. 42; xi. 386.
fine fretwork he makes of their double and single entries, iv. 364.
fine oleaginous touches of Claude, ix. 35.
fine summer evenings, when in the, they saw the frank, noble-
minded enthusiast, etc., v. 363.
fine word Legitimate, iii. 284, 293.
finical speech, a, iv. 281.
fire hot from Hell, xii. 281.
fire in the room, there was a, vi. 382.
First-born of Chaos who so fair did come, etc., viii. 58.
First come, first served, i. 53.
first garden of my innocence, that, vi. 257.
first it may be demanded, etc., But, viii. 26.
first of these is the extreme affection of two extremities, etc., The,
v. 331.
first sprightly runnings, The, i. 8; viii. 97.
first was Fancy, like a lovely boy, The, etc., v. 40.
fishing rod was a stick with a hook, a, etc., vii. 161.
fishy fume, ix. 214.
fitter for heaven, he is the, viii. 269.
Fix your eye here, etc., vii. 53.
flames in the forehead, etc., xii. 169.
flat as the palm of one’s hand, as, xi. 283.
flattery that soothes the dull cold ear, the, etc., vii. 206.
Flavia the least and slightest toy, etc., ix. 147.
fleecy fools, vi. 7.
flesh and fortune shall serve, as the, xii. 304.
flies of a summer, as the, iii. 284; vii. 234.
flocci-nauci-pili-nihili-fication, iii. 33, 231, 313; xii. 169.
Flushed with a purple grace, etc., iv. 276.
fluttering the proud Salopians, etc., xii. 259.
fly high, do we not, v. 240.
fly that sips treacle, The, is lost in the sweets, v. 129, 301; vi. 96; xii.
121.
followed in the chase, etc., xii. 272.
following things are all essential to it, the, etc., xi. 68.
Follows so the ever-running sun, etc., xii. 5.
fond deceit, And let us nurse the, etc., vi. 251.
food for the critics, viii. 223.
food whereon it lives, the very, xii. 374.
Foolish daughters of Pelias, etc., xi. 46.
fools aspiring to be knaves, iii. 67.
fools rush in where angels fear to tread, ii. 366; v. 346; ix. 480; xii.
70.
foot, an hand, an eye from Nature drawn, a, etc., v. 215.
foot of fire, with the, vi. 161.
foot mercurial, His, etc., xii. 277.
for a song, xi. 435.
For after I had from my first years, etc., v. 57.
For alas! long before I was born, etc., vi. 417.
For as much as nature hath done her part in making you a
handsome, likely man, etc., v. 284.
For her dear sake, That loves the rivers’ brinks, etc., v. 255.
For how should the soul of Socrates, etc., vii. 72.
For I am nothing if not critical, viii. 170.
For that other loss, etc., i. 118.
For this medicine, etc., v. 278.
For ’tis my outward soul, etc., viii. 52.
For true no-meaning puzzles more than wit, i. 139; viii. 552.
For wit is like a rest held up at tennis, etc., vii. 42.
For whom the merry bells had rung, v. 88.
For women, born to be controll’d, etc., vii. 203.
forehead, Her ivory, full of bounty brave, i. 69.
forerunner of the dawn, a, vi. 169.
forget the things that are behind, etc., vii. 167.
Forgive me, Now I turn to thee, thou shadow Of my contracted
lord, etc., v. 272.
form and motion so express, in, etc., xii. 248.
Fortune’s fools, vi. 460.
fortune swells him, His, etc., viii. 274.
fortune, Who shall go about to cozen, etc., xii. 297.
Forum wait for us, Let the, etc., viii. 456.
found him poor, etc., iii. 217.
fountain of blood, iii. 6.
foxes have holes, and the birds of the air, The, etc., vi. 120.
frailty, very name is, x. 397.
France, restored and shaking off her chain, iii. 51.
Franciscan think to pass, And in, etc., iii. 267.
fraught with potential infidelity, x. 127.
free born Roman maid, the, viii. 457.
Free from the Sirian star, etc., vi. 211.
French have a fault, If the, etc., vi. 307; ix. 113.
Frenchman’s darling, ix. 159.
friend in my retreat, a, etc., vi. 181.
friend in your retreat, A, etc., xii. 321.
friendly man will show himself friendly, A, etc., vii. 238.
friendship of the good, The, etc., iii. 110.
From discontent grows treason, And on the stalk of treason, death,
v. 208.
from grave to gay, from lively to severe, v. 32.
from her fair head for ever and for ever, v. 73.
From injuries to arms, and from arms to liberty, iii. 424.
From that abstraction I was roused, and how, etc., i. 117.
From that hour that Disciple took her to his own home, v. 184.
From the sublime to the ridiculous, there is but one step, viii. 23,
159.
From Windsor’s heights the expanse below, vii. 13.
From worldly care himself he did esloine, etc., xi. 333.
frozen winter and the pleasant spring, the, etc., xii. 124.
full eyes and fair cheeks of childhood, the, viii. 405.
full of matter, vi. 52.
full solemne man, a, iii. 311; xi. 413.
full to overflowing, x. 286.
full volly home, viii. 302.
fuller’s earth that takes out all stains, the true, xi. 547.
fumbling for their limbs, v. 359.
Fundamental principle of the modern philosophy is the opinion,
etc., xi. 100.
furnishing matter for innocent mirth, and, viii. 36.
fury in that Gut, there is some, viii. 304.

G.
gain but glory, iii. 259.
gain new vigour, etc., xii. 156.
Gallaspy was the tallest and strongest, etc., i. 55.
garlanded with flowers, ix. 145.
Garrit aniles ex re fabellas, iii. 419; iv. 237.
gather grapes of thorns nor figs of thistles, i. 249; vii. 200.
gaudy-days, xi. 360.
gauger of ale-firkins, a, v. 131.
Gay, sprightly land of mirth and social ease, etc., ix. 93.
gayest, happiest attitude, the, etc., viii. 41; ix. 426.
generation of actors binds another, no one, viii. 384.
generations, the, were prepared, the pangs, etc., v. 67, 235.
generous friendship no cold medium knows, A, etc., iv. 263; vi.
253.
Genius is naturally a truant, etc., vii. 59.
Genius was the child of the imitation of others, etc., vi. 127.
Genius, you must have no dependence on your own, xi. 213.
gentle craft, the, v. 302.
gentle husher, vanity by name, a, etc., vi. 289; ix. 196; x. 121; xi.
555.
gentleman and man of honour, iii. 178, 181.
Gentlemen, I can present, etc., viii. 275 n.
germain to the matter, more, xii. 239.
Gertrude’s eyes, Till now, in, etc., iv. 346.
ghost of one of the old kings of Ormus, v. 231.
Giace l’alta Cartago, etc., x. 71.
giant form roll before him in the dust, seeing his, etc., viii. 344.
giddy raptures, with all its, vii. 227.
Give a dog a bad name and hang him, iv. 1; ix. 245.
give a reason for the faith that was in me, v. 302; xii. 396.
Give me the thing and I will readily give up the name, xi. 65.
give his own little Senate laws, vii. 272.
give sorrow words, the grief that does not speak, etc., vi. 39.
give to any man without compulsion, to, xi. 419.
give up a kingdom for a mass, x. 363.
give us reason with his rhyme, vii. 371.
given in the furnace of our palace, v. 279.
gives a body to opinion, it, etc., vii. 266.
gives evidence of it, viii. 424.
gladdened life, and whose deaths eclipsed the gaiety of nations, i.
157; viii. 387, 526.
glades mild-opening, etc., xii. 202.
gladiatorship, in intellectual, viii. 84.
gladly would he learn, and gladly teach, etc., iv. 285.
glares round his soul, and mocks his closing eyelids, vii. 76; xii.
204.
glass darkly, as in a, vi. 9; xii. 152.
Glorious John, xi. 535.
glimmer, and now in gloom, now in, vii. 368; xi. 424.
glimpses that make him less forlorn, iii. 275.
Gli occhi di ch’io parlai, x. 65 n.
glittered green with sunny showers, vi. 186.
glittering bride, becomes his, etc., iii. 160; vii. 279.
glory hereafter to be revealed, the, vii. 261.
glory, the, the intuition, the amenity, vii. 120.
Glory to God, etc., iii. 266; xi. 413.
gnarled oak, the, xi. 508.
gnawed too much on the bridle, iv. 279.
gnawing the skull of his adversary, etc., ix. 401.
Go, go, you’re a censorious ill man, i. 392.
go seek some other play-fellows, v. 42.
Go thou and do likewise, vi. 164; xi. 410.
Go thy ways, old world, etc., vi. 328.
Go! you’re a censorious ill woman, viii. 78.
goes sounding on his way, iv. 214; xii. 265.
goes to church in a coranto, etc., xii. 57.
going into the wastes of time, ii. 350.
God Almighty’s gentlemen, vii. 219; viii. 85.
God knew Adam in the elements of his chaos, xi. 572.
God made the country, etc., iv. 226.
God save the King, viii. 298; ix. 93.
God the Father turns a school-divine, v. 63.
Gods have eyes but they see not, Your, etc., xii. 244.
Gods of his idolatry, the, xii. 72.
Gods partial, changeful, etc., xii. 245.
God’s image carved in ebony, xii. 392.
God’s viceregent upon earth, i. 130; x. 363.
Gog’s crosse, Gammer, etc., v. 287.
golden age, in the, v. 297.
golden mean, iv. 253.
Goldsmith of the stars, the, v. 300.
good, they did it for his, vii. 208.
good clever lad, etc., iii. 68.
good haters, i. 103, 374 n.; vii. 180; viii. 269; ix. 122.
good, he means, bad fortune, xi. 387.
good-humoured fellow, Now I think I am a, viii. 103.
good king, A, should be ... a mere cypher, etc., xii. 243.
Good lord, that there are no fairies, etc., vi. 167 n.
good-nature is a fool, mere, vii. 78.
good of the country, for the, vii. 375.
good old times, iv. 249; xi. 197.
good picture and a true, a, xi. 245.
goodly sight, It was a, to sally out from his castle, etc., i. 87.
goose pie, In form resembling a, ix. 71; xi. 200.
gorge the little fame, they get all raw, They, ix. 356.
gorge rises, our very, xii. 126.
gospel is preached to the poor, iv. 295.
gossamer that idles in the wanton summer air, the, x. 44.
Gothic cathedral ... like a petrified religion, a, vi. 369.
grace above, All is, etc., viii. 402.
graceful ornament to the civil order, etc., viii. 70.
graceful ornaments to the columns, the, etc., vii. 205.
Gracious and sweet was all he saw in her, vi. 346.
grand caterers and wet-nurses of the State, etc., ix. 24.
grandeur in it, there was a, vii. 303.
Grant I was tempted: Condemn you me, for that the Duke did love
me, etc., v. 241.
grant me judgement, you, xii. 360.
grapes of thorns, You cannot gather, etc., i. 249; vii. 200.
great book is a great evil, A, v. 114; xi. 244.
great discoverers obtain, How, shall our, i. 115.
Great Divan, the nation’s, xi. 336.
great grandmother without grey hairs, a, viii. 160.
Great is Diana of the Ephesians, xi. 603; xii. 244.
great lords and ladies do not like to have their mouths stopped,
Because, vi. 301.
great man’s memory may outlive him half a year, i. 146.
great princes have great playthings, etc., iii. 243.
Great Vulgar and the Small, i. 324; ii. 18; v. 56; vi. 157; viii. 463,
518; ix. 391, 428; xi. 437.
Great wits to madness nearly are allied, x. 231.
Greater love than this hath no man, etc., xii. 99.
greater the sinner, The, etc., xii. 330.
greatest happiness to the greatest numbers, the, vii. 180, 182, 184,
185, 193.
green-eyed, spring-nailed, etc., xi. 530.
See demure.
green upland swells that echo to the bleat of flocks, vi. 186.
Grieve not for me, etc., vi. 327.
grim-visaged comfortless despair, vii. 260.
grinding law of necessity, iv. 66, 295; vii. 193, 374.
grinding the faces of the poor, iv. 2.
grinned horrible a ghastly smile, etc., xii. 11.
grinning scorn a sacrifice, To, etc., xi. 525.
grotesque ornament to the civil order, i. 46 n.
ground, however unsafe, On this, etc., vi. 128.
grove, The, Grew dense with shadows, etc., x. 264.
Grove nods to prove each alley has a brother, etc., xi. 472.
grows with our growth, etc., vii. 60; x. 336.
guide, the anchor, the, etc., iii. 211.
guide, the stay, the, etc., iv. 205.
Guido from a daub, a, ix. 480.
Guido, from want of choice, etc., vi. 139.
Guido Reni from a prince-like affluence of fortune, etc., vi. 20.
guinea and the gallows, xi. 288, 472.
guns, drums, trumpets, viii. 403; xi. 532.

H.
habit; there is nothing so true as, vi. 33; viii. 124; x. 42; xii. 398.
Had I foreknown his death as you suggest, etc., v. 241.
Had I a heart for falsehood framed, viii. 165.
Had Petrarch gained his Laura for a wife, etc., vii. 112.
Had we but world enough and time, This coyness, Lady, were no
crime, etc., v. 314.
Hæ nugæ in seria ducunt, xi. 442.
Hæret lateri lethalis arundo, i. 135; viii. 22.
Hail, adamantine Steel! etc., xi. 505.
hail-fellow well met, v. 294.
hair-breadth ’scapes, xii. 17.
hair on end, at his own wonders, with his, etc., vi. 295.
Half thy malice youth could bear, viii. 166.
halfpenny head, having a, etc., vi. 431.
haloo an anthem, xii. 349.
hand, an ear, an eye, a, xi. 484.
hand had done, whatever the, etc., ix. 420.
hands that the rod of empire had swayed, etc., vi. 14.
handsome as you, I was never so, etc., viii. 114.
hand-writing on the wall, the, viii. 144; ix. 129.
Hang both your greedy ears upon my lips, etc., v. 208.
hang upon the beatings of my heart, vi. 257; ix. 107.
hanging locks, Like to those, etc., viii. 159; ix. 47.
Hanover rats, vi. 221 n.
happy alchemy of mind, i. 65; v. 107; viii. 408.
Happy insect, what can be, etc., viii. 59.
happy things in marriage are allowed, Two, etc., i. 68.
happy warrior, xi. 327.
hardest stone, the, etc., iii. 261.
See melancholy.
hard to say if greater want of skill, ’Tis, etc., viii. 401 n.
Hark! ’tis the twanging horn, etc., xii. 240.
Harlot old, that, etc., iii. 36, 177.
hart panteth for the waterbrooks, as the, vii. 226, 307.
hashed mutton, Amelia’s, xii. 141, 327.
has just come into this breathing world, xii. 162.
Has she not gone, trowest now thou, and lost her neele? etc., v.
287.
Hast oft been chased, etc., xi. 132, 186.
Hast thou seen the down in the air? etc., viii. 56.
hate, all we, ix. 340.
hate to fill a book with things, I, etc., vii. 399.
hated, not to be, viii. 332.
hated, needs but to be seen, which to be, etc., viii. 288.
hates conchology, he, etc., iv. 277.
hath a devil, ix. 59.
haut et puissant prince, agé d’un jour, un, viii. 176.
Have I not seen the household where love was not? xii. 88 n.
have proved a monument, i. 125.
have their hands full of truths, iv. 310.
Have ye not seen sometime a pale face, etc., v. 21.
Have you felt the wool of the beaver, etc., v. 322.
He could not read them in his old age, viii. 14.
He finds himself possessed of no other qualifications ... than what
mere common observation, etc., vi. 124.
He had received it from his grandmother, etc., viii. 228.
He hath a demon, v. 153.
He instanced it too in Lord Peterborough, vii. 209.
He is indeed a person, iii. 67.
he is one that cannot make a good leg, etc., vii. 25.
He is owner of all he surveys, vii. 68.
He is ten times handsomer, etc., viii. 442.
He looks up with awe to kings, xi. 515.
He might if he had pleased have married, i. 55.
he must rank, as a universal genius, above Dryden, etc., v. 123.
He never is—but always to be wise, iii. 139; vi. 148; ix. 249.
He openeth his hands, etc., vi. 392.
He prized black eyes, v. 189; vii. 207 n.
he saw nature in the elements of its chaos, etc., v. 341 n.
He sent a shaggy, tattered, staring slave, etc., v. 210 n.
He so teased me, viii. 323.
He takes most ease, and grows ambitious Thro’ his own wanton
fire and pride delicious, v. 254.
He that is but able to express, etc., vi. 207.
He that of such a height, hath built his mind, etc., v. 309.
he was a fine fellow once, xii. 145.
he was a fine old mouser, vi. 347.
He went up into the mountain to pray, Himself, alone, and, iii.
152.
he who knows of these delights to taste, etc., vi. 173.
he’s but his half brother, viii. 74.
head to the East, Nay, nay, lay my, iv. 248; viii. 146 n.
heaping coals of fire, etc., x. 360.
hear a sound so fine, there’s nothing lives ’twixt it and silence, etc.,
vii. 40.
hear the loud stag speak, xii. 269.
heard it, but he heeded not—his eyes, ix. 165 n.
hears it not, his thoughts are far away, He, etc., ix. 234.
hears the tumult, and is still, He, i. 338; v. 90; vi. 91.
heart of hearts, yea, into our, xii. 177.
heart of man is deceitful, the, etc., xii. 304.
hearts unkind, I’ve heard of, iii. 172; xi. 515.
heaven and all its host, he shall not perish, By, etc., viii. 307.
Heaven lies about us in our infancy, i. 250; x. 358.
Heaven, nigh-sphered in, v. 51; xii. 33.
Heaven of Invention, vi. 219.
heaven-born genius, x. 178.
Heav’n’s chancel-vault is blind with sleet, while, vi. 90.
heaves no sigh and sheds no tear, i. 135; v. 30.
he! jam satis est! iv. 305 n.
Hebrew roots, although they’re found, For, etc., viii. 64.
held on their way, etc., xii. 45.
hell of waters, A, xi. 424.
Hell was paved with infants’ skulls, vi. 76, 364; vii. 243.
hem was then heard, consequential and snapping, A, etc., i. 377.
Hence, all you vain delights, v. 295.
Her armes small, her back both straight and soft, i. 227.
Her eyes are fierce, etc., viii. 448.
Her finger was so small, the ring, etc., viii. 56.
Her full dark eyes are ever before me like a sea, like a precipice, i.
70.
Her heroes have no character at all, xii. 64.
Her voice, the music of the spheres, etc., viii. 63.
her whose foot was never off the stair, vii. 319.
Her’s is the afflicted, vi. 363.
herb that would cure him, The, xi. 328.
Here and hereafter, if the last may be? xii. 115.
Here are all that ever reigned, xi. 234.
Here be truths dashed and brewed with lies, vii. 140; x. 235.
Here be woods as green As any, air likewise as fresh and sweet,
etc., v. 254; vi. 183.